Mormon Share > Bible: New Testament
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Jennifer Smith
November 21, 2014
By [email protected] (Sheena Perron) Identify the doctrine(seeing an object lesson): Ask the children how they might feel if someone pushed or hit them. Hold up a big rock and tell the children that it represents those hurt feelings. Place the rock in a long sock. Invite a child to come to the front of the room, and tie the sock to his or her ankle. Ask the child to walk…
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Sheena Perron
November 21, 2014
Identify the doctrine(seeing an object lesson): Ask the children how they might feel if someone pushed or hit them. Hold up a big rock and tell the children that it represents those hurt feelings. Place the rock in a long sock. Invite a child to come to the front of the room, and tie the sock to his or her ankle. Ask the child to walk around. Discuss how hanging on to bad feelings will drag us down. Explain that when we forgive people who hurt us, we let those bad feelings go. Let the child untie the sock. Ask the children to say, “Forgiveness brings peace.”
Encourage understanding(hearing scripture stories): Several days in advance, ask leaders or teachers to be prepared to share one of the following scripture stories about forgiveness:
1. Jesus forgives on the cross (see Luke 23:13–34).
2. Nephi forgives his brothers (see 1 Nephi 7:6–21).
3. Joseph forgives his brothers (see Genesis 37; 41–45).
Divide the children into three groups. Send each group to a different part of the room (see “Stations,” TNGC, 179), where a leader or teacher will briefly discuss the scripture story he or she prepared to share. After each group has visited each station, sing the first verse of “Help Me, Dear Father” (CS, 99).
Sharing Time Idea from Little LDS Ideas
Today I am sharing a Thanksgiving themed idea, hope you don’t mind.
For this sharing time idea you will be using my ‘Tom the Turkey’ printable.
First you will need to Print out a ‘Tom‘ (printable found HERE) and cut out some feathers. I just used some scrapbook paper and cut out some feathers.
On each of Tom’s feathers write one of the scripture stories from the scripture references given in the outline. If you have more than 3 feathers you could write down different scripture references that talk about forgiveness and/or scenarios that the children can answer what they would do in that situation:
“Your brother called you a name and it really hurt your feelings.”
“Your friend said that she didn’t like you anymore.”
I LOVE the ‘Identify the Doctrine’ activity found in the outline, so I would use that as your opening. After you have done the activity and discussed forgiveness…show the children ‘Tom’ and tell them that today Tom is going to help during Sharing Time.
Tell the children that on the back of Tom’s feathers are different scripture stories, scriptures, scenarios, etc. They are going to take turns ‘plucking’ a feather from Tom and discussing whatever is on the back of each feather.
Who Am I:For this idea you will need to come up with 3-4 clues for each scripture story. Have the clues written/typed on separate pieces of paper.
The child that ‘plucks’ a feather will be giving the remaining primary children clues to get them to guess who the person is.
On the back of each feather have one of the names from the scripture stories in the outline (Nephi, Joseph, Jesus Christ). Have the child show you which name they picked and then have them read the clues one at a time. Have the children raise their hand when they think they know who the person is.
After the children have guessed correctly discuss the scripture story.
And that’s it! Two easy ideas for you to pick from for your Sharing Time this Sunday.
Thanks for stopping by and have a wonderful day & a great Sharing Time!
Jennifer Smith
October 15, 2014
By Linda Davenport Monroe Linda Davenport Monroe : #DandC27 #ArmorOfGod Modern Day Armor of God (idea from September 2014 New Era) with a bullet proof vest and baton. I used Nerf gun darts (devil’s darts) and wrote on them vices Satan uses to keep us from reaching our goal of Eternal Life. I threw the devil darts out at various students and they read what was written on the darts;…
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Jennifer Smith
October 8, 2014
By Susan Harvey Susan Harvey : I am going give these out at the end of a class with the question, “How can I have an eye single to the glory of God today” #eyesingletothegloryofGod 45 (1 day ago) Janet Kline Cook : That’s scary! (1 day ago) Jerry Michelle Fletcher : Great idea!! (1 day ago) Sheryl DeGroot : Cute idea! (fyi-For those of you feeling lazy like me—there…
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Jennifer Smith
October 8, 2014
By Linette Teerlink Linette Teerlink : A humorous yet helpful illustration for the imagery “gird up your loins.” #girdupyourloins www.artofmanliness.com/2014/10/02/how-to-gird-up-your-loins-an-illustrated-guide/ 13 (10 hours ago) http://www.artofmanliness.com/2014/10/02/how-to-gird-up-your-loins-an-illustrated-guide/ Debbie D. Duran : I think there is a video clip about it in one of the seminary dvd’s…New Testament or Old? (56 minutes ago) Linette Teerlink : That would be cool! (54 minutes ago) Source:: LDS Seminary Teacher Group
Jennifer Smith
September 25, 2014
By [email protected] (Sheena Perron) IDENTIFY THE DOCTRINE(acting out a story): Tell the following story, and invite the children to act it out with you: “You were camping in the mountains with your family when a huge snowstorm hit (shiver). You couldn’t see the trail back to your campsite (hold hand over eyes, searching). Then your father came, wearing big, heavy boots (walk in place). He said, ‘I know the way!…
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Sheena Perron
September 24, 2014
IDENTIFY THE DOCTRINE(acting out a story): Tell the following story, and invite the children to act it out with you: “You were camping in the mountains with your family when a huge snowstorm hit (shiver). You couldn’t see the trail back to your campsite (hold hand over eyes, searching). Then your father came, wearing big, heavy boots (walk in place). He said, ‘I know the way! Follow me!’ Father made big footprints in the snow for you to follow.” Explain that just as we could follow the father’s footprints, others can see and follow the good example we set when we live the gospel. Ask the children to repeat after you, “By living the gospel I set a good example for others to follow.”
ENCOURAGE UNDERSTANDING AND APPLICATION (reading a scripture and discussing standards): Have the children read 1 Timothy 4:12. Write some statements from For the Strength of Youth that you feel are appropriate for the children on separate pieces of paper, and put them in a container. Invite a child to pick one statement and share a personal experience with that standard or tell how living that standard sets a good example for others to follow. Repeat with the other statements. Sing “I Want to Live the Gospel” (CS, 148).
Sharing Time Ideas from Little LDS Ideas
When I read this week’s Sharing Time theme I quickly thought of ‘Bee’ and Example. I just didn’t know how I would incorporate bees into Sharing Time. Then I thought of the cute ‘fly swatter’ Singing Time idea I have seen all over the place….perfect!
For this week’s Sharing Time you will be ‘swatting’ bees and discussing how living certain standards sets a good example for others. You could play this activity several different ways, read below to find out how to play.
First, you will need to download and print my Bee cards (Found HERE) or create your own. The front of the cards says: “Bee an Example” and the back has different phrases from the ‘For the Strength of Youth’. Print them, cut them and then glue them together so that there is a front and a back.
Place your Bee cards onto a table at the front of the Primary Room. You will also need to place a large piece of packaging tape (roll it) onto the fly swatter.
Invite a child up to the front and tell them to ‘swat’ a bee. The tape should stick to one of the bee cards, they may have to swat a few times to get one to stick. Once they have chosen a card have them read the phrase on the back. Invite the child to share a personal experience with that standard or tell how living that standard sets a good example for others to follow.
Remove the bee and then invite another child up to the front to swat the next bee.
{You may need to replace the piece of tape a few times during the activity.}
Instead of having phrases (standards) on the back you could have different scenarios. Have the children take turns swatting at the bees and then ask them if that is a way to ‘Bee’ and example. You could then discuss why or why it isn’t.
For this optionyou will need 6 envelopes labeled 1-6. On the back of each ‘Bee’ card you will also write a number 1-6.
Inside of the envelopes have standards from the ‘For the Strength of Youth’ or different scenarios.
Take turns having a child swat a bee and then find the corresponding envelope. Have them read what is inside the envelope and discuss it as a primary.
One more option: For this you will also need 6 envelopes, but instead of numbering them write short phrases/standards on the front of the envelope (i.e. Honesty, Good Language, Modesty, etc.). Inside the envelope have an explanation of that specific standard found in the ‘For the Strength of Youth’.
On the bees write the beginning of a scenario
“You are at school when you hear your friend say a word that you are not allowed to say.”
Have the child look at each of the envelopes and decide which standard belongs to their scenario. Have them open the envelope and read what is inside. Then discuss what they could do to ‘Bee’ an Example.
Here are what my ‘Bee’ cards look like. There are 2 pages: One page of the front {Bee an Example} & one page of the back {Standards}.
If you would like to use my cards just click the link below to download
I hope you enjoy my ‘Bee’ an Example activity for this week’s Sharing Time. If you have any questions or problems feel free to leave a comment or send me an email {littleldsideas(at)hotmail(dot)com}.
Thanks so much for stopping by. Have a great day & a wonderful Sharing Time.
Scott Knecht
September 20, 2014
For a long time I’ve believed that if I can create 2-3 very good questions during my lesson planning then those questions will carry me through the lesson. They won’t be the only questions I ask, however, because other good questions will spin fr…
Scott Knecht
September 11, 2014
The question I am asked most frequently about teaching is this one: “How do I come up with good questions to use in the classroom?” This is a critical skill for a teacher to have because, “To ask and answer questions is at the heart of all learning and all teaching” (President Henry B. Eyring). It would seem a simple thing to ask a question in class, and it is if you aren’t too particular about what follows. If, however, you want to stir up thinking and created a lively learning atmosphere in your classroom, you will need to learn how to craft excellent questions.
When a person tells me about their inability to come up with great questions, my first response is always the same: “You can’t come up with good classroom questions because you don’t ask good questions as you read the material in preparation for the class. You simply read the material.” Most people read a text just to read it. A teacher needs to read it and think about how to use it in class. I find that the most effective way to do that is to ask questions of the text as I read it. Here are 3 examples:
1. I remember the first time I read the Iliadas an adult (this did not happen as I read it in high school because I just sort of faked my way through it). I was struck with the opening line: “Sing O Goddess, the anger of Achilles…” Why was he so angry? How did his anger reach a point where it caused multiple deaths (which the line goes on to say)? Why is this the very opening line of the story? I was full of questions from just those seven words and I read awaiting the answers from the text. Those are questions that could launch a discussion.
2. This summer I read a book entitled “Empire of the Summer Moon” about the Comanche nation in North America. For 150-200 years, up to about 1880, they were the undisputed rulers of the great middle section of the continent, from Texas, and New Mexico on the south up through Kansas and Nebraska. They were fierce warriors, incredible horsemen, and ruled their territory. Their power kept the Spaniards from moving further north from Mexico and the French from moving west out of the New Orleans area. Both groups wanted to keep colonizing but were bottled up by the Comanche protecting their lands. As I discovered that insight in the text, I started asking questions: how did that help or hinder further migrations by different people? What caused the demise of their power and did that hasten migration? How different would America be today if the French had colonized much further west, or the Spaniards farther to the north? Can you see how questions like that could really enable discussion?
3. When I read the scriptures I am full of questions. Recently I was reading in Luke 17 and found this in verse 5: “Lord, increase our faith” and immediately I wondered what is the way to increase faith? So I read the subsequent verses slowly and found that in 6-10 He uses a story to outline one way and in verses 11-19 He shares a second way to do it. I would have never seen that if I had not asked a question of the text.
If you struggle to come up with good questions try doing this – have a conversation
with the text as you read through it. The three examples above all could have just been an ‘ooh and ah’ moment in the reading but I asked questions and was stirred up. Be full of wonder. Think deeply. Probe and push and pull. The questions that bubble up as you read can be turned into good questions that you can ask your students in class.
I’m going to devote the next couple of posts to the art of asking questions, both how to do it and how not to do it.
Jennifer Smith
September 4, 2014
Downloaded from: http://littleldsideas.blogspot.com/2014/09/sharing-time-i-show-my-gratitude-by.html Sharing Time Ideas from the 2014 Sharing Time OutlineIDENTIFY THE DOCTRINE(listening to a story and reading a scripture): Briefly tell the story of the ten lepers (see Luke 17:11–19). Ask the children who in the story showed gratitude. Read Doctrine and Covenants 59:7, and ask the children who we should show gratitude to and what we should thank Him for. ENCOURAGE UNDERSTANDING AND APPLICATION (playing a game):…
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Scott Knecht
September 3, 2014
I walked into the first day of a 10th grade history class at Bellflower High School. The teacher took the roll and then said this (not an exact quote but an adequate paraphrase):
“I am Mr. …… I am the teacher, you are the students. My job is to teach and your job is to learn. I am not here to be your friend, just your teacher.” This was not good for me. I was 15, had acne, very little self confidence, and was just trying to fit in. I was not cool – that social level was always just out of my grasp. But teachers had helped cover up my social deficiencies by being my friends. From kindergarten through the ninth grade I had many really good teachers and never had I been told, right up front, that I should not expect some level of friendship. I quietly revolted by deciding not to be his friend, and not to do much of anything in his class.
Is it necessary to like students? I say yes and I would further add that it is critical to love them, to care about them, and to be concerned about them as people not just numbers (that is, if you want them to learn anything). Someone told me once that a good working definition of ‘charity’ (real, pure love) is to love the unlovable. I like that. It is easy to love the lovable – the students who come in with work done and with eagerness to do more, the pretty ones, the handsome ones, the smiling ones, the confident ones. It is much harder to love the unlovable. Those are the surly ones, the bored, the disengaged, the lost, those that drag in late and stare at you and dare you to teach them. The easy thing is to emotionally dismiss them and just work around them. The hard thing, and the right thing, is to find a way. Work your way into their life.
I’ve heard a teacher or two say something like this: “They don’t show any concern for me and I really have all I can do to work with the ones that seem interested.” If you are going to wait for students to show interest in you first you are going to wait a long time. That is not the natural order of things. In the New Testament, I John 4:19 we learn the proper order and it is this: We love the Savior because He first loved us. The person with the most power in the relationship has to begin the process. Sometimes the process is quick and often it drags out but I can hardly recall a student (teen-ager, young adult, or adult) that I could not be friends with, and then learn to love, after I made the first move and stayed with it in a variety of ways until we were friends.
Jennifer Smith
August 20, 2014
Downloaded from: http://littleldsideas.blogspot.com/2014/08/sharing-time-sabbath-is-day-of-rest-and.html Sharing Time Ideas from 2014 OutlineIDENTIFY THE DOCTRINE(unscrambling words): Give each class an envelope containing nine pieces of paper with one of the following words written on each: The Sabbath is a day of rest and worship. Ask them to put the words in the correct order. Discuss the meaning of “rest” and “worship.” Repeat the phrase together. (Click here for printable from lds.org)ENCOURAGE UNDERSTANDING(discussing scriptures): Write…
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