LOVING GOD, Love Connection - Spiritist Teachen Lessons for Educators

2. Love Connection
Spiritist Teaching Lessons for Youth Educators
Book 1 – Loving God
Grade Equivalence: Elementary Students (6-11 yrs approx.)
13 Lessons
Developed by the YSE Team (Division of United States Spiritist Council)
Copywrite 2011© United States Spiritist Council
http://www.spiritist.us/from-the-council/committees/yse/
Youth Spiritist Education - yse@spiritist.us

3. Welcome to Love Connection – Book 1: Loving God
Dear Spiritist Educators,
What a joy it was to create this project and present to you a curriculum enlightened with so much love
that can be used with the Youth Program in Spiritist Centers.
Teaching the children about inner transformation was a great focus in this book. Therefore, the
lessons were created aiming to support the children in their spiritual and moral growth as well as to
teach them tools that they could use in their everyday lives and when making choices. The topics
were carefully chosen based on observation of the many issues that the children go through as they
develop and interact with people and the world.
The lessons in this book help the children to reflect on their own actions, as they begin to develop
a relationship with God and the awareness on how prayer, affirmation, and meditation are very
helpful .This curriculum is alive, full of creative activities that support different types of learners,
engaging the children and allowing for great participation. In these lessons, the children will have
fun, learning through their senses, by hearing stories, connecting with the characters, having
discussions, playing games, doing art activities, making learning a positive and enjoyable
experience. The lessons progress smoothly and gradually so the children will acquire the moral
knowledge they need for their age level as their spirits are being awaken and open to receive spiritual
guidance.
We are grateful for the wonderful volunteers who helped in the creation of this project and we would
like to thank our mentors and spiritual guides that supported and inspired us during this process.
Enjoy!
Peace,
Bernadete Leal
Book One - Loving God
Project and Curriculum Coordinator: Bernadete Leal
Editors: Jussara Korngold and Claudia Nunes
Lesson Plan Collaborators
Addison Cornwell
Bernadete Leal
Claudia Nunes
Carla Fonseca
Dulcinete Story
Mirella Campos

4. Table of Contents: Page
 Curriculum Presentation 6
Credits
 Lesson 1 – God is Awesome
 Teacher’s Guide 10
 Lesson Instructions-Task Analysis 12
 Appendix A – Awesome God 18
 Appendix B – God’s Family Tree 19
 Appendix C – God’s Giving Soup 20
 Appendix D – God Wants our Happiness 21
 Appendix E – Lesson Plan Day 1 & 2 22
 Lesson 2 – Attributes of God
 Teacher’s Guide 23
 Lesson Instructions-Task Analysis 25
 Appendix A – Dialogue Between Suzy and Her Mom 31
 Appendix B – God’s Attributes Graph 32
 Appendix C – Apologies 33
 Appendix D – Suzy’s Payer 34
 Appendix E – Lesson Plan Day 1 & 2 35
 Lesson 3 – God’s Creation
 Teacher’s Guide 36
 Lesson Instructions-Task Analysis 38
 Appendix A – Genesis 1:1-28 45
 Appendix B – How to Make a Telescope 46
 Appendix C – Fear List 47
 Appendix D – What do you remember? 48
 Appendix E – Pictures of God’s World Creation 49
 Appendix F - Lesson Plan Day 1 & 2 56
 Lesson 4 – God is my Friend
 Teacher’s Guide 57
 Lesson Instructions-Task Analysis 59
 Appendix A – A Special Buddy – Dialogue Between Lucy and Sally 66
 Appendix B – Let Go, Let God 67
 Appendix C – Word Search - God is My Friend 68
 Appendix D – Matching Sheet 69
 Appendix E – Lesson Plan Day 1 & 2 70
 Lesson 5 – Talking to God
 Teacher’s Guide 71
 Lesson Instructions-Task Analysis 73
 Appendix A – How, Why and When to Pray 80
 Appendix B – Write your Positive Affirmations 81
 Appendix C – Finger Labyrinth 82
 Appendix D – Lesson Plan Day 1 & 2 83

5.  Lesson 6 – Review
 Teacher’s Guide 84
 Lesson Instructions-Task Analysis 86
 Appendix A – Summary Chart for Lessons 1-5 89
 Lesson 7 – Trusting God
 Teacher’s Guide 90
 Lesson Instructions-Task Analysis 92
 Appendix A – Thank God (Short Version) 99
 Appendix B – Story Illustration 100
 Appendix C – The Bright Side Glasses 101
 Appendix D – Challenging Situations 102
 Appendix E – Assessment Questions 103
 Appendix F – Lesson Plan Day 1 & 2 104
 Lesson 8 – God Loves Me
 Teacher’s Guide 105
 Lesson Instructions-Task Analysis 107
 Appendix A – Role-Play Scenes 115
 Appendix B – Poor Choices 116
 Appendix C – Poor Choices Chart 117
 Appendix D – God Loves Me Party Hat 118
 Appendix E – Maze 119
 Appendix F – Lesson Plan Day 1 & 2 120
 Lesson 9 – Life Goes On
 Teacher’s Guide 121
 Lesson Instructions-Task Analysis 123
 Appendix A – Things You Can/Can’t Bring into the Spiritual World 130
 Appendix B – Ways to Help and Elderly Person 131
 Appendix C – Human Life Circle 132
 Appendix D – Human Life Circle – Teacher’s Answer 133
 Appendix E – Color Blue Bird 134
 Appendix F – Lesson Plan Day 1 & 2 135
 Lesson 10 – Jesus and the Teachers
 Teacher’s Guide 136
 Lesson Instructions-Task Analysis 138
 Appendix A – Story Scenes 145
 Appendix B – Reincarnation Knowledge Sheet – Teacher’s Sample 146
 Appendix C – Reincarnation Knowledge Sheet 147
 Appendix D – Crossword Puzzle 148
 Appendix E – Crossword Puzzle Answers 149
 Appendix F – Worrying Situations 159
 Appendix G – Things I Can Do to Help out at Home 151
 Appendix H – What Have We talked About It? 152
 Appendix I – Lesson Plan Day 1 & 2 153

6.  Lesson 11 – Jesus, the Healer
 Teacher’s Guide 154
 Lesson Instructions-Task Analysis 156
 Appendix A – Story: The Blind Beggar 162
 Appendix B – The Blind Beggar Dialogue for the Role-Play 163
 Appendix C – Situations to Act Like Jesus 164
 Appendix D – Drawing: I can Act Like Jesus 165
 Appendix E – Scenarios for the “I Can’t See” Activity 166
 Appendix F – Lesson Plan Day 1 & 2 167
 Lesson 12 – Review
 Teacher’s Guide 168
 Lesson Instructions-Task Analysis 170
 Appendix A – Summary Chart for Lessons 7-11 173
 Lesson 13 – Love in Action
 Teacher’s Guide 174
 Lesson Instructions-Task Analysis 176
 Appendix A – Action Plan Chart Sample 180
 Appendix B – Action Plan Chart (Blank) 181
 Appendix C – True or False Sentences 183
 Appendix D – Matching Game Words 184
 Appendix E – Matching Game Word Definition 185
 Appendix F – Quote Puzzle 187
 Appendix G – Affirmations 188

7. Curriculum Presentation
Becoming Familiar with the Lesson Plan and Curriculum Design
Introduction: This is the first book of the series Love Connection and it should be used in the right
sequence. Each book prepares for the next one, giving the children the background they need to
move to the book level that follows.
Book Sequence:
Book 1 : Loving God
Book 2 : Loving Yourself
Book 3 : Loving your neighbor
Book 4 : Loving the World
Lesson Parts: This book is divided into two main parts:
a. Teacher’s Guide: A quick summary of what the lesson is about. It should be read in advance
so the teacher becomes familiar with the goals, concepts, and mechanics of the lesson,
which are essential for a successful lesson delivery.
b. Lesson Instructions/Task Analysis: This is the lesson itself showing all the steps and
procedures in a sequential fashion. It breaks down each step showing the tasks from start to
finish and what the children are expected to do and their performances.
Part One: Teacher’s Guide
1. Lesson Plan Overview
a. Time Allotment: It presents how long the class should take and a suggestion of a division of
lesson sessions (one or two- day lessons). You can have 13 90-minute lessons or 26 60-
minute-lessons.
b. Objectives: It describes the intention of the lesson; what it will be covering, content, and
goals.
c. Lesson Summary: It is a general outline of what the content of the lesson and its elements
are.
d. Inspirational Quote: It awakens the children about the intention of the lesson, as they reflect
about its meaning ( The quote can be shared with parents/guardian in a newsletter or given
to them at the end of the class session).
e. Vocabulary/Concepts: Words or concepts that will be mentioned or discussed during the
lesson. The teacher should be familiar with those terms and definitions and be able to
explain and give examples as needed to facilitate children’s comprehension.
2. Material and Resources:
a. Getting Ready: All the materials for the teacher and the children that will be needed in order
to deliver the lesson (school and art supplies, objects, tools, handouts, and worksheets).

8. b. What to Read: These are the Spiritist reading materials that a teacher should read prior
to teaching the lesson. The readings will help the teacher to be prepared for the topics,
receive spiritual inspiration, and meditate. The Book 1 suggests the reading of the
following Spiritist Books by Allan Kardec: The Spirit’s Book and The Gospel According to
Spiritism.
3. Lesson’s Main Points:
It is the threefold main points that will be covered in the lesson: Spiritual, Moral, and
Children’s Point of View.
a. Spiritual: Topics that will help the children to connect to God and bring spiritual awareness
according to the Spiritist Teachings.
b. Moral: Moral values that will be awaken in the children with the lesson.
c. Children’s Point of View: Topics in which the children can related directly to their day-to-day
life.
Part Two: Lesson Instructions/Task Analysis
1. Opening
a. Greetings: It is a short period of time in which the children and the teacher greet each other,
sharing something that happened during the week or anything that the teacher feels it is
important to share. During the greetings, the teacher should welcome any new guest or
friend, making proper introduction, and explain the classroom rules or classroom schedule
to the new guest.
b. Opening Prayer: It should be short and age appropriated. It can be done by the teacher or
the children.
c. Gratitude Circle: Sitting in a circle or in your classroom setting, each child says one thing
they are thankful. This is a time to bring awareness to the children about being grateful for
what they have in life.
d. Inspiration: The inspirational quote suggested should be written on a poster board or on the
whiteboard and read with the children. They should be encouraged to talk and express
what they understand, like or maybe dislikes about the quote.
2. Preparation
a. Anticipatory Set: This is the set up at the beginning of the lesson to get the children’s
attention. During Anticipatory Set the teacher does not say what the lesson is about or what
the children are about to learn yet, but motivates them to be curious, interested in learning,
and open to the lesson.
b. Vocabulary: Introduce any words or concepts that children need to know before going over
the lesson or that will be mentioned during story time.

9. 3. Story Time
This is a very important part of the lesson, which will conduct the topics that the children will be
learning. It is fundamental that the children understand the sequence of the story and know the
characters and their actions. Most of the ideas and concepts in the lesson will be drawn from
the story. The teacher can tell the story, read it and have the children following it, or they can
read parts of the story. The teacher should stop the reading after a paragraph or two and ask
questions about what happened in the story to help children to stay focus and know the story
sequence.
4. Discussion Time
This is an active moment that the teacher should encourage children to participate by giving
opportunity for every child to answer one question or make a comment. The questions will
check for some reading and comprehension of the story, spiritual connection, and how the
children can relate the story to their lives.
5. Activity Time
This session involves a variety of activities that will help the children to process, reinforce, and
practice the concepts learned. Its diversity supports the various types of learning styles (visual,
auditory, reading/writing-preference, kinesthetic, or tactile learners), making learning fun and
engaging for the children.
6. Centering
This is a part of the lesson that will calm the children down as they will be mostly practicing
some meditation/visualization. The music is essential to help the children to stay focused. The
topic during centering is related to the lesson and it ends with a prayer.
7. Music Time
Singing is a fun way to teach and reinforce a lesson and it is also helpful during the transition of
activities. The words of the songs in Book 1 are connected to the lesson. They are simple, easy
to sing along, and most of them carry the tune of common children’s nursery songs.
8. Affirmation
The role of using affirmations with the children is to help them to think positively and become
aware that affirmations can manifest changes in their lives. The affirmations are based on the
lessons and most of them involve kinesthetic activities in which the children will move their
bodies, carrying out a physical movement.
9. Assessment
This is a valuable part of the lesson. Before children leave the room, it is very important to check
what they have learned with the lesson. This is also a great feedback for the teacher to evaluate
if it is necessary to repeat a lesson or if any concepts need to be revised. Most of the
assessments in Book One are done informally through questions, drawings, conversations, and
games.
10. Closure
a. Loving Vibrations: Sending loving vibrations to people, spirits, and the world, is a common
practice in many Spiritist Centers. Toward the end of the lesson children will start to practice
praying not only for themselves but also for others. It is essential to explain to the children that

10. through the loving vibrations they are emanating and infusing others and the world with love,
peace, and harmony. This act is a great example of compassion and of love in action.
b. The Lord’s Prayer: The Lord’s Prayer is a beautiful example given by Jesus on how to pray.
Even though prayer has no rules or format, the Lord’s Prayer is known all over the world and a
common ground that unites Christians. The purpose of saying the Lord’s Prayer is to help the
children to become familiar with it and know it by heart. It is not necessary for them to fully
comprehend and know its meaning at this stage.
c. Goodbye Song: The Goodbye song is our last salutation to say goodbye after spending time
together with friends from a great group of friends at the Spiritist Center.
Appendix
It contains all the handouts for the teacher and the children’s worksheets that will be used for
that specific lesson so they can be copied or printed.
Credits
Stories:
Bible: New International Version (NIV), 1973, 1978, 1984 by Biblica
The Beginner’s Bible,1989. Mission City Press, Inc
The Kingfisher Children's Bible, 2001. Kingfisher London & New York
Book Cover
Designed by Juliana Reigal (www.julianareigal.com)
Images from Scrapbooking elements by Tati Pitti (www.pittiscrap.blogspot.com)
Teacher’s Book and Workbook Illustration
Images from Fotolia.com
Arbre du printemps © christemo
Cartoon giving thumbs up © fejas
Checklist on Clipboard © robynmac
Colored paper and pens © Mariia Pazhyna
Educational Owl © Louis D. Wiyono
Grandfather with stick © Regisser.com
Growth and development © Matthew Cole
Happy boy and girl singing with closed eyes © Mario
Happy Children © Lorelyn Medina
Helping Mom © John Takai
Kids Cleaning © Lorelyn Medina
Preschoolers © Lorelyn Medina
Soup © rrakkma
Sunday School Illustration © Vibe Images
CD
Singers: Rose Tapigliani and Luciana Ramos
Produced by BYZ Studios – Viviane Neves

11. Book One
Teacher’s Guide
Loving God
Lesson 1
God is
Awesome
LOVING GOD
God is Awesome
1. Lesson Plan Overview
a. Time Allotment: 90 minutes (See Appendix E for a two-day lesson plan).
b. Objectives: This is an introductory lesson of Book One in which the main topic is about “Loving
God.” This lesson will help the children to reflect about God and their relationship with Him. It is
also an informal assessment about what the children think about God and of any concepts they have
already learned about Him. In this lesson children will learn about:
1. God’s unconditional love
2. We are part of God’s big family
3. God wants our happiness
These topics will be reviewed and studied in depth in future lessons.
c. Lesson Summary:
In this lesson, children will learn and reflect about God through a variety of hands-on activities in
which they will help to create some poster boards about what they discussed and learned about God.
The posters will be hung on the wall and will be used as educational tools for future lessons.
d. Inspirational Quote:
“Love the Lord your God with all your heart and with all your soul
and with all your mind. This is the first and greatest commandment.
And the second is like it: ‘Love your neighbor as yourself.’ Matthew
22:37-39 (New International Version, ©2010)
Book One – Lesson 1- God is Awesome 10

12. e. Vocabulary/Concepts:
Neighbor (in “love your neighbor”)
Use examples to
Unconditional
Awesome illustrate the
Opportunity words.
Challenge
Material and not material things
2. Material and Resources
a. Getting Ready:
1. Poster Boards One, Two, Three, and Four (See Appendix A, B, C, and D)
2. Small pieces of papers for poster boards activities and cardboard paper
3. Markers, glitter, beads, stickers or any art material to decorate the name
4. Pens and pencils
5. CD player and meditation music
6. Examples of challenging situations
7. Tape or push pins to hang posters on the wall
8. Words of the song: God Loves Me (Printed or on the board)
9. Posters: Loving Vibrations and the Lord’s Prayer
b. What to Read:
The Spirit’s Book by Allan Kardec. Chapter I – Questions 1-8, and Chapter XXVI – Questions
886-889.
3. Lesson’s Main Points:
a. Spiritual: By learning about God’s unconditional love and how He wants our happiness.
b. Moral: By talking about loving your neighbor and who is your neighbor.
c. Children’s Point of View: By talking about how to find opportunities to learn
and grow in challenging situations.
Book One – Lesson 1- God is Awesome 11

13. Lesson Instructions
Book One
Loving God Task Analysis
Lesson 1
God is
Awesome
God is Awesome!
Step-by-Step
1. OPENING
a. Greetings (Check for any new friend and make proper introduction)
b. Opening Prayer
c. Gratitude Time: Ask each child to say one thing he/she is thankful for.
d. Inspiration:
Write the inspirational quote on the board and read it with the children. Ask them what they understand
and think about the quote.
“Love the Lord your God with all your heart and with all your
soul and with all your mind. This is the first and greatest
commandment. And the second is like it: ‘Love your neighbor
as yourself.’ Matthew 22:37-39 (New International Version,
©2010)
2. PREPARATION
a. Anticipatory Set:
1. Write on the board the word “Awesome.”
2. Ask the children: “What is awesome? Do you know anyone that you think is awesome? Why?”
3. Ask the children what the characteristics/qualities of an awesome person are and list them on the
board.
4. Now write on the board “God is awesome!”
5. In pairs, ask the children to think about the statement “God is awesome!” and talk to their partner
about why they think God is awesome. Children can share their own personal experience/situation to
Book One – Lesson 1- God is Awesome 12

14. illustrate why God is awesome. If any child is not sure why God is awesome, it is okay. In this first
lesson, children are just informally assessed on how they feel about God; there is no right or wrong
answer. Ask the children to share their thoughts.
5. ACTIVITY TIME
a. Poster One- Awesome God
Part One
1. After the discussion in the preparatory set, give to each child one piece of paper and ask them
to write one sentence saying why God is awesome. If there is a child who does not want to
write, he/she can help by collecting the papers.
2. Collect all the papers with the sentences.
3. Read each sentence aloud and write them on the Awesome God poster (Appendix A).
Hang/Tape the poster on the wall.
Part Two
1. Tell the children that there are many reasons why God is awesome but a very important one
is about God’s unconditional love.
2. Ask the children what the word “unconditional” means (write this word on the board). Listen
to their explanations and give examples of unconditional love. Tell the children that God
loves them unconditionally and as they are.
3. Add the sentence “God loves me unconditionally” to the Awesome God poster.
b. Poster Two – God’s Family Tree
Part One
1. Tell the children that God is our Creator and He watches over us like a parent that loves and
cares about his children.
2. Introduce the word Family. Ask what family is and who the members of their family are.
3. Tell the children that God is like one unique parent to the whole world. Therefore, if God is
our parent/Father, then it makes us all related and we become part of the huge family of God.
Part Two
1. Give to each child a small piece of poster board paper.
2. Ask them to write their name or have them already printed.
3. Ask the children to decorate their name with beads, glitter, markers, etc.
4. When they are done, glue each name on one branch of God’s Family Tree poster board
(Appendix B).
5. Make sure that the tree has several branches so you can add the name of any new child that
may join the class in the future. Explain to the children that the branches with no names
represent the people in the world and their family and friends.
6. When the poster is done, hang or tape it on the wall.
Book One – Lesson 1- God is Awesome 13

15. 7. Talk about the poster and how it represents that we are all connected to God and to each other.
c. Poster Three – God’s Giving Soup
Part One
1. Explain to the children that God wants our happiness.
2. Write on the board the word G.O.D. and tell the children that each letter of the word God
stands for one word that will explain how God helps us to be happy.
Part Two
G – Stands for Giving
1. Tell the children that God gives us many things (material and not material) to help us in life.
Give examples of material and not material things.
2. Give to each child two small pieces of papers and ask them to think about one material and
one not material thing that God gave to them.
3. Have the poster board God’s Giving Soup taped on the wall.
4. When the children are done writing the two things, ask each one to stand up, read what they
wrote, and tape or glue it on the poster board (Appendix C ). It is okay if children repeat the
same word.
5. Feel free to add more words to the poster.
d. Working with a Friend
O – Stands for Opportunity
1. Explain to the children that another way that God helps us to be happy is by giving us
opportunities (write the word opportunity on the board) because He wants us to grow and
learn.
2. Explain that opportunities are situations in life, which we can learn and grow. Give an
example:
Situation: My friend is upset and he does not want to talk to me.
Opportunity: I will pray for him and will be patient, waiting till he is ready to talk to me again.
1. Talk to the children about how that situation brings a positive opportunity for learning.
2. In pairs, the children will come up with an example of a situation that they will find the
opportunity to learn and grow with it. The teacher should have some situations previously
written that the children can relate to give to the children who cannot come up with
their own situation.
3. The teacher walks around and helps the children who need assistance.
4. The children share their situation and explain how there is an opportunity to learn in it.
Book One – Lesson 1- God is Awesome 14

16. 5. CENTERING
D – Stands for Direction
1. Tell the children that another way that God helps us to be happy is by giving
us directions on what to do. God inspires and gives us guidance.
2. Explain to the children that in order to receive God’ directions, it is important to
connect to Him and one way to connect to God is through prayer.
3. Tell the children they will practice connecting to God to receive His directions.
4. Tell the children to think about something they want to ask God or if there is anything they want to
tell God. It could be about themselves or about someone else.
Meditation
1. Play a 2-minute meditation song.
2. Ask the children to close their eyes and breathe in an out.
3. Tell the children to say “God is (breathe in) awesome” (breathe out). Repeat this a few times.
4. Now tell the children to listen to the beautiful melody and when they are ready, they can ask God
the question they want or they can just talk to God in their minds.
5. After a few seconds of silence, the teacher says a prayer:
Prayer: Dear God, we know you are awesome and love us unconditionally. We want to thank you
for the good things you have given to us, all the opportunities to learn, and all the directions. At
this moment we pray asking you to guide us and help with our needs. As a loving parent, we know
you want what is the best for us. Thank you, Amen.
6. Ask the children to slowly open their eyes and share the experience.
7. After all the initials of the word G.O.D. are explained, the teacher hangs the POSTER FOUR
“G.O.D” on the wall (Appendix D)
6. MUSIC TIME
God Loves Me
(To the tune of “London Bridge” - words by Bernadete Leal)
1. God loves me as I am, as I am, as I am
God loves me as I am. Yes, God loves me.
2. God loves you as you are, as you are, as you are
God loves you as you are. Yes, God loves you.
3. God loves us as we are, as we are, as we are
God loves us as we are. Yes, God loves us.
Book One – Lesson 1- God is Awesome 15

17. 7. AFFIRMATION
Introduction of Affirmation
Explain to the children what affirmation is: They are powerful statements about a person, a thing, a
place, or a situation. Affirmations can be positive (I am a happy person) or negative (I am ugly).
Remind the children that whatever we say with frequency, we may start to believe it (good or bad).
Therefore, during all classes, they will learn and say positive affirmations only. Affirmations have the
power to improve our lives and how we think.
Affirmation: Every day in every way I am getting better and better.
1. Write the affirmation on the board. Read and explain it to the children its meaning.
2. Standing up, children say this affirmation three times all together.
3. Children say the affirmation three more times but with their eyes closed.
8. ASSESSMENT
Sharing: Ask each child to say one or two things he/she has learned with the lesson.
9. CLOSURE
a. Loving Vibrations: b. The Lord’s Prayer:
Children say them altogether Children say the Lord’s Prayer
Our Father, who art in heaven,
‘Divine Creator, hallowed be Thy name.
With a heart full of Thy kingdom come.
gratitude, we would like to Thy will be done on earth as it is
in heaven.
send our love and peace:
Give us this day our daily bread,
To all the people in the world
And forgive our debts as we
To all the animals forgive our debtors.
To all the Spirits And lead us not into temptation,
To this planet but deliver us from evil.
To this Spiritist Center For thy is the kingdom and the
To our loved ones power and the glory
Forever, Amen
And to all of us here.
Book One – Lesson 1- God is Awesome 16

18. c. Goodbye Song
(To the tune of “Hush, Little Baby and words By Bernadete Leal)
It is time to say goodbye
And I’ll see you next time
May Jesus’ peace be with you
God loves me and loves you, too!
Book One – Lesson 1- God is Awesome 17

19. Appendix A
Awesome God
God loves me unconditionally
God helps me when I need
God is good
God protects me and my family
God is wise
God is patient and kind
God understands me
Book One – Lesson 1- God is Awesome 18

20. Appendix B
God’s Family Tree
Ann
Mark
Jake
Kate
Carol
Peter
G
O
D
Book One – Lesson 1- God is Awesome 19

21. Appendix C
God’s Giving Soup
Pet Friends
House
Clothes
Family Health
Food
Book One – Lesson 1- God is Awesome 20

22. Appendix D
God Wants our Happiness
G.O.D.
Giving Prayer
Opportunity
Direction
Book One – Lesson 1- God is Awesome 21

23. Appendix E
Division of a 2-Day Lesson
Day One Day Two
OPENING OPENING
1. Greetings and Opening Prayer 1. Greetings and Opening Prayer
2. Gratitude Time 2. Gratitude Time
3. Inspiration
PREPARATION STORY REVIEW
4. Anticipatory Set 3. Inspirational Quote Review
5. Vocabulary
ACTIVITIES
6. Poster One (Awesome God) 4. Working with a Friend
7. Poster Two (God’s Family Tree) 5. Centering (G.O.D. Poster)
8. Poster Three (God’s Giving 6. Music Time (Song: God is
Soup) Everywhere)
7. Affirmation
8. Assessment
CLOSURE CLOSURE
9. Loving Vibrations 9. Loving Vibrations
10. The Lord’s Prayer 10. The Lord’s Prayer
11. Goodbye Song 11. Goodbye Song
Book One – Lesson 1- God is Awesome 22

24. Book One
Teacher’s Guide
Loving God
Lesson 2
Attributes of
God LOVING GOD
Attributes of God
1. Lesson Plan Overview
a. Time Allotment: 90 minutes (See Appendix E for a two-day lesson plan).
b. Objectives: By reading and listening to the story “Being Good” and by doing activities based on the
story, children will discuss and learn about the following attributes of God:
1. God is perfect
2. God is good
3. God is everywhere
4. God is wise
5. God is unique
c. Lesson Summary:
In this lesson, children will connect with Suzy, a child who had a fight with her best friend and is
upset. Through a dialogue between Suzy and her mother, children will learn about some of the
attributes of God and will have the opportunity to practice how to apologize.
d. Inspirational Quote:
"Give thanks to the Lord, because he is good. His
faithful love continues forever. (Psalm 136)
Book One – Lesson 2- Attributes of God 23

25. e. Vocabulary/Concepts:
Attribute Use examples to
Perfect
illustrate the
Unique
words.
Wise/wisdom
Apologize/apology
God as supreme intelligence
2. Material and Resources:
a) Getting Ready:
1. Copies of the dialogue between Suzy and her mom (Appendix A)
2. Art material: poster board, crayons, and markers for the graph (Appendix B)
3. Apology sentences printed on individual pieces of papers (Appendix C)
4. CD player and meditation music
5. Suzy’s prayer written on the board or on small pieces of papers (Appendix D)
6. Copy of the lyrics: God is Everywhere (Printed or on the board)
7. Posters: The Loving Vibrations and The Lord’s Prayer
b) What to Read:
The Spirit’s Book by Allan Kardec. Chapter I - Questions 10-13 (Attributes of God)
3. Lesson’s Main Points:
a. Spiritual: By teaching about the attributes of God.
b. Moral: By talking and learning about being good and apologies.
c. Children’s Point of View: By discussing about arguments with friends and
how to handle those situations.
Book One – Lesson 2- Attributes of God 24

26. Lesson Instructions
Book One
Loving God
Task Analysis
Lesson 2
Attributes of
God
Attributes of God
Step-by-Step
1. OPENING
a. Greetings (Check for any new friend and make proper introduction)
b. Opening Prayer
c. Gratitude Time: Ask each child to say one thing he/she is thankful for.
d. Inspiration:
Write the inspirational quote on the board and read it with the children. Ask them what they understand
and think about the quote.
"Give thanks to the Lord, because he is good. His faithful
love continues forever.” (Psalm 136)
2. PREPARATION
a. Anticipatory Set:
1. Explain to the children the word “attribute.”
2. Ask the children to say some of the attributes they think that good parents should have.
3. List all the attributes that children say on the board and discuss why they chose those attributes.
Book One – Lesson 2- Attributes of God 25

27. b. Vocabulary:
Introduce any word or concept that children need to learn to understand the story.
3. STORY TIME
Being Good
By Bernadete Leal
Suzy ran into the house very upset and went straight to her room. Her
mom, noticing that something was wrong went to check on her.
“Are you okay, sweetheart?” Her mom asked.
“I had a fight with Gabriella?” Suzy said with tears in her eyes.
“What happened?”
“She was mean to me and I got mad at her. Then I told her that I hated her and didn’t want to be her friend
anymore.”
“So, is it true that you don’t want to be her friend, anymore?”
“No, I still want to be her friend, but it was all her fault, she made me do that!”
“Well honey, people do and say mean things when they are mad.”
“But why?” Suzy asked.
“First, because we are not thinking and there are all kinds of feelings inside us that we just don’t know how
to deal with. But another reason is because we are not perfect.”
“Perfect? What is perfect?” Suzy asked curiously.
“Imagine someone very wise that has no flaws and never makes a mistake.”
“Wow, I don’t know anyone like that. Do you, mom?”
“Yes”
“Who?”
“God!”
“Really? I would love to be perfect?”
“That’s nice but it is a pretty hard task.”
“So, you are telling me that God doesn’t make any mistakes?”
“Nope.”
“Ever, ever, ever, ever, ever?”
“Nope.”
“That’s awesome! I want to be God, then.”
“Well, we already have one God; a unique God. But I have an idea, instead of you trying to be God, why
don’t you try to act like God?”
“And how do I do that?”
“First you need to learn more about God, His attributes, and characteristics. In other words, how God is like”
“Well, give me an example.”
“Sure. Goodness. God is all good!”
Book One – Lesson 2- Attributes of God 26

28. “Dah, mom. I had already figured that out on my own. Of course God is good, because if God was mean and
bad, I don’t think He would be perfect. That would be a flaw, right?
“Good thinking, Suzy. So, instead of trying to understand all about God, why don’t we concentrate in God’s
goodness for now?”
“Okay, then I want to be good.”
“That’s a great start, and how are you planning to do that?”
“I don’t know. I am thinking about Gabriella. I was not nice to her, but she was not nice to me either.”
“So what do you think that God, in all His perfection, goodness, and wisdom would tell you what
to do?
“Maybe apologize?”
“That would be a great start.”
“I guess I could give her a call. But mom, what if she doesn’t want to talk to me?”
“It is okay, at least you did your part and tried. I have a suggestion, why don’t we first pray together to God
to help you with this problem?”
“Can we do this now or do we have to go to a special place to pray to God?”
“God is everywhere, sweetie. We can do this right here and right now and He will hear us.”
Mary and her mom were in silence for a few seconds and then Suzy started to pray.
“Dear God, I learned that you are perfect and good, and that’s pretty cool! Trying to be perfect may be a
little bit hard for me right now so instead I want to be good. It is not easy sometimes, but I know I can do it
with your help. I wanted to be nice to Gabriella today but I hurt her feelings and I am hurt, too. God, I don’t
feel good about it, and please help me to be friends with Gabriella again. Amen.”
“That was a very sincere prayer, honey; coming from your heart.”
Suzie’s mom left the room to prepare dinner, and Suzy was holding the phone. Suddenly mom could hear
Suzy talking and laughing on the phone. It sounded like Suzy and Gabriella were good friends again.
4. DISCUSSION TIME
1. Why was Suzy upset?
2. How does Suzy feel about her fight with her friend?
3. What did she decide to do about it?
4. What helped her to make a decision?
5. Have you ever had a fight with a friend?
6. Have you ever said mean things to people that you didn’t really mean it?
7. How did that make you feel?
8. Have you ever hurt somebody’s feelings? Did you apologize?
9. How did it make you feel after the apology?
10. What are some of God’s attributes?
11. Share some ideas of how you can be good.
12. Do we need a special place to pray? Why?
Book One – Lesson 2- Attributes of God 27

29. 5. ACTIVITY TIME
a. Reader’s Theatre
1. Hand out a copy of the short version of the story “Being Good” to each child (Appendix A).
2. In pairs, children will take turns reading the dialogue between Suzy and her mother.
3. If children want, they can perform the story in front of the classroom.
b. Art
1. Talk to children about God’s attributes.
2. Create a poster showing a graph/chart with the attributes (Appendix B)
3. Children can decorate the words with drawings and coloring.
4. The poster should be hung on the wall when it is done.
c. Working with a Friend
1. Explain to the children that just like Suzy decided to apologize to her friend Gabriella, now it is
time to practice apology.
2. Hand out to each child one apology sentence (Appendix C)
3. In partners, each child reads his/her sentence, as follows:
Child 1: (Child’s name), I am sorry (Read sentence) I hurt your feelings.
4. Child 2: It’s all right. Thanks for apologizing (This sentence is always the same)
5. Then it is Child 2’s turn to apologize by reading his/her sentence.
6. Children walk around saying and replying to the apology to other children.
Note: It is important to remind the children that an apology should be sincere, coming from their
heart and not just words. Therefore, during this activity, tell the children to connect to the person
they are apologizing and look in his eyes as they say they are sorry.
6. CENTERING
Prayer Practice
1. Play a 2-minute meditation song.
2. Tell the children to close their eyes and breathe in and out. Every time they
breathe in, they should say in their minds “I am” and breathe out “good.”
3. Tell the children: I want you to just pay attention to the music, the melody, the
sound, and try not to think about anything else. You are at this moment in a
safe place; you are loved and God is with you. God can hear you and God
always helps you. Through prayer and meditation we connect with the Creator.
So now, I would like you to think about something that you want to ask God. It
can be something for you or for someone else.
4. After a few seconds of silence, tell the children that you will count till ten and
then they will open their eyes (Start counting).
Book One – Lesson 2- Attributes of God 28

30. 5. When all children have their eyes open, tell them that they will be reading Suzy’s prayer
altogether and at the end, each person will ask God in their minds, their prayer request.
6. Give to each child a copy of the prayer (Appendix D).
7. Children can take the prayer home.
Prayer: “Dear God, I learned that you are perfect and good, and that’s pretty cool! Trying to be
perfect may be a little bit hard for me right now so instead I want to be good. It is not easy
sometimes, but I know I can do it with your help. Today I want to ask you (Say your prayer
request in your mind) and I want to thank you for everything. Amen!”
7. MUSIC TIME
God is Everywhere
(To the melody of Clementine and words by Bernadete Leal)
God inside me, outside me, God is all around me.
God is here, God is there, God is everywhere
8. AFFIRMATION
Kinesthetic Activity
Affirmations: I am good. I am wise.
My feelings are important and I can apologize.
1. Write the affirmations on the board. Read and explain to the children their meaning.
2. Children will say the affirmation a few times while walking around, marching, jumping, or clapping.
9. ASSESSMENT
1. Ask each child to list one of God’s attributes and/or what they have learned with this lesson.
2. Based on Suzie’s intention of being good, ask the children to say one thing they will try to do
different during the next week to practice being good.
Book One – Lesson 2- Attributes of God 29

31. 10. CLOSURE
a. Loving Vibrations: b. The Lord’s Prayer:
Children say them altogether Children say the Lord’s Prayer
Our Father, who art in heaven,
hallowed be Thy name.
‘Divine Creator, Thy kingdom come.
With a heart full of gratitude, Thy will be done on earth as it is
we would like to send our love in heaven.
and peace: Give us this day our daily bread,
To all the people in the world And forgive our debts as we
forgive our debtors.
To all the animals
And lead us not into temptation,
To all the Spirits
but deliver us from evil.
To this planet For thy is the kingdom and the
To this Spiritist Center power and the glory
To our loved ones Forever, Amen
And to all of us here.
c. Goodbye Song
(To the tune of “Hush, Little Baby and words By Bernadete Leal)
It is time to say goodbye
And I’ll see you next time
May Jesus’ peace be with you
God loves me and loves you, too!
Book One – Lesson 2- Attributes of God 30

32. Appendix A
DIALOGUE BETWEEN SUZY AND HER MOM
MOM: Are you okay, sweetheart?
SUZY: I had a fight with Gabriella?
MOM: What happened?
SUZY: She was mean to me and I got mad at her. Then I told her that I hated her and I didn’t want to be her friend
anymore.
MOM: So, is it true that you don’t want to be her friend, anymore?
SUZY: No, I still want to be her friend, but it was all her fault, she made me do that!
MOM: Well honey, people do and say mean things when they are mad.
SUZY: Why?
MOM: First, because we are not thinking and there are all kinds of feelings inside us that we just don’t know
how to deal with. But another reason is because we are not perfect.
SUZY: Perfect? What is perfect?
MOM: Imagine someone very wise that has no flaws and never makes a mistake.
SUZY: Wow, I don’t know anyone like that. Do you, mom?
MOM: Yes.
SUZY: Who?
MOM: God!
SUZY: Really? I would love to be perfect?
MOM: It is a pretty hard task.
SUZY: So, you are telling me that God doesn’t make any mistakes?
MOM: Nope
SUZY: Ever, ever, ever, ever, ever?
MOM: Nope.
SUZY: That’s awesome! I want to be God, then.
MOM: Well, you cannot be God because we already have one.
SUZY: So, there’s only one God?”
MOM: Yes; one unique God. I have an idea, instead of you trying to be God, why don’t you try to act like God?
SUZY: And how do I do that?
MOM: First you need to learn more about God and His attributes.
SUZY: Like what? Give me an example.
MOM: Sure. Goodness. God is all good!
SUZY: Dah, mom. I had that already figured out on my own. Of course, God is good, because if God was mean and
bad, I don’t think He would be perfect. That would be a flaw, right?
MOM: Good thinking, Suzy. So, instead of trying to understand all about God, why don’t we concentrate in God’s
goodness?
SUZY: Okay, then I want to be good.
Book One – Lesson 2- Attributes of God 31

33. Appendix B
God’s Attributes Graph
(One God)
Good
Wise Perfect
Unique
God Everywhere
is
This graph can be made individually or in group
Book One – Lesson 2- Attributes of God 32

34. Appendix C
Apologies
1. I am sorry I hurt your feelings.
2. I am sorry I broke your toy.
3. I am sorry I didn’t call you.
4. I am sorry I didn’t invite you for my
party.
5. I am sorry I lost your CD.
6. I am sorry I forgot your birthday.
7. I am sorry I lied to you.
8. I am sorry I was mean to you.
9. I am sorry I hit you.
10. I am sorry I told lies about you.
11. (Children can add their own)
Book One – Lesson 2- Attributes of God 33

35. Appendix D
Suzy’s Prayer
“Dear God, I learned that you are perfect and good, and that’s pretty cool!
Trying to be perfect may be a little bit hard for me right now so instead I
want to be good. It is not easy sometimes, but I know I can do it with your
help. Today I want to ask you (Say your prayer request in your mind) and
I want to thank you for everything. Amen!”
“Dear God, I learned that you are perfect and good, and that’s pretty cool!
Trying to be perfect may be a little bit hard for me right now so instead I
want to be good. It is not easy sometimes, but I know I can do it with your
help. Today I want to ask you (Say your prayer request in your mind) and
I want to thank you for everything. Amen!”
“Dear God, I learned that you are perfect and good, and that’s pretty cool!
Trying to be perfect may be a little bit hard for me right now so instead I
want to be good. It is not easy sometimes, but I know I can do it with your
help. Today I want to ask you (Say your prayer request in your mind) and
I want to thank you for everything. Amen!”
“Dear God, I learned that you are perfect and good, and that’s pretty cool!
Trying to be perfect may be a little bit hard for me right now so instead I
want to be good. It is not easy sometimes, but I know I can do it with your
help. Today I want to ask you (Say your prayer request in your mind) and
I want to thank you for everything. Amen!”
Book One – Lesson 2- Attributes of God 34

36. Appendix E
Division of a 2-Day Lesson
Day One Day Two
OPENING OPENING
1. Greetings and Opening Prayer 1. Greetings and Opening Prayer
2. Gratitude Time 2. Gratitude Time
3. Inspiration 3. Inspirational Quote Review
PREPARATION STORY REVIEW
4. Anticipatory Set 4. Review of Story “Being Good”
5. Vocabulary
ACTIVITIES
6. Story Time 5. Working with a Friend
7. Discussion Time 6. Centering (Prayer Practice)
8. Reader’s Theatre 7. Music Time (Song: God is
9. Art – God’s Attributes Graph Everywhere)
8. Affirmation
9. Assessment
CLOSURE CLOSURE
10. Loving Vibrations 10. Loving Vibrations
11. The Lord’s Prayer 11. The Lord’s Prayer
12. Goodbye Song 12. Goodbye Song
Book One – Lesson 2- Attributes of God 35

37. Book One
Teacher’s Guide
Loving God
Lesson 3
God’s
Creation LOVING GOD
God’s Creation
1. Lesson Plan Overview
a. Time Allotment: 90 minutes (See Appendix F for a two-day lesson plan).
b. Objectives: By reading and listening to the story ―The Goldfish‖ and by doing activities based on
the story, children will discuss and learn about the following:
1. God is the Supreme Intelligence
2. God’s Creation versus Humankind’s Creation
3. God’s World Creation
c. Lesson Summary:
In this lesson, children will learn the story about a fish that was amazed when it realized that there
was a beautiful creation above the waters, and it wondered who created such beauty. Through its
character, children will learn about God as the supreme intelligence, and God’s creation versus
Humankind’s creation.
d. Inspirational Quote:
"To believe in God, you just have to look at His creation.
The universe exists; therefore it has a cause.” (The
Spirit’s Book – Part 1, Chapter1, item 4)
Book One – Lesson 3- God’s Creation 36

38. e. Vocabulary/Concepts:
Telescope
Creation Use examples to
Universe illustrate the
Supreme Intelligence words.
Humankind
Cause
2. Material and Resources:
a. Getting Ready:
1. Circles with God’s creation (Appendix D)
2. Play dough with different colors
3. Material to make the telescope (Appendix B)
4. Fear List (Appendix C)
5. ―What do you remember?‖ sheet – One copy per child (Appendix E)
6. Copy of the lyrics: God is Everywhere (Printed or on the board)
7. CD player and meditation music CD
8. Posters: The Loving Vibrations and The Lord’s Prayer.
b. What to Read:
The Spirit’s Book by Allan Kardec. Chapter III, and to become familiar with the story of God’s
Creation from the Bible – the Book of Genesis (1:1-28) – Appendix A
3. Lesson’s Main Points:
a. Spiritual: By teaching and talking about God’s superiority and His Creation.
b. Moral: By talking about respect, as the goldfish respected The King of the
Fish.
c. Children’s Point of View: By talking about fear, when goldfish was afraid of
what it would have encountered above the waters.
Book One – Lesson 3- God’s Creation 37

39. Lesson Instructions
Book One
Loving God Task Analysis
Lesson 3
God’s
Creation
God’s Creation
Step-by-Step
1. OPENING
a. Greetings (Check for any new friend and make proper introduction)
b. Opening Prayer
c. Gratitude Time: Ask each child to say one thing he/she is thankful for.
d. Inspiration:
Write the inspirational quote on the board and read it with the children. Encourage them to talk
expressing what they understand or what they like about the quote.
"To believe in God, you just have to look at His creation.
The universe exists; therefore it has a cause.” (The Spirit’s
Book – Part 1, Chapter1, item 4)
2. PREPARATION
a. Anticipatory Set:
1. Divide children into two groups and give to each of them some play dough.
2. Ask each member of group #1 to make one thing that was made by Mother Nature (ocean, trees,
flowers, sun).
Book One – Lesson 3- God’s Creation 38

40. 3. Ask each member of group #2 to make one thing that was made by human beings (car, table, house).
4. Rule: Each child should make something different. Therefore, members of the same group should talk
among themselves to agree/suggest about what they are making.
5. Children show their play dough ―sculptures‖ and briefly share why they chose such creation.
b) Vocabulary:
Introduce any new vocabulary or concept that children need to know before reading or telling the story.
3. STORY TIME
The Goldfish
Adapted from the story written by FEB and translated by Jussara Korngold
Once upon a time there was a pretty goldfish that lived in a great lake of blue
waters. The goldfish had many friends and it loved to swim in the lake. One day
the bottom of the great lake was quiet. All the fish and other creatures in the
water were sleeping but the goldfish continued swimming and splashing around,
with his pretty gold fins. Suddenly, it became curious and wondered.
―What could there be above the surface of the water?‖ it thought. ―Will it be as
beautiful as it is down here? I will go up a little to take a look.‖ And with these
thoughts in mind, it resumed swimming in the calm blue waters. At first the
goldfish was a little afraid, but then it filled itself with courage, and continued
swimming all the way up, until its head was above water.
―Ooh! That’s frightening!‖ It screamed trembling and diving below again. ―That strong light almost blinded me!‖ It
said. But the goldfish did not give up the desire to see what there really was above the water level. Several times it
returned to the surface, until its eyes got used to the bright light shining on the water. Then, attentively, the goldfish
started looking at everything that surrounded the great lake.
―That is amazing!‖ The goldfish exclaimed. ―I have never seen such a thing!‖
The goldfish was admiring the pretty blue sky and the sun that was like a great ball of fire spreading its rays
everywhere, and heating everything up. Then its attention turned to the beach. The goldfish saw leafy trees sheltering
little colorful birds with beautiful feathers flying from one branch to another singing cheerfully; it saw funny monkeys
doing the most incredible acrobatics. The goldfish saw fruits and a variety of beautiful flowers; it saw children
playing with their boats in the lake and a scared rabbit being chased by a big dog, while beautiful butterflies flew
landing from one flower to another.
―But after all, who did create so much beauty?‖ It wondered.
The goldfish wanted an answer, so it decided to talk to the King of the Fish, who was a very wise fish. It returned to
the bottom of the lake and approached the King respectfully, the goldfish asked the question: ―Your majesty, in my
trip over the surface of the water I saw beautiful things that I was not aware of. In my heart I wonder, who created
such beauty?‖
Book One – Lesson 3- God’s Creation 39

41. ―God!‖ The King replied.
―God?‖ Asked the goldfish very surprised, since it had never heard of God before.
―Yes, God.‖ The wise King spoke. ―God is the one who created the beautiful things you saw: the sky, the trees, the
flowers, the fruits, the animals, and the people.‖
―So God created our lake?‖ Asked the goldfish.
―Yes.‖ Replied the King
―Then God also created us!‖ the goldfish concluded. And the king nodded his head in agreement.
―Bravo! Bravo! The goldfish screamed with enthusiasm, happy with the new discovery.
The goldfish, understood everything and then thanked the King for the teachings and also thanked God for
all His beautiful creation.
And joyfully, the goldfish went back to play in the blue waters of the great lake once again.
4. DISCUSSION TIME
1. Where did the goldfish live?
2. What did the goldfish decide to do?
3. Was the goldfish afraid? Why?
4. Are you afraid of anything? What?
5. What did the goldfish find above the water?
6. Name some of the things that amazed the goldfish.
7. What did the goldfish want to know?
8. What did the goldfish find out after talking to the King?
9. How did the goldfish respect the King? Why?
10. Do you know anyone who is very wise?
11. Do you respect your parents and teacher? Why?
12. Name a few things that God created.
5. ACTIVITY TIME
a. Kinesthetic - God’s World Creation
In this activity children will become familiar with the sequence of God’s Creation from the book of
Genesis (1:1-28). It is important to remind them that the days of creation actually meant eras or a
very long period of time, and that it took millions of years for each phase of God’s Creation (days 1-
6) to be completed.
Book One – Lesson 3- God’s Creation 40

42. Steps
1. Tape the 7 circles out of sequence showing the illustration and description of each day of God’s
Creation on different parts of the walls in the classroom (Appendix E).
2. Tell the children that they are going on a trip around God’s Creation. Read each day of God’s
creation written under circles, which are posted out of sequence. E.g.: God created the sun, moon,
and stars. God created the sky and waters, etc.
3. Ask the children to look at the circles representing God’s Creation for a few minutes and think (in
silence) about which one God created first. For the young children, they can work with a partner.
4. Once they made up their minds, ask the children to get up and stand by the circle of their choice
(Show to the children how it is done).
5. Ask the children why they chose that circle, even if they are at the wrong one.
6. Tell the children the correct answer. Write number ―1‖ by the circle showing God’s first creation.
Continue with the same activity asking now for the second, third, forth, etc, till you have all God’s
creation numbered in the right sequence.
7. Discuss about the sequence of God’s creation. ―Why didn’t God create the animals and human
beings first?‖ (They would need a place to live, food, and water to survive). ―How is the sequence of
God’s Creation connected/logic? Does it make sense? Talk about God’s wisdom.
Correct sequence:
1. 2. 3. 4.
5. 6. 7.
b. Art
Children will make a telescope with toilet tissue tube or paper towel tube, and will decorate it (See
Appendix B for instructions). Children will walk outside where they can see nature, and looking
through the telescope, they will find things that represent God’s creation and human being’s
creation. If children cannot go outside, bring nature into the room, i.e. flowers, potted plants, or a
picture that they can see some of God’s creation.
Book One – Lesson 3- God’s Creation 41

43. Children will describe what they saw through the telescope. The educator may elaborate a list of all
things the children saw (God’s creation and Human Being’s creation).
c. Working with a Friend
Talking About Fear
Warm up: Remind the children that the goldfish in the story was afraid of what it could find above
the waters and the bright light. Ask them the following questions:
1. Are you afraid of anything? What are you afraid of? (The teacher can start by sharing something
that he/she is afraid or used to be afraid of)
2. Do you remember a time when you were afraid of something but you overcame that fear?
(Learning how to ride a bike)
3. What should you do when you are afraid? (Talk about your fear, talk to someone who has
overcome that fear, pray, take a deep breath, try to relax, etc)
Activity: Tell the children that they are going to help someone that has some type of fear. Remind
them that the goal is to be supportive. Even if they hear about a fear that they may not be afraid of,
or think there is no reason to be afraid of, the goal is to help a friend by suggesting ways or sharing
their own experience on how they can overcame that fear.
1. Ask one child to come to the front of the classroom. This child can choose to share his/her own
fear or he/she can pick one from the fear list. The child will say or read the fear (Appendix C).
2. After the children hear about one child’s fear, they can suggest what this child could do to deal
with the fear or share their own experience on how they overcame that fear themselves in the
past.
6. CENTERING
Meditation
1. Play a 2-minute meditation song. Preferably a melody that has sounds of nature:
ocean, birds, etc.
2. Tell the children: You are going to do a short-guided meditation and you will be
taking a walk through God’s Garden. Close your eyes and take a deep breath.
Imagine that now you are walking in this beautiful garden created by God. You
can see birds and hear them singing .You can see beautiful flowers and enjoy
their smell. The sun is shining and it feels good in your skin. You feel warm. You
can see squirrels and apple trees. This garden is not too far from the beach and
you can hear the ocean, as the waves move and break at shore. Enjoy for a few seconds
this beautiful place.
3. After a few seconds of silence, the teacher says a prayer:
Prayer: Dear God, thank you for all your creation that brings us joy and peace. This world is so
beautiful and every day we have the opportunity to enjoy all its beauty. Thanks for the sun, the trees,
Book One – Lesson 3- God’s Creation 42

44. the water, the sky, the night, the day, the animals, and most importantly, thank you for life. Amen.
4. Tell the children to open their eyes slowly when they are ready.
5. Ask if anyone would like to share his/her experience. They can describe the garden, colors, smell,
and their feelings about it.
7. MUSIC TIME
God is Everywhere
(To the melody of Clementine and words by Bernadete Leal)
God inside me, outside me, God is all around me.
God is here, God is there, God is everywhere
8. AFFIRMATION
Kinesthetic Activity
Affirmations: I am God’s loving expression.
You are God’s loving expression.
We are God’s loving expression.
1. Write the affirmations on the board. Read and explain to the children their meaning.
2. Standing up and at their places, children say this affirmation altogether with the following hand
gestures:
I am God’s loving expression (pointing to you).
You are God’s loving expression (pointing to others).
We are God’s loving expression (pointing to everybody).
3. Children say the affirmations and do the gestures walking around the room.
9. ASSESSMENT
a. God’s Creation Sequence and Drawing
Hand out the sheet ―What do you remember?‖ and ask children to number God’s World Creation
sequence (They can take a look at the circles on the wall), and draw about one human being’s creation
and one God’s creation (Appendix D). Answer Key: 7,3,1,6,4,5,2.
Book One – Lesson 3- God’s Creation 43

45. 10. CLOSURE
a. Loving Vibrations: b. The Lord’s Prayer:
Children say them altogether Children say the Lord’s Prayer
Our Father, who art in heaven,
‘Divine Creator, hallowed be Thy name.
With a heart full of gratitude, Thy kingdom come.
we would like to send our love Thy will be done on earth as it
is in heaven.
and peace:
Give us this day our daily bread,
To all the people in the world
And forgive our debts as we
To all the animals forgive our debtors.
To all the Spirits And lead us not into temptation,
To this planet but deliver us from evil.
To this Spiritist Center For thy is the kingdom and the
power and the glory
To our loved ones
Forever, Amen
And to all of us here.
c. Goodbye Song
(To the tune of ―Hush, Little Baby and words By Bernadete Leal)
It is time to say goodbye
And I’ll see you next time
May Jesus’ peace be with you
God loves me and loves you, too!
Book One – Lesson 3- God’s Creation 44

46. Appendix A
Genesis 1:1-28 (New International Version (NIV), 1973, 1978, 1984 by Biblica)
The Beginning
1
In the beginning God created the heavens and the earth. 2 Now the earth was formless and empty, darkness was over the
surface of the deep, and the Spirit of God was hovering over the waters.
3
And God said, "Let there be light," and there was light. 4 God saw that the light was good, and He separated the light from the
darkness. 5 God called the light "day," and the darkness he called "night." And there was evening, and there was morning—the
first day.
6
And God said, "Let there be an expanse between the waters to separate water from water." 7 So God made the expanse and
separated the water under the expanse from the water above it. And it was so. 8 God called the expanse "sky." And there was
evening, and there was morning—the second day.
9 10
And God said, "Let the water under the sky be gathered to one place, and let dry ground appear." And it was so. God called
the dry ground "land," and the gathered waters he called "seas." And God saw that it was good.
11
Then God said, "Let the land produce vegetation: seed-bearing plants and trees on the land that bear fruit with seed in it,
according to their various kinds." And it was so. 12 The land produced vegetation: plants bearing seed according to their kinds and
trees bearing fruit with seed in it according to their kinds. And God saw that it was good. 13 And there was evening, and there was
morning—the third day.
14
And God said, "Let there be lights in the expanse of the sky to separate the day from the night, and let them serve as signs to
mark seasons and days and years, 15 and let them be lights in the expanse of the sky to give light on the earth." And it was so. 16
God made two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. 17
God set them in the expanse of the sky to give light on the earth, 18 to govern the day and the night, and to separate light from
darkness. And God saw that it was good. 19 And there was evening, and there was morning—the fourth day.
20
And God said, "Let the water teem with living creatures, and let birds fly above the earth across the expanse of the sky." 21 So
God created the great creatures of the sea and every living and moving thing with which the water teems, according to their kinds,
and every winged bird according to its kind. And God saw that it was good. 22 God blessed them and said, "Be fruitful and
increase in number and fill the water in the seas, and let the birds increase on the earth." 23 And there was evening, and there was
morning—the fifth day.
24
And God said, "Let the land produce living creatures according to their kinds: livestock, creatures that move along the ground,
and wild animals, each according to its kind." And it was so. 25 God made the wild animals according to their kinds, the livestock
according to their kinds, and all the creatures that move along the ground according to their kinds. And God saw that it was good.
26
Then God said, "Let us make man in our image, in our likeness, and let them rule over the fish of the sea and the birds of the
air, over the livestock, over all the earth, and over all the creatures that move along the ground."
27
So God created man in his own image, in the image of God he created him; male and female he created them.
28
God blessed them and said to them, "Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish of the
sea and the birds of the air and over every living creature that moves on the ground."
Book One – Lesson 3- God’s Creation 45

47. Appendix B
How to Make a Telescope
Material:
Construction paper
Markers or crayons
Toilet paper/ paper towel tube
Plastic wrap
Tape
Scissors
Stickers
Markers
Instructions:
1. Decorate the construction paper any way the child likes for the outside of
the telescope.
2. Cover one end of the toilet paper/paper towel tube with plastic wrap. Take
a small square of plastic wrap and place it over one end of the tube. Pull it
tight, so that the plastic wrap is as smooth as possible, and tape the edges to
the paper tube.
3. Cover your paper tube with the decorated construction paper. Roll the
construction paper around the paper tube and tape the construction paper to
itself and the inside of the tube to secure it. Cut off any excess construction
paper. Use yellow construction paper on the end of the tube with the plastic
wrap for a more authentic telescope look.
4. Decorate the outside of your completed telescope with stickers or markers.
Allow the telescope to dry before the child plays with it.
Book One – Lesson 3- God’s Creation 46

48. Appendix C
Fear List
Flying on an Riding a Bike
Airplane (when learning)
Elevator Dark
Bullying Rats
Ghosts Roller Coasters
Heights Snakes
Being Left Alone Dogs
at Home
First Day of Shot (Vaccine)
School
Dentist Clown
Book One – Lesson 3- God’s Creation 47

49. Appendix D
What do you remember?
Write numbers from 1 to7, putting God’s World Creation in
the right sequence.
Day
( ) God rested.
( ) God created the land, plants and trees.
( ) God created light and darkness.
( ) God created human beings and animals.
( ) God created the sun, the moon, and the stars.
( ) God created creatures of the ocean and the sky.
( ) God created the water and the sky.
Draw
One of God’s Creation One Human Being’s Creation
Book One – Lesson 3- God’s Creation 48

50. Appendix E
Sky
&
Water
Light & Darkness
Book One – Lesson 3- God’s Creation 49

51. Water & Sky
Book One – Lesson 3- God’s Creation 50

52. Land, Plants & Trees
Book One – Lesson 3- God’s Creation 51

53. Fish
&
Birds
Man
&
Animals
Sun, Moon & Stars
Book One – Lesson 3- God’s Creation 52

54. Fish & Birds
Book One – Lesson 3- God’s Creation 53

55. Human Beings & Animals
Book One – Lesson 3- God’s Creation 54

56. God Rested
Book One – Lesson 3- God’s Creation 55

57. Appendix F
Division of a 2-Day Lesson
Day One Day Two
OPENING OPENING
1. Greetings and Opening Prayer 1. Greetings and Opening Prayer
2. Gratitude Time 2. Gratitude Time
3. Inspiration 3. Inspirational Quote Review
PREPARATION STORY REVIEW
4. Anticipatory Set 4. Review of Story ―The Goldfish‖
5. Vocabulary
ACTIVITIES
6. Story Time 5. Working with a Friend
7. Discussion Time 6. Centering
8. Kinesthetic Activity (God’s 7. Music Time (Song: God is
World creation) Everywhere)
9. Art – Telescope 8. Affirmation
9. Assessment
CLOSURE CLOSURE
10. Loving Vibrations 10. Loving Vibrations
11. The Lord’s Prayer 11. The Lord’s Prayer
12. Goodbye Song 12. Goodbye Song
Book One – Lesson 3- God’s Creation 56

58. Teacher’s Guide
Book One
Loving God
Lesson 4
God is LOVING GOD
My Friend
God is my Friend
1. Lesson Plan Overview
a. Time Allotment: 90 minutes (See Appendix D for a two-day lesson plan).
b. Objectives: By reading and listening to the story “A Special Buddy “and by doing activities based on
the story, children will discuss and learn about the following ideas:
1. God is a friend
2. God is everywhere
3. God helps us when we need Him
4. How to talk and listen to God
c. Lesson Summary:
In this lesson, children will learn the story about a new student, Sally, and how she handles a
challenging situation at school through her friendship with God. Children will have the opportunity to
relate to the characters of the story, and do activities in which they will practice how to develop a
relationship with God.
d. Inspirational Quote:
“God is my friend. From a distance or in the silence, He can hear
me, understand me, and heal me.” (B. Leal)
Book One – Lesson 4- God is My Friend 57

59. e. Vocabulary/Concepts:
“Material” as in material things like book, game, TV, etc.
“Immaterial” things as in feelings, angel, God, etc
Prayer Use examples to
Buddy illustrate the
Protect
words.
2. Material and Resources:
a. Getting Ready:
1. Prop: Book (needed for the anticipatory set situation)
2. Special Buddy Dialogue (Appendix A) - One copy per child
3. Let Go, Let God Sheet (Appendix B) – One copy per child
4. Pen or pencil
5. God is My Friend Search Word (Appendix C) – one copy per child
6. CD player and meditation music.
7. Matching Sheet (Appendix D) - one per child
8. Words of the song: God Loves Me (Printed or on the board)
9. Posters: The Loving Vibrations and The Lord’s Prayer.
b. What to Read:
The Gospel According to Spiritism by Allan Kardec. Chapter 11 (The Greatest Commandment)
Items 1-4.
3. Lesson’s Main Points:
a. Spiritual: By teaching and talking about God.
b. Moral: By talking and learning about the Golden Rule: Treat others the way you
want to be treated.
c. Children’s Point of View: By sharing about what children like about themselves
physically and about their personality.
Book One – Lesson 4- God is My Friend 58

60. Lesson Instructions
Book One Task Analysis
Loving God
Lesson 4
God is
My Friend
God is my Friend!
Step-by-Step
1. OPENING
a. Greetings (Check for any new friend and make proper introduction)
b. Opening Prayer
c. Gratitude Time: Ask each child to say one thing he/she is thankful for.
d. Inspiration:
Write the inspirational quote on the board and read it with the children. Encourage them to talk
expressing what they understand or what they like about the quote.
“God is my friend. From a distance or in the silence, He can hear
me, understand me, and heal me.” (B. Leal)
2. PREPARATION
a. Anticipatory Set:
1. Invite two children to role-play a situation while others observe it.
2. Situation: Show a book to one child who acts very interested in it, and both of you seem to be
enjoying it.
Book One – Lesson 4- God is My Friend 59

61. 3. A second child, showing curiosity about the book, approaches the two of you but both of you ignore
him/her, turning your backs to him/her or walking away.
4. Ask the children who were watching the situation, their opinion about what they saw. How would
you feel if you were the child who was being ignored?
b. Vocabulary:
Introduce any new vocabulary or concept that children need to know before reading or telling the story.
3. STORY TIME
A Special Buddy
By Bernadete Leal
Mrs. Robinson walked in the classroom, holding a girl’s hand. “Boys and girls, I
would like to introduce to you our new friend, Sally. She is a new student and I would
like you to welcome and be friends with her.”
Mrs. Robinson showed Sally her seat that was not too far from my desk. Sally was
shorter than me and had a big smile. She had black hair with pretty red satin ribbons
around each of her pigtails. She also wore black glasses and her eyes looked kind of
funny; they were pointing to her nose. I noticed that some of my friends were making
fun of her, but Sally didn’t seem to care. For the next three days nobody talked or
played with Sally. Instead, they just laughed at her glasses. One day, during recess, I
decided to talk to Sally.
“Hi. I am Lucy and I love the ribbons in your hair,” I said. “Thank you,” she said. “I have them in all colors.”
We were quiet for a few minutes and then I broke the silence.
“Sally. I see that you are always alone. Doesn’t that make you feel sad?” Sally gave a big smile and said, “I am never
alone. My buddy is with me,” Sally continued.
“Buddy? What buddy,” I asked?
“God,” she said.
“God?” I questioned surprised. “But I don’t see him.”
“Because God is not a person like you and me,” Sally said. “God doesn’t’ have a body but He is with me all the time,
everywhere I go.”
“Can you hear God?” I asked her.
“Yes. He talks to me in my mind. I can feel God in my heart, cheering me up, telling me what to do. He always helps
me.”
“What does God say to you?” I asked curiously.
“That He loves me and knows all about me. He told me not to be mad when people make fun of me.”
“But they are so mean to you!” I tried to explain to her.
“Well, God tells me they just can’t see that I am beautiful like everyone else,” and she added, “We are all beautiful and
there are all kinds of beauty.”
“Is God my buddy, too?” I asked Sally.
“Yes,” Sally replied. “He is with all of us, protecting and helping us. You just have to talk to him and listen.”
Book One – Lesson 4- God is My Friend 60

62. I never thought about God before till I talked to Sally. God might be someone really special because Sally seems to be a
very happy person.
“Hey, do want to play 4 squares?” I asked.
“Sure,” Sally replied.
On our way to get the ball, Sally said loudly. “Thank you, buddy!”
I stopped. “Who are you thanking, Sally?”
“God,” she said.
“Why?” I asked.
“Because when I woke up this morning, I asked God to bring me a special friend!”
4. DISCUSSION TIME
1. What do you think about Lucy?
2. What do you think about the way that other students treated Sally?
3. Was Sally sad? Why?
4. Has anyone ever made fun of you? How did that make you feel?
5. Have you ever been left out? Someone didn’t want to play with you, or you were not invited
to a party? How did that make you feel?
6. Talk about the Golden Rule: Treat others the way you want to be treated.
7. How did God help Sally?
8. What did Sally ask her buddy (God)?
9. Where do you think God is?
10. Can you see God? Why?
11. Can God help you? How?
12. How do you talk and listen to God?
5. ACTIVITY TIME
a. Readers’ Theatre
1. Hand out the short version of the story “Special Buddy” (Appendix A).
2. In pairs, children will practice reading the story, each one playing one character (Sally and Lucy).
3. Children will perform the story while reading it to the classroom.
4. Encourage children to act like the character by using expression and body language.
b. Being Compassionate
Children will role-play the story using improvisation without reading the text. They will say the words
Book One – Lesson 4- God is My Friend 61

63. they remember from the text or add their own. This time the children will role play the story showing
a compassionate way of treating Sally.
c. Working with a Friend
1. Write on the board Sally’s words “We are all beautiful and there are all kinds of beauty.”
2. Ask the children what they think about Sally’s statement. Do you think that all people are beautiful?
(Remember: This is an opportunity for children to think about their idea of beauty. If a child does
not agree with the statement, it is okay. The teacher may give examples to help the children to
reflect upon it. The important is that they feel comfortable sharing and that no one is being judged).
3. In pairs, ask the children to share two things they like about themselves with their partner: one
about their physical body and one about their personality and why. Demonstrate by giving an
example: “I like my hair because it has highlights and I like that I am funny because I make people
happy.”
4. After sharing with their first partner, children will get up and find another partner to share what they
like about themselves and why. Repeat this activity till all children shared their impressions with
each other. If children feel comfortable, they can share it with the classroom.
d. Let Go, Let God
1. Remind the children that in the story Sally said that God talks to her in her mind.
2. Explain to them that God and our spiritual guide/guardian angel always talk to us in our minds, like
an inner voice that we can hear inside us.
3. Explain to the children that many times we are very busy. Or our mind is very worried or thinking
about too many things that we cannot hear God or our spiritual guide talking to us.
4. Tell the children that they will be doing an activity that will help them to clear their minds.
5. Give to each child the Let Go, Let God sheet (Appendix B). Ask them to close their eyes and just
pay attention to all their thoughts without trying to control or stop them.
6. Now ask the children to open their eyes and write or draw one or more things that are in their minds
at that moment. It can be a picture, a word, a sentence, a question, anything that they are thinking,
positive, neutral or negative.
7. When the children are done, ask them to fold the paper and hold it in their hands.
8. Ask them to say 3 times altogether: “I let go and let God,” meaning that all their thoughts or worries
now are in God’s hands and He will take care of them.
9. Children can keep the paper or throw it away.
10. Explain to the children that this is something they can do; writing what is on their minds when they
are worry or stressed.
Book One – Lesson 4- God is My Friend 62