Perfecting the Saints — One Lesson at a Time
I brought my cell phone and would play the different tones and asked them to listen to them and think what kind of promptings they would represent. The happy tones represented the Holy Ghost letting you know that something was good. The tones that sounded scarey were warnings. The tones that were peaceful were comfortings. The different sounds from the cell phone could actually help them feel things and associate…
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Start with a mason canning jar or a clear vase. Explain that this represents the person being baptized (Johnny). Hold up a shiny new quarter and explain that this is the Holy Ghost. Drop it into the jar and shake it around. Ask the children if they can hear the Holy Ghost. This represents the Holy Ghost helping us to choose the right. Add a small scoop of dirt to…
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I brought a comforter from home and talked about how the Holy Ghost is the Comforter. Then I held up a small wall hanging I had made using the attic windows quilt block and talked about how each of these ‘windows’ could represent a different role of the the Holy Ghost (Comforter, companion, etc.) and as she grew in the gospel she would learn more roles and open more windows…
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Ask a young woman to put on the prescription glasses and read Isaiah 55:8-9. It should be blurry for her. Then ask her to read the scripture without the glasses. **This makes a good object lesson for teaching about how things change when we use the Holy Ghost to help us make decisions — Ah, everything’s clear! Jenny **
Instruct the class you are going to invite a member of the class to reach the “Goal” through a maze of chairs in the classroom. The student will be blindfolded, but will able to choose a guide to help him/her get to the Goal (you could even use a picture of a Temple or family to use as the Goal). Blindfold the volunteer and then ask him/her to choose another…
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First tell the students that there is a great reward hidden in the building somewhere and that you will give them a map to help them find it. Next turn out the lights and then hand each student the map. Give them a few minutes to try and read the map (they can not read it in the dark). Then collect the maps and turn the lights back on. Then…
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At the beginning, tell the class that you need to cut a hole in this paper big enough to put your head through. How difficult will this be? Take the first piece of paper and cut a large hole in it. “Here is the best I could do. I have cut a hole in this paper, but I am not able to put my head through it.” Take the second…
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Take a sock ( an old one preferably one you don’t care about getting real muddy), soak the sock in mud, get it real dirty and then put it in a plastic bag. Take it to your class and during your lesson ask someone if they would mind putting on a sock (of course they haven’t seen the sock yet), someone will volunteer. Then take out the muddy sock from…
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