generosity (take 1)

Today’s lesson: generosity.

prayerbooks-dec2015December 6, 2015: 1.5 hours, 3 children, ages 6–9. Pretty good class with some good teamwork this week. One of our families was away, so we had fewer children in attendance, but it was fun all the same. Instead of having them work in their workbooks, we had the children create their own personal prayer books, for storing prayers and quotes that they learn throughout the year. The point of these is to give the children something to read from when it’s time to say prayers. We picked up a book of craft paper, folded it around ten pages or so of lined paper, and punched holes in the side to allow us to bind the whole thing together with ribbon. They enjoyed the craft; let’s see how much use they get out of the books now that they’re done!

The rest of the class went pretty well. The children were a little less eager to say prayers this week, but hey, there are on and off days. Studying the prayer and practicing the song were easy; the prayer was the same as last time, and the song was easier to learn than the previous one. We included a story and a game in the day’s schedule, but as the class progressed we realized that we were running out of time; we also needed ten minutes at the end of the class for a country presentation. So after we were done preparing the lesson, we ended up moving back over to the craft table to give them time to finish up their work on their prayer books. It’s a bummer, because we didn’t spend a lot of time on activities that directly supported the lesson—only the song was directly related, really. Hopefully we can do “part two” of this lesson next week, though, and make a little more time for the extra activities.

The country presentation was about the Democratic Republic of the Congo, as told by one of our Bahá’í friends who had grown up there. The older children studiously took notes as she was presenting(!), writing things like where it is, the fact that it has not only lots of jungle but also big cities (For instance, the capital Kinshasa has ten million people in it), what kinds of special foods people eat there, what language they speak, and what kinds of endangered animals live there. All in all, it was an engaging presentation that gave a good overview of the country.

I must admit that I was skeptical about adding the country presentations to the class at first, but they all turn out to be pretty interesting, even if they’re not directly related to the topic of the lesson. It’s nice to have that extra element of cultural discovery in our classes, since it helps the children discover what’s outside the bubble of their own culture. I just hope we can make sure to focus enough on the topic during the rest of the class, which I feel like we didn’t do this week—that is, we spent a lot of time talking about things other than generosity. Maybe we can work on that next week; we’ll have someone in to do a presentation on Australia, so we’ll see how that goes.

paper lanterns

baha'i lanternPaper lanterns are a fun craft to make for various occasions; we’ve made them for the Mid-Autumn Festival (also known as the Moon Festival) in the lunar calendar used in the Chinese and Vietnamese cultures, and there are many similar celebrations in other cultures.

Making a simple lantern is easy! All you need is a sheet of paper, scissors, and some tape or staples. You can follow along with the instructions in the video below to get a good idea of how it’s done: Fold your piece of paper down the middle of the longest side, and once that’s done, cut strips into the folded side. Then, unfold the paper and roll the paper into a cylinder: Presto, you have a lantern. Remember to cut off a strip of paper to make a handle, too!

If you have square milk containers or juice containers on hand, you can also cut holes in those to make your lanterns—you can use a piece of string to make the handle.



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tiếng việt

Chúng tôi ?ã phát tri?n các v?t li?u sau ?ây cho các l?p h?c c?a con cái c?a chúng tôi trong nh?ng n?m qua; b?n có th? tìm th?y m?t s? trong s? h? ch? h?u ích khi h? ?ang có, ho?c h? có th? giúp truy?n c?m h?ng cho b?n ?? t?o ra v?t li?u c?a riêng b?n v? các ch? ?? khác nhau.

B?n có tài li?u mà b?n mu?n chia s? v?i chúng ta và th? gi?i? Hãy liên l?c v?i chúng tôi!


Hemos desarrollado los siguientes materiales para las clases de nuestros propios hijos en los últimos años; es posible encontrar algunos de ellos útiles tal y como son, o pueden ayudarle a inspirar para crear sus propios materiales sobre diferentes temas.

¿Tiene materiales que le gustaría compartir con nosotros y el mundo? Póngase en contacto con nosotros!


Hojas de lección
Páginas para colorear
Ejercicios escritos/dibujados


Nous avons développé les matériaux suivants pour nos classes d’enfants au fil des années; peut-être vous les trouverez utiles comme tels, ou bien ils vous inspireront à créer vos propres matériaux sur des thèmes différents.

Avez-vous créé des matériaux que vous aimeriez partager avec nous et le monde? Entrez en contact avec nous!

Matériaux informatifs
Feuillets de leçon
Pages à colorier
Exercices écrits et dessinés
Mots cachés

adventures in da nang

paper cranesAs we approach the season of Ridván, our little family is wrapping up a three-month-long visit with family in Da Nang, Vietnam. It’s been a time of adjustment and learning—mostly adjusting to the presence of our newborn son and to our new role as parents, and learning how to function, thrive, teach and serve as a family. Our regular neighbourhood children’s class has been in the capable hands of our team back in Canada, and we’ve had a few adventures of our own during that time.

The Baha’i community of Da Nang, blessed with a group of selfless and devoted youth in its midst, is currently at the forefront of activity in Vietnam, or so we’re told. Several active groups for the empowerment of junior youth have been established in three of the city’s districts, all of which are generating a lot of learning. In at least one of these districts, a children’s class has also been functioning, generating learning about the interaction between these vital activities. Our family lives in a different district of the city, where a junior youth group is active but, due to a lack of human resources available, there haven’t been any children’s classes for a while. During our visit, we wanted to help change that.

Qu?nh’s sister Quyên, who, you may remember, runs a kindergarten, has two young boys, aged seven and nine years old. After spending some time trying to get to know our neighbours, we decided to go ahead and start a small class with Quyên’s sons. The boys have two close friends—girls from a Buddhist family that are just like sisters to them—and when they heard they were having a special class with their uncle from Canada, they decided they were coming, too. We had four classes at our home in all, mostly on weekends. They were informal, experimental classes, but lots of fun all the same.

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