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SAI SPIRITUAL EDUCATION LESSON PLAN(1)

By Benjamin Flores,2014-08-19 16:27
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SAI SPIRITUAL EDUCATION LESSON PLAN(1)

    SAI SPIRITUAL EDUCATION LESSON PLAN

GROUP 2

    VALUE: LOVE SUBVALUE: DISCRIMINATION

QUOTE: Excellence lies not in helping those who help you but in

    helping those who hurt you. But, in these modern times, helping those

    who hurt you can be dangerous. So we should use our discretion and judge how deserving the person is before we try to help.‖

OPENING: THREE OMS / PRAYER / REPETITION OF GOD’S NAME

     Prayer: Asato ma sadgamaya

     Thamaso ma jyotir gamaya

     Mrityor ma amritam gamaya

     Om shanti shanti shanti.

     From untruth lead me to truth

     From darkness lead me to light

     From death lead me to immortality

     Om peace, peace, peace be everywhere

    ; REVIEW LIFE APPLICATION FROM PREVIOUS LESSON

    ; INTRODUCE TODAY’S SUBVALUE DISCRIMINATION AND DISCUSS

    QUOTE

    ; AFFIRMATION: I USE MY DISCRIMINATION AND HELP DESERVING

    PEOPLE

SILENT SITTING / MEDITATION

    DEVOTIONAL GROUP SINGING: CHOOSE SONG TO REINFORCE SUBVALUE

     Make me like you Lord, please make me like You

     You are a servant. Make me one too.

     Oh Lord I’m not worthy. Please do what You must do

     Make me like you Lord. Please make me like You. (Repeat 2X)

    STORYTELLING/ LESSON (Relate the story to the subvalue)

     Story: ―The Cold Hearted Snake‖ (see attachment)

    Discussion Questions: (These should relate to the story, subvalue and affirmation.)

    1. How do you think the boy felt when the snake bit him?

    2. How would you feel?

    3. Do you think the snake could really choose whether or not to bite the boy?

    4. Was the boy’s choice the most responsible one? Why?

    5. Could the boy have helped differently? How?

ACTIVITY (Choose to provide an experience of the subvalue)

     Role play and craft

    Create movable jointed snake. (Using brass fasteners.) Act out the

    complete story.

    Now use the snake pretending it is a friendly garden snake who is half

    frozen on a mountaintop. Use this as an example for the children to be

    able to rescue the garden snake and take it to a garden in the valley and

    set it free.

    Materials needed: Paper, pattern to create snakes, fasteners for

     joints, crayons and markers to color the snakes.

LIFE APPLICATION

    Offer someone help this week. Perhaps it could be another student having

    difficulty completing a project even though they have made efforts to do so.

    Write about what happened between you and the other student. Give details

    about what you did to help and how it related to the story. Mention how you

    felt afterwards.

CLOSING: Repeat affirmation and song.

-..

    THE COLD HEARTED SNAKE

    A young boy was walking along a mountain path on his way to school. It was bitter cold. It was hard to believe it had gotten that cold overnight. He was thinking about spring when he heard a weak voice say, "Pleassse help me boy! I am ssso cold I cannot move." The boy looked all around and discovered a very large snake laying straight out looking more like a stick than something alive.

    "Boy pleassse pick me up, put me in you jacket, and take me down to the bottom of the mountain. If you don't I will sssurely freezzze to death." Hissed the snake.

    The boy was shivering from the cold. He knew that snake had to be cold, but he also knew these kinds of snakes weren't known for being too friendly.

    "No way! I know if I pick you up you will surely bite me!" replied the boy.

    "Pleassse boy I'm sssoo cold. I can barely move. If I bite you, you will die here and I will freezzze right along with you on this mountain. I promizzze not to bite you if you take me to the base of the mountain!" responded the snake sincerely. The boy looked at the poor creature who was almost frozen solid. He said, "I will take you down the mountain a little ways until you are able to move on your own, then I will let you go on your way. Remember I am trusting you. You promised not to bite me."

    The boy carefully picked up the frozen snake and as the snake had said he was definitely to stiff to strike the boy. The boy felt a lot better knowing the snake was that frozen. He thought for sure he would be able to get that snake down the mountain and let him go before he thawed out. He gently placed the snake inside his jacket and started quickly down the mountain. He thought when the snake warmed up his stiff body would start to relax and he would know to quickly get him out of his jacket and let him go. But that old snake wanted a ride all the way to bottom of that mountain and knew if he tightened up his muscles as he started to warm up the boy wouldn't be able to tell he was thawing out.

    The boy was about halfway down the mountain when he noticed the snake's body wasn't cold like it was when he put him in his jacket. The boy asked, "Snake, are you warm enough to let out not?" The snake replied, "Why no boy. Can't you tell I am ssstill vvvery ssstiff. It'sss thissss old arthritisss. It takesss me ever ssso long to warm up."

    The boy knew about arthritis because his grandma had it, and indeed the cold weather sure did make her feel bad. It makes it very hard for her to bend her fingers and it swelled up her knuckles. The snake was a big one. The boy could not tell if he was fat or swelled. He said, "Okay snake! But please remember you promised not to bite me because I am doing this service for you."

    The boy quickly reached the bottom of the mountain trail. The snake made sure he stayed very still. The boy stopped and started to open his jacket. The snake quickly snapped back his head and struck hard on the boy's neck. The boy grabbed his neck and fell to the ground. The snake started to crawl out from under the boy's jacket.

    The boy weakly asked the snake, "Why did you bite me after promising me that you wouldn't?" The snake hissed loudly, "Boy you knew what I wasss when you picked me up. You ssshould'vvve known better. You ssshould'vvve known I can't control my own nature!" With this the snake crawled off into a nearby meadow leaving the boy to die. Fortunately one of the boy's friends from school walked up and found the boy barely clinging to life. His friend rushed to get help. When the

boy got better he told about how he had been bitten by this cold-hearted snake. When asked by

one of his friends if he learned anything he said, "You need to trust yourself first. After all there are

probably an awful lot of snakes around!

    SAI SPIRITUAL EDUCATION LESSON PLAN

    GROUP II

    VALUE: TRUTH SUBVALUE: Self Knowledge

    QUOTE: “The quest for Truth should embrace all things.‖

     OPENING: THREE OMS / PRAYER / REPETITION OF GOD’S NAME

     Prayer: O God! Be in my mind and in my thinking.

     O God! Be in my eyes and in my seeing.

     O God! Be in my ears and in my hearing.

     O God! Be in my mouth and in my speaking.

     O God! Be in my heart and in my desiring.

     O God! Be in my body and in my acting.

    ; REVIEW LIFE APPLICATION FROM PREVIOUS LESSON

    ; INTRODUCE TODAY’S SUBVALUE AND DISCUSS QUOTE

    ; AFFIRMATION: ―In my quest for truth I embrace all things.‖

    SILENT SITTING / MEDITATION

    DEVOTIONAL GROUP SINGING: Choose song to reinforce subvalue

     Melody of Row, Row, Row Your Boat

     Quest, quest, quest for truth, it is here to find

     Truth is not always clear, so, in the quest be kind

     Truth, truth, truth for me in all I do and say.

     Truth is here within my heart each and everyday

    STORY TELLING / LESSON (Relate the story to the subvalue)

     Story: Five Blind Men and an Elephant (see attachment)

     Discussion questions:

    1. Why did the blind men all have different pictures of the elephant?

    2. Which man, if any, was correct? Why or why not?

    3. Describe a time when you have had a disagreement with

    someone about perceiving something differently. Tell what

    happened.

    4. Is there only one Truth when it comes to seeing things in the

    world? Why?

    ACTIVITY:

    Reproduce the story, preferably outside near a tree and a wall. Use

    blindfolds and props listed below for touching the elephant. Let the

    children describe, in their own words what they are experiencing.

    Materials needed: Blindfolds, a rope, a large fan, a tree trunk, a wall,

    and something that feels like a large snake.

    LIFE APPLICATION:

    Have the class be alert to situations in which the truth of the matter is not

    very clear. An example would be someone who likes a type of food and

    another who does not like, or is allergic to, the same food. Point out that

    what is good for one is not necessarily good for another. The students

    need to be able to share their experiences with the class next week.

    THE FIVE BLIND MEN AND AN ELEPHANT

    On a warm morning in late spring the air was filled with gentle sounds of spring, the rustle of a light breeze through the trees and high grass, buzzing of bees, chirping of birds, and laughter echoing lightly through the air. Suddenly, the glorious sound of the laughter rang out as a loud blast shattered the air.

    The blast was followed by heavy thuds as giant feet stepped heavily on the ground. Onlookers gasped as they saw a giant rotund elephant making its' way down the middle of the village. There had never before been such an animal in their village. There was a blind man named John by the side of the road. He had come to town to sell his vegetables. He heard someone say, "What is this giant beast?" and another say, "It must be an elephant."

    But what indeed was an elephant? What could make this loud blasting sound? What could shake the ground with its' footsteps that gave a resounding thud when placed there?

    John rushed home to tell his four friends abut the elephant that came to town. When they asked him to tell them more about the elephant. He couldn't, being blind all he could tell them was how heavy his footsteps were and the loud thundering blast that echoed from him. But he heard the traveling circus that came into the village with the elephant would be set up on the Cowan's place at the edge of town on Saturday. He also told them they would all be able to go and find out more about this incredible creature themselves.

    They were all very excited and could hardly sleep Thursday or Friday night. Bright and early on Saturday morning they woke up and set out on the journey to the village. It was not very often all of them traveled into town. It was not that hard but since they were all blind they had to be very careful. They walked just off the road to avoid the fast moving carriages and horses rushing by. Their mule Millie knew the way well but she never rushed. She made all her usual stops but they were not there to do their regular business and the five Blind Men started to get a little impatient with her. Finally, they reached the Cowan's homestead; there were wonderful sounds and smells everywhere.

    All of a sudden they all heard the blast of the elephant. They followed the sound. The elephant trainer noticed them heading straight for the elephant and feared they might accidentally get stepped on if they startled her. He asked them if they would like to see the elephant. "Yes!" exclaimed the blind men. "Very well." He replied, "She is right over here. Latter today she will perform for everyone." "Sir we will not be able to see the show. We are blind! May we touch the elephant? That is the only way we can see her," said John.

    "Certainly" replied the elephant trainer with a smile. "But only one at a time Ellie is a little jittery after our long trip." The trainer guided one Blind Man after another up to touch the elephant. As he walked each one up Elli had changed position. One touched her side, another touched her trunk, another her side, another touched her legs and finally the last touched her ear.

    On the way home they got in an extraordinary argument. One said, "The elephant is not so big. Why she is as thin as a rope. Another exclaimed," Not big, she's as huge as the wall on the side of our house." Then John said, "She is sturdy

    as the pecan tree in our front yard." Wait a minute!" said the fourth blind man; "She is like a giant snake."

    Finally the last blind man spoke, "You are all wrong! She is just like a palm leaf fan." They argued all the way home. There seemed no solution. Finally, they decided to go again the next day. Morning came. They had to know why they all thought the elephant seemed so different to each one of them. Down the road they went with Millie following her usual slow route but no matter what they did she just followed her normal pace finally they were there. They found the trainer and asked him to tell them why each of them had such a different view of an elephant. Then the trainer reminded them how jittery Ellie was the day before and how she moved round and round. He told them how each one of them had touched a different part of the elephant. The trainer said, "To get the real picture of an elephant you should talk to each other. Then you will know what an elephant really looks like." This time when they talked on their way home they listened to each other. They found out the truth about an elephant. It is a huge animal with a rope like tail, fan like ears, legs like tree trunks, a long nose which the trainer called a trunk felt like a giant fat snake and his body was as big and hard as one wall of their house. It took every one of them to get a true picture of an elephant.

    SAI SPIRITUAL EDUCATION LESSON PLAN

GROUP II

VALUE: RIGHT ACTION SUBVALUE: RIGHT THOUGHT

    Quote: ―Immerse your mind in good thoughts, and the world will be good; soak it in bad thoughts and the world will be bad for you. So, recollect only good, do, think, and plan only good, speak and act only good. Then as a result you will approximate God, the source of all good.‖

     SSS 10:32, Mahashivarathri, Brindavan, 3-7-78

OPENING: THREE OMS / PRAYER/ REPETITION OF GOD’S NAME

     Prayer: Thus I am born

     Make me speak soft, sweet words:

     Make me behave comfortingly toward all;

     Let me do deeds that shower happiness on all

     And form ideas in my mind which are beneficial to all

     May this day be made worthwhile by Thy service.

    ; REVIEW LIFE APPLICATION FROM PREVIOUS LESSON

    ; INTRODUCE TODAY’S SUBVALUE: and discuss quote

    ; AFFIRMATION: ―I look for good in all things, I look for the best in all

    people‖

SILENT SITTING / MEDITIATION

DEVOTIONAL SINGING

STORY TELLING / LESSON (Relate the story to the subvalue)

     Story: See Good in Everything

    A number of persons were walking along a street, each one holding a

    handkerchief to his nose. There lay a dog's dead body by the roadside.

    "Oh, how it stinks," said another.

    Just then, they heard a gentle voice from behind.

    "Oh, men! Can't you see what beautiful white teeth the dog still has? Even the

    teeth of humans would not be so white." It was the voice of Jesus.

Discussion Questions: (These should relate to the story, subvalue and

    affirmation.

    1. What were the people focused on when they saw the dog?

    2. What was Jesus focused on?

    3. Why was Jesus able to focus on the dog’s teeth rather than the dog’s

    dead body?

    4. What was Jesus teaching the people who were walking with Him?

    5. How can we make this possible in our lives?

    ACTIVITY (Choose to provide an experience of the subvalue)

    One of the most powerful demonstrations of how thinking affects people and the environment is through the use of kinesiology, a form of muscle testing that some chiropractors use for diagnosis. This activity demonstrates the relationship between thoughts and physiological strength. Negative thinking actually weakens the body's physiology. After the demonstration, the discussion can lead to how negative thinking can affect all aspects of one's life. This exercise can also be used to demonstrate how our thoughts can actually weaken or strengthen those we think about.

    Ask a student to volunteer to come up to the front of the room. Explain that this is an exercise in muscle testing to see how strong one is and how thoughts and words affect our strength. Tell the class that this exercise will demonstrate the power of thought, images, and memories on our bodies. Have the volunteer extend his/her arm straight out to the side at shoulder level, parallel to the floor. Next, have the volunteer make a fist and rotate the fist so that the thumb is pointing down. Tell the volunteer that you are going to test their base strength. Place your two fingers on the wrist bone that protrudes on the outside of the wrist. Tell the volunteer that you will press down on the wrist with your two fingers and they are to try to resist. Push slowly, increasing pressure until the arm begins to move.

    Now, have this student close his/ her eyes and think a negative thought about him/herself (example: I am a bad person, I am stupid, I can't do anything right, etc.) Have them say this out loud about eight or ten times, with some conviction.

    Then have the volunteer raise his arm, and continue to repeat this statement while you are putting pressure down on the arm and increasing pressure until the arm moves.

    (Almost 100% of the time the arm will weaken dramatically and the volunteer won't be able to resist the same pressure that was applied during the base strength test.)

    After this, you will have the same volunteer close his/her eyes again, and this time with conviction say a positive statement about him/herself (for example, I am a great boy/girl, I am divine, I love myself, I am worthy, etc.) Again, have the person say it over and over, about eight to ten times, keeping his/her eyes closed. Once again, repeat the process of applying pressure with two fingers, gradually increasing pressure. (Almost 100% of the time the person will resist

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