I Have a Family Here on Earth Flip Chart

How many people are in your family unit? Where does your family alive? What do you like doing with your family? How do you experience about your family?

In 1995, President Gordon B. Hinckley (1910–2008) introduced "The Family unit: A Proclamation to the World," which teaches that "the family is central to the Creator's plan for the eternal destiny of His children." Heavenly Male parent planned for you to come to earth and belong to a family unit. He knew that you needed a loving family to help you grow and acquire how to return to Him someday.

Gather for family unit home evening and invite your family to read the declaration. Talk about what it teaches, and choose means that yous can work together to strengthen your family. Sing this Primary vocal to remind y'all that families tin exist together forever.

I take a family here on globe. They are then good to me.

I want to share my life with them through all eternity.

Fam'lies can be together forever through Heav'nly Male parent's programme.

I always want to be with my ain family,

And the Lord has shown me how I can.

The Lord has shown me how I can.

("Families Can Be Together Forever," Children's Songbook, 188).

Action

Remove page 14 and describe or glue a photograph of your family in the centre. Cut out the frame on the broken lines. Glue curt edges together to make a cylinder. Punch two holes in the top every bit shown, and necktie yarn or string through them to make a loop for hanging. Cut 6 streamers out of paper. On each streamer, write 1 fashion you can strengthen your family. Adhere the streamers to the bottom of the wind sock.

Analogy by Thomas S. Child

Sharing Time Ideas

(Note: All songs are from Children's Songbook unless otherwise noted; GAK = Gospel Art Picture Kit; TNGC = Teaching, No Greater Call.)

1. Play a simple guessing game by giving a serial of clues to introduce the monthly theme on the family (run across "Examples of Games," TNGC, 169). When the children have discovered the answer, write the word family on the chalkboard.

   Share the story of Lehi traveling into the wilderness (come across one Nephi two). Invite the children to share ideas from the story that could strengthen a family, and list the ideas on the chalkboard. Sing "Book of Mormon Stories" (pp. 118–19), verse three.

   Share the story of Noah (run into Genesis half dozen–8). Invite the children to share ideas from the story that could strengthen a family. Listing the ideas on the chalkboard. Sing "Follow the Prophet" (pp. 110–11), verse three.

   Provide copies of the family unit tree from Primary 3, lesson 39, p. 196. Invite the children to put names of parents and siblings in the tree and write or draw on the back of the newspaper ways they can strengthen their family. Bear testimony of how the scriptures teach us ways to strengthen our families.

2. Using simple figures of people that can be combined to make families, or using the children themselves, invite children to come frontward and make a family like to their own. Talk near how families are the same and how they are different. (This discussion should follow the teachings in the proclamation.)

   Read Ephesians 6:ane–iv. Explain that each member of a family has a divine role. Assist the children memorize these phrases from the scripture: "Children, obey your parents" and "Laurels thy begetter and mother."

   Write the words award and obey on the chalkboard. Explain that the give-and-take honor means to show respect for our parents, and the discussion obey describes our actions when nosotros bear witness that respect. Sing verses one and ii of "Quickly I'll Obey" (p. 197).

   Set several case studies (see "Example Studies," TNGC, 161–62) to help the children apply in their lives the principles of honoring and obeying parents. Sing the phrase "rapidly I'll obey" between each example written report. Bear testimony of the importance of honoring and obeying parents.

   For older children: Give each class a scriptural account of children honoring and obeying parents. Invite them to read the account and then briefly share the story with the residual of the Primary. (Examples: Abraham and Isaac, Naomi and Ruth, Alma and Helaman, Lehi and Nephi, Mormon and Moroni.)

3. Bear witness a personal family photo or GAK 616 (Family unit Togetherness). Show Family Home Evening Video Supplement, 1. "Fortifying Your Family." (Considering the narration in this video segment is for parents, explain to the children that the sound will be turned off, and that you lot would like them to watch for means the family protected themselves from the storm and what they did to strengthen their family unit.)

   Invite the children to share what they noticed from the video. Make a short listing on the chalkboard. Compare the list with the Organized religion in God Accolade requirements in the Faith in God guidebooks, pages iv–5. Emphasize how scripture study, individual and family prayer, and family habitation evening can strengthen our families.

   Provide a re-create of the wind-sock activity on page 14 in this month's Friend. Review the instructions and assemble the necessary materials to consummate this activity during sharing time. Invite the children to write "scripture study," "prayer," and "family abode evening" on the streamers of the air current sock.

   Sing a song that reinforces scripture study, prayer, or family dwelling evening. (Suggested songs: "Search, Ponder, and Pray" [p. 109], "Family Prayer" [p. 189], "Family unit Dark" [p. 195], or "Families Can Be Together Forever" [p. 188].) Conduct testimony of how these activities strengthen your family unit.

4. Write the weekly gospel principle on the chalkboard as shown:

   The p___________ can b______ and s__________ my f_______. Sing the start line of "The Priesthood Is Restored" (p. 89). Have the children listen for a give-and-take to complete the start blank in the sentence. When the children guess correctly, write the word priesthood in the showtime bare. Sing the outset 2 lines of the second verse of "Love Is Spoken Here" (pp. 190–91). Accept the children listen for two words that will complete the adjacent two blanks in the sentence. When the children judge the words blessed and strength, explain that to help the message make sense, you will need to alter the words to bless and strengthen. Write them in the blanks. Sing the first line of "Families Can Be Together Forever" (p. 188). Heed for the word that completes the sentence. Write in the give-and-take family, and then read the sentence together.

   Use the following pictures from the Primary 2 film packet: ii-twenty, ii-27, 2-29, 2-30, 2-31, 2-32, 2-33. Give each grade a pencil, a piece of paper, and a picture of a priesthood ordinance. Enquire them to keep their picture a secret so they can play a guessing game. Ask each class to think of three clues that would aid someone gauge the priesthood ordinance shown in their picture, and write them on the paper. Invite each class to share their clues, and let the Primary judge what priesthood ordinance they are describing. As each ordinance is discovered, place the picture on the chalkboard. Invite children and teachers to share positive experiences that take blessed their lives or the lives of their family unit that relate to each priesthood ordinance. Bear testimony of how the priesthood blesses and strengthens families.

5. Song presentation: "Home" (p. 192). Get together pictures of homes, or invite children to draw pictures of homes. Display the pictures and explain that even though homes expect unlike, they are all places that provide shelter for a family.

   Teach the melody of the song by using the pictures of the homes equally visual clues. Invite children to the forepart of the room to hold the pictures. Hum or play the first phrase of the song, and assistance the children discover the melody line by placing the pictures at different levels to lucifer the melody line of the phrase. Teach 1 phrase at a time until the tune is learned.

   Explain that this song teaches important truths nearly a habitation. Ask, "What is in a home?" Sing the offset phrase to the children and have them listen for the answer ("heart"). Ask the children to touch their heart as you sing that phrase together. Next, inquire them to listen for two words that describe feelings in our hearts. Sing the second phrase to the children and get their responses ("warmth" and "dear"). Sing the 2nd phrase together. Explain the meaning of the word grow. Teach the third phrase by asking the children to listen for words that draw a hug. Sing the third phrase and get responses ("warm, circling arms"). Sing the phrase together. Every bit you sing the last phrase, hold your arms out in front end of yous as if you were going to hug some other person, then every bit you sing the phrase bring your arms close to you and give yourself a hug. Sing the terminal phrase with the children. Sing the beginning poesy together. Bear testimony of the blessings of a home.

   Keep to enquire questions that focus the children's listening, and sing to the children equally you teach verses two and 3.

6. Friend references: "Honey at Home," Sept. 2004, 42–43; "Strengthen the Family unit," May 2000, 45; "Pie Dough to Play Dough," Nov. 2006, 38–40; "Strengthening My Family," June 2004, 36–37; "A Perfect Match," Oct. 2006, twenty–22; "A Brother'southward Example," Dec. 2005, 8–nine.

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Source: https://www.churchofjesuschrist.org/study/friend/2008/05/i-have-a-family-here-on-earth?lang=eng

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