Teaching Relief Society & Priesthood

I am currently serving as the ward mission leader (we did not change to a member of the EQ presidency).  So, this talk has special meaning for me.  The Activity: Identify specific sentences from the talk that give direct counsel on how we are to interact with new converts, investigators, and others who are making their way back into the fold.  Below are some examples: Para. 10 "in such moments . . . in our lives." Para. 13 "we should always . . . we may have." Para. 13 "We can do . . . and so forth." Para. 14 "While the bishop . . . through service projects." Para. 15 "We can help . . . explaining different words." Para. 15 "We can reach . . . community of Saints." And many more Write or type these sentences on individual strips of paper. Divide the class into small groups (3-4) Give each group a sentence strip and ask them to do the following: Discuss the specific need(s) that this counsel addresses Discus

The Activity: Divide the class into smaller groups. Assign each group a figure from the Book of Mormon who was "firm and steadfast" in their committment to the gospel.  For each figure assigned provide a chapter or two that provideds context for how this person(s) become converted.  Some examples are provided here: Nephi                                    I Ne. 2-3 Alma the Younger                 Alma 36 King Lamoni & his father     Alma 18-19, 22 Sons of Mosiah                      Alma 17 Enos                                       Enos 1 Ask the class members to work in their groups to creat a list of what this person did to become converted by skimming through the assigned chapters.  The class members can also choose to use any other scriptures to bolster their list.  Point out that none of the records probably contain a complete picture for any one person, but as we combine the lists we can get a full picture. Give the groups time to create their lists.

It seems that more and more the idea of fear and preparing for the second coming are becoming more pronounced in the conference talks.  The message of this talk, though, mirrors that of many of the others-- there is no need to fear. The Activity: Make sure that everyone has access to the talk Divide the class into four large groups and assign each group 1/4 of the talk.  This will result in the entire talk being assigned to a single group. Ask each class member to silently skim over their assigned portion of the talk looking for things we can do to combat fear in our lives.  Also, ask them to note what paragraphs (they can number the paragraphs) they found each thing mentioned. After a few moments, ask class members to share what they found in small groups (3-5 people) who all looked over the same section of the talk. When the conversations are waning, come back together as a class and make a list on the board of all the items the class found.  Some of the items may be duplica

The Activity: Read the questions Elder Stevenson poses in para. 6 "How do we . . . way He intends?" Ask the class members to think back on the Savior's life and ministry.  Ask them to identify stories that show us the Lord's way of ministering.  There is no need for them to identify the specific scripture passages-- the story alone is fine.  If it would work better, you may also prompt the class member by sharing some scripture references/stories such as those that follow to jog their memories and to serve as fodder for discussions: John 5:1-15 Matt. 20:30-34 John 6:1-15 Allow them time to think and perhaps even skim the scriptures to help them remember stories and details. Ask the class members to share their stories with a partner. Come back together as a class and discuss what was shared.  As students share, write appropriate principles on the board. As the discussion is wrapping up, pass out index cards and something to write with to each class member

I apologize that I have been tardy in getting these up.  These last six weeks or so have been crazy hectic (more than usual with five kids) and I am just way behind.  Apologies.  I am trying to catch up. I love the way that Elder Renlund speaks of the Savior and our Heavenly Father.  It is always focused on the love and tender care that our Lord and Father have for us.  This activity may take more time (or at least has the potential to be longer).  Also, if you choose to use this activity or even if you don't, it is important to stress that the idea of justice and paying for one's sins "is not to be confused with those whose agency is violated.  They are not off the path; they are victims.  They receive God's understanding, love, and compassion" (para. 20).  The Activity: Divide the class in half. Explain that the class is going on an imaginary journey. One half of the class will choose righteousness on their journeys. The other half of the class will c

The Activity: Make sure that everyone has access to the talk and an index/note card Divide the class into two groups.  If your class/quorum is larger, you may want to divide each half into smaller groups so that all class members have the chance to participate. Ask the first half of the class to read paragraph 17 "We each understand . . . to be ready." Then, ask these class members to examine the rest of the talk and identify ways we can "be ready" for trials.  Group members should each jot down the ideas they find. Ask the other half o the class to read paragraph 12 "We search for . . . will be wounded." Then, ask these class members to examine the rest of the talk and identify keys to how we should deal with those wounds.  These class members should note on their cards what their group found out about this. After an appropriate amount of time, ask the class members to get up and find someone from the other half of the class to talk to. Tell the

Be sensitive with this lesson.  There might be some who are currently in a state of anger and who might react negatively if they feel they are being preached at or singled out.  I think of Elder Scott here, who told abuse victims a few years back (and I'm obviously paraphrasing), "you may not be able to forgive your perpetrators at the present moment.  Don't worry about it.  Keep working on coming unto Christ and the day will come when you will be able to.  In the meantime, don't let it hold you back."  Sometimes, it is tough to forgive because there are horrible things in the world.  Like with most things, love is a greater motivator than anger and accusations.  The Activity: Prior to the lesson:  Prepare strips of paper with scenarios such as the following on them (these are based on true stories with which I am familiar, but you can simply make them up): You operate a franchise and one year when signing the contract, you accidentally sign that you will b

On thing I admire about Pres. Ballard is the strength he draws from his ancestors.  He regularly mentions them and shares life lessons he has learned from them.  This talk is an example of that. The Activity: A week prior to the lesson, ask class members to read D&C 138 and mark those passages they find most inspring/comforting/enlightening. Do the same yourself.  Identify several passages that you feel will be especially appropriate for your class members. During the lesson, ask the class members to turn and share a verse or two that they marked from the section and explain what it means to them. Share that there are three statements about the vision contained in D&C 138 and what we can gain from a study of it.  Read/share the following quotes: Para. 23 "We too can . . . lives each day." Para. 31 "The vision revealed . . . of His Atonement" Para. 32 "As you do . . . for His children." Ask the class members to review these statements

The Activity: Prior to class write the following on the board:  "Think about a moment in your life that something happened, which felt like a mistake or simple happenstance but, in the end, brought you closer to your Father in Heaven." As class members come into the room, give each one some paper and something to write with and ask them to consider and write about the prompt on the board. Give the class 5 or 6 minutes to think and write.  Depending on how your class reacts, more time may be appropriate. You may also want to quietly point out that these could be church things such as a calling but they might also include less church-y things such as an unexpected move or a job change.  You may also want to play quiet music in the background. After the class members have had ample time to write, ask them to share their experiences and how they drew closer to God in small groups (no more than 4). After a couple of minutes to share, ask class members to tuck their writing