By Jeanette Brooks
#dandc67 Had a great lesson today with section 67… Handed out a lg marshmallow on a small plate. One for each student placed at their tables before they got to class… Instructed them that they could eat it now or wait and receive more of a reward. Continued with the lesson…. Once we got to vs. 9-14 we watched the video clip of Dieter F Uchdorf as he explained “the Marshmallow Test” and how he gained a testimony of patience. We talked about how patience is important to our eternal growth and the blessing that come from it. I was very impressed with the understanding of this principle and the discussion of the outcome of those that exercise patience as pointed out in the video. I then asked who ate their Marshmallow. No one had. I then asked if they wanted another treat… They weren’t to excited about another marshmallow but once I revealed that I had brought “Marshmallow Rice Crispy Treats” Hands went up so I tossed them around. It was fun. They catch better than I threw. LOL, I love my kids!
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Ben Millard: #DandC67 (1 day ago) 2
Jeanette Brooks: Sorry Yes…D&C 67. We also have a class FB group and I posted the YouTube clip of the actual “Marshmallow Test” very enlightening and interesting watching all the kids enduring this test of patience. (1 day ago)
Shelice Murphy: I literally got out of bed to make rice crispy treats after I read this last Night. I was already going to do the marshmallow part and this was just a brilliant addition. I was inspired to close the lesson by saying something like: that while our plans, like marshmallows are good…God’s plans for us, like rice crispy treats, are always better and often that means being patient and trusting Him. I then told them that for the rest of their lives whenever they eat a RCT they should remember this lesson…we all laughed. Thanks for sharing your inspiration! (1 hour ago) 2
By Wendi Gunn Wendi Gunn:
Here is an object lesson that I am going to use for #dandc58 :34-65. It could be ued to illustrate #repentance in any lesson though. I used it in a SS class and it was very effective. I took a light bulb and spray painted it black. Then I asked the class what happens to the light within us when we sin and don’t repent. We talked about how the darkness overcomes the light and it doesn’t matter what we plug that light bulb into the light will not shine throught the blackness. Then we talked about how to change the light bulb so that the light will again shine through the darkness. They come up with ways to physically remove the paint from the light bulb such as turpentine and scratching the paint off the bulb. Both methods will eventually allow light to start shining through but one method, the turpentine, will be much faster and more thorough and less painful and allow our light to shine through much faster than the other method. Then liken the repentance process to removing the paint from the light buld. There are lots of different connections you can make with this object lesson. Just go with where the Spirit directs you with the discussion.
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Wendi Gunn: I taught this lesson today and used the light bulb discussion at the beginning…it took them a minute to make the connection but once they got it, their faces were full of “ah-hah” expressions! I love it when they make a connection! After, I divided the class into 5 groups and gave each of them a quote from the lesson and the questions that go along with each quote. They discussed as a group and then presented to the class. When I was prepping I struggled a bit to think of stories I could share with then as examples. But as we went around the room and each group discussed their quote, I was inspired with a quick example from my life to share that went along with each quote… I didn’t necessarily hand them out and discuss them in order so I didn’t know which one would be coming up next, but as our discussion unfolded after each group and I shared a story, I was amazed when the next group started and the story I shared led perfectly into the next discussion!!! I love it when the Spirit teaches the class! (2 hours ago)
Wendi Gunn: I ended with the relclaimed video and one of our students used to live in Idaho Falls and talked about her experience going to that park and how she had no idea that it used to be a landfill. That led us to talking about how repentance can erase the past and we don’t have to judge other’s based on the garbage that is underneath and that Read More
By ShaunaDoctrine and Covenants Section 27 This idea came from a member of the LDS Seminary Teacher Facebook group (seriously, if you are a Seminary Teacher-join that Facebook group). When I figure out who it was, I will edit and post his name so he receives credit for this brilliant visual for teaching “Dispensations” and “Dispensation of the Fullness of Times” using hymn books.
I took it one step further by attaching the names of the Prophets from the different dispensations.
I used this when teaching Doctrine and Covenants Section 27.
This will work well with Doctrine and Covenants Section 29 and a others regarding Apostasy, Restoration, Prophets, Dispensations, Fullness of Times.
If you have a specific suggestion of a Seminary lesson this goes with, please leave a comment below.
We met in the chapel and sat in front of the Sacrament table that was all draped in white cloths covering the Sacrament trays (this is a subject for another blog post)
After we discussed the emblems and symbolism of the Sacrament, we moved to the other side of the chapel to discuss the Sacrament meeting that will be held at Adam-ondi-Ahman prior to the Savior’s second coming.
I had the students search Section 27 to tell me who would be at that Sacrament meeting.
Some of the people who will be in attendance are the Prophets from each DISPENSATION along with Joseph Smith the Prophet of this DISPENSATION of the FULLNESS OF TIMES
To demonstrate DISPENSATIONS, First, line up the hymnals (I labelled mine) and name the Prophets who led during past dispensations…
Stack the dispensations up to show that we are living in the DISPENSATION of the FULLNESS OF TIMES. The dispensation that will usher in the Second Coming of the Savior, Jesus Christ.
If I do this again, I may leave a BLANK hymnal in between Peter and Joseph Smith to show the Apostasy. I discussed this verbally, but a blank would have been a more effective visual.
I have understood this concept for most of my adult life, but when I taught with this visual, it gave me clarity and understanding in a way I have never had.
When referring my class to ‘dispensations of time’, I grab several hymn books and lay them out end to end to make a timeline and say, this one is Adam, this one is Noah etc. Then I stack them on top of each other. Voila, ‘The Dispensation of the Fulness of Times’- Mark M.
Dress up in strange clothes. Pants, long skirt and a short skirt, Long sleeve shirt and a fishing vest, funny hat and have half your hair up and the other down, wear a snow boot and a high heel (be extravagant). Teach your lesson like you dress like this all the time. Then at the end of the lesson, explain that we, as Mormons, do things that seem strange to others outside our religion, things that make us a ‘Peculiar People’. Others may see how we act, talk or how we dress :) as different and that’s a good thing because we really are a peculiar people. We are meant to stand out because of the standards we live by so stand out and love it.
Bring a small candy like a starburst, set it on the table and ask “who wants the candy? Who REALLY wants the candy? ” Whoever seems most eager, pick for the example. Say, “Joey, (or whoever) you really want the candy. It’ll make you very happy. So you can have it, but you can’t use any part of your body to pick it up or unwrap it, you can only chew.” So Joey’ll be confused- how does he get it? Ask, is there anyone who is willing to help Joey eat the candy? See if anyone will. Afterward, talk about how the dead really want their work done but can’t do it themselves. Why not? They have no bodies. Reward the helper with candy if you like.
Have a youth stand on the stool. Demonstrate that with a little effort, if the person stands alone, you can knock him/her off the perch. Put the person
Ask the group what you can do to keep yourself in position when you Stand in Holy Places. Scripture study, Prayer, Good Friends, etc, will be common responses. Have the responders come up and stand around the person on the stool representing each topic. After the person is surrounded, ask a priesthood leader to come up and defend the stool. With all these things in place, you can effectively stand in holy places and be protected from the world. When one is missing, there might be an opening for Satan to ge through.
Open a discussion on how priesthood and other leaders, parents, scriptures all help us maintain our footing and keep us in Holy Places.
I used this object lesson to teach about hypocrisy to my Seminary class. First, I printed chewing gum inserts on card stock. Each insert was 140mm x 18mm and fit inside a Juicy Fruit wrapper. On each was written the following references and words: “Thou Whited Wall” Acts 23:3 and “Full of Dead Men’s Bones” Matthew 23:27.
After cutting them out, I put the “fake” gum in the center section of my gum box so I could keep them straight.
While teaching the class about the Apostle Paul’s appearance before Ananias and the Sanhedrin in Acts 23, I stopped just before Paul called Ananias a “whited wall”. I asked the kids if they wanted any gum to help them stay awake. Some said yes, and I gave some untouched gum and to others I gave gum with the handout inside. Once the students realized that they had been gypped, I asked them why it was a problem that the gum was different on the inside than the outside indicated. It’s hypocritical. We say one thing, and do another. We talk the talk, but we don’t walk the walk. We read the scriptures on the handout, and talked about how outside the Pharisees looked good, but inside they were spiritually dead, or “full of dead men’s bones”. We cross-referenced with 1 Samuel 16:7 ( a scripture mastery!) to talk about how God looks on men’s hearts and not on their outward appearance. How should we treat others?
For your information, the phrase “whited wall” could be termed whitewashed wall, meaning a thin veneer of paint put on something to cover up the ugliness beneath.
Handed out one of these [craft sticks] to each one [student. After the lesson], … they handed their stick back to me. I talked about how each of us may be weak (like the notches in the stick can weaken the stick) but together, the sticks can build a wonderful strong structure. All of us sharing our testimonies can strengthen each other….
If you have never tried this sort of lesson, you will be AMAZED at what the students pick out and teach. I always walk away having learned something new with this type of lesson. Plus the students learn from their peers better than an adult sometimes.
I am using Play Dough to demonstrate the importance of a cornerstone. Since it is not a major part of my lesson, I will already have my two walls built and put together. Then, I will ask them which of all the “stones” is the most important stone.
For a Fast Sunday lesson on the power of our words and how we set an example, I used looked through old status updates that our Young Women and YW Leaders have posted on their facebook profile. I selected one good one from each girl (we only have about 10 girls, wards or stakes with more can just hand pick a few girls) and had them guess who posted that status. I handed out the paper face down and spoke about how through facebook we can connect with people no matter where they live and that every time we post anything it is being read by potentially hundreds of people.
I explained that I created a sheet listing some of the girls status updates and they needed to figure out who said what. IMMEDIATELY there were groans and nervous feelings of what post of theirs might be on the paper. I told them that that feeling of “UH-OH” should stay with them the next time they went to post something other people would read.
Of course there was nothing bad on their posts and the girls got most of the answers right and loved the lesson.