Perfecting the Saints — One Lesson at a Time
[Before your lesson], ask the help of the teachers and music leaders for a Sharing Time on reverence. Remind them to avoid talking to each other or passing out items in the Primary room. [On the day of your lesson, have] chairs set up, teachers sitting in their places, and prelude music playing before the children come in (it also helps if the pianist and chorister can be close enough…
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Sing songs about kindness from the CS (see the Topics index). Read Matt. 7:12: “all things whatsoever ye would that men should do to you, do ye even so to them: for this is the law and the prophets.” H elp the children distinguish between “doing what has been done to them” (“an eye for an eye”–the Mosaic law that punishment must not exceed the crime [or should be equal…
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Before Primary starts, hide the following wordstrips around the room (make the first letter of each word bold): Heed, Obey, Need, Owe our life, Understand, Respect. [Tell the children you’ve hidden the word strips, and then] Have the children who find them bring them to the front. Post the words, one above the other, to vertically spell “honour”. Have everyone read Ex. 20:12 and, if appropriate, mention that in the…
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Have a child come to the front and hold up both hands. Without tying a knot, loosely wrap a thread or piece of yarn around the child’s wrists and hold it. Explain that the thread is like a little lie. We can usually break free easily (have the child break free). Then, while explaining that one lie usually leads to another, making it difficult to break free, loosely wrap the…
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Using pictures, briefly remind the children of the story of the people of Ammon, who buried their weapons, and of their sons, who fought with Helaman (see Alma 53:10–22; Alma 56:47–49, 54–56). The two thousand young men were strong and active and true at all times. Say that you are looking for some strong, active, true persons. Have a child hold a prop (a helmet, sword, or shield) such as…
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Faith, if it hath not works, is dead. …I will shew thee my faith by my works. (James 2:17–18.) There’s your favorite candy bar, and no one else is in the store aisle to see you take it. You might be tempted for a minute, but you CTR (Choose The Right) and leave it there. There’s a new boy in your class, and he’s standing alone on the playground. You…
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Sing “Before I Take the Sacrament” (CS, p. 73). Show a picture of the Last Supper and explain that just before His Crucifixion, Jesus gave His Apostles the sacrament so that they would have a way to always remember Him and His sacrifice and so that they could have His Spirit to be with them. The sacrament is such an important ordinance that during a solemn assembly in the temple,…
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Read together Ex. 20:8–11. Tell the children that this is one of the Ten Commandments and that it is very important to keep the Sabbath holy. For some religions, Saturday is the Sabbath; for others, it is Friday. Our Sabbath is Sunday. Ask: “What do you like best about Sunday?” (Possible answers: going to church/Primary, seeing friends, being with their families, having a change from the rest of the week.)…
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Ask: “What are some of your favorite stories of prayers being answered?” (Possible answers: Joseph Smith, Enos, Daniel, Nephi, and, hopefully, the children’s own prayers or a family story.) Make the following wordstrips with the corresponding questions on the backs: • WHO? / Who needs to pray? To whom do we pray? In whose name do we pray? Who answers our prayers? • WHAT? / What is a prayer? What…
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Sing “Keep the Commandments” (CS, pp. 146–147). Talk about the importance of knowing what the commandments are so that we can keep them. Have a scripture “scavenger hunt” to “collect” some commandments. Post the following scripture references (but not the words in parentheses) against the chalkboard: Alma 13:28–29 (pray); D&C 1:37 (study scriptures); Ex. 20:8–11 (keep the Sabbath holy); D&C 59:9–12 (attend church and take the sacrament); D&C 119:4 (pay…
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