The water pots of stone were used for the purification or
cleansing of the Jews. Christ turned the water to wine. Wine is symbolic of
Christ's blood- there are scriptural references, sacrament, etc. The only way
we truly become purified is through Christ's atonement. Just as they took into
their bodies the wine we must take into our hearts and lives the Atonement so
we can be cleansed and purified.
Wednesday, November 16, 2016
DM research idea and a DM game
idea by Jeanne Gilmore Merrell
I tried something a little bit different with the #scripturesqueeze / #analyze a DM scripture passage that many of you have tried.
My kids were getting a little frustrated that they were all looking up the same things, I so wrote out small research assignments on pieces of paper (one for each student). On each paper I wrote something different and each student reported to the class on what they learned from their assignment. Research assignments included some of the following:
--footnote material (scripture, TG, BD, JST, etc)
--answer a question about the passage from the DM manual
--search the DM topic in the DM Core Document for information about the scripture passage
--a scripture to cross reference that was not in the footnotes
--look up a word or phrase at dictionary.com
--look up a specific reference in the Guide to the Scriptures at lds.org
--look up a specific reference in True to the Faith
--find a quote at lds.org
or at the LDS Scripture Citation Index
You could really use anything you want. Just make sure each student has an assignment. Or even two assignments. They just all need to be different.
I passed out the assignment papers, gave them about 2 minutes and then each reported what they found while I wrote on the board, diagramming and taking notes around the passage written previously on the board. I have started printing out the scripture in a small block for the kids to glue to the center of a journal page as was suggested by someone else. I encourage the kids to take notes on their page and many of them were scrambling to keep up with my notes on the board as everyone was reporting what they found. It was great! And it didn't take as long as it had been with them choosing to search on their own. We finished in one session. The kids liked having the specific assignments so that they weren't duplicating each other's work. It worked really well for my class. At the top of the journal page, I have them write the DM reference and the DM Topic. The scripture is glued in the middle and notes are taken all over the page. After all of the research was done and reported, I had them write somewhere on the page how this scripture applies to them and called on one of them to share. And we did this analysis of John 3:5 as part our lesson on John 3. I think it really contributed to the lesson, too.
byAmy Slusser McAllister
A #doctrinalmastery game that works really well in our class--Divide class in teams of 4 (or adjust accordingly) and have them set their chairs in a line, perpendicular to the front of the room (one chair behind another). I read out a DM reference, the first person in the row has to find the reference in paper scriptures, then the second person can start and they have to write down the reference on a piece of paper, alone with the doctrine it supports. They pass that paper to the third person, who has to write down a question that the DM scripture can answer (why did there need to be a restoration, who calls prophets and apostles, etc). They pass it to the 4th and final person, who crumples up the paper into a ball and has to throw it to the front of the room to make a basket in the trash can. Teams get points and then we have a short discussion about the questions they wrote down and how they are applicable and other specific points and doctrines from the reference. It's a really good way to create discussion and everyone wakes up for this game!
I tried something a little bit different with the #scripturesqueeze / #analyze a DM scripture passage that many of you have tried.
My kids were getting a little frustrated that they were all looking up the same things, I so wrote out small research assignments on pieces of paper (one for each student). On each paper I wrote something different and each student reported to the class on what they learned from their assignment. Research assignments included some of the following:
--footnote material (scripture, TG, BD, JST, etc)
--answer a question about the passage from the DM manual
--search the DM topic in the DM Core Document for information about the scripture passage
--a scripture to cross reference that was not in the footnotes
--look up a word or phrase at dictionary.com
--look up a specific reference in the Guide to the Scriptures at lds.org
--look up a specific reference in True to the Faith
--find a quote at lds.org
You could really use anything you want. Just make sure each student has an assignment. Or even two assignments. They just all need to be different.
I passed out the assignment papers, gave them about 2 minutes and then each reported what they found while I wrote on the board, diagramming and taking notes around the passage written previously on the board. I have started printing out the scripture in a small block for the kids to glue to the center of a journal page as was suggested by someone else. I encourage the kids to take notes on their page and many of them were scrambling to keep up with my notes on the board as everyone was reporting what they found. It was great! And it didn't take as long as it had been with them choosing to search on their own. We finished in one session. The kids liked having the specific assignments so that they weren't duplicating each other's work. It worked really well for my class. At the top of the journal page, I have them write the DM reference and the DM Topic. The scripture is glued in the middle and notes are taken all over the page. After all of the research was done and reported, I had them write somewhere on the page how this scripture applies to them and called on one of them to share. And we did this analysis of John 3:5 as part our lesson on John 3. I think it really contributed to the lesson, too.
byAmy Slusser McAllister
A #doctrinalmastery game that works really well in our class--Divide class in teams of 4 (or adjust accordingly) and have them set their chairs in a line, perpendicular to the front of the room (one chair behind another). I read out a DM reference, the first person in the row has to find the reference in paper scriptures, then the second person can start and they have to write down the reference on a piece of paper, alone with the doctrine it supports. They pass that paper to the third person, who has to write down a question that the DM scripture can answer (why did there need to be a restoration, who calls prophets and apostles, etc). They pass it to the 4th and final person, who crumples up the paper into a ball and has to throw it to the front of the room to make a basket in the trash can. Teams get points and then we have a short discussion about the questions they wrote down and how they are applicable and other specific points and doctrines from the reference. It's a really good way to create discussion and everyone wakes up for this game!
Friday, November 11, 2016
Mark 10 obedience and sacrifice game idea
OBEDIENCE & SACRIFICE GAME
Make cards displaying different activities or items important in a teenager’s life i.e. sleep, $, girlfriend or boyfriend, sports or music, time, etc. Have enough cards of each that each student can have an assortment of three or four cards.
Make cards with questions on them i.e. “Will you serve a mission?” “Will you attend seminary?” “will you keep the Sabbath day holy?” “Will you attend YM/YW?” “Will you be temple worthy?”. Etc. Duplicate questions if necessary so that half of the class will each have one question card.
Have the class form two circles. One inside the other with the students in the inside circle facing the students in the outer circle. The students in the inside circle each has one question card and the students in the outer circle have 3 or 4 of the “item” cards. The inside circle stays in play while the outer circle students walk around the inside circle. This can be done to music. I used “Follow The Prophet”. Kind of like musical chairs = when the music stops the inside circle students ask the outer circle student who stops facing him the question on his card. The outer circle student then has to decide what he will give up in order to be obedient to the question. HE HAS TO GIVE UP A CARD to the student asking the question. All of the students in the circles are doing this at the same time. Start the music again and the outer circle start walking again and the action is repeated until the outer students no longer have any cards to “sacrifice”.
OBJECT: In order to live the gospel, keep the commandments, and follow the prophet we have to be willing to give up (sacrifice) all things …especially those that are keeping us from being obedient. Take the time to discuss some of the specific questions and the items “sacrificed “ and why that might be necessary. When I have small group I take the time to ask this of each student with each round.
by Georgia Fish Henrichsen
Make cards displaying different activities or items important in a teenager’s life i.e. sleep, $, girlfriend or boyfriend, sports or music, time, etc. Have enough cards of each that each student can have an assortment of three or four cards.
Make cards with questions on them i.e. “Will you serve a mission?” “Will you attend seminary?” “will you keep the Sabbath day holy?” “Will you attend YM/YW?” “Will you be temple worthy?”. Etc. Duplicate questions if necessary so that half of the class will each have one question card.
Have the class form two circles. One inside the other with the students in the inside circle facing the students in the outer circle. The students in the inside circle each has one question card and the students in the outer circle have 3 or 4 of the “item” cards. The inside circle stays in play while the outer circle students walk around the inside circle. This can be done to music. I used “Follow The Prophet”. Kind of like musical chairs = when the music stops the inside circle students ask the outer circle student who stops facing him the question on his card. The outer circle student then has to decide what he will give up in order to be obedient to the question. HE HAS TO GIVE UP A CARD to the student asking the question. All of the students in the circles are doing this at the same time. Start the music again and the outer circle start walking again and the action is repeated until the outer students no longer have any cards to “sacrifice”.
OBJECT: In order to live the gospel, keep the commandments, and follow the prophet we have to be willing to give up (sacrifice) all things …especially those that are keeping us from being obedient. Take the time to discuss some of the specific questions and the items “sacrificed “ and why that might be necessary. When I have small group I take the time to ask this of each student with each round.
by Georgia Fish Henrichsen
Tuesday, November 8, 2016
John 1 idea Holland's talk
https://www.youtube.com/watch?v=aVPBQhdwgDE&feature=youtu.be
clip from He hath filled the hungry with good things Oct 1997 conference address
clip from He hath filled the hungry with good things Oct 1997 conference address
John 8 idea from fb
Sorry for the long post but we had an awesome experience today due to an object lesson that went better than planned.
I taught the first part of #john8 today of the woman taken in adultery. I loved the idea by Michelle Caceres but implemented a different approach.
I began the class by giving each student a full sheet of paper and had them write in the middle of the page one thing they need to do better to draw closer to Heavenly Father, a sin they need to over come, or something they need to improve in their life. I made sure they knew ahead of time that no one would see and we would not share what they wrote. When they were done I told them to crumple up the paper into a ball and place it on the desk as we would need it later.
I then asked everyone to raise their hand that had ever had an argument with their parents. All the hands went up and I asked for a volunteer to come forward and share the experience. As a result of the argument with their parents I asked the students what the consequence would be under the law of Moses for contending with their parents. They quickly responded to stone the student. I told them they had all made a stone with the piece of paper and I wanted them to pick up the "stone" and get ready to exact the punishment.
You could see the excitement in their eyes as they all prepared to launch a barrage of paper stones, until I told them, they could only throw the "stone" if they had nothing to write on the paper. You could see the disappointment but also heard several students say, "Oh, I get it." I asked what the lesson was about today which they immediately knew, the woman taken in adultery.
But we were not done, I told them to put their "rocks" back on the table as we would still need them. We then proceeded to read though John 8:1-11. But at verse 11 we paused and asked what Jesus told the woman, "Neither do I condemn thee", at which point I told them instead of throwing our sins at others, we are going to throw them away. I had each student come forward and throw their sin in the garbage. Jesus then told the woman to "go, and sin no more" to which I had the students open their journal and write down one thing they can do starting today to literally throw their sin away and sin no more.
We then moved on to verse 12 where Jesus pronounced, "I am the light of the world". We divided up the other 6 "I Am" statements of Jesus as follows.
John 6:35
John 10:7
John 10:11
John 11:25
John 14:6
John 15:1
They had to re-write the phrase using emojis. When they were done they had to message a friend, family member, church leader, whoever they chose, their reference and emoji.
They were then again told to open their journal and write one "I Am" statement for themselves. I had each student then stand and, one at a time, with conviction, announce their "I am" statement.
We received statements such as:
I am a daughter of God
I am a worthy priesthood holder
I am honest, and etc
To close I told them how Satan will have us focus on the the item they wrote on their paper stone, whereas the savior will have us focus on the "I am" and our true potential.
It was one of those days where it went better then prepared and the spirit testified of the doctrines. The type of day why we all love teaching seminary.
I taught the first part of #john8 today of the woman taken in adultery. I loved the idea by Michelle Caceres but implemented a different approach.
I began the class by giving each student a full sheet of paper and had them write in the middle of the page one thing they need to do better to draw closer to Heavenly Father, a sin they need to over come, or something they need to improve in their life. I made sure they knew ahead of time that no one would see and we would not share what they wrote. When they were done I told them to crumple up the paper into a ball and place it on the desk as we would need it later.
I then asked everyone to raise their hand that had ever had an argument with their parents. All the hands went up and I asked for a volunteer to come forward and share the experience. As a result of the argument with their parents I asked the students what the consequence would be under the law of Moses for contending with their parents. They quickly responded to stone the student. I told them they had all made a stone with the piece of paper and I wanted them to pick up the "stone" and get ready to exact the punishment.
You could see the excitement in their eyes as they all prepared to launch a barrage of paper stones, until I told them, they could only throw the "stone" if they had nothing to write on the paper. You could see the disappointment but also heard several students say, "Oh, I get it." I asked what the lesson was about today which they immediately knew, the woman taken in adultery.
But we were not done, I told them to put their "rocks" back on the table as we would still need them. We then proceeded to read though John 8:1-11. But at verse 11 we paused and asked what Jesus told the woman, "Neither do I condemn thee", at which point I told them instead of throwing our sins at others, we are going to throw them away. I had each student come forward and throw their sin in the garbage. Jesus then told the woman to "go, and sin no more" to which I had the students open their journal and write down one thing they can do starting today to literally throw their sin away and sin no more.
We then moved on to verse 12 where Jesus pronounced, "I am the light of the world". We divided up the other 6 "I Am" statements of Jesus as follows.
John 6:35
John 10:7
John 10:11
John 11:25
John 14:6
John 15:1
They had to re-write the phrase using emojis. When they were done they had to message a friend, family member, church leader, whoever they chose, their reference and emoji.
They were then again told to open their journal and write one "I Am" statement for themselves. I had each student then stand and, one at a time, with conviction, announce their "I am" statement.
We received statements such as:
I am a daughter of God
I am a worthy priesthood holder
I am honest, and etc
To close I told them how Satan will have us focus on the the item they wrote on their paper stone, whereas the savior will have us focus on the "I am" and our true potential.
It was one of those days where it went better then prepared and the spirit testified of the doctrines. The type of day why we all love teaching seminary.
Wednesday, October 26, 2016
Luke 10 adapted
Lesson 50: Luke 10:1–37 adapted
---Look for truths as we study Luke 10:25–37
that can guide you as you interact with individuals who may be difficult to
love.
---Bring to class a container full
of objects (such as balls of various sizes). Invite a student to the front of
the classroom. Ask the student to hold the objects you give him or her without
dropping or setting down any of them. Give the student objects until he or she
can’t hold them all and some begin to fall. Then ask the student:
- What could you do to prevent the objects from falling?
---If necessary, suggest that the
student ask for help from others in the class. Continue to give the objects to
the student, and allow him or her to pass some of them to other students. Then
invite the students to be seated.
- How would you compare this activity to the way Church leaders handle their responsibilities?
---Remember that the Savior had
called twelve Apostles and sent them forth to assist in His work. However, the
Apostles would need others to help them teach and minister so that the
blessings of the gospel could be taken to all people.
- Whom did the Lord appoint to assist Him in His work? What was their role?
1---The word seventy in Luke
10:1 refers to an office in the Melchizedek Priesthood. This
same office exists in the restored Church today. SHOW GA PAGE FROM ENSIGN. There
are now multiple quorums of the Seventy, though only members of the first two
quorums are called as General Authorities. Each quorum may have up to 70
members. Their work to preach the gospel and help administer the Church is
directed by the Quorum of the Twelve Apostles and the Presidency of the Seventy (see
D&C
107:25–26, 34;
Guide to the Scriptures, “Seventy,” scriptures.lds.org).
- According to verse 2, what did the Lord say were too few for the harvest of souls?
- What truth can we learn about the Lord’s work from these verses? (The Lord calls laborers in addition to the Apostles to represent Him and to assist Him in His work.)
- In addition to Apostles and Seventies, who else has a responsibility to assist the Lord in His work today? (All Church members.)
---Just as the Savior declared the
need for more laborers to bring about the harvest of salvation, latter-day
prophets have consistently called for more missionaries.
President Thomas S. Monson:
2-“I repeat what prophets have long taught—that every
worthy, able young man should prepare to serve a mission. Missionary service is
a priesthood duty—an obligation the Lord expects of us who have been given so
very much. Young men, I admonish you to prepare for service as a
missionary. …
“A word to you young sisters: while you do not have the same
priesthood responsibility as do the young men to serve as full-time
missionaries, you also make a valuable contribution as missionaries, and we
welcome your service” (“As We Meet Together
Again,”
Ensign or Liahona, Nov. 2010, 5–6).
- Besides serving a full-time mission, how else might we assist the Lord in His work?
- What experiences have you or someone you know enjoyed through assisting the Lord in His work?
---In Luke 10:3–24 the Lord gave the Seventy instructions on how
to fulfill their responsibilities. He also chastised the people in various
cities who had rejected His works. The Seventy later reported their labors to
Jesus, and He gave them additional instruction and rejoiced with them.
---Ask a student to read aloud the
following statement by President Dieter F. Uchtdorf of the First
Presidency:
3-“The people around us are not perfect. People do things
that annoy, disappoint, and anger. In this mortal life it will always be that
way” (“The Merciful Obtain
Mercy,”
Ensign or Liahona, May 2012, 77).
- Why might it be difficult to love someone who does things that annoy, disappoint, or anger you?
- What did the lawyer ask the Savior?
- What principle do we learn from these verses concerning what we must do to obtain eternal life? (To obtain eternal life we must love God and love our neighbor as ourselves.
---Notice the phrase “love our
neighbor as ourselves” (on the board.)
---List on the board the things you
do during a typical day. (Items might include preparing for the day, eating,
sleeping, doing homework, and so forth.)
---Think about how many of your
activities are focused on yourselves.
- What can we learn from this exercise?
- What are some ways we might be able to focus more often on the well-being of others and seek to love them as much as we love ourselves?
- What are some ways we can do this even during activities we do for ourselves? (Examples might include eating lunch with those who seem lonely or complimenting others during our school activities.)
- How do you think loving God and our neighbor as much as we love ourselves can help us progress toward eternal life?
- What was the lawyer’s second question?
---Prepare several students to act
out the parable of the good Samaritan in Luke 10:30–35.
Invite one student to be the narrator and others to play the roles of the
wounded Jewish man, two thieves, the priest, the Levite, and the Samaritan. (If
you have a class with only a few students, they could play multiple roles.) You
may want to provide some props, which could include name tags, extra clothing
to take from the Jewish man, two containers representing the oil and wine, a
rolling chair to represent the beast, and two coins to represent the two pence.
---Invite the narrator to read Luke 10:30–35 aloud, and ask those participating to act out the parable.
Ask the rest of the class to follow along, looking for what the Savior taught
about who our neighbor is. After the role play, invite the students to return
to their seats.
- Which of the Samaritan’s actions impresses you the most?
---To help the class better
understand what might be expected of a priest, Levite, and Samaritan, invite a
student to read the following explanation aloud:
4---Priests and Levites held the Aaronic priesthood and were assigned to
serve God and their fellowmen, both in the temple and as teachers and exemplars
of God’s law. These priesthood bearers were fully aware of the commandment to
“love thy neighbour as thyself” (Leviticus 19:18) and to
care for foreigners and travelers (see Leviticus 19:34;
25:35). In
contrast, “Samaritans were partly Israelite and partly Gentile. Their religion
was a mixture of Jewish and pagan beliefs and practices. … Jews had developed
[hatred] for the Samaritans because the Samaritans had apostatized from the
Israelite religion” (Guide to the Scriptures, “Samaritans,” scriptures.lds.org).
Both Jews and Samaritans typically went out of their way to avoid each other.
- In the parable, why might the actions of the priest, Levite, and Samaritan be surprising?
- What reasons might the Samaritan have had to not assist the wounded Jew?
- According to verse 33, what moved the Samaritan to act when he saw the wounded man?
---To have compassion means to notice another person’s needs or challenges
and to feel a desire to do whatever we can to help that person.
- How does this parable answer the question in verse 29, “Who is my neighbour?”
---The Savior’s use of the Samaritan
in this parable suggests that our neighbor is not just someone who lives near
us but is any of Heavenly Father’s children—including those who are most
difficult for us to love.
---President Howard W. Hunter:
5-“We need to remember that though we make our friends, God has
made our neighbors—everywhere. Love should have no boundary. … Christ said,
‘For if ye love them which love you, what reward have ye? do not even the
publicans the same?’ (Matthew
5:46)” (“The Lord’s Touchstone,” Ensign, Nov. 1986, 35).
- According to verse 37, what did the Savior teach the lawyer to do?
---Think again about the individuals
you previously thought of who may be difficult for you to love.
- What can we do to love and have compassion on those who are difficult for us to love?
- Think about a time when you or someone you know followed the Savior’s counsel to “love … thy neighbour as thyself” (Luke 10:27). What was the result?
---Testify of the truths taught in
today’s lesson.
---Write the following incomplete
statement on the board and invite students to complete it in their class
notebooks:
I will follow the example of the
good Samaritan by …
Commentary
and Background Information
Luke
10:37. “Go, and do thou likewise”
President Thomas S. Monson
counseled us to heed the Savior’s call to be like the good Samaritan:
“Each of us, in the journey through
mortality, will travel his own Jericho Road. What will be your experience? What
will be mine? Will I fail to notice him who has fallen among thieves and
requires my help? Will you? Will I be one who sees the injured and hears his
plea, yet crosses to the other side? Will you? Or will I be one who sees, who
hears, who pauses, and who helps? Will you?
“Jesus provided our watchword: ‘Go,
and do thou likewise.’ When we obey that declaration, there opens to our view a
vista of joy seldom equaled and never surpassed. …
“… When we walk in the steps of
that good Samaritan, we walk the pathway that leads to perfection” (“Your Jericho Road,” Ensign, Feb. 1989, 2, 4).
Supplemental
Teaching Idea
Luke
10:25–37. Video presentation—“Parable of the Good Samaritan”
To help students identify an additional principle in the
parable of the good Samaritan, invite them to watch the video “Parable of the Good Samaritan” (5:11).
---Look for how we can liken the
wounded man to us and the Samaritan to the Savior.
- In what ways can the Samaritan represent the Savior?
- If Jesus can be likened to the Samaritan, what could the oil and wine that was used to heal the wounded man represent? (The Atonement of Jesus Christ.)
- As we become healed of sin, what gift can we inherit? (Eternal life.)
- What additional truth can we learn from this parable about how we can obtain eternal life? (Help students identify the additional truth that each of us needs the Atonement of Jesus Christ to obtain eternal life.)
---Jesus Christ has compassion and
heals the spiritual wounds of sin, as well as other types of wounds we suffer
in life. He also saves us from death, brings us to safety, and employs others
to help us.
---Testify that through His
Atonement, Jesus Christ has personally paid the price for our recovery.
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Intellectual Reserve, Inc. All rights reserved.
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