Seminary Class Notes

Final Blog

2006-07-25T04:38:00.000-11:00

I have been asked to shut down my blog. I am doing so out of obedience. Here are the reasons which were shared. I feel that it is important for you to know so that it will aid you as a teacher with further light, knowledge, and understanding.

CES has a concern about the amount of blogs and materials popping up on the internet for seminary teachers. They have specifically chosen not to have a resource site full of such things, although they could easily do so--since such dynamic individuals through the years have created many fine teaching tools while in the service of CES.

But the CES administrators know that by seeking materials made by other people has the potential to dampen the Spirit you rightfully may receive. For example, Oliver Cowdery thought it a simple thing to translate the Book of Mormon. As a result of not putting forth effort, the beauty of the experience remained out of his grasp.

I've now received the following and want to share it with you. There is truth within these words and feel that knowing them will bless you as you seek greater communion with God in your seminary service.

"There is a price that must be paid to qualify for the Spirit's help....[Oliver Cowdery] thought he could sit back and the Lord would just tell him what to say. He failed to put forth the required effort to qualify for the Lord's help....Some want to run to the internet and get a quick idea; a cookie-cutter lesson idea that can be taylored to any block. They fail to put forth the required effort to qualify for the Lord's help...there is a price of study and pondering and prayer that must be paid, even by a busy volunteer. If we provide teachers with too much material, we often hurt them more than help them. We create a welfare system. They don't need to turn to the Lord for help, we have given them more ideas than they can incorporate..."

May the Lord bless us with willing hearts and yielding spirits, so that we can lead our classes in love and harmony.

All the best to you! And remember D&C 111:11.

Warmly,

Seminary Mom

Summer Break

2006-05-29T12:05:00.000-11:00

I'll be taking a break from blogging for a while, now that the summer is here. Here is a sample link to a few of the activities we have done in the past.

To receive notice of additional activities, free PDFs and other free resources, visit the Seminary Class Notes group. Once a member (hey, it's free! ), you'll be able to access all of the resources I've shared there.

Until teaching begins again, may the Lord bless us all as we strive to serve Him well.

Warmly,

Seminary Mom

End of the Year Seminary Auction

2006-05-20T09:17:00.000-11:00

Today we had our end of the year auction and pizza party. We had a blast. It took very little preparation and the students seemed to really enjoy themselves. Here are the few easy steps:

1. Determine Each Student's Brigham Bucks.
I've found the simplest way to add up each student's "money" to spend during the auction is to use the student's attendance. In other words, start with a large dollar amount (like $14,000) and subtract $100 for each absence (the bigger the starting dollar amount, the more the fun).

I must admit, this year I had been giving $100 per completed assignment or class project, but this creates a boatload of bookkeeping all through the year! As long as each student participates well while in class, it's just as easy (and much simpler) to use attendance as a manner of earning "money." I just don't advertise this, because I want the kids participating all throughout the year, not just showing up! :0)

2. Ask Parents to Donate 5+ Auction Items.
This was the fun part - seeing what each student brought to the auction from their parents. In our auction this morning, the most coveted items were loaves of bread. Each loaf of homemade bread sold for over $12,000!

(The students all knew the mom who had made the bread, had previously tasted of it, and several students determined they weren't bidding on anything until the bread came up for auction - for that reason alone, we waited to bring the bread forth until the very end! :0)

3. Select the Location.
We decided to hold the auction at one of the student's homes. We did this, because we thought this would add a fun and casual environment. And it did! Once the auction was over and while the kids were waiting for the pizza to arrive, they all pitched in and made cookies together. Truly, memories and friendships were once again being strengthened.

4. Create One Brigham Buck Souvenir Per Student.
My husband created a fake dollar bill and pasted a picture of Brigham Young in the middle of it. Then on each Brigham Buck, I wrote in fancy lettering the student's first name and the total amount of money they had to spend at the auction. During the auction, "purchases" were tallied by the teacher (me) on a sheet pre-formatted with each student's name and total earned dollar amount for the year. As the students made purchases, I simply kept a running total and every ten minutes or so we stopped to call out current amounts.

5. Arrange for a Parent to be an Auctioneer.
This was the fun part, letting a parent be involved. In this case, our Bishop was the auctioneer, since his daughter was in my seminary class. He wisely started with the smallest items first, building to the bigger and more wanted items. He also had a "dis"-incentive for those who might not normally bid - the person with the most amount of money left over got the booby prize - a sports cap of one of the despised professional teams in the state! This seemed to serve as an excellent incentive to get the kids bidding, especially in the beginning. :0)

All in all, it was a very fun way to reward the kids for their hard work and great participation in seminary this year. And interestingly enough, when we had started it all off this morning, after praying, we had asked one of the kids to recite a scripture mastery verse. Of course, 2 Nephi 2:25 was selected (being so short). But that was just fine. We all recited it together, being reminded once again, that we are created to experience joy. And today's auction was a great way to remember that!

Warmly,

Seminary Mom

***
For more scripture mastery game ideas and teaching tips, visit the Seminary Class Notes group.

Going into the Summer

2006-05-16T12:53:00.000-11:00

Howdy! I'm now two days into having sleep, not having to rise during the middle of the night to prep for seminary. It is a refreshing feeling. :0)

Teaching seminary is such a blessing and privilege, yet it does require great effort, which somedays can be akin to climbing a mountain side. So it is a blessing to be able finally to have some respite.

If you are in the final stretch, it can be full of poignant moments. Enjoy the "view", for what a wonderful thing it is. And all too soon it ends.

I will be taking a break for a bit from posting to the blog as I begin to focus on prep for the next school year. But I won't be stopping in many ways from creating forms to help my students (and perhaps yours).

I will be working on a *summer challenge and intro letter* to send to my seminary students for next year, complete with a treat offered for those who arrive the first day of seminary with the Joseph Smith History scripture mastery memorized! Once I have that form and letter created, I will be posting/uploading it to the Seminary Class Notes group. I will let you know as soon as I've uploaded it!

That particular scripture mastery verse is quite a bear. Imagine what it does for a kid, though, to be able to arrive the first day of class with it already under their belt! Let alone, what it can do for their minds during the summer to be working on it. So I will be posting at the Yahoo list a few training materials to help the kids accomplish this over the summer. And as always, you're welcome to try it!

There will be other things I will be working on this summer so make sure to check the blog at least once a week to stay tuned! That, or you can sign up for the *free* Seminary Class Notes Newsletter, which comes out monthly. May's will be delivered this weekend! Simply join by visiting here.

Until the next post next week!

Warmly,

Seminary Mom

Seminary and Scripture Mastery Teaching - A Year in Review

2006-05-12T11:30:00.000-11:00

Now that my seminary school year is finished (yours still may be going), it is time to review several items so that I can analyze my teaching and any areas of focus needing help for next year.

Here is a link to the Teaching Emphasis that CES needs us to use as we work with our students. To be able to read it, simply click here.

It is a wonderfully concise document which summarizes several important concepts. The more I've utilized these concepts, it seems the more my students retain and are able to process on a deeper level, rather than what might have happened otherwise.

My CES director is an amazing man and has modeled these concepts so clearly and well in our training meetings. Here they are (I've included my musings in parentheses):

To learn and teach by the Spirit (for both student AND teacher).
To emphasize the actual scriptures as teaching text (for both classroom teaching AND private study for student and teacher).
To help students understand and apply the principles/doctrines of the scriptures (all for the purpose of personal conversion).
To help students learn to share these principles in class AND outside of class (they need activities to actually practice this).
To emphasize scripture mastery passages and the principles contained therein.
To follow the Compentency sheet for The Book of Mormon (so students will understand the unique position of the Church and its clear view of doctrinal principles).

Personally I will be working toward doing a better job with not just teaching the scripture mastery passages for memorization, but also for studying more deeply the truths therein. The students deserve not to only know these for Scripture Mastery Day at the stake at the end of the year, but also to truly make the teachings contained therein a part of their lives.

Sigh. So the school year is past. I will be working on some reading charts that I will be mailing to the students to work on over the summer and to bring to the first day of seminary next fall. Scripture study is essential for daily closeness to the Lord. I don't want my students to distance themselves from the scriptures simply because they think, "I don't have to go to seminary this week!'

As I have the charts and other goodies ready, I'll post them to the Seminary Class Notes group so that you can download them for free! I especially am going to be mailing out an incentive chart to get the students ready for scripture mastery memorization. One of the scripture mastery verses for next year is a doozy - Joseph Smith History 1:15-20! Just imagine, though, your students being able to show up the first day of seminary, already having memorized it! That's what I'm going to be helping them work toward during the summer! :0)

Until next time,

just another-early-morning-seminary-teacher mom

***
For free PDFs and teaching tips, feel free to visit the Seminary Class Notes group.

The Final Day of Seminary

2006-05-11T07:09:00.000-11:00

Well, today was our final day of seminary. I actually was up all night, trying to get everything just so. Not recommended! [weak grin] But I was excited, because I'd prepared a "scrapbook movie" DVD to showcase the spiritual growth the students had made this year.

The DVD contained a ten minute "scrapbook" movie for the seminary kids to distribute for today, our final day of class.

I had taken pictures of them all year long, along with our projects we'd done. Using a piece of software, I'd made a "movie" of those snapshots put together in a montage, accompanied with music.

What was so awesome about this "scrapbook movie" was the kids came in and saw themselves on the TV, on the initial page of the DVD menu. Once we had devotional, etc., I started the movie.

The students watched quite attentively as they saw themselves progress through the year, from certain hair cuts or thinner looks, to more mature looks by the end of the year.

They had fun commenting on some of the projects we'd worked on throughout the year together, as we researched the important principles in The Book of Mormon.

One of the purposes I'd had in creating the "movie" was to bring the spirit and to show the students all of the amazing experiences we'd had this year as they'd learned to study the scriptures hopefully deeper than they ever had.

It was a really neat moment watching the cumulative effect in the students' faces today. Each of these students had break-through moments during our school year, and by watching the "memories" of those moments, I hope they will forever retain them fresh in their memories. After the "movie" was done, I passed out one for each student.

After the movie/slideshow was over, I also passed out certificates to each student which had read the entire Book of Mormon (in this case, it was every student in the class - in fact, some of them had read it through twice! yippee!).

We scheduled our summer auction/pizza day for a week later. Then I turned the time over to the seniors in the class. We have three who are graduating. I asked them to share their testimonies or any kind of spiritual advice they felt prompted to share with their fellow classmates.

This was the sweet spot of the day! The three seniors bore spontaneous and heartfelt witness as to the impact of seminary in their lives. This provided a most powerful moment for the rest of the kids. I could feel the spirit in the room and I'm pretty sure that the other kids could feel it.

I couldn't have provided a better recommendation about the importance of seminary than these seniors provided. It truly was a beautiful moment. I would highly recommend this - having the seniors speak to the class in this way.

It seemed to help the seniors feel spotlighted and it pointed to their important perspectives - important because some of the seminary kids still have three more years of EARLY mornings to attend to get to where these seniors are. What a great thing to hear the seniors say it is worth it!

Then we ate breakfast today, a special breakfast. I passed out all of their work they'd done through the year, organized into personalized sacks, along with their student manuals and scriptures. A poignant moment indeed!

Warmly,

just another early-morning-seminary-teacher mom!

****
P.S. For more teaching ideas, feel free to visit the Seminary Class Notes group. The tips, newsletters, and PDFs/files are all free!

P.S. There are a variety of software packages which allow you to put together a slide show and even add music. You may even have a software package like this already installed on your machine! Just make sure it is your own music which you've composed/recorded yourself or you might need to pay royalties for the use of the music if it comes from someone else.

The Book of Mormon - the big finale

2006-05-10T08:38:00.000-11:00

[example of class work]

As the students walk into the classroom each morning, they find a question waiting for them to journal about. We have done this every morning of the year. Not only does it help bring a spirit of quiet in preparation for our lesson, but I am always writing questions (or at least trying) that point the students' minds to reflection of forward thinking or self-analysis.

Today's question was: "It is the last day of your life. What do you spend your time doing?"

I wanted this question, because I wanted the students to think about any activities they should be doing, that perhaps they are not. What kind of legacy will they leave behind when their tenure of life is done.

Then I held up many slips of paper, after the devotional and opening exercises. I told the students each slip represented a life - a life of one of the prophets in The Book of Mormon.

Each student received three or four slips of paper, upon which I'd previously printed a name of a prophet and two questions along the lines of: what can be learned from his life? which verse is most meaningful about or from him?

The kids each took a bit of time to research their assigned prophets. Once the class finished, they started in chronological order sharing what they had learned during the year about these particular prophets and a verse from their teachings.

Unfortunately, we had to dispense with reading the verses about halfway through. If you were to do this project, I would recommend having the kids find those verses and record them on their slips of paper, but only verbally sharing what they'd learned from the prophet (in the interest of time).

As the students shared, we taped the links together. I felt this provided a nice summary of the year. I reminded the kids that Mormon had a large choice of what to include on the plates. He chose these particular prophets' and stories. I hope the students will remember why and be helped by them throughout their lives, continuing to return to these golden pages of truth and knowledge.

Warmly,

Seminary Mom

P.S. Once school is out, I will still continue to post teaching tips, scripture mastery games, and other resources to help us all gear up for the new year! To be able to download the "Our Heroes" PDF file I created for today's lesson, simply visit the Seminary Class Notes group.

Until tomorrow!

Moroni 8, 9, & 10 - The Big Promise

2006-05-09T14:40:00.000-11:00

How to finish off The Book of Mormon in a big way? I've been puzzling on this for some time. The answer came in a surprising way.

My husband, as part of his highcouncilman duties for the stake, had the assignment to attend the singles branch - and for once, our entire family went with him.

What a privilege this was! Not only was the spirit strong as these new college youth went about their various duties as a young Relief Society President, a young Priesthood or Sunday School teacher, but it was wonderful to imagine that just a few short years ago they themselves were sitting in a seminary class.

[It is this future thinking which has driven me all year toward exerting big efforts to prepare my seminary kids for future service opportunities such as we saw the young adults carrying out on Sunday in their singles group.]

So, while sitting at a table after the meetings during a "Break the Fast" dinner, my husband and I found ourselves across the table from a newly returned missionary, who had served in Hungary.

The spirit washed over me. I knew then how best to finish off the study of The Book of Mormon!

My seminary students already knew that Moroni 10 contains "the big promise" as the way to find all truth. But the spirit was showing me how I could bring that to life through a newly returned missionary, who spent two years of his life sharing that very promise!

So I asked the young man if he would kindly come to my classroom on Tuesday to speak of his mission in Book of Mormon terms. In other words, I asked him if he would read Moroni 8, 9, & 10 prior to Tuesday and then prepare experiences from his mission that coincided in some fashion with those teachings in those particular chapters.

Well, that young man came today. And what resulted was a room bathed in the spirit and light of the Lord. Here are just a few of the things he shared as he walked the students through the last three chapters of our course of study this year.

MORONI 8:
As the teacher, I had started off the morning by introducing Moroni 8 and what Mormon taught his son about the beauty of young children and their innocence before the eyes of God. The returned missionary then took over and shared how interesting he thought is was that these words came from a career army general. For, as this returned missionary saw it, that was essentially what Mormon was.

Indeed, Mormon had supervised Nephite armies from his teens! He continued in that position off and on for the remainder of his life. Our visitor today pointed out how remarkable it was to him that Mormon, having seen such depraved acts of war/hatred had been able to retain such a soft heart towards the most innocent of God's creations - children. Thus, Mormon's perspective and words in Moroni 8 are particularly important.

He then moved on and shared an experience from the beginning of his mission. He and his companion had been teaching a woman whose children had grown up/were gone and her husband had left her. She was absorbing the gospel at a tremendous rate. When the time came for the baptismal interview, this missionary was nervous asking her the baptismal interview questions. How badly he wanted for her to be able to answer them all well and be able to be baptised.

Her response to the question, "Have you repented of all of your past sins?", marked him deeply. She expressed emotions almost identical to what Mormon shares in Moroni 8:25-26. She was experiencing all of those fruits! Today, this young R.M. shared how the spirit embued that interview with purity and power and as a result, he knew that woman was ready for baptism. He said how powerful the teachings are in The Book of Mormon and how factual and true.

Then he moved on to more truths and experiences from his mission that paralleled these chapters.

MORONI 9:
This chapter, the young man shared, must have been a difficult chapter for Mormon and probably Moroni to record. He asked the class if they ever felt it hard to be faithful and "good," in spite of so many kids around them choosing "bad." He told the seminary kids that Mormon would be able to understand their feelings - that the people surrounding him and his son Moroni were choosing very bad things. And he referenced this chapter.

But Mormon teaches what we must do, even in such situations. The returned missionary had a student read Moroni 9:6 and he shared that in spite of all that is going around us, we must remain faithful. We must not cease to labor. We must be diligent while during our time on earth. The reason? So that we can "conquer the enemy of all righteousness, and rest our souls in the kingdom of God."

By this time, I was personally amazed at how this young returned-missionary was able to share so many real-to-life parallels from these chapters. The spirit in the room was quite powerful. I was grateful to have listened to the prompting on Sunday to invite him to speak. He then moved on to Moroni 10.

MORONI 10:
This young man first started by sharing an analogy of what happens when a small business is dying, due to its financial issues and liabilities. Normally a company in this situation might need to declare bankruptcy, and as a result, the original owner's dream for that business dies with the death or dissolution of the company from bankruptcy.

But then along arrives an offer from a much larger corporation. Due to it's fiscal health and financial flow, it purchases the business and is able to make it viable again.

This, the young man shared with our class today, is what Moroni tells us Christ can do for us. He then asked a student to read Moroni 10:32-33:

Yes, come unto Christ, and be perfected in him, and deny yourselves of all ungodliness; and if ye shall deny yourselves of all ungodliness, and love God with all your might, mind and strength, then is his grace sufficient for you, that by his grace ye may be perfect in Christ; and if by the grace of God ye are perfect in Christ, ye can in nowise deny the power of God.

And again, if ye by the grace of God are perfect in Christ, and deny not his power, then are ye sanctified in Christ by the grace of God, through the shedding of the blood of Christ, which is in the covenant of the Father unto the remission of your sins, that ye become holy, without spot.

This beautiful young returned missionary then testified to my seminary kids that this is what Christ does. Just like a powerful business can "save" a small company that is going under by purchasing it and making it solvent, Christ does that for us.

The Savior has purchased us with His Blood. And whereas we cannot be perfect on our own, we can be perfect within Christ. Because of Christ we will live forever. Because of Christ our souls need not be bankrupt.

Then the returned missionary shared "the big promise" in Moroni 10:3-5. He witnessed that they too could have the experience of having this question answered for them: "Is The Book of Mormon from God?"

He promised them that he'd seen this born out on his mission and that he knew they could see it born out in their lives, if they were willing to apply themselves.

What this all did today was bring the Book of Mormon to life for these kids. This isn't just a book for them to study for no reason; this book actually brings change into the lives of others. And it's going on around them as we speak. Missionaries all around the world, at this very moment, are sharing the gospel, sharing Mormon's and Moroni's words, along with the other prophets, from The Book of Mormon. And it is bringing joy and eternal life.

People's lives, as a result, are bettered for it. The fruits of the Spirit mentioned in Galations 5:22 were quite evident as we learned at the feet of this young returned missionary - "love, joy, peace, longsuffering, gentleness, goodness, faith."

What a beautiful way to end our course of study - through the words of a freshly returned missionary who witnessed in his own beautiful way to all of this. I'm so grateful the spirit spoke to me on Sunday to invite this young man to speak. I think he left quite an impression as we finished up our Book of Mormon study.

The Lord is so good to inspire His seminary teachers - I know these ideas don't come from me. And I'm grateful He would help this young returned missionary to help His youth.

Until tomorrow!

Warmly,

Seminary Mom

***
For more teaching ideas and free PDFs, simply visit the Seminary Class Notes group.

Moroni 7 - Charity suffereth long...

2006-05-08T14:44:00.000-11:00

Today the youth finished off their presentations/Spiritual Finals on Moroni 7. Once they shared their thoughts on their assigned sections, I led them through a step-by-step analysis of Moroni 7:45.

We listed on the board each of the essential parts to charity, as mentioned in verse 45. And if a definition in the scripture was mentioned in a "negative" term, we then turned it into the positive (I did this mostly to aid class discussion, but also to help ensure better understanding on the part of the students).

So here is what our list looked like at the end of our discussion:

suffereth long
kind
grateful (for "envieth not")
humble (for "not puffed up")
seeketh happiness for others (for "seeketh not her own")
patient (for "not easily provoked)
pure and kind thoughts (for "thinketh no evil")
rejoiceth in goodness and truth (for "rejoiceth not in iniquity or lies")

Then we talked about the summary at the end of the verse:

beareth all things
believeth all things (which are true)
hopeth all things
endureth all things

The students helped come up with the summaries in the parenthesis. We also talked about several subjects. For example, there is a sweet girl in our stake which graduates from seminary this year. She was in the autistic classes through most of her early years in school, but by 8th grade was mainstreamed.

I asked the kids, "What does it mean to suffer long? What does it mean to have a condition in this life that might not ever change?" The amazing thing about this young lady is that her mother has said that she has never once complained about getting up early for seminary! What a bright light this girl radiates.

She is not in our seminary class, but being in our stake, most of the youth in my class knew of her. What an example she sets of being long suffering and patient.

We also discussed several things about "rejoicing in goodness." I asked, "What happens if a kid decides he doesn't want to go along with the crowd, when the crowd is choosing something wrong. What names does he (or she) get called?" The students threw out several unkind words which might have been used in a situation like this.

So I asked, "How hard is it for you to rejoice in goodness, even if everyone else is ridiculing that choice? Or better yet, have you ever found yourself ridiculing another Mormon for choosing something good?"

By the end of the day, I could see that there was a difference in their faces as we wrapped up discussion of this chapter. They, as students, had prepared presentations about this essential chapter on charity. And to finish up, we analyzed each of these individual points.

I particularly liked how the manual had suggested to substitute the phrase "the atonement" for each use of the word "charity" in these verses (45-48), which the students did during their presentations. What a blessing to have the gospel and to learn these important truths.

And tomorrow we have a surprise visitor coming for seminary. I can't wait to see the kids faces.

Warmly,

just another-early-morning-seminary-teacher mom!

***
For seminary teaching tips and free PDFs, feel free to visit the Seminary Class Notes group.

Scripture Mastery Games - game ideas

2006-05-05T08:13:00.000-11:00

Here are a few scripture mastery game ideas. Feel free to click here, here, here, or here!

My seminary class is off for today, but for you - I hope you have a lovely day full of the spirit.

See you Monday!

Warmly,

Seminary Mom

Scripture Mastery - a Historical Perspective

2006-05-04T00:45:00.000-11:00

Unfortunately, today is our last day of seminary for this week. We do not have seminary tomorrow since there is no school. So since Scripture Mastery Day is being held at the Stake on Saturday, we had a "Friday" day today, playing scripture mastery games.

There are a lot of things which went "right" this year, working with these kids. Yet I still managed to leave something out!

Whereas we learned the historical perspectives in The Book of Mormon, I'm not so sure I attached those backgrounds/perspectives strongly enough to our scripture mastery games as we went through. Something perhaps others have done better. I hope so. :0)

So as we played our games today, I worked to incorporate more historical clues like,

"After having been called of God and ordained by Nephi, Jacob taught the Nephite people...."

(from the Historical Setting on the scripture mastery card for 2 Nephi 9:28-29) I paused, THEN I added the rest,

"...that to obtain knowledge is good if you follow the counsel of God."

Perhaps every other seminary teacher does this perfectly, but not me! I worked so hard this year to try to teach with the spirit, have the kids dive deeply into the scriptures, to help them develop deep knowledge of the gospel and of the Lord's love, but left out this part of scripture mastery chases that will be used at Scripture Mastery Day at the stake on Saturday.

Oh, well! I guess we can't do it all! We do the best we know and seek to do better. :0)

Happy teaching everyone!

Warmly,

Seminary Mom

Moroni 7 "Spiritual Finals" cont.

2006-05-03T08:38:00.000-11:00

Today the youth presented the first two parts of their research for their Spiritual Finals into Moroni 7. The spirit was strong and I even learned from their perspectives. What a blessing and privilege to be a seminary teacher and to work with the Lord's future leaders. The sacrifices are truly worth it.

Moroni 7 - "Spiritual" Finals

2006-05-02T08:09:00.000-11:00

[example of students' score sheets for Five in a Row]

Today, after opening exercises of devotional, etc., we played one round of our scripture mastery game Five in a Row to review for our scripture mastery day.

ATTENTION GETTER:
Then we moved on to the research topic for the day - the powerful spiritual content within Moroni 7. I had "Finals" all ready to pass out (not typical ones, though), but before I did that, I asked, "Please raise your hand if you are graduating this year." Three students raised their hands.

"Please raise your hand if you are graduating next year." Several students raised their hands. I continued on down to the freshman until all the students had a chance to raise their hands.

Then I said, "A few of the young women here in class had the opportunity to attend Relief Society two weeks ago. What was it like?"

An awkward, "Interesting" was the only comment I received. I smiled and said, "Yeees, that's right. Interesting, wasn't it? And guess what, soon you'll be teaching an "interesting" Relief Society lesson yourselves....or perhaps Sunday School....or perhaps...well, you get the idea! Graduation for all of you is so very close, and then you'll be receiving opportunities to serve, to teach, etc."

Again, I smiled. "It will be here all too soon. And you are powerful. So I want you ready to be able to handle a 40 minute lesson. Or 30 minutes. Or whatever the case may be."

FINALS TIME! :0)
That was when I handed out the "Spiritual Finals" to the teams (I'd written each team member's name on the top of the paper - this way I can control who works with whom. I switch the teams around each day to balance the individual growth of each student).

For the Spiritual Final, each team received a section for Moroni 7 from the teacher's manual. There were four main headings within the manual for Moroni 7, so I'd divided the team into four groups.

In life, it's not so much the facts we've memorized that sustain us. It is the knowledge of how to bring the spirit into our lives and into the lives of others. It is experiencing the sweet savor of the Spirit as we study the scriptures and as we prepare to bring that to others, that sustains us.

So for Midterms and Finals like these, I lean heavily on the students diving deeply into the spiritual waters of the gospel and seeing what they come up with. How adept are they at being able to handle things of the spirit? I NEVER "grade" the Midterms or the Finals; I simply want them to focus on things of the Spirit - not just facts.

Thus, as I distributed the "Finals" today, I reminded them of the opportunity to show what they are made of. They are sons and daughters of God, capable of great good. So I asked them to do the following as they were preparing their "Spiritual Final."

Read the assigned verses together as a group - DON'T just assign one person to do that.
Read the suggested application activities or stories mentioned in the sheet I'd given them.
Decide as a team which activities would bring their "students"/fellow classmates the closest to understanding the message of the assigned verses.
Prepare for presenting the "Final"/lesson to the class in a manner which will get their classmates into the scriptures during the lesson.
Prepare to share your testimony with the class as to the importance of the topic of study.

The only thing which I failed to mention was to pray as a team for the spirit to be with them while teaching. This would be an important part of their preparation and I highly recommend that you add this to the list. :0)

SUMMARY:
At the end of class, they gave turned in their preparations. Tomorrow the first two teams will present their message and on Thursday, the final two teams will present.

To close class, we took an end-of-the-year group picture, since everyone was present (what's fun is to take one at the beginning of the year and then at the end). I'm going to surprise them with the picture in a frame at the end of the year (next week - wow, can it be here already?!). I want them to look back fondly on these days as a seminary class, in which they were able to deeply feel the presence of the Lord in studying His works. That is my prayer.

Warmly,

just another-early-morning-seminary-teacher mom!

***
For free PDFs and scripture mastery game ideas, simply click here.

Moroni 1, 2, 3, 4, 5 & 6 - Your Perspective, Please

2006-05-01T10:30:00.000-11:00

[example of student's class journal]

Today we covered Moroni 1, 2, 3, 4, 5 & 6 (with a little bit from Ether 15).

To start off today, I asked the students to think of one of the loneliest times they have ever experienced. I distributed their class journals and asked them to journal about that for just a moment, listing how they felt and what the situation was that had brought that lonely feeling.

When they were done, I then moved onto the next step of the lesson.

But before I explain what that was, let me make a suggestion if you were to do the same activity. I had moved on, not intending to have the students share what they had written (making an assumption it would be too private). But then I noticed that a few of the students were privately sharing with one another what they'd written.

I don't allow whispering in class, because it's a distraction to the other students. If there is whispering, I just stop and wait. The silence eventually alerts the whispering students that they now have the entire class's attention. Usually they stop, not wanting this.

Thus, two students were whispering over what they had written. Which is fine, but it was distracting from the reverence which everyone else was manifesting. I waited in quiet until the two students were done reading each other's journal before continuing. In retrospect, I would recommend offering this as an actual step after the journaling is done. Because oftentimes, until curiosity is resolved, nothing that I say next will really be heard or felt.

Once I had everyone's attention again, I smiled and asked them what they knew about Moroni. I read the italicized paragraph on page 197 underneath the heading: "Moroni 1-3 The Authority of the Priesthood." I asked what emotions they thought he had experienced from what he'd just lived through - even asking what they thought his sleep patterns were like. They shared they thought it must have been rough and that perhaps he might have even had bad dreams.

Then I read to them Mormon 8:1-5. I shared how difficult it must have been for him to have recounted this (I personally imagine tears must have been rolling down his cheeks as he did so - but in this lifetime I obviously cannot know).

More than anything, I wanted them to understand that Moroni was a real person, having experienced real difficulties, and could be someone to trust. All this, because I wanted them to really think about why he shared what he did from his first written record in The Book of Mormon (beginning with Mormon 8:6) all the way through the fifteen chapters of Ether to the end of the ten chapters in Moroni.

I wanted the students to appreciate the lonely wanderings of this great man, whose record lasted (according to the footnotes in The Book of Mormon) from approximately A.D. 400 to 421.

THEN I distributed a "Your Perspective, Please" assignment. I'd divided the class into six teams. I had written out a two-step activity for each of the six teams, with the first part being an actual assignment and the second part was their perspective on what they'd studied/researched in the scriptures.

Each of the teams received something similar to one of the following six assignments (most of which I drew from page 197-8 in the student manual):

1.a. Imagine you are a news reporter reporting on the events found in Ether 15:14-34. Remember the 5 W's of good journalism as you write your news report.
1.b. Share with the class your report and what important lesson we can learn from Moroni's words.

2.a. Share the facts of Moroni 1 and the challenges he faced in a news report. Remember the 5 W's of good reporting as you write the report.
2.b. Share with the class your perspective on what we can learn from Moroni's words.

3.a. Your nonmember friend is visiting church on Sunday and sees someone being confirmed a new member. Let Moroni's words in Moroni 2 help you explain the power of the priesthood in giving someone the Holy Ghost.
3.b. Share with the class your perspective on the priesthood and Moroni's words.

4.a. You've been given an assignment from the Bishop to teach a new member about the Aaronic Priesthood. Use Moroni 3 to help you in this assignment.
4.b. Share with the class your perspective about what Moroni's words means to you.

5.a. Moroni has given us the sacrament prayers in Moroni 4 and 5. Help your friend who is a new member of the church to understand what she promises when taking the sacrament and what the Lord promises.
5.b. Share with the class your perspective about what the sacrament and Moroni's words means to you.

6.a. Your friend is struggling with understanding why we help each other in the church. Using Moroni 6, explain to him what we promise when we are baptized. Share at least six different points and responsibilities.
6.b. Share with the class your perspective on Moroni's words and why this matters.

When most of the class was finished, with just a few still writing, I read the paragraphs on page 194 in the student manual so that they could have a good backdrop of understanding, before they heard each other's presentations. Then once everyone was done, they presented their findings and their feelings/perspectives.

Again, I don't want them to read The Book of Mormon like a textbook. I want it to live for them and to be able to find strength therein, now and for always.

Warmly,

just another-early-morning-seminary-teacher mom!

***
For more teaching ideas and for the free monthly Seminary Class Notes newsletter, feel free to click here.

Scripture Mastery - Five in a Row!

2006-04-28T00:35:00.000-11:00

[example of student work]

Today for a scripture mastery game, we played FIVE IN A ROW! I had gotten the idea from the scripture mastery ideas booklet I'd been given when first a teacher. The booklet is entitled Scripture Mastery: A Guide for Teachers and was prepared by the Church Educational System and published by The Church of Jesus Christ of Latter-day Saints.

(I work very hard to use published manuals/books that come through CES rather than from a bookstore, etc.)

The Five in a Row game can be found on page 63 of that publication. But in reading the instructions, I couldn't quite follow along what they intended. So I made up my own form of Five in a Row. I'm actually working up a more complete version of what I played today, but until then, if you would like to use the score sheet I created, feel free to visit the Seminary Class Notes group. The score sheet will be found under the Files section.

THE GAME.
Here is how I played it. I selected five scripture mastery verses I wanted to target. I passed out the score sheets to each student.

For the first round of five scriptures, (without telling the students which scriptures were targeted) I simply gave a key word. If they found the scripture before I called out the actual reference, they got to color in a 25 point square. I then called out a key word for the next scripture. If they had found it by the time I called it out, they got to color in the next 25 point square. We did this for all five scripture mastery verses.

For the second round of the same five scriptures (same, because I was really trying to dial in familiarity with each set of five), I used clues or situations, instead of key words. This time each correct find was worth 50 points. We did this for all five scriptures.

The third, fourth and fifth rounds were the same. The third round had slightly more difficult clues, with each scripture found earning 100 points. The fourth round clues were more challenging and each correctly found verse earned 125 points. The fifth and final round was the most challenging (earning 150 points), with the hardest situations/clues given.

Now that we were done with the game, we stopped to see if there were any Five in a Rows in any direction. If so, the students could circle and double those particular points.

The kids seemed to love this. And every time we play this, I will choose a different set of five scriptures to really drill well. The students will be able to use their same score sheet a variety of times before it fills up. I want the students be able to think of these scriptures in a large variety of settings and hope this game approach serves them well!

Warmly,

Seminary Mom
****
For more scripture mastery game ideas and a free monthly Seminary Class Notes newsletter, simply click here.

Ether 13, 14, & 15 - Building a City

2006-04-27T08:00:00.000-11:00

[example of student work - to see up close, click on picture]

Today we covered Ether 13, 14, & 15.

I started off by drawing a city silhouette on the board and then asked the students, "Of all the cities you could live in, which one would it be and why?" (from the lesson manual)

The students call out a variety of cities and places, in addition to why the students wanted to live there.

Then we took turns reading, a verse at a time, from the following scriptural selections:

Moses 7:18-21
Ether 13:2-11
Moses 7:62-62

As we read, I wrote summaries under the heading: CITY OF HOLINESS.

I asked, "Are you ready right now to move to such a city, if one were present? Would you feel comfortable being in the presence of those who are pure and who unabashedly serve the Lord?", etc. (using the phrases from the scriptures one at a time as a measuring stick)

I said, "If we're not quite there yet, Moroni gave us the remedy in Ether 2:8. Please turn to it." We then did a choral reading, where we all read the scripture out loud (I've found this helps the sleepy students to pay attention).

Then I asked the class, "But what is going to happen in the history of our world before the cities mentioned in the scriptures are built/return?"

We turned to the following verses and the students read them out loud, each student taking one verse:

D&C 45:26-27, 31-33, 41-24, 68-69
D&C 88:87-91

So which do we choose? To live so we match the world of sin and chaos with equal rebellion, receiving thereby the fruits mentioned in D&C 45 and 88? Or do we prepare ourselves and focus on living after the pattern of the City of Holiness?

Are we ready for such a thing? If still present on the earth, will we be found worthy to build these great cities of holiness? If we are holy, we just might!

But is it easy in our world today to ignore the siren call of sin? Absolutely not! So what to do? Well, history is a great teacher, so as a class we turned to read about a society of individuals who refused the call of holiness - those living during the time of Coriantumr and Ether.

I passed out four popsicle sticks (the kind with notches in them - can be found at a craft store). I split up Ether 13-15 amongst the class (i.e. each student received 6 verses to study).

The students were to:

Read their assigned verses.
Write two details of what actually happened in their verses story-wise.
Write two spiritual lessons they thought could be learned from these verses (I want them to learn to feel and think for themselves, according to where the Spirit might lead them).

I gave the class about eight minutes or so to research these items and write each one on one of their popsicle sticks.

Once the class was finished, I brought out a large cutting board wrapped in tinfoil. I explained that when we build our lives on the slippery slopes of sin, our foundation is very poor and it's difficult to maintain the structure.

Beginning with the student that had the first six verses in Ether 13, each student came forward in chronological order to share what had happened in the story and then the spiritual lessons that could be learned from those verses. After they shared, they then added their sticks to try to build a city.

Most of the students seemed to have a great time trying. You can see the result at the picture up at the top. When people or civilizations flaunt teachings of the Lord's prophets, their foundation is unsure and destruction will become no longer pure theory at some point.

Rather, when cities and civilizations are built upon solid gospel truths, their foundation becomes much more sure. I bore testimony as to the importance of living the gospel so that our hearts will not fail us during this sojourn on earth, and to live in such a way that no matter where we live, we are building a "city of holiness" for the Lord.

I shared that not all around us will make the same choice. Christ even said in Matthew 10:34-39:

34 Think not that I am come to send peace on earth: I came not to send peace, but a sword.

35 For I am come to set a man at variance against his father, and the daughter against her mother, and the daughter in law against her mother in law.

36 And a man’s foes shall be they of his own household.

37 He that loveth father or mother more than me is not worthy of me: and he that loveth son or daughter more than me is not worthy of me.

38 And he that taketh not his cross, and followeth after me, is not worthy of me.

39 He that findeth his life shall lose it: and he that loseth his life for my sake shall find it.

The Jaredites were faced with this same decision...as are we. I also read the quote from Elder Richard G. Scott:

"Anchor your life in Jesus Christ, your Redeemer. Make your Eternal Father and His Beloved Son the most important priority in your life - more important than life itself, more important than a beloved companion or children or anyone on earth....Then all that you need for happiness will come to you."

In essence Elder Scott is saying that by losing our life in the Lord, we will find it - and true happiness. Which is NOT to imply that we ignore our families; to the contrary, we are to love and serve them in every righteous way possible - we just are not to follow them down pathways which displease the Lord.

I shared with the class that this obviously isn't always easy, or everyone would do it. Who doesn't want true happiness? But the choice is waiting there for us nearly every day.

I shared how my parents were not able to go into the temple with me when I married. As a result, initially they were not going to attend any of the receptions. But they relented and went to one. In the following weeks, they decided to throw a wedding gathering and celebration, about six months later, for all the relatives. The festivities were to be all weekend long, including a Sunday.

My family and distant relatives all gathered to my parents' home - and then went to a famous resort...without my husband and myself. I loved them and expressed gratitude for the gathering and enjoyed the Friday and Saturday activities with my loved ones.

But I could not follow them to the resort to play and have fun on a Sunday - even though it was for my wedding celebration. Oh, I could have justified and rationalized going in many, many ways. But I also could not deny the spirit which BOTH my husband and I had felt that it was not appropriate.

I told my class today that decisions like these aren't easy AND they are most definitely individual ones. But the spirit had told, in my particular instance, what my choice needed to be.

When it really comes down to it, the pressing issue is spoken well in hymn 260,

"Who's on the Lord's side, who?
Now is the time to show.
We ask it fearlessly;
Who's on the Lord's side? Who?"

Our job is to prove we are there first and foremost for the Lord, no matter the difficulty it might create or how awkward it might be.

Is there a commandment which has been given? We are to live it. Is there a request or counsel from the Lord? We are to heed it. Are there lives to be touched and served? We are to do it. And these are the steps which lead us to building a "city of holiness", not only within our hearts, but all around us.

The Jaredites rejected the Lord's prophet and as a result rejected the Lord and all attending blessings. May we NOT go and do likewise, but rather, be there for Christ and He will be there for us.

Until tomorrow!

just another early-morning-seminary-teacher mom!

***

For more teaching ideas, for scripture mastery games, and to subscribe to the monthly Seminary Class Notes free newsletter, simply click here to join the free Seminary Class Notes group.

Ether 12 - "Ether's Jeopardy"

2006-04-26T08:59:00.000-11:00

[example of student game]

Yesterday we talked about how we received spiritual protection by learning from the lives of others in the scriptures. Today we continued that coverage by studying Ether 12.

As per the lesson manual, I started off today with an anchor I'd drawn on the board. I asked what an anchor does for a ship. Then we read Ether 12:1-5 and discussed what an anchor does for us during our spiritual storms. What anchor would that be?

We read Mormon 5:18 to compare the Nephites with the Jaredites, who by this time so often lacked spiritual mooring through personal anchors in Christ that they often floundered (and eventually sunk). We read Elder Scott's quote about anchoring our life in Jesus Christ (found on page 264 in the teacher's manual).

One student compared the Jaredites to being like chaff. I said, "That's right. Class, do you all know what chaff is?"

When the majority of the class said no, I shared, "Chaff is what is left over after wheat has been thrashed. Anciently the women used to toss the product into the air. The wheat would fall back onto the blanket (or whatever they'd used to toss it up). The chaff would be blown away."

The students seemed to catch the lesson and I drew dots representing chaff in swirling motions on the opposite side of the board from the anchor. "It's our individual choice to determine whether we will anchor our lives on Christ's teachings, with Him then anchoring our souls to Him - or to choose not to do that, essentially then becoming as chaff as one of you just shared."

So where does all this lead?...by choosing Christ, we lead lives full of spiritual confirmation of these truths, after having been found faithful in our trials. In essence we become a hero for the Lord and to those around us. And Ether 12 helps us all to figure this out.

One student mentioned the twelve heroes of faith that Moroni recorded in this chapter (she first had heard of this at an EFY camp). We discussed in a variety of ways the value of being a hero of faith and where we need to place our faith in order for that to happen.

The same student said they'd received an assignment during EFY to underline every time "faith" was mentioned in Ether 12. She said she'd found more than twenty!

Truly Ether 12 is a rich chapter, full of insights!

As per the lesson manual, we looked at some "heroes" (as the student had called them) left for us in additional scriptures. I wrote Nephi, Jacob, Isaiah, brother of Jared, and Moroni on the board. "What do they have in common?" I asked. The kids weren't quite sure (perhaps it was the early hour! :0)

We read in 2 Nephi 11:2-3; Ether 3:7-8, 13; and 12:38-39. We followed many of the questions found in the teacher's manual on page 265, discussing how we can become a faith-full hero also.

I think by this time the students were getting the fact that Moroni wanted us to understand faith and its accompanying power. So to drive this home, we played a game I'd called "Ether's Jeopardy" (I've uploaded the PDF file at the Seminary Class Notes group site under "Files").

Of course, I needed to modify the game a bit to avoid the contention I've noticed enters in at times when playing with teams. Additionally, to save time, I only made three columns - so we wouldn't run out of time.

So instead of breaking into teams, I announced this game would be a way for the kids to earn Brigham Bucks for the end of the year auction we'll be having.

Each student would have the opportunity to select one category and one point amount. If they could answer the answer with the appropriate question (patterned after the TV show, Jeopardy), they earned the entire point amount for the class! If they needed help, the class could help and the entire class would get 50% of the points.

We proceded to play the game and the kids really seemed to be enjoying it. And I enjoyed it, because there was no fighting over "this point earned" or "that rule is not fair", etc. :0)

As they discovered and answered each point, we stopped for just a moment to define and clarify in one sentence or so the teaching found in that particular verse where they found the answer (they could use their scriptures to dig for facts). And at the end of class, I ran again through what we'd spotlighted in the game regarding the life of Ether and also the teachings of Moroni.

There was so much more meat in this chapter than I could ever cover in one class. But I hope they deeply drink from these waters again, having their tastebuds tantalized by the refreshing gospel truths contained in Ether 12. Some may mock these words, some even from within the ranks of the church. But the truths contained herein will be born out through time.

I love these students and care deeply about their lives, the choices they make, the future they face. I pray to be an excellent gospel resource for them, that they will be able to be heroes for themselves and others as they grow into their futures. What great kids!

Until tomorrow!

just another early-morning-seminary-teacher mom! :0)

Ether 8, 9, 10 & 11 - Scriptural Protection

2006-04-25T08:08:00.000-11:00

[example of work - to see up close, click on picture]

Today we covered Ether 8 through 11. That is a lot of material, and after coming off yesterday's Convoluted Pathways activity, I especially did not want to gloss over the convoluted choices of these descendents of Jared and the others (who had come over in the barges).

The ability to apply spiritual teachings and scriptural perspectives to modern-day application is something seminary students are just learning how to do. Thus, I try to always point to some modern day example that matches the ancient example given in the scriptures.

I did that today by starting a class discussion on modern-day examples of failures of integrity. I held up a book entitled Doing Honest Work in College, by Charles Lipson (an excellent book, by the way). I said, "You know what? This kind of book did not exist twenty years ago. Why do you think professors are needing to write these kinds of books today?"

The kids explored that - problems with honesty, etc. Thus the question: why would students have a problem with honesty? The proposed easy gain from cheating.

Then I held up yesterday's paper mentioning a museum who had made millions of dollars by breaking the law. They had shown an exhibit the state had ordered them not to exhibit. They flaunted the order, showed the exhibit anyways and as a result, made a load of money. Why did the museum flaunt authority? Could it have been for gain?

Then I shared a story from the news yesterday about how gangs are quickly thriving in America. We read Elder Hales' quote on page 262 in the teacher's manual. We read Elder Ballard's quote on the same page. We read Ether 8:23-25 on the secret combinations which would exist in our day. Moroni truly saw our day!

I asked which nations already have been destroyed by secret combinations? Why do secret combinations appeal to so many people? What happens to people that they can stomach activities which hurt others? How do they justify it? Why?

This is a pressing issue, especially because of the warning in "The Proclamation on the Family", from the First Presidency. We read an excerpt in class today (found on page 266 in the teacher's manual), where the First Presidency prophetically warns about the potential destruction of modern societies.

"Can you see the connection with the quick decline of the Jaredite people and our society today?" I asked.

In preparation for our chapter research, I asked the class: how do you get from being childlike in youth, yet eventually get to where you cheat in college or where you flaunt a state order (as adults running a museum) or where you join a gang and hurt other people? What are the underlying and motivating factors? And how carefully do we need to watch ourselves, so that we don't fall prey?

I drew three dots on the board - spread apart from each other in a straight line. The first dot represented a childlike state of "purity". The next dot represented "flaunting authority. The final dot represented the kinds of activities "secret combinations" engage in.

I promised the students that as they searched the scriptures daily, it in essence restores their ability to see clearly and makes them better able to see through the craftiness of Satan and those who would deceive the students, who would try to lead them slowly to the next dot on a parallel descent to depravity.

In final prep for our research in today's chapters, I said: "If we're not reading our scriptures every day, how come?" The list came quickly... too busy, too tired, don't like it, too hard, I forgot, etc.

"So true," I said. "And do you realize these same excuses are the reasons adults use to not visit-teach or home-teach, to not serve when asked, or are just 'too busy' to engage in the gospel? The reasons don't really change. It all comes down to choice, doesn't it. And that choice is: 'Am I too busy for God?'"

Well, Moroni saw our day (as did other prophets). It's why he included what he did. I shared with the kids, "The book of Ether doesn't exist just to tell the story. Throughout Ether, Moroni is editorializing, teaching, imploring us to 'get the picture!'" I let the class know there were urgent reasons he shared the convoluted pathways of the Jaredites with us.

So I let the students know they were going to have the opportunity to be researchers and discover why and what. I divided the class into four teams. I passed out paper and gave each team one chapter to investigate. As they did so, they were to:

write a summary for each verse from their chapter on the paper (this was important and ensured they were familiar with the many twists and turns listed in their chapter).
Once that was completed, they were to focus on the Coat of Arms questions/activity sheet I'd distributed.

Once they started on the Coat of Arms activity, the students were to consider and answer the questions I'd listed for each section on the Coat of Arms. We talked about how a Coat of Arms symbolizes the protection the warriors in ancient battles received from their shields. I told the students Moroni wanted them to have the same protection today and was trying to get that message across in the historical story he was telling them in their chapter.

We had done a Coat of Arms experience before, where I'd let them design their own Coat of Arms. But this time, I had a very structured idea in mind with very specific questions I wanted answered (to see questions, click on picture up above). So I utilized an idea I'd seen (from my husband's "My Goals Worksheet" received from Brother and Sister Kouri from the LDS Employment Center) with specific questions written out by each section. (To be able to read the questions, click on the picture above. Or better yet, you can download this for free at the Seminary Class Notes group.

The students worked on their Coat of Arms (for an example, see the top of this blog entry) and tomorrow they will be presenting what they learned from the Jaredites. I'm excited to hear their perspectives.

Until tomorrow!

just another early-morning-seminary-teacher mom :0)

***
For additional teaching tips or to be able to access this free PDF, simply click here to join the free Seminary Class Notes groups!

Ether 6 & 7 - Convoluted Pathways

2006-04-24T08:53:00.000-11:00

[example of student work - to see up close, click on picture]

Today we researched the beginning of the convoluted pathways of the Jaredites, as recorded in Ether 6 & 7. I created an Inspiration document which I called “Convoluted Pathways.”

At the beginning of class, after our devotional, etc., we quickly rehearsed what we’d studied thus far in Ether:

The three desires of Jared -
- That his and his brother’s language would not be confounded
- That the language of their friends would not be confounded
- That if they were scattered, that it would be to a most choice land
The work required of Jared’s people to prepare to receive those blessings
The 344 days on the barges, continually singing praises to the Lord

I explained that now we were going to study what happened after they set foot on the promised land – that their pathways would become rather convoluted.

Dictionary.com states that “CONVOLUTED” means:

Having numerous overlapping coils or folds (a convoluted seashell).
Intricate; complicated (convoluted legal language; convoluted reasoning).

I passed out my "Convoluted Pathways" sheet, giving one sheet to every two students.

We did the first step on the pathway together, so that they could see how to do it. In other words, we read Ether 6:12 and then decided which word would summarize best what was in that particular verse/account.

The class generally thought that "gratitude" would be a good summary word for verse 6, although they were free to record any word they thought appropriate.

I turned them loose on the assignment with the following steps:

At each step of the pathway, one student is to act as the reader. That student reads each of the assigned verses out loud (the suggested verses were printed on the Convoluted Pathways sheet).
Each team is to discuss which word is the best summary for what was Moroni recorded in the verse(s).
The second student acts as the historian and records the team's word (or several words) at the proper step.
Finally, they are to look for the most potent lesson that can be learned from these two chapters. In other words, why did Moroni include this part of the history?

It took the students maybe fifteen minutes to work through the sheet. Then we went step by step through the sheet, with the students calling out what they had written. Oftentimes, I actually went team by team so that the students could hear all of the other summaries.

I partially did this so that they could hear the perspectives of the others, but I also did this to make sure we didn't "lose" any of the teams in the flurry of the comments. In other words, sometimes some kids will start chatting about something else if they feel the class as a whole is carrying the assignment and they don't feel the need to stay involved.

But when I focus on each individual team or student, step by step through any assignment, the attention seems to stay more focused by all.

Once we walked through the single word summaries (some of the teams used several words to summarize, which was fine), then I asked each team to share what they felt was the most potent lesson to be learned from these two chapters.

It was really enriching and spiritually building to hear their profound insights. And to help offset any possible clowning (because after all, teens are usually lighthearted and like to have fun - which at times is appropriate, but I wanted seriousness for this part), I said again before we began, "I think you are mature enough to do this. I really would like to hear your insights as to why you think Moroni included these two chapters. What might be the most important lesson to be learned from these?"

And what they came up with amazed me. What great kids.

P.S. The purpose of these kinds of activities is several-fold:

To immerse the students in the scriptures themselves, rather than just hear them. There is a difference.
To have the students process what they are hearing on a deeper level by verbalizing and summarizing.
To have the students share with each other their own thoughts on what they are learning, rather than just hear the thoughts of the teacher. This deepens their spiritual maturity and allows them to develop better facilities with sharing the gospel in general.
To have the students actually record what they've discovered deepens the learning process even more (we are a journal keeping people, after all).

Research has shown this multi-modal process to learning helps what was learned remain longer. Besides, Elder Hales, when speaking to CES teachers, told the teachers to have their students writing during class regarding what they're learning. He explained how this deepens their spiritual awareness.

So I'm seeking everything possible to try to follow that counsel - in a variety of ways so it doesn't get boring for the students, but I'm definitely trying every day to find some way to have them process what they're learning through reading in the scriptures themselves, through writing and verbalizing. :0)

Until tomorrow!

just another early-morning-seminary-teacher mom! :0)

***
To download the free PDF, simply click here. If not a member yet of the Seminary Class Notes group, it's easy to join so that you can get to all the free PDFs. Simply click on the Join button and sign up. It's free, plus you'll receive a monthly newsletter with scripture mastery possibilities, teaching tips and other resources to help you in your LDS seminary classroom! I figure if the Lord has blessed me in certain ways to create application materials that worked well with my class, I want to freely share those with others!

Ether 4, 5, & 6 - Student Presentations

2006-04-21T08:06:00.000-11:00

Today the students finished with their presentations they had worked on yesterday. It was really neat to see what they had come up with and how they summarized what they had learned from their scripture research yesterday.

Then we moved on to a scripture mastery game. I took a game that had been given to me from my supervisor and changed it around (mostly because I couldn't understand the printed instructions [weak grin]). I called it FIVE IN A ROW like the other one, but made a bunch of changes since I didn't really understand the instructions. So I just made up my own game.

The kids seemed to really enjoy it. When I have it finished in a clear and understandable format, I'll let you know through the newsletter!

Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Ether 4 & 5 - Building Spirituality

2006-04-20T08:44:00.000-11:00

[example of student work - click on picture to see a close-up]

Today as a class we studied Ether 4 & 5. But there was so much meat in this part of the scriptures that I decided to hold what I call "Spiritual Midterms." We've done this off and one throughout the year, but it is where I give them portions of the scripture block, activity suggestions, and an assignment to prepare a spiritual presentation. In essence, it is to test their level of maturity regarding spiritual topics.

As I've done this, I've noticed their maturity has increased with with gospel discussions and topics. For example, they are now much more comfortable in front of a group sharing the gospel than they were at the beginning of the year. This also has been excellent prep for their missions, future leadership opportunities, etc., in addition to making sure they stay involved and do not sleep through these early morning hours. As a result, some of them have shared they have really enjoyed seminary.

So I explained again to the class (they've heard this a couple of times, but I feel it's good to remind them of their future). "In just a year or two, most of you will be serving in your college student wards. As a result, some of you may be Sunday School teachers, or teaching in Priesthood or Relief Society. Your presentations here in seminary, while shorter than an entire priesthood or sunday school lesson, can help you feel comfortable teaching about the gospel."

I then remind them of several important points when sharing the gospel:

Find a way to get the listeners into the scriptures themselves.
Find the theme the spirit is leading you to in the assigned section of the scripture.
Make a visual aid to help the hearer remember what you're teaching.
Seal the entire moment with your testimony.

(Sometimes I'll write suggestions like this on the board, so that they can check themselves while teaching their peers.)

So today, I copied a portion of the teacher's manual from page 259 to 260. I divided the topic

"Ether 3:21-4:18. When we are prepared, the Lord will reveal more sacred records to us"

into three smaller sections. Three teams received one each from that part.

Team four received the topic "Ether 5. The Lord uses the law of witnesses to testify of His work".

And teams five and six received half each of "Ether 6:1-12. The righteous are often led by the Lord to safety".

I gave the teams about fifteen minutes to research their scriptures, determine their theme and what they would bear witness to, and how they were going to involve the class in the scriptures. They also were able to illustrate their theme or main point through a triarama (you can see a few examples of what the kids did in the above picture) - although it is important for the kids to realize that normally the visual aid needs to be easily seen from the back of the room. Since we have such a small class of only twelve students and we meet in a home, things are quite cozy for us and our visual aids can be smaller.

Today the first four teams presented their portion of these gospel teachings. Tomorrow the final two teams will share their parts. I'm grateful for the witness and inspiration of some of these youth. Truly at times they astonish me with their insights.

Until tomorrow,

just another early-morning-seminary-teacher mom!

***
For additional teaching tips, free PDFs, and a free monthly Seminary Class Notes newsletter, please feel free to visit my other site to join the Seminary Class Notes group.

Ether 3 - Journey to our Promised Lands

2006-04-19T08:04:00.000-11:00

Today we discussed truths and principles from Ether, ranging from the end of Ether 2 to most of Ether 3.

I started off by sharing two articles from the newspaper. One was a picture of a truck that had crashed into five cars and then a shop. A car had swerved into the path of the truck driver and as a result, the truck driver had tried to avoid a collision. Instead, a very serious one evolved. Summary: sometimes we are faced with problems we normally would not have created.

I showed them a second story from the newspaper, about gambling. Summary: sometimes we have problems that we personally have created due to no-one's responsibility but our own, such as if we've become prey to a gambling habit.

What do we do with our problems? How do we choose to solve them? For example, each of these scenarious described in the newspaper were serious ones and hard ones to deal with - and need to be dealt with.

I wrote "3 Problems" on the board. The students watched me write that, then I turned and asked them to think of three problems they were currently facing. I told them not to share those problems out loud, because I really wanted them to be serious about this - and perhaps some of the problems were serious ones.

Then I asked them to help me list what an average teen might be facing. The kids called out things like drugs, peer pressure, needing to repent, physical relationship problems, etc. I agreed that these were all serious problems needing solutions.

I asked the class to look in Ether 2:18-19 to see what three problems the brother of Jared had and to see if they were serious ones or not. But before they did that, I reminded the students that it had been a wonderful moment for the brother of Jared and Jared to receive three "yes's" to their previous petitions (i.e. not having their speech scrambled, not having the language of their friends scrambled, and receiving the promise of a chosen land).

Oftentimes the Lord will respond in the affirmative to our requests. But that does not mean we are done. In fact, usually the process is not done, the journey is not complete. Not yet, at least. That's where our growth begins, as we work to bring about those confirmed blessings!

For example, now that the Jaredites had their promises, they also had some new challenges or problems to resolve to reach their promised blessings.

The students were to look at the end of chapter 2 to find what Jared and his brother's dilemas were. The students of course found:

No light in the boats Jared's people had built (that kind of technology did not exist yet),
No steering capabilities, and
No air.

Pretty serious issues for a group of people ready to journey across the ocean in these boats! I don't know about you, but I like to breath, to be able to see where I'm going, and to know that my journey is worth it by steering it in the correct direction. Supplies will only last so long!

So we began to explore how the Lord answered these issues:

The Lord gave direction on how to deal with needing to breath.
The Lord said he'd steer the ship.

I asked the class. "OK, look at this. The Lord solved two of the problems just like that. Without any effort on the part of these people. What if the Lord did that for all of our problems?" The kids called out that we wouldn't be able to grow.

Then we looked at the brother of Jared's rather short (or curt) third request for light:

Behold, O Lord, wilt thou suffer that we shall cross this great water in darkness?

Some might call that a little cocky, other's might just call it brief. But regardless of what it was, the Lord then opened up a great opportunity for growth for this man by turning the question back to him.

What will ye that I should do that ye may have light?

The Lord reminds the brother of Jared of the technical difficulties of the journey and asks him once again what he will do.

The kids turned the page to find out. We talked about how this faithful man created his own solution (we don't know whether this was his first attempt or one of many).

Next, we analyzed the contrast in humility when the brother of Jared asked the Lord again about the lighting issue. Compare Ether 3:2-5 to the last sentence of verse 22 of Ether 2. Quite a difference!

We'll be finishing up this story tomorrow. But I bore testimony to the students today that as we approach the Lord with our own problems, we can follow this amazing man's example, by praising the Lord for His goodness, by recognizing his own humility before the Lord, and being specific in his requests.

Final summation: When we pray to the Lord over all of our problems, we can actually solve them! And grow in the process.

And because we've been told it's important for the kids to apply what they're learning in class each day, I brought out a symbolic symbol of "journey" - pieces of railroad tracks.

I shared how just as the Transcontinental Railroad was laid down one track at a time, so, too, do we lay down our lives of faithfulness one prayerful moment by moment. Just as the brother of Jared received "yes's" to his request because he "this long time ye have cried unto me" (Ether 1:43), we too will receive answers to our requests as we consistently seek the Lord every day (track by track) in prayer, faithfulness and obedience.

I asked the kids to take just a moment and find one verse from Ether 1, 2 or 3 that had touched them. They could select one piece of railroad track, lay it down as a symbol of their spiritual journey, and then share what has meant most to them from these particular scriptures. The kids were quite serious as they did so, and the class ended on such a nice note.

***
For more teaching ideas, click here to be able to access free PDF files, the monthly Seminary Class Notes newsletters, and other free resources.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Ether 2 - Building Your Barge

2006-04-18T20:35:00.000-11:00

[example of student work - to see up close, click on picture]

Today I reprised a bit of what we discussed yesterday - how Jared, seeing the fragmenting of his society's language, implores his brother to ask the Lord that at least the two of them will retain understanding of each other. The brother of Jared does so and the Lord says yes, due to his goodness.

Then Jared, thinking about their friends, requests that his brother implore the Lord that their language not be scrambled, either. The brother of Jared asks and the Lord bequeaths.

Jared, ever insightful, would like to know if they are going to be scattered and asks his brother to find out. And then here is where Jared is so visionary. He suggest that his brother request that IF they are going to be scattered, why not be scattered to the most blest of all places?

The Lord says yes and then tops that, saying He’ll make of Jared’s people the greatest of all civilizations. And the kicker? This is where I reminded the kids of the final question from yesterday's "Spiritual Midterm": Does the Lord get tired of our prayers?

I reminded the students that the final sentence in Ether 1 answers that question. The Lord does NOT get tired of our petitions. In fact, we are taught TO pray. I shared with the class several of the quotes in the manual and bore testimony as to the importance of praying for help.

Then I passed out popsicle sticks, some long, some short. I asked the class to think. If they had the same opportunity (which they do – thus, the purpose of this whole activity) to approach the Lord to petition for their greatest desires, what would be their requests? Jared had three requests; I wanted them to think of six (for the purpose of the activity, I needed them to come up with six to match the 2nd half of the activity).

They wrote each of their requests, in pen, on one of the popsicle sticks.

Then we looked at Ether 2. We noticed that the first three verses were all about “Preparation.” I had them write that word out to the side of those three verses. Then next four verses were about “obedience,” as we read that the families were obedient in gathering to the "quarter where there never had man been" (vs 5) as asked by the Lord. I asked the kids to write “Obedience” to the side of these verses.

The next few verses (vss. 8-12) were about the warning that the Lord shared with them in His wrath. I brought out a broom (as suggested in the manual) and said that this was the most frightening weapon on the earth. They looked at me funny and I said, “OK, you don’t believe me . Look somewhere in Ether 2 to find out why I say this.”

They looked and quickly saw that the Lord had vowed to sweep off any unrighteous inhabitants from the promised land. We saw this as a class during our previous study of Mormon, in the destruction of the Nephites, and I told the class we would be seeing this by the end of the Jaredites’ history.

Therefore, I asked them to write “Caution” to the side of the promised-wrath verses.

Then we saw how in vss. 14-15 how the Lord chastened the brother of Jared, and how beautifully Jared's brother responded to the admonition of the Lord (as opposed, say, to the response of Laman and Lemuel).

We discussed how when we repent, we then receive further light and knowledge from the Lord, just as Jared's brother did (in the second half of vs 15). The class wrote "Repent" to the side of vss. 14-15.

Then we noticed the Lord told Jared's people to build the barges in a certain way, as found in vss. 16-17. We wrote "Trust" by the side of these verses, noting the trust these people had by eventually committing themselves into these barges.

And finally, we wrote "Ask" by the side of vss. 18-19, where the discourse begins again with the brother of Jared petitioning the Lord regarding certain issues with the barges.

I wanted the students to see that in this example, as with all examples, when the Lord gives a blessing, that is NOT all that needs to happen. Just as Lehi had received the promised land prior to ever arriving, but needed to work really hard to bring it about - so, too, did the brother of Jared receive a promise. But his people also had to go through many steps to bring it to pass.

I wanted the students to think on this. That's why our next step included writing each of the six summary words (Prepare, Obedience, Caution, Repent, Trust, Ask) on the flip side of their sticks (where they'd written their desires of the Lord).

Then I suggested they were ready to build their own spiritual barges. We had initially started off class today by looking at a newspaper report of the very sad bombing in Iraq yesterday. We talked living in the last days and about how going through life will require complete trust in the Lord, and that as we build our own spiritual barges to travel to our personal promised lands, we will be found capable and eternally successful of receiving the Lord's blessings - because of our willing obedience and hearkening ear.

I bore my testimony as to the power of prayer and how much Heavenly Father loves us. He desires us to think for ourselves and to come to Him as we have needs. For after all, as we read in the scriptures, what father would give his son a snake or a stick if his son asked for a fish?

But I shared that as we come to the Lord and receive promised blessings, we're not done! The brother of Jared received affirmation as to Jared’s original petitions. But all was not done. They had seeds and animals to gather, they had barges to build, and they had a journey of effort yet to undertake to then receive those promised blessings.

I promised the students that as they “prepared”, “obeyed,” were “cautious” as they went through life, “trusted”, “repented”, and "asked", that the Lord would bring them also to their promised blessings.

We closed by having them create their own personal barges of faith by arranging their petition sticks on the paper and gluing them in place. The kids could choose whether they wanted to place their petitions right-side up or the obedience-reminder sides right-side up for their barges - whichever felt the most important to remember for them.

Hopefully as we went through this activity, they had the opportunity to personally apply this ancient record in a deeper way to their own life, with their own current needs. For truly the Lord is a Lord of goodness. We read in D&C 111:11 that He stands to bless us with the richest of blessings AS SOON as we are ready to receive them.

All we need to do is ready ourselves, ask, and then prepare and work in many ways to receive them. By so doing, we can walk in the same footsteps that the brother of Jared did. That’s a pretty good path!

***
For more ideas on teaching and to receive the free monthly Seminary Class Notes newsletter, simply click here to sign up!

Until tomorrow!

just another early-morning-seminary-teacher mom! :0)

Mormon 9/Ether 1 - Scripture Scholar Moment!

2006-04-17T08:36:00.000-11:00

[example of student work - to see up close, click on picture]

I was excited to share this scripture block today. I didn't spend much time in front of class doing it though, because I really wanted the kids to delve into the scriptures for these particular principles taught in these verses.

[Actually I try never to be in front of the class more than about 15 minutes per class period. My CES supervisor has really stressed that the students should have some time with the scriptures (studying them with some directed purpose), some time sharing what they learned with the other students, and some time to write/record in some way their thoughts and testimonies regarding what they've learned. That's why I'm always trying to create some kind of hands-on activity to guide the students toward these kinds of moments. I will be the first to admit that I may not be perfect in achieving this, but I continue to try! :0) ]

At the start of class today, I shared a brief review of the few final verses in Mormon 9 and then of Ether 1. Then I passed out a Scripture Scholar Moment. To be able to download the PDF file I created for the Scholar Moment, simply go to our yahoo group, “Seminary Class Notes”, by clicking here. If not a member, it’s free to join. After that you can click on the left link called “Files” and find all the free PDFs under the sub-category called “PDFs”.

When there is something I really want to make sure the students get, I prefer to share it in the form of an exercise like this, because then I know each student is walking through each of these questions. By so doing, I know then that they are actually processing the principles, truths, or concepts, because I can review what they've written - and in so doing, they are becoming true Scripture Scholars!

And to ensure full participation, I remind the class periodically that there are actually grades for seminary - pass or fail. And to obtain a passing grade, all they need to do is complete the work in class! Couldn't be simpler! :0)

Until tomorrow!

just another early-morning-seminary mom!

April 16, 2006: Happy Easter!

2006-04-16T11:22:00.000-11:00

I don't normally blog on Sundays. But I absolutely had to post to say Happy Easter. My Greek father-in-law would say every Easter morning, "Christos staneste" (not sure on the spelling. Sorry, Steve!). That is Greek for "Christ is risen."

Again, I just had to post to celebrate that Christ is indeed risen. I am so grateful for this. Our second son died of SIDS twelve years ago this past week. Interestingly enough, our son's funeral was held two days before Easter Sunday. If there were a day or a week to die, I guess the best week of the year would be the week we celebrate Christ's rising from the tomb.

So just know that for me, and I'm sure for you, this Sabbath day is one of great joy - as we look to the future coming of our Lord. I am working in every way I know possible to serve the Lord every day of my life until that moment.

Again, "Christ is risen!"

What a blessing to know this. Happy Easter.

Warmly,

Seminary Mom

Scripture Mastory Memory Game

2006-04-14T08:58:00.000-11:00

Today we played a memory game.

A sweet seminary student made the cards. There are 54 cards. On the front are numbers. On the back are 25 scripture mastery verses and 25 scripture mastery key words. There are also four extra cards with the words Candy 1 (two each of this one) and Candy 2 (two of this one).

I taped the cards to the white board prior to class. After devotional, we reviewed quickly the scripture references with their key words. Then we began the game. We played simply as a class, rather than competitive teams. Again, I have found this a more successful way to focus on the end result - which is reviewing the scriptures, rather than focusing on which team is winning.

One by one, each student took a turn selecting two cards. I flipped those over and the kids checked to see if they had matched an appropriate scripture reference with the correct key words. If so, we removed those from the board. If not, we returned them to the board and the next student took their turn.

If the class selected the matching Candy (1) with the other Candy (1), I tossed out a small chocolate to each of them.

The kids seemed to really like this game. I'm going to be making a PDF file and upload it to the file section of our Seminary Class Notes yahoo group so that you can easily download it, if you like. Just click here. If you're not a member yet, it's free. Just click on "Join This Group" in the upper right corner. Then you'll be able to go to the file section for the PDF file. At that point, download it, simply cut out the key words, scripture references, and numbers for the front of the cards and glue them to index cards!

It's a blessing to teach seminary and anything I can do to help the service of another seminary teacher is that much better. Have a beautiful day.

Until next week,

just another early-morning-seminary-teacher mom! :0)

Mormon 8 & 9 - By the Mouths of Two or Three Witnesses

2006-04-13T08:56:00.000-11:00

We covered Mormon 8-9 today.

Following a suggestion in the teacher's manual, I'd purchased two different newspapers yesterday (the Times and the Tribune) and clipped out articles as reported therein on two different topics. One topic happened to be on the Jewish passover holiday and the other topic was on Iran's plutonium situation. I was able to find within the two newspapers three different stories (from different perspectives) on each of these topics.

I cut the stories out, stapling the loose pages together. Today in class I divided the students into two teams, each team receiving a theme topic with three different perspectives. I also distributed a piece of paper for the students to take notes on.

The students had five minutes to compare and contrast the stories, noticing which items were mentioned in all stories and which stories contained unique facts. The students were to divide their blank piece of paper into three columns and notate what they found.

After the five minutes were up (each team had split the three articles up amongst themselves, so they could move more quickly through the assignment), the teams reported what they had found and how they'd noticed each article seemed to tell the story from a different angle [click on picture to see a close up of student work].

Then we read these two scriptures:

2 Cor. 13:1
Mormon 7:8-9

We talked about the importance of having more than one witness and how important The Book of Mormon is to substantiate the claim of the Christian world that Jesus really is the Christ.

In today's world, there are so many publications now purporting to prove Jesus was NOT the Christ, that there IS not a God of miracles, and that only the things we see can be believed. Yet the scriptures say otherwise. Moroni wrote what we have in chapter 9 for the people who do not believe God. Because of The Book of Mormon, we have a second witness to the Bible that God is real and that His promises are sure. And the beautiful thing is that one can pray to verify truth in all sources, whether in the scriptures or in the news reports of the day.

It's a little like the hinges on a door. If the door only had one hinge, it would not be as stable. But put two or three hinges on a door, it becomes quite stable in its movement. The Book of Mormon simply stands as a second testament to the power of the Lord.

And there are blessings which come to those who study God's word and live by it. We read as a class President Benson's quote (in the teacher's manual for this section) and the promised blessings that come especially by reading The Book of Mormon.

Then we read these scriptures together:

Mormon 9:1-5
Isaiah 6:1, 5-7
Mormon 9:6

We talked about this is one reason the Lord has given us so many witnesses through the scriptures and through the prophets. He wants us to improve our lives so that we can become comfortable to return to His presence. He will help us become worthy as fast as we turn to Him for help (D&C 111:11). And we read Elder Lorenzo Snow's quote on page 250 which substantiates this (again, another witness). The Lord blesses us with miracles every day of our life, if we so live faithfully.

I asked about miracles from God and specifically what miracles Jesus performed. We read Mark 5:35-42 and I asked why Jesus removed most of the people from the room before performing the miracle of raising the damsel from the dead.

We talked about how miracles Follow Faith (emphasizing the alliteration of that phrase so the students would remember it). Why did Moroni spend time discussing miracles in Mormon 9? I shared because he wants us to understand God is a loving God. He delights to bless his children and will do so as soon as they understand and live his gospel. It is the sole purpose of so many witnesses - to let us know God is there for us and gives us these scriptures - so that we can understand His truths and be saved by coming to Christ.

I passed out a sheet I'd created using the chart entitled "Mormon 9:7-24" on page 251 and divided the class into teams of two. They researched the answers and we shared them at the end of class.

The Book of Mormon has come during a time of apostasy, a time of wickedness, a time when people deny God and his mighty miracles. We learn in Moroni 9 that Moroni wrote these words for those who do not believe in God, therefore do not believe God. No wonder Moroni, who saw our day, wrote such a powerful chapter as chapter 9 in Mormon. Truly we need God and can rely on Him as we turn to Him.

We started off by analyzing the newspaper and its different witnesses on a same event and how we received better details through the eyes of more than one witness. It is the same for the Bible and The Book of Mormon. For that I am most grateful.

***
For free PDFs and tips on teaching, clickhere to receive the Seminary Class Notes newsletter and to be able to access all the free files.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Mormon 7 - Mormon's Final Words

2006-04-12T07:58:00.000-11:00

[example of classroom activity - to view up close, click on picture]

Today we studied Mormon 7, Mormon's final words after having viewed the destruction of his people who were part of a 900 year civilization, now ended.

I'd drawn the two outlines of a body on the board, one with straight lines and one with disconnected lines (to represent the physical body and the spiritual body) with the number 230,000 written over them. "What does this number have to do with The Book of Mormon," I asked?

They knew instantly. "How many died," some said. "In the battle," others said. "That's right," I said.

Then I showed them the numbers of some of the communities/towns around us that we live in: 13,706; 29,394; 18,156; 47,166. I said, "It's as if our towns were wiped off the earth, in addition to even more. That's what Mormon saw happen to his army's leaders armies."

We discussed which is worse: physical destruction or spiritual destruction. And why these Nephites experienced both: they insisted on doing life their way - which happened to be very sinful, which always leads to eventual spiritual (and usually physical) destruction. Why wouldn't they heed the words of the prophet? Why wouldn't they change their lives? Because oftentimes change is inconvenient.

During class I raised the title Elder Holland gave one of his talks while university president of BYU, "The Inconvenient Messiah." I asked the class why it was that Elder Holland would call the Savior "inconvenient." And why is it that some people won't join the church, once they understand more about the gospel and what the Lord expects from us?

It's important these students understand that the Lord loves them. He wants them to lift themselves higher, into a world of honor, integrity, and moral goodness - and He wants this because He knows who they are and how good they can become.

One thing that had struck me from the manual was the connection it made between not finding joy in bloodshed (paraphrasing Mormon's words) to application of that principle during a time of peace - in other words, not watching violent programming.

We talked about the difference, then, between an individual who does not enjoy watching violent programming and one who does. How can they be told apart? The discussion brought about the fact that probably the first person wouldn't even watch that kind of stuff or play those kind of video games.

That led perfectly into a few quotes I shared from President Hinckley and Elder Ballard spoken in General Conference about not participating in those kinds of things; in fact, they've told us to speak up about objectionable content to those responsible for such programming. So now we have a choice just as the Nephites had a choice. Will we listen to our prophet, or is listening too inconvenient?

We covered all that fairly quickly so that the majority of classtime could be spent listening to Mormon's words in Mormon 7. I distributed a pattern of a cube I'd made to each student. To help them think about applying Mormon's words to their own lives, we talked about why it is the Nephites would *not* listen to their prophet (who was doing so much to try to help them). The discussion led to the analysis of "Pride."

So I shared with them one of the main definitions of "pride" is "a defiant attitude." I asked, "What is happening when we choose not to listen to the counsel of the prophet or our church leaders when all they are asking us to do is to live a clean life?" The kids knew the answer. And now the goal is for all of us to live it, not just do it.

Which was another point the manual brought out - that some of Mormon's words in Mormon 7 were for things he wanted his people to know and for other things he wanted them to do. Thus, I gave the assignment to the kids to study Mormon 7 and to find those things (either "know" things or "do" things) which spoke to them. They were to write those things on a section of their cube, filling up each section with Mormon's words that mattered to them. They spent about 15-20 minutes in quiet reflection time writing and preparing their cubes to reflect what they'd discovered in Mormon 7.

Thus, by the end of the assignment, they were able to process Mormon's final testament and discover what mattered most to them about Mormon's words. Once they were done researching, writing, and then gluing together their cubes, I asked the kids to share one thing they'd found on their cubes.

Their words were written on the sides of the cubes; I can only hope they are now also written within their heart.

***
For a free PDF of the cube pattern I created for today's class, and to receive free monthly tips, simply click here.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Mormon 1-6: Is My Lantern Completely Clean?

2006-04-11T08:13:00.000-11:00

[picture of a half-cleaned lantern]

Today the students presented their research on Mormon 1-6. But before we started, I showed them a lantern that was very dirty on one side and freshly cleaned on the other. I asked them, "How easy would it be to see if this lantern were completely filthy?" Then, "How easy to see if this lantern were completely clean?"

They all agreed that much more light would shine through both ways if the glass were clean. I shared how we live in a world full of spiritual soot. And the only way to keep clean is by daily kneeling in prayer, daily cleansing ourselves through the Lord's word in the scriptures, and through searching each day for someone to serve. We also keep ourselves clean through obedience and repentance each time we err.

By living in this way, we can find Christ's light in our lives - it will shine brighter both toward us and from us - as we wend our way amongst those all around us who are intent on filling themselves with spiritual soot and grime.

Mormon shares in Mormon 1-6 that his people had gone past the point of redemption. It was as if their lanterns were completely black with the grunge of sinful living. As such, they couldn't see truth or reality at all. And how did they arrive there? One filthy choice after another, layers upon layers of sooty choices.

So how do we make sure we keep our lanterns clean, I asked? After the class talked for a few moments, I then had them read a few excerpts/quotes from the CES institute manual for Mormon 1-6. I told the kids how much Mormon wanted them to keep their lives clean, that is why he kept this record for them - so they could learn from those who refused to listen to the words of a prophet.

We moved into each of the kids presentations. They slipped their scene strips into our celestial "B-HVNLY screen" and each team told/showed the class the story line of their particular chapter (to learn more about yesterday's prep for today, click here). They finished up by sharing a verse that inspired them or that they had found particularly instructive from their study yesterday.

Truly for our light to shine out for others, we need to keep our own spiritual lanterns clear and free from the grime and soot of those around us. We can only do this through Christ and His gospel. It really works.

I ended by sharing this quote from Prophet and President Heber J. Grant:

"I say to you, Latter-day Saints, that the pearl of great price is life eternal. God has told us that the greatest of all the gifts He can bestow upon man is life eternal. We are laboring for that great gift, and it will be ours if we keep the commandments of God. But it will not profit us merely to make professions and to proclaim to the ends of the earth that this is the gospel, but it will profit us if we do the will of God.

"The all-important thing for you and me is to discover whether we are walking in the straight and narrow path that leads to life eternal, and if we are not, wherein have we allowed the adversary to blind our minds and to cause us to depart from that path which will lead us back into the presence of God? Each one should search his own heart to find out wherein he has failed, and then he should diligently seek our Heavenly Father for the assistance of His Holy Spirit, that he may come back into the straight path...

"If we are so living that we can ask God for light, for knowledge, for intelligence, and above all for His Spirit, that we may overcome our weaknesses, then I can tell you, we are in the straight and narrow path that leads to life eternal; then we need have no fear." [Teachings of Presidents of the Church: Heber J. Grant, published by The Church of Jesus Christ of Latter-day Saints, p. 31]

Until tomorrow,

just another early-morning-seminary-teacher mom!

***
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Mormon 1-6: Heavenly Views

2006-04-10T08:54:00.000-11:00

[samples of student work]

Today we began to cover Mormon 1-6. I distributed 30 inch long strips of paper, approximately 5 inches wide (I'd cut these from a blank roll of newsprint paper). I'd drawn lines on each strip to divide it into seven equal sections.

The first and last section I'd drawn a big X through the square, so that the kids wouldn't use those squares (they'd be needed later to pull the scene strip through our B-HVNLY "screen").

Each team had two students on it (since I was assigning six chapters from Mormon and I have twelve students - this obviously can be varied depending on class size).

Each team had one chapter to research deeply. They were to tell the story of what happened in their chapter through five different, chronological scenes drawn on their strip of paper. While studying their chapter, they were to look for an important principle they learned from their assigned content. When they came across what moved them spiritually, they were to record that verse on the back of the scene strip to eventually share with the class.

So today they studied in teams these very poignant chapters recorded for us by Mormon. Tomorrow they will present to each other what they've discovered.

APPLICATION:
I've found that when the students periodically participate in these hands-on kinds of experiences, it brings about a deeper immersion in gospel precepts by leading them to:

Read the scriptures themselves, rather than just hear about the stories or the concepts.
Discuss the application of the scriptures amongst their peers, rather than just hearing the teacher discuss them.
They are learning what matters most to them about their assigned topic, rather than what mattered most to the teacher.
As Elder Hales has taught CES instructors, the students should be writing or recording nearly every day something they've learned. Elder Hales has taught that this brings an additional portion of the spirit as the students process in an additional manner the principles they are discovering.
Finally, they get to learn to be comfortable in sharing gospel thoughts by practicing sharing with their peers.

Once they were finished with their scene strips, we then read each of the headings of Mormon 1 through 6 as an "advertisement" for the what the students would be sharing in greater depth tomorrow. Now to wait for their presentations at our next class!

****
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Until tomorrow,

just another early-morning-seminary-teacher mom!

Scripture Mastery "Contact!" Game

2006-04-07T09:20:00.000-11:00

SUPPLIES NEEDED:
a timer
numbered pingpong balls (one per student)
list of scripture mastery key words
students' individual scriptures
index card for each student
paper hole punch

HOW TO PLAY "CONTACT!"
Today, to review scripture mastery, we played a game my husband made up called "Contact!"

I placed a pingpong ball in a basket - one for each student. Each pingpong ball was numbered. I passed around the basket, allowing each student to pluck one from the basket with their eyes closed. I have twelve students in my class, so there were twelve balls numbered one through twelve.

I had the seats set up in class so that each student went to seat one if they had ball #1, seat two if they had ball #2, etc. Each team had two players, thus with my class of 12, we had 6 teams (unfortunately we were missing one student and as such, one team had an awkward number of three).

I set the timer to 4 minutes and prior to starting the game announced the rules - which were:

Each round begins with all students' scriptures closed.
Once hearing the key word, they race to find the scripture.
Once finding the scripture, they touch the actual scripture mastery verse with their finger and raise the scriptures high in the air, while shouting "Contact!"

I started the timer and called out the first scripture mastery key words. And trust me, it soon becomes apparent why the "winners" need to raise their scriptures high in the air, even while hollering "Contact!"

It is all too easy for the students to call "Contact!" WHILE still turning the last few pages to get to the verse. The only easy way to determine who arrived first is by seeing which arms are up in the air with fingers pointed at the correct verse. It makes a big difference.

Verify the winning team that BOTH members are correct. If they both are correct, each of their index cards receives one punch. If not correct, move on to the next team who had shouted "Contact!" to verify they had found the scripture and punch their cards instead. Then move on to calling out the next key word(s) for another scripture mastery verse.

We as a class continued to do this for the first round until the four minutes were up and the timer rang. Then I passed around the basket with the pingpong balls and they selected blindly another ball. This meant they could then move to new chairs and receive a new partner. My husband suggested this so that each student could have a chance to vary their teams - due to the fact that some of the kids are stronger in these kinds of games than others, and it would be difficult to be saddled with one person the entire game.

The new teams prepared themselves by once again closing their scriptures and waiting to hear new key words for scripture mastery verses. We were able to switch teams about five times before class time was up, each round doing a variety of different key words/scripture mastery verses.

WORDS OF ADVICE:
I've heard that these kinds of games are helpful to prepare the kids for the big scripture mastery day at the stake center at the end of the year. I've heard that playing these kinds of games helps the kids become familiar with finding these scriptures so that at some future point, they can find them again when they truly need them - not just for a game.

My problem with these kinds of games is precisely what I saw unraveling during class. Because we had one team with three kids on it (instead of two like the other teams), that made things immensely difficult. Do I give the third person a punch, because they happen to be on the winning team - yet they hadn't bothered to find the scripture themself? In a normal game, perhaps this might make sense simply as fun sportsmanship - because their team won, they also get a punch.

But in this purposeful activity, isn't the point to help each individual find these scriptures? So if that third person doesn't even bother to look up the scriptures, simply because two of his teammates are, then where is the value of the game? Because I noticed this was starting to happen, I modified the rules in the middle of the game to try to encourage participation. One student had a problem with this and made the rest of the experience difficult for many.

By the end of class today, the contention had grown to such extent (just speaking honestly here), that I stopped the activity and immediately asked the other adult in the room to pray to close the class. I did this because I began to feel so angry over the kids' choices, I knew I needed to end the day before saying anything inappropriate.

Even though closing early, we actually ended up only letting out one minute early. I will play this game again. I think it is very valuable. BUT I will never play it with uneven teams again. It caused too much fighting amongst the kids. Something which surprised even me. After all, if we study the meaning of the word "contention" (as in 3 Ne 11:29), it should never have any part within a seminary class or moment. I was shocked to see it happening like this in my classroom.

So I will modify this next time to make sure we only play it with even teams. Then I think things will go much more smoothly. Whew. On to next week and hopefully better days! :0)

4 Nephi - Descent to Depravity

2006-04-05T07:25:00.000-11:00

[sample of student work - to see up close, simply click on the picture]

Today our block of scripture was 4 Nephi.

I distributed a descending stairway that my husband and I had created. As a class, we were going to analyze step-by-step Mormon's brief record of the Nephites/Lamanites 300-year descent into depravity. He takes only one chapter to do it.

We read the verses one by one and each student made notes of the downward steps the Nephites took over these three centuries. Four prophets recorded this descent, from which Mormon made his summary.

I think this activity was one of the most potent we have done all year. As the students saw the very first step down the stairs (that of "revolt" recorded in verse 20), we discussed how all opposition to God and his ways begins with a revolt against truth. It is the first step. It always has been. It always will be.

We read out loud each and every verse of this entire chapter, the students taking turns. Periodically we would stop to discuss a point or to hear the student's thoughts and to let them make notes as each descent into sin was recorded by Mormon. We also noticed that there were three verses which could function as the equivalent of an equals sign in math.

Verse 18 was the first "=" sign we noticed...where Mormon explains that righteous living brings about blessings in all things.

Verse 28 seemed to be another "=" sign...where Mormon seems to point out that these downward steps open up Satan's power over the hearts of man.

And finally, verses 42-46 delineate the final group of Nephites who succumbed to wickedness. Mormon then records that was when the disciples felt sorrow. Sorrow for the sins of the world - NOT sorrow for having been imprisoned themselves and being persecuted. But sorrow for the sins of the world.

Again, it was an interesting perspective shared in class that it wasn't until the general members of the church succumbed, that the disciples of Christ then felt sorrow. Not while they themselves were being cast into prison. Not while they were being murdered. No. Mormons records that the disciples of Christ felt sorrow when the body of the church joined with those who hated God in all his forms. It was an interesting point raised.

By the end of the class, there was a different feeling in the air. Again, I think this will be one of the most memorable experiences these students will have had this year. I could see it in their faces and feel it in the air.

These students are deep thinkers and more valiant than so many people might think youth could be. I'm grateful for the association.

***
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Until tomorrow,

just another-early-morning-seminary-teacher mom!

3 Nephi 27-30: Building Towers of Faith

2006-04-04T08:30:00.000-11:00

We finished our study of the book of 3 Nephi by studying 3 Nephi 27-30 today.

Before getting to our Tower of Faith exercise as a class, we first finished off our Spiritual Snack Sack we have worked on over the last month.

First off, each student drew several final pieces of meat for their lunch sack. Then they received an individual study section from the seminary or institute manual. (I had divided up the study questions found in the seminary student manual and institute manual between my twelve students.)

Each student researched their assigned section. They wrote/summarized what they had found on their own sketched pieces of meat. We talked about how essential the study of the scriptures is for us. They know by now that it is much the same as needing to eat nutritious meals every day so that they are strong and healthy - physically AND spiritually! :0)

Once each student finished, I asked them to share in order (from 3 Nephi 27 through 30) what they had discovered and then how they had summarized that important concept on their spiritual "protein" drawing. Just as we need physical nourishment for our bodies, so, too, do we need constant spiritual nourishment. That has been the purpose of these Spiritual Snack/Feast Sacks we've worked on periodically throughout our 3 Nephi study.

[To view the picture close up, simply click on it. The students have been drawing summaries of each chapter on the "Feast Snack" itself, in addition to creating spiritual "food" for inside it.]

Then came our Tower of Faith exercise.

I brought out legos and told them just as King Benjamin had built a tower to share the good news of the gospel, they now could also. They were to think about what had been discussed in class today and what they had especially learned during their private research time. When the lego table came around to them, they were to take several pieces of lego and build a portion of King Benjamin's tower. While doing so, they were to share their feelings about the gospel and how the "good news" matters to them.

[To try to prevent any "clowning" while using tools such as legos, I challenge the class with subtle statements such as: "I think you all are mature enough to do this." I've noticed when I say this lightly and sincerely, the students seem to sit up straighter and take the activity more seriously.]

King Benjamin wanted more than anything for his people to understand the important truths of the gospel. That is how I feel with these students. And what better way than to let them build their own spiritual, symbolic class tower - all the while sharing their personal testimonies with each others. It helped conclude our study of the book of 3 Nephi in a beautifully, cohesive way.

***
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Until tomorrow!

just another early-morning-seminary-teacher mom!

Joseph Smith - Links of Faith, Links of Strength

2006-04-03T08:33:00.000-11:00

This was the first day back for seminary since our week of spring break vacation. Coming on the tail of General Conference and hearing the prophet and others speak, I chose to finish my presentation (that we as seminary teachers have been asked to do off and on throughout the year) regarding the prophet Joseph Smith.

I wrote two quotes on the board from one of the General Conference talks yesterday. "For this is Zion, the pure of heart." and "How much of Babylon do you allow in your home?" - Elder David R. Stone

I asked the students, "Why is it we have General Conference? Who originally made this all possible, to receive wise counsel and comments like this? Who made it so you can have this priceless restored gospel in your life?"

I then shared, "Joseph Smith."

We talked about how, because of Joseph Smith's valor, we now have so many things and that they as students would now be able to explore some of those things.

We first went to D&C 135:3 and I asked them to underline the achievements listed in that verse.

Then I distributed stories from pages 10-15 in The Prophet Joseph Smith Bicentennial: Teacher's Guide. Each student received a copy of one or two of those stories to ponder and then summarize for the class.

Once they were done individually reading their stories, they also were to think about the traits of Joseph Smith they'd learned about from the account. Then they were to write that on slips of paper. Each student received two slips of paper, thus they were to think of two traits the Prophet had.

As a class then, we discussed specifically why it has been said that Joseph Smith lived great and died great. Each students summarized in their own words the story or stories they'd received, and then they showed the class the traits they'd written on their slip of paper.

As each one shared, I stapled their paper slips together to create an ever-increasing chain of demonstrated faith and strength by the Prophet Joseph Smith.

Then to finish it all off, I read the quote from President Hinckley on page 16 from the same manual. President Hinckley in that quote shares his testimony and the things we have to thank the Prophet Joseph Smith for.

Just prior to reading that quote, I had asked the students to think while I read the quote on what they were most grateful for, of all the things Joseph Smith had brought about. We then had some quiet contemplation time while they recorded those things in their journals.

There was a sweet spirit of peace as we finished the lesson today.

****
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Warmly,

just another-early-morning-seminary-teacher mom! :0)

SPRING BREAK

2006-03-27T13:20:00.000-11:00

The week of March 27-31st, 2006, is spring break for my seminary class. I will see you again next week! Until then, may the Lord greatly bless you in all your righteous endeavors.

3 Nephi 26 - Am I Justifying? (Am I Empty?)

2006-03-24T08:26:00.000-11:00

Today we covered all of 3 Nephi 26, but I mostly emphasized the following topic:

I gave a journal question similar to: Are there times when you don't follow gospel principles? If so, do you justify those choices? The students wrote their responses in their journal, including specifics on what areas they will improve if needed.

I then shared my excitement for the lesson for today, saying it was perfect for getting ready for General Conference (we have spring break next week, so today was the last class prior to General Conference).

To start off, I asked them if they had any unanswered questions, such as how the earth was specifically created, questions about any other unexplained mysteries they may have encountered in their science, history or other classes at school, or even about dinosaurs (to get their attention). :0)

After letting them think about that for a moment, I guided them to 3 Nephi 26:1-4. We read how Christ expounded all things unto the Nephites, both great and small. Mormon tells us Christ explained all things, "even from the beginning until the time that he should come in his glory." (vs. 3)

How wonderful it would be to have the Savior as your teacher, expounding all things regarding this life. Can you imagine having such a perfect instructor, teaching in such a way?!

3 Nephi 26:6 states that there "cannot be written in this book even a hundredth part of the things which Jesus did truly teach unto the people."

Mormon had wanted to record these things. He almost did. But he experienced a roadblock. I said, "OK, class find the roadblock. It's somewhere in 3 Nephi 26."

They found the answer in verse 11: "Behold, I was about to write them, all which were engraven upon the plates of Nephi, but the Lord forbade it, saying: I will try the faith of my people."

I followed that up with a quote from the institute manual for this section, on page 126:

"Now the Lord has placed us on probation as members of the Church. He has given us the Book of Mormon, which is the lesser part, to build up our faith through our obedience to the counsels which it contains, and when we ourselves, members of the Church, are willing to keep the commandments as they have been given to us and show our faith as the Nephites did for a short period of time, then the Lord is ready to bring forth the other record (JUST IMAGINE - ALL THOSE ANSWERS CHRIST GAVE, WAITING IN THAT RECORD!) and give it to us, but we are not ready now to receive it.

"Why? Because we have not lived up to the requirements in this probationary state in the reading of the record which had been given to us and in following its counsels" (Joseph Fielding Smith, in Conference Report, Sept.-Oct. 1961, 20). [This quote also was in the seminary student manual, although shorter.]

Thus, to receive all that the Lord has, we need to live according to the light we've already received. No justifying allowed.

To prepare ourselves for additional scriptures in the future (as taught by President Joseph Fielding Smith and mentioned in 3 Nephi 26: 9), we need to live by the teachings we've gained today. We additionally need to hearken to the living prophets and not excuse ourselves when we don't. To gain further light, we need to live by the light we already have. And we have the perfect opportunity coming up in eight days - General Conference!

So again the question to the class, "Am I justifying my lack of response to any particular commandment?"

In preparation then for counsel received in General Conference, I played a clip of the DVD "Standard Night" (CES instructor John Bytheway). The students watched him quote the section from the youth's pamphlet For the Strength of Youth on Movies. Then Brother Bytheway read a quote from Elder Clark from a recent General Conference, who also gave plain instruction about the movies we watch.

I asked the class: Do we turn a deaf ear to counsel which is just too inconvenient? Or to counsel that requires sacrifice? For example, if the movie has nudity in it, do we excuse it - "Hey, it's not R. It's only PG-13. It must be ok to watch nudity."

I asked again, do we justify ourselves in so doing? It's a dangerous place to be.

I brought out a muffin tray with muffin liners, but no actual muffins inside the liners. I explained I'd planned on baking muffins for them during class, but had forgotten the necessary eggs for the batter. Oh, well. Sorry.

Was my excuse good enough? Did the result fill their tummies? Obviously not.

I suggested that living a life full of justifications will leave us just as empty as the empty muffin tin is - when we stand before the Lord with all of our excuses, rationalizations, and justifications.

I suggested to them that instead, by living a life hungry for the word of God, and filling ourselves full of it through our obedience, we instead will appear before the Lord ready to be greeted by him and content in the joy which will rightfully come.

I suggested that they stretch themselves in preparation for this coming General Conference and to analyze whether they are ready to receive the counsel which will be prayerfully given. Will they listen and implement, or will they rationalize and justify not hearkening to anything that isn't "convenient?" There is a reason Elder Holland once called Christ "the Inconvenient Messiah."

I suggested that they think about stretching their spiritual souls to be able to receive that which will be offered in Conference. They could do this by approaching conference in a new way - whether it would be in watching all *four* sessions if they've never done that, or writing in a journal *every* counsel given over the pulpit to work on over the next six months. Whatever it would be they decide, by approaching conference this way, they can know that they are proving themselves as eager children of God, ready to receive the things of God.

And in summary, in so doing, they will prove themselves worthy to receive the future scriptures Mormon speaks of. What a blessing to be found diligently striving in this way.

Warmly,

just another early-morning-seminary-teacher mom!

***
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3 Nephi 24 & 25 - Historical Hieroglyphics

2006-03-23T08:55:00.000-11:00

[student work]

Today we covered the Malachi chapters (3 Nephi 24 + 25).

In reading through these chapters prior to class, I was troubled how to make the ancient verbiage work and be understandable for the kids. I didn't want to just gloss over these important teachings, either.

I started class today by having the kids read the following scriptures, as suggested in the manual on page 235:

3 Nephi 24:1
3 Nephi 26:1-2
Joseph Smith - History 1:36-39

We talked about how very important Malachi's words must have been for the Lord to have insisted on them being recorded. So then I told the students that they would have a chance to record Malachi's words, but in an ancient way - that of pictures.

There are a total of eighteen verses in chapter 24 and six verses in chapter 25. Since I have twelve students, that meant that each student was responsible for two verses. I gave each student two colorful index cards.

They were to write one verse on one index card and the other verse on the second card, with the reference. Then they were to flip over the card and draw a pictogram delineating what was happening in the verse.

Once everyone was finished, we went around the room, with the story unfolding. Each student held up their card and explained to the class the teaching Malachi was trying to get across in that particular verse.

What was terrific about this, was that the kids were really having to get into the verbiage of the scriptures. Lots of questions were asked by various students while they were grappling with some of the deeper concepts Malachi taught. Perhaps a much better experience for them than if I'd just stood up there all class period and talked about the two chapters?

Perhaps this technique wouldn't work with all classes, but I know that it was very potent for this particular class. Malachi's words now will make much more sense for them, the next time they encounter them.

Warmly,

just another early-morning-seminary-teacher mom!

***
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3 Nephi 23 - Searching the Scriptures

2006-03-22T08:53:00.000-11:00

Today our block of scripture was 3 Nephi 23.

To start off I passed out a word search I had created using scripture study words from today's lesson. Once they had found the words in the search, each student read out loud one of the following scriptures I'd written on the board (found on page 124 in the institute manual). As they read, I wrote a main word from the scripture to the side of the scripture as it was read:

Joshua 1:8 - meditate
2 Timothy 2:15 - study
1 Nephi 15:25 - heed
1 Nephi 19:24 - hear
2 Nephi 4:15 - delight/ponder

At that point, I wrote on the board, "Does YOUR heart delight in the scriptures?" (referencing the scripture about Nephi that had just been read).

I waited in silence for that to sink in (silence can be one of the most potent tools a teacher has).

Then I said, "What do you do if you don't currently delight in reading the scriptures?" Again, I waited to let them think.

Then, to prepare for personal application for today's lesson, I segued to a new topic. I asked about the young men/young women's activity the previous night. The boys had brought "dinner for two", which dinner then received a random number. The girls drew a number to find out who they would be eating dinner with. Dessert was provided in the opposite way: girls brought the dessert, which was numbered, and boys drew a number to see who they would have dessert with. A delightful way to mix up the group and help them enjoy different people's company.

The kids loved the activity. I asked them the best part - was it the food, or was it the company? They agreed it was the company. I then shared that some day they would be sitting across their marriage partner. Would it be as enjoyable, year after year after year? I told them it would be absolutely wonderful...if they chose well.

How will they know who to marry? I referenced again that Nephi delighted in the word of God. How come? They figured it out - Nephi loved it because he read it. And it was from delighting/immersing himself in the word of God that he was able to receive such inspiration in how to act and live his life. They needed to become like Nephi if they were going to choose well for themselves.

To help them figure out how to start liking to read the scriptures, I shared an experience from my high school years. I had won a two week music scholarship to a prestigious music camp. My best friend was going to be my roommate - someone whom I thought I knew very well. That was until the first night. Imagine my shock when she puts in a tape of rock music - Styx - at full blast!

When I asked her what she was doing, she said, "Oh, I can't go to sleep without my Styx," and rolled over and proceeded to immediately go to sleep!

There I was, stuck with Styx playing full blast - and me, a classical music lover!

But by the end of the two weeks, I also could no longer fall asleep without hearing Styx played full blast.

I shared this with the kids for two reasons - one, you may think you know a person, yet still learn things about them you never knew once rooming with them. This can prove to be delightful or horrifying experience in marriage, as the case may be. You need to be in tune to be guided toward wise choices.

Which leads me to the next reason I shared the experience: they need to learn to delight in the scriptures to be able to be familiar with the promptings of the spirit. For that which we love, we seek. And the more we seek the things of God, the more we will be guided by God himself.

So what do they do if they don't currently delight in reading their scriptures? (I pass out a "5 Pages a Day Club" sheet for the kids to write their scripture pages they read each day, so I have a pretty good feel on who is reading their scriptures and who is not.)

What does one do, I asked the kids, if they don't like reading the scriptures? How do they change that? Because we really need "scripture power" (as the Primary kids sing) to be able to see clearly in our lives.

The kids quickly grasped the lesson from the Styx/roommate experience I shared - the more you expose yourself to anything, the more you begin to accept the thing and then eventually embrace it - be it good or bad. So why not make it the scriptures?

The experience only took about two minutes to share, but it was an excellent lead into the next activity. I told them that I was going to allow them to practice "experimenting upon the word", as Alma encouraged the Zoramites to do. We can only know if the scriptures are true and delicious/good if we try them for ourselves.

So I gave them a thinking activity from the student manual for 3 Nephi 23 as an example of experimenting upon the word and delving into the scriptures.

I'd typed out the following paragraph from the student manual on pages 172-173:

Have you ever had a thought or experience that you wanted to remember? Did you write it down so you would remember it clearly? Have you noticed that if you do not keep a record of those experiences and thoughts that the memory of them fades and even changes? Look for how the Savior taught this principle to the Nephites in 3 Nephi 23.
Identify two words that Jesus used to describe how we should read the prophecies of Isaiah. You may want to underline these in your scriptures.
Write about three methods a person could use to read the scriptures in the way Jesus describes in this chapter.
Review 3 Nephi 23:6-13 and describe what Jesus asked Nephi to do, and then write how you think this message applies to you.

They recorded their responses in their individual class journals. As my most recent CES training meeting stressed, when you get the students writing, they are processing what they're reading and learning on a deeper level.

To finish up, I bore testimony that as we follow the words of the Savior in 3 Nephi 23 and approach the scriptures in a deeper level, that we will be guided in the most important moments of our lives. The Lord will bless us with joy unimaginable.

I read to them President Kimball's quote in the earlier institute manual on page 29, that the youth need to not be deceived. They need to understand that spiritual studies come first, even before their academice studies - whether in high school or college. That we are here to prepare to meet God and it is imperative we study the scriptures, especially as Jesus explained so clearly in 3 Nephi 23.

APPLICATION:
Teaching these lessons for the students is all well and good. But without drawing parallels and applications to their personal lives, they often times will not have a "shelf" upon which to store the information.

But as soon as they can see, "Oh, this will help me choose a better spouse," or "Oh, this will help me figure out which college to go to," they seem to perk up and take more attention.

In fact, it's fairly common amongst all of us. In essence, if we feel the information is valuable, we pay more attention and the connections are made inside of us and the information becomes more permanently locked into place. But if we have no frame of reference upon which to shelve the information, it so easily slips outside of us and does not stay with us.

That is why I'm so often drawing personal applications to the choices these kids will be making in the next five years - some of the most potent available: whether to serve a mission, where to go to school, to attend institute or not, who to marry, what standards to keep.

It's almost frightening to think how long range these choices are and these students are making them so very young. No wonder they need daily scripture study and seminary and prayer to help them see clearly amidst the cloudy rationale of the world!

****
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Warmly,

just another early-morning-seminary-teacher mom :0)

3 Nephi 20, 21 & 22 - Missionary Moments

2006-03-21T08:41:00.000-11:00

We finished covering 3 Nephi 20-22 today. To get started, I showed the headlines from the newspaper this morning. "Military builds up its bases in Iraq", "Cyclone batters Australia", "Plains snowstorm kills four and closes roads", "Bird flu likely to reach U.S. this year, officials say" (St. Petersburg Times, March 21, 2006).

We talked about how we are living during the fulfillment of signs given eons ago by the Lord's prophets and today we were going to be talking about additional signs and meaningful moments recorded for our benefit in 3 Nephi.

The student teams then presented their research they'd done regarding the four topics suggested in the student manual on page 172, drawing upon 3 Nephi 20-22:The Gathering of Israel
Blessings from the Lord
A Message for the Gentile Nations
Liken the Words of Isaiah
One of the highlights of our learning in 3 Nephi has been that the best thing we can do to strengthen ourselves to face the events of our day is to partake of the sacrament.

I read them President David O. McKay's words on page 121 in the institute manual and Elder George Albert Smith's words on page 123. President McKay states that among all ordinances we participate in as members of Christ's church, NONE is more sacred "than the administration of the sacrament" (Conference Report, Apr. 1946, p. 112).

As one of the students read President McKay's words, I followed along at the board, writing each point as she read it (I've found that when long quotes are read, it's helpful to delineate them visually as we go along - this helps focus attention on what's being read. Otherwise, the students seem to "zone off.").

Thus I wrote while the student read outloud the quote...

The Sacred Sacrament offers

Instrospection
Covenant (even greater than a promise)
Communion with the Lord

I bore testimony as to the power of the Sacrament and its importance in our lives - especially in the days in which we live.

We looked at the pictures of street signs found on page 233 in the teacher's manual. We discussed what each street sign was used for and what would happen if they were INcorrectly placed.

Then the students opened to 3 Nephi 21:1-2, 7 and marked each word "sign". We talked about why the sign mentioned would be given (as taught by the Savior) and what events the sign pointed to - keeping in mind the Lord NEVER misplaces His signs.

Then the students read verses 2-7 in 3 Nephi 21 and underlined the phrases "these things" and "these works". When I asked what sign these verses spoke of, I drew blank looks. So I asked one student to raise his Book of Mormon high above his head. This was the sign spoken of. Connections were being made and I could see it in their faces.

We had touched yesterday on the gathering of Israel and we revisited it again today. The students did the following assignment from the teacher's manual: to "read the first phrase of the chapter heading for 3 Nephi 21 and the first ten words of 3 Nephi 22:1" (page 233).

During our discussion of these verses, we also talked about "when" the gathering will happen (found in the heading of 3 Nephi 21) and "how" the gathering will happen.

APPLICATION:
As one of the most important elements to help the gathering is that of missionary work, I asked the students to share their own "Missionary Moments". Whether it was turning the tide of a bad choice suggested by a group of friends or actually giving a Book of Mormon to someone, these are when we help the gathering of Israel most.

So I turned the final minutes over to the class for the students to take turns to share their own personal Missionary Moments they'd experienced up till now in their lives. Almost everyone in the class had one. It was neat hearing from these valiant youth who are actually quietly going about doing the Lord's work.

I think it was helpful for them to hear the stories from the others. Living in the mission field, with illicit activities happening all around them, whether at school, in the media or elsewhere, these kids really do need to have their hearts and their minds focused on what really matters. And they are doing it!

A really neat moment happened in the final minutes of class today. After the students shared their Missionary Moments, I shared one I'd had while in Poland with a chamber choir during my college days. During the choir's stay in Poland, we met international basketball stars staying at our same hotel. I had a conversation with one for several hours, during the which he had many, many questions about the church.

He claimed he was an atheist. As he described the horrific conditions politically in his country Romania, the spirit settled upon us and I knew one day missionaries would be allowed into his country. I knew a missionary would be led to knock on this man's door and that this young basketball player some day would have the freedom to accept the gospel, along with his sweet wife and extended family. Joy was waiting in the future for this man!

At the moment I shared this today in class, one girl spoke up and said how her best friend had just received his mission call to Romania. The spirit was very strong and I had to wonder inside if this was the missionary foretold twenty years ago that would bring the gospel to that wonderful Romanian.

Regardless, I know that the Spirit comes when we live clean lives. That no matter what distractors of the church say, the principles we teach these seminary kids are powerful ones. The spirit that comes is powerful, oh so clean, and the peace is real. I know the students felt this today and knew that they were integral in the gathering of Israel in our day. What an exciting moment.

***
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3 Nephi 20, 21 & 22 - Reach a Little Higher

2006-03-20T08:43:00.000-11:00

[student work, questions from page 172, student seminary manual]

Today we covered 3 Nephi 20-22. As a prelude to the lesson, I began by calling a student volunteer to the front of the room. As it happened, it turned out to be the tallest student in the class. I asked him to show how high he could reach. He went over to the wall and rested his verrry long arm at a very tall spot on the wall.

Then when it appeared he had reached as high as he could, I asked him to reach a little higher. Invariably, even though the student thought he was reaching as tall as he could, he still was able to stretch more - even without standing on his toes!

A few years back, President Hinckley asked that we all reach a little higher, to do a little more. Not a lot more, just a little more. I shared this with the class and asked why President Hinckley asked this of us.

I then drew a small bucket on the board and asked the class to imagine the room were filled with rocks. That being the case, would all those rocks fit in such a small bucket? What if the rocks were candy bars? Financial blessings? The class could see the bucket still was too small to hold a room full of much of anything.

I asked the class to read D&C 111:11 (the five "11"s verse).

"Therefore, be ye as wise as serpents and yet without sin; and I will order all things for your good, as fast as ye are able to receive them. Amen."

I asked the class again why they thought President Hinckley had asked everyone to stretch a little farther. They started thinking much more deeply about this, realizing that the prophet wanted them to have more and more blessings.

Then I drew a larger bucket subsuming the smaller bucket. I shared with the class that the faster we enlarge our souls, the more the Lord is able to fill us with the good things of His kingdom. I told them they'd see this analogy also in what they were about to study in today's block of scriptures.

I passed out sheets to four teams with questions divided amongst them from the seminary student manual (page 172, Studying the Scriptures, activities A through D). I told them that the Lord also was teaching the Nephites in these chapters to reach a little higher. The students were to research their assigned verses and draw an illustration of what they learned. Tomorrow they will share with the class these important topics from 3 Nephi 20-22.

I also felt impressed I needed to share the specific information/quotes from the CES manuals for today's block of scriptures: the sanctity and power that comes from the sacrament. So I read several quotes on the sacredness of the sacrament from the teacher's manual, institute manual, and student manual that went with today's scripture block.

There were so many other things I could have shared, had I a different class with different needs, much as another seminary teacher's class might need different things than what I do in mine. Between this, and what my students gained through their research projects in today's class, I hope they were deeply fed with the appropriate spiritual sustenance they needed for the day.

Tomorrow I will continue to summarize a few final points from 3 Nephi 20-22, in addition to what the students will share.

But one of the additional points I felt impressed to share today with this particular class was the importance of hearkening to the prophet in stretching a little farther. We do this so we can receive all the Lord has waiting for us, just as the Savior was teaching the Nephites in 3 Nephi (and as President Hinckley has admonished us to do).

I read to the class a quote from an additional CES Book of Mormon institute manual, this one reprinted in 1981 (the current institute manual being reprinted in 1996). (I work to use just CES instructional materials for my scripture resources, since that is what we've been asked to do.)

Therein, referencing 3 Nephi 21:1-8, the manual quotes President Kimball telling a congregation (in a mission dedication) that the reason some people were dying before seeing the New Jerusalem temple being built (even though their patriarchal blessing said otherwise) was because church members in general were not being diligent in missionary work amongst the Lamanite people.

President Kimball taught that day in December 1963, that we ourselves either hinder the Lord's timetable or speed it up by our willingness to be obedient and receive the blessings (pages 427-8). Wow. That is powerful. We truly do have more power than we think to bring about great good!

Thus, as today's lesson brought out, when we decide to approach the Sacrament with fervent and clean lives, we receive great power to build ourselves and the kingdom. When we pray as the Savior demonstrates in 3 Nephi, we open the windows of heaven to greater understanding of God's purposes. When we strengthen the stakes of the house of Israel, we are furthering the Lord's mission and enlarging our own "tents" and "buckets" to receive all the blessings He has for us...as fast as we are able to receive them (D&C 111:11).

What a glorious thing. I love the gospel, for therein lies joy and peace and spiritual safety - if we are willing to "reach a little higher."

****
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3 Nephi 19 - Bookmarks of Faith

2006-03-16T20:14:00.000-11:00

[student created artwork]

Today we covered 3 Nephi 19. First, we briefly did as the manual suggested, by exploring the first three verses of chapter 19 - with the people laboring through the night and spreading the word the He had come and would return again the next day!

Then one by one, I assigned a verse to each student from verses 4 through 15. They were to read their assigned verse and be ready to tell the class what happened in the verse.

After a minute of silent reading, we went from one side of the classroom to the other, with each student sharing the event of their verse. It was neat to feel the tempo change as the students read verse by verse right up until the Savior appeared to the Nephites.

At this point, I passed out the suggested scripture blocks from the manual to four teams:

Team A: 3 Nephi 19:16-18, 24-26, 30; 21:1
Team B: 3 Nephi 19:19-23
Team C: 3 Nephi 19:27-29
Team D: 3 Nephi 19:31-36

They prepared answers to the suggested questions in the teacher's manual (found in the first column on page 232).

They took about five minutes researching those questions. But before I allowed them to share, we discussed the importance of the five statements found on page 231 in the manual (listed under the heading in the second column).

I also read the quote from President Ezra Taft Benson on advancing in holiness and that the most potent way to do that was through prayer.

Then the students shared what they learned in their team research. And at the end of it all, I shared 1 Nephi 2:16:

And it came to pass that I, Nephi, being exceedingly young, nevertheless being large in stature, and also having great desires to know of the mysteries of God, wherefore, I did cry unto the Lord; and behold he did visit me, and did soften my heart that I did believe all the words which had been spoken by my father;...

I had them mark this scripture and then I shared with them in the final moments of class, that Nephi was essentially their contemporary. That although we don't know his age exactly, we do know that he was the youngest of his brothers and young enough that Laman and Lemual still were not married.

Regardless of his precise age, Nephi tells us that he was exceedingly young. And even so, being that young, he had been visited of the Lord. I asked the youth in our classroom today to ponder why. I bore testimony as to the power of prayer.

And I have to comment - never have I felt the spirit in our classroom like I did today! I literally felt as if I were standing in the temple. The Lord wants us to pray to him! What an absolutely powerful witness I received of that today, while working with the youth in their research of 3 Nephi 19.

To top it all off, I then passed out materials for them to make a scripture bookmark for them to remember the moment by. Their instructions were to either record 1 Nephi 2:16 on their bookmark, or to find a verse from today's study on prayer and to create a representation of that verse on their bookmark.

I couldn't believe how excited the kids were to do this - even the boys! They really seemed to get into it, and particularly liked the ribbons I had for them to decorate the bookmark with. More importantly, in getting to know these kids, later when I was gathering up their materials and placing their bookmarks in their scriptures, I was touched how each of them truly had found a reference that seemed especially fashioned for them.

What a blessing.

****
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Warmly,

just another early-morning-seminary-teacher mom

3 Nephi 18 - Shields of Faith

2006-03-15T13:56:00.000-11:00

[student drawn artwork]

Today we discussed the teachings in 3 Nephi 18. After sharing some thoughts and points from the teacher's manual regarding the sacrament, I felt impressed for my particular class to spend the greater amount of time on the second half of the lesson in the teacher's manual - the importance of prayer.

The spirit seems to have led me to this throughout this week. Not sure why, but I guess that is not important. As seminary teachers, it is imperative that we be led to the paths of discussion our students are needing. I'm assuming that is what has happened here, because prayer as a topic of discussion keeps feeling important to be brought up this week. And it's been good as we've done so, the results.

So we moved into the discussion points in the teacher's manual on page 229 under the heading in the second column: 3 Nephi 18:13-25. Sincere prayer can help us resist temptation.

We read the quotes on page 229-230 under that topic and discussed the importance of of umbrellas, coats, shields, etc. and how they service us. And to lead into the application activity, I shared how we are to arm ourselves in the full armor of God, as mentioned in the scriptures.

Two particularly great scriptures along this line are Romans 13:12:

"The day is far spent, the day is at hand: let us therefore cast off the works of darnkess, and let us put on the ARMOUR of light."

and Ephesians 6:11:

"Put on the whole armour of God, that ye may be able to stand against the wiles of the devil."

I shared how anciently when men in armies fought, they had a "coat of arms" emblazoned on the front of their armor so that they could be individually distinguished in the sea of metal armored men.

I shared how the students' testimony and gospel knowledge, solidified with sincere, personal prayer, creates their own unique "coat of armor" and that today in class, they were going to create their own symbolic "heraldry", which would serve to point to their righteous standing in God's army (referencing the "Shall the Youth of Zion Falter" and "Onward, Christian Soldiers" hymns).

So each student privately reviewed 3 Nephi 18. On their "coat of arms/shield" they were to write a reference from one of the five columns in 3 Nephi 18. They then drew a picture for each verse (anciently, very few people knew to read, so they used pictures to represent important concepts).

Then the students shared their work with each other. The kids seemed to take this quite seriously. I was impressed. And grateful. I love the scriptures. Absolutely love the scriptures. And I am grateful for the power of prayer, through which we can build our lives to become powerful footsoldiers for the Lord.

***
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Warmly,

just another early-morning-early-seminary-teacher mom

3 Nephi 17 - Preparation Precedes Power

2006-03-14T13:48:00.000-11:00

Today's focus was 3 Nephi 17. The preparation for it was quite simple. I drew this chart on the board as a visual summary of the second question on page 227 in the teacher's manual. I am going to be leaving this visual up for the rest of the week, because the impression seems to be quite strong to address prayer off and on throughout this entire week.

I had also written the series of ideas/situations on the board from p. 226 (dinner, soccer game, math test, etc.) and covered them with strips of construction paper. Once class started, I uncovered them one at a time and asked the question from the manual: What is the single most important way to prepare for this particular event?

Once we got to the Temple Marriage one, I had them open their journals and write the qualities of their future spouse. Of course, this is an imaginary exercise, but a potent one. I suggested that to marry an individual with the refined qualities they were listing, they needed to work towards becoming the same.

Then returning to the question for the activity, I asked the kids about the single most important thing they could do to prepare for temple marriage. They decided that it would be to live a worthy life.

Once we finished with the situations listed in the manual, I had the students individually answer the questions at the top of page 227. Once they were finished, we discussed the pattern of spiritual preparation demonstrated by the Savior's suggestion in 3 Nephi 17:3 (i.e. being away from distractions, ponder, pray, prepare your mind - scripture study is an excellent way to do this).

The students then were to compare this with Joseph Smith's preparation prior to receiving the First Vision. I'm not sure I did this comparison justice and plan to re-address this again tomorrow! I really want the kids to be able to apply this process in their individual lives!

I'm grateful for the series of discussions this week that all seem to be leading the kids to an understanding of increased revelation. What an important activity, given the condition of today's world.

3 Nephi 15 & 16 - Scripture Power!

2006-03-13T08:25:00.000-11:00

I watched with delight the Primary children sing yesterday (at the top of their lungs) "Scripture Power...keeps me safe from sin..." It's the new song for the Primary program in the fall.

I pondered long and hard about the words to that song. Truly I have a testimony as to the power that comes into our lives when we study the scriptures each day - not just reading lightly the words, but truly studying them, cross referencing them, pondering them, even re-writing them in our journals.

How important for our seminary students to gain this great truth - that there is power in the words of the Lord. And this power will protect them from the deceitfulness of the adversary - if they will but employ it in their lives.

So I today covered 3 Nephi 15 and 16 in class. I passed out a Scripture Scholar sheet for each of the students to use as they poured over these two chapters. I shared with them a personal experience from my life when I was challenged as a youth.

I had been with a friend at a concert of another friend. Alcohol was being served, and as college kids, we were of the legal drinking age. She tried to get me to drink. I guess since she knew I was a Mormon, she thought it a fun challenge to see if she could drag me down.

She tried multiple times, applying various forms of persuasion to get me to order a drink. "Come on, no-one here knows you." "Come on, I'll pay for you." On and on came the pressure. But it didn't work.

How come? I'm not sure, but I think it had something to do with the fact I'd already made up my mind. I could see where alcohol would lead me...and it wasn't any where I wanted to go.

I shared with the youth that the more they stockpile the scriptures in their hearts, the more they will lean on the Lord in times of pressure and find themselves still standing when the pressure is gone.

So in class we turned to the Scripture Scholar sheets and the students filled in their responses to the thinking questions on the sheets. While doing that, they were to be on the lookout for at least one verse in each chapter that spoke to them. Then they were to mark those particular verses. In essence, they were on the lookout for a scripture they could stockpile in their hearts for future times of peer pressure or trial.

After they had marked them, we had a moment during class where they turned to their neighbor to share one of the verses and why it was important to them. Then they were to turn to the neighbor on the other side (I do this to make sure no-one is left out during these kind of sharing moments), and share at least one other verse they'd marked.

At the end of class, they each took turns sharing with the entire class something their neighbor shared with them.

Not only is it a positive stroke for the students to hear about their selections from the mouth of another student, spoke of as an important thought, it also provides a variety of opportunities for the kids to read and hear in various ways these amazing truths from the scriptures.

And after having been immersed in the scriptures like this, hopefully they too have (or are soon gaining) a testimony that "scripture power...will keep them safe from sin."

Warmly,

Seminary Mom

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Scripture Mastery - Mix It Up!

2006-03-10T12:46:00.000-11:00

As a class we're nearing the end of memorizing our 25 scripture mastery verses. 11 of my 12 students have memorized nearly all 25 scriptures. What a wonderful achievement for these youth!

But even though they have passed off 22+ scriptures, they still need review and dexterity with finding them in a variety of situations or settings.

So today for scripture mastery, I passed out a sheet of 25 picture representations for each of the 25 scripture mastery scriptures. I gave the students five minutes to write out all of the references they could figure out for each picture representation.

For the second set of five minutes I let them use their scriptures to fill in any blanks they'd not been able to figure out by memory alone. We will be using this sheet for them off and on now throughout the rest of the year, along with the other activities we will be doing.

I would love to show you the sheet of pictures, but I didn't draw them myself and do not know who originally created the sheet. Thus, I am unable to post it here.

But here is another approach!

1. Take 25 3x5 cards and write the key words on the fronts of the cards.

2. Take another 25 3x5 cards and write the scripture references on the fronts of these cards.

Make as many sets as teams you have. In other words, you can play this as a class or you can play this in individual groups. Your choice will determine how many card sets you will need.

Mix all 50 cards up and place them face down on the floor, table, or any flat surface, or tape them to a white board, etc.

Each student gets to flip over two cards and then see if they match. If they do, he/she gets to go again. If he/she can recite the actual verse, they get double points.

Each student in the class or on the team gets to take a turn. Or you could have several teams, with each one selecting a group leader to make the selections for them, with the teams hollering to the team captain the team choice.

Any way you do it, this encourages recognition of key words with references and then requires the student to recall the actual verse. Have fun playing!

***
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Until next week,

just another-early-morning-seminary-teacher

3 Nephi 12 - Christ's Visit

2006-03-08T10:48:00.000-11:00

(Student Drawn Activity - for greater detail, click on photo)

There are so many beautiful truths contained in the interior chapters of 3 Nephi, all from the Savior himself. How to help the students immerse themselves in these truths?

I had been using the theme for the book of 3 Nephi of "feasting on the word." That's why at the beginning of the study of 3rd Nephi, the students created their "Spiritual Feast Sacks."

Thus, after introducing Chapter 12 with the concepts from the teacher's manual and the heading, I passed out a white piece of paper with some colored pencils for the students to pursue this theme a bit further.

I invited the students to immerse themselves in Chapter 12 for the day, to read through the text, and to find phrases which they felt were the most potent for them personally - for either now in their life or for some time in the future.

Then with the colored pencils, they were to transcribe those phrases onto the white paper - in essence, creating a special "placemat" for the feast sacks we are working on.

Tomorrow we will finish exploring chapters 13-14!

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3 Nephi 11 (cont.) - Hearing the Bird, Seeing the Lord

2006-03-07T08:44:00.000-11:00

Today we followed these steps to complete our discussions of 3 Nephi 11:

1. I had the class all come up and touch a flower. It was not a race; rather, they were all to walk normally and one at a time take their turns walking to the flower, touching it, and then return to their seats. I timed them and it took approximately 8.6 seconds each.

2. Without explaining why they touched the rose (intrigue always seems to help keep the sleepy students awake), I then passed out their Spiritual Feast Snacks we'd made at the beginning of our 3 Nephi study. I had them draw a representative picture or symbol for every chapter we'd studied in 3 Nephi, along with the chapter number. I wanted them to process what they had learned thus far.

3. Once they finished, I shared a story I had heard in a CES institute class a long time ago. Two men were walking down a busy city street. The one asked the other, "Listen to that bird." "I don't hear a bird," the other replied. "No, you must listen harder." The second individual listened very carefully and after a few seconds, he finally heard the bird amongst the hustle of the street.

The first individual asked, "Do you think THEY hear the bird?" The second man looked around at the rushing pedestrians racing past them. "No, probably not." "Now watch this." The first gentleman flipped a quarter, allowing it to fall to the ground. Scads of people stopped and looked for the fallen coin. "Amazing," came the reply of the second man.

How often do we walk through life, with our minds and hearts attuned to the material things of life? (i.e. worries about money or prestige?) Or perhaps better worded, how often do we listen for the things of God? Are our ears attuned to hear His voice?

4. As a class we opened 3 Nephi 11 and the kids read the first few verses where a voice came to the surviving Nephites, while they were gathered, discussing the events that had just occurred. As a group, they heard the voice three times before understanding it! Could it be that they too had been so occupied in their lives that they hadn't taken the time to listen for the things of God prior to this?

5. I shared with the kids the following experience (I do not share these kinds of experiences unless prompted - in this case today, I did). While serving on my mission my companion and I were teaching a couple who was most confused and a bit hard-minded about certain things. One night we were discussing their pending baptism.

The couple did NOT want to baptize their daughter, even though she was of age. They claimed they wanted her to wait till adulthood. I knew there was a scripture in Doctrine & Covenants which teaches parents otherwise. I knew I was to share that particular scripture, but did not know where it was. Mentally I was guessing it was in D&C 124. Then I had an amazing experience.

I heard a voice that corrected my error with a simple phrase: "It is in D&C 68." The voice came so sweetly and so still that it felt so normal. It was a calm voice. I didn't feel startled. In fact, I even talked back mentally with, "No, it is in D&C 124." The voice came again, patient and quiet: "It is in D&C 68."

The moment was here. I had to share the scripture. Problem was, I couldn't find it on my own.

I heard the voice again say most quietly, "It is in D&C 68." Finally in faith, I opened my scriptures to D&C 68. To my astonishment (and gratitude), I saw in verse 25:

And again, inasmuch as parents have children in Zion,...that teach them not to understand...baptism by the laying on of the hands, when eight years old, the sin be be upon the heads of the parents." (emphasis added)

I had heard a voice. I knew it and was amazed by the experience.

I shared with the students that these kinds of experiences are valid, and as we serve faithfully, they come if or when they are needed. I testified as to the truthfulness of the account of 3 Nephi 11, because I have felt the spirit witness to me of this event.

6. I finished up by reviewing the events of the rest of the chapter. But I paused at 3 Nephi 11:15. The teacher's manual estimates the group of people meeting Christ as approximately 2500. They each were able to touch his palms, his side, one-by-one.

I reminded the class that it took them about 8 or 9 seconds each to touch the rose - an object which they didn't care much about and had done so rather carelessly. What if the rose had been the Savior? How long would they have wanted their one-on-one time to be with Him (yet remembering there were many people wanting the same privilege)? We multiplied their answer (at LEAST 30 seconds) by the 2500 people present = approximately 1250 minutes. 1250 minutes equals about 20 hours.

The Savior loves each one of us. He never tires in aiding us. And as we look to Him in all things, doubting not, fearing not, we will be sustained in what we must do. The students seemed to get this. And as they then briefly shared their scriptural research projects from yesterday, the spirit was wonderful.

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow!

Warmly,

just another early-morning-seminary-teacher mom :0)

3 Nephi 11 - Team Research

2006-03-06T01:13:00.000-11:00

Today was a special day as we began our study of 3 Nephi 11, the crowning moment in the Book of Mormon.

I know that the suggested teaching schedule recommends teaching 3 Nephi 11 in one day. But we are also to pray and consider the needs of our students as we approach our teaching schedule.

As I contemplated the chapter I've decided to present it in two days. I want the students to desire to know Christ as the Nephites during this time period did. And I especially appreciated the quote from Elder Melvin J. Ballard in the teacher's manual on page 218. This is where Elder Ballard shares of his sacred experience in coming to know Christ for himself.

What an inspiration. I want the students to feel this, to desire this, to seek a deeper reverence for the Savior and what He offers.

I divided my class into six teams. Most teams received one of the following sets of assignments from "Studying the Scriptures" on page 164 in the student manual. Some received assignments from the teacher's manual and some received copies from both manuals.

TEAM 1: A. Write a Talk
(I copied the whole little section under A and gave them the cut-out copy so they would only focus on their assignment, rather than reading what the other students were working on).

TEAM 2:
For this team I copied the upper left corner of the teacher's manual, page 218 (from "Read 3 Nephi 11:7-1 and ask students..." to the final question: "What do you imagine it would be like to be in the presence of Jesus Christ." I did NOT include the quote from Elder Ballard, because I reserved that to share at the very end of class today).

TEAM 3: B. Consider What it Really Means
This team was to research the two questions under this heading and prepare a brief presentation (like the other teams) on what they learned.

TEAM 4: C. Being a Witness
This team was to research and prepare a brief presentation on what they learned researching the questions in section C, in addition to reading to the class the quote from Elder Holland on the same page entitled "The Wounds of the Savior."

TEAM 5:
This team received a copy of the materials from page 218 in the teacher's manual under the heading "3 Nephi 11:29 (Scripture Mastery). We are commanded not to argue with others over points of doctrine." They also were to prepare a brief presentation, including the quote from Elder Nelson from that section, in addition to utilizing E: Scripture Mastery - 3 Nephi 11:29 from the student manual.

TEAM 6: D: List the Baptism Doctrines
Team 6 received parts from both the student's manual and the teacher's manual to research. They received part D from the student's manual and the section headed 3 Nephi 11:20-27, 31-41 in the teacher's manual on page 218. They, too, were to prepare a small presentation for tomorrow.

Each of these student's presentations are meant to spur the students into deeper study of the scriptures, in addition to get them thinking about how to share gospel truths with others. Regardless of whether they're using the materials from the student or teacher manual to guide their research, they are to be pondering what they're studying in the scriptures and building their knowledge about these important topics.

Finally, as they share what they've learned tomorrow, they are also encouraged to share how they feel about what they've learned. In so doing, they grow step by step in their mastery of gospel topics, and hopefully, in their mastery of gospel living.
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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Warmly,

just another early-morning-seminary-teacher mom!

Scripture Mastery - Road Rally Game

2006-03-03T08:45:00.000-11:00

(To see the picture up close, simply click on it.)

Today we held a road rally for our scripture mastery game. I created a little maze and placed each of the targeted scriptures with missing chapter and verse references on the page.

I passed out the sheet and had each student put their name on it. I explained that this was NOT a test, but simply an assessment form that we'd be using off and on for the rest of the year to gauge their progress.

ROUND ONE.
Their assignment was, without looking in their scriptures, to fill in as many of the chapter and verse numbers that they could, keeping the scriptures in chronological order as best they could.

Once they were finished, they then were to circle the ones they filled out and write how many they knew in the upper left corner of the paper. (The goal: each time they fill a new page out, the number should increase. I intend to use this maybe three more times this school year.)

ROUND TWO.
They run the race again, this time opening up their scriptures to each scripture mastery verse to check what they'd written before. The goal was to fill in any blanks and to correct any inaccurate ones (notice I didn't say "wrong" :0) For those that finished early, I had them drilling key words in preparation for Round Three.

ROUND THREE.
I had a duplicate, large road rally drawn on the chalkboard with a little car I'd cut out. We revved our engines and began our trek to see how far the class's car could get.

Beginning with the first pitstop, the kids called out the reference and the accompanying key words WITHOUT looking in their scriptures.

(On another day, I would also have them reciting the scripture. But this was the first day and their knowledge is still new enough that we were moving a bit slow. As they get faster, we can also add reciting the verse.)

If they got the reference and key words correct, the car could continue on to the next pitstop. If the kids weren't sure about either the correct reference or matching key words, they quickly looked them up and then shouted them out. That way they could "drive" on to the next pitstop!

At the next pitstop, again they called out the reference and keywords. They continued this way, moving the car to the next pitstop and so on, every time verifying they were correct.

BENEFITS.
From my human resource development major in college and from teaching piano for so many years, it's been fascinating to notice that certain approaches help individuals acquire knowledge more readily than others.

There are certain helpful techniques when learning something for the first time. And then once knowledge has been gained, there are certain techniques which are helpful to group that knowledge to make it readily accessible/usable in the future.

Thus, in developing this race track, I tried to do it in such a way that the scriptures were grouped together in their own individual lanes/columns, rather than scattered randomly through the maze or even random squares in a box (although "random" has its place at certain times!).

Thus, you will notice that there are only two 1 Nephi scriptures and they stand alone on their own short path. This is to help the students remember that 1 Nephi has only two scripture mastery sets. 2 Nephi has six mastery scriptures and runs down one column all on its own, with only 2 Nephi scriptures in that particular lane. This is to help the students start dialing in the fact there are six 2 Nephi scipture masteries and to help them start differentiating between each of them. Jacob and the three Mosiah scriptures are all grouped together on their own path. Alma, likewise. And so on.

It's a subtle teaching technique, but hopefully helpful for them as they dial in a final review of all of their scripture mastery sets.

By doing this, I want the kids to start getting a strong "lay of the land" of these particular scriptures and the important truths they contain. By drilling the references, along with the key words, for today, I'm hoping this all becomes a permanent part of these students. Not just for now, not just for the end-of-the-year scripture mastery day, but for always. May the Lord help us all as we try to help these great youth.

****
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Warmly,

just another early-morning-seminary-teacher mom!

3 Nephi 5, 6, 8, 9 & 10 - The Bread of Life

2006-03-02T08:08:00.000-11:00

To move forward in our lesson for today, I felt I needed to step back to bring out points I'd not had time yesterday to address.

So I started by having a student read 3 Nephi 5:1:

"And now behold, there was not a living soul among all the people of the Nephites who did doubt in the least the words of all the holy prophets who had spoken..."

Then we read 3 Nephi 6:5:

"And now there was nothing in all the land to hinder the people from prospering continually, except they should fall into transgression."

I REALLY wanted the students to have a birds-eye view of how quickly this people fell.

We walked through a brief timeline from 21 A.D. (3 Nephi 5), 26-27 A.D. (3 Nephi 6:1-5 ), and then walked step by step through the wicked events occurring by 30 A.D. (3 Nephi 6:7-17).

We touched briefly again on prophets being called forth to warn the people, those prophets being murdered, a band of secret combination/covenant makers being formed, and all manner of increasing wickedness. The church breaks up, the government breaks up - all this in such a short matter of time.

I had the students then read one more time 3 Nephi 5:1. Truly a puzzle, a mystery, yet a warning Mormon gives us for our day - that a civilization can implode in such a way is nothing but alarming. How does it start? I wanted the kids to think about that.

We touched on Nephi, a man so in tune with God that angels visited him daily. He raises his brother from the dead, he preaches, he strengthens all those who will listen. When we unite ourselves with the Lord's leaders, we can find peace and hope even during "the face of suffering," as the teacher's manual puts it on page 215.

This all was a reminder for the students of what we'd just studied. Understanding the scenario we are reading about is important so they can better grasp the Lord's reasoning for causing such destructions as are recorded in 3 Nephi 8-10.

And understanding the loneliness of the few righteous is helpful, I think, for the students today who may feel alone in their righteous decisions.

NOW we began our block of reading. As the manual suggested, we read 3 Nephi 8:1-23. Verse by verse, the students read, taking turns. Halfway during the middle of reading, I got choked up as I tried to explain that there were little children who experienced the difficulties along with the adults.

No wonder we read what we do later in 3 Nephi 17:21-25. The students eyes were big as I could see them processing this information, especially those who have little siblings, no older than three.

Then to give a break from the reading (and to rouse the sleepy-headed students), I passed out a "3-Minute Test." This was a quick little quiz to test "obedience" and precision to directions.

You can easily make your own. Start off by announcing that they are to read through the entire test before doing anything. But then have a series of at least 20 "commandments", like writing their name on the paper, standing and twirling in a circle, answering a math problem in the corner of the page, etc. THEN have as the final direction on the page (number 20 or so), "Do none of the above."

The whole point of the activity is to test how carefully they listen to directions - all directions - before making choices in life. The first direction they received was from you, the teacher. The teacher announced they were to read through the entire test BEFORE starting. Had they done so, they would have reached the final question and saw that they really were to do none of the preceding questions.

I found this idea in 100 Training Games, by Gary Kroehnert, and thought it an excellent lead-in to very telling and potent verses in 3 Nephi 8:24-25.

And isn't this the whole point? To listen before it is too late? So I asked them: Are they listening to the crazy communications of the world, telling them to do all manner of unthinking things, just like on the test? Or are they listening to the prophet which tells them to "read through the entire test" and "to do none of these things"?

We finished off by reviewing the rest of 3 Nephi 9 and 10. They then took their two slices of bread for their "Spiritual Feast Sack" we're working on for the month, and wrote two of the most important verses on the "bread" that they could find in 3 Nephi 8-10 - something that would help them avoid the same fate as the wicked amongst the Nephites.

The whole point of today's lessn was Christ receives all those who will turn to Him. May we go and do likewise.

Until tomorrow,

just another early-morning-seminary-teacher mom :0)

****
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3 Nephi 6 & 7 - In, But Not Of

2006-03-01T08:04:00.000-11:00

We studied 3 Nephi 6 and 7 today for our scripture block. I had written a series of diseases on the board, with a brief definition for each one (I'd gotten the list from the teacher's manual and added just one more: avian bird flu).

The kids discussed which they thought were the top three most feared diseases. They were able to narrow it down to the top four, but couldn't agree about the top three (the manual suggested having them number the list from most feared on down, but for what I had planned time-wise, I had to adjust the activity a bit to abbreviate it).

Then we moved to the quote in the manual by Hugh Nibley about the "Nephite Disease," of which we were told we have. The students researched in the given verses in 3 Nephi 6 what that might be and how to seek a cure. I read the quotes given in the teachers manual and then passed out the Heavenly Halls prescription form I'd previously made, but adjusted for this block of scripture.

The kids were given the research verses recommended in the teacher's manual and an assignment to diagnose their historical "patient", the year of occurance, and their "prescription" recommendation. Once each team had completed their assignment, they shared with the class the prognosis. (To see the picture up close, simply click on it to enlarge it.)

I drew the following equation on the board [you'll need to picture the math symbol, since my keyboard can't make the symbol to show you]:

*** Pride/Vanity "does NOT equal" Humility ***

We talked about how to be privy to the promptings of the Holy Ghost, we must be humble. We talked about how in the next five years they will be making perhaps the most important choices possible for their lives - serving a mission, where to go for college or training, who to marry, where to live.

All of these choices have potentially eternal consequences! Additionally, they are living in a world where people are making filthy choices. We talked about how it is necessary to be in tune to the Spirit to be able to make the best choices. And again, to be in tune, we need to be humble.

We discussed how important it is to be aware of pride or vain thoughts/feelings. How important it is to be humble and recognize the need for the Lord. We read the quotes in the manual, especially the one by President Benson.

The Nephite civilization, though, refused (for the most part) to listen to their prophets. This led us into 3 Nephi 7, the time just prior to Christ's visit. Horrific things were occurring, yet there were individuals who chose to remain apart.

The manual had suggested to display mud. I had to chuckle, because where I live we only have sandy soil - no mud to be found! So I chose the next best thing I could think of that was dark and messy - potting soil!

We talked about how the world surrounds us with so many things, of which an increasing amount are dark and evil. We have been told to be "in" the world, but not "of" the world.

I showed a new bright, white washcloth. I asked the kids what would happen if I buried the washcloth all the way down at the bottom of the potting soil. Could it keep itself clean from the dirt around it? Of course not. We read the verses suggested in the teacher's manual for the "mud" activity.

I then asked them for advice: "How does one live in this world, but not be dirtied by it?"

They had some suggestions, then I pulled out a plastic baggie with the suggested verses from the manual taped to it, and I tucked a clean white washcloth inside it. We read the verses and discussed the application of them.

I shared with the class that the Lord protects those who make Him their God. We truly can shield ourselves from the filth of this world through our righteous desires, our testimony. If we have no desire to sin, sin has no hold on us. It is as if we are in a plastic baggie, remaining clean inspite of the filth around us. It just doesn't stick; we don't engage in it because it has no appeal.

Living this way, we see things with an eternal perspective when we have a strong and abiding testimony of the things of God. THAT is why we read our scriptures, pray, serve, go to church, etc. It brings us humility and the Spirit, so that we can view things as God does. And viewing things as God does brings us to the point where we've lost all desire to sin. And if we stumble, the Lord's atonement helps us to wash ourselves clean again.

Nephi spoke of shaking at the appearance of sin. I think when we all reach that point, seeing sin for what it is, living "in" the world, but not "of" it, becomes a true reality. Hopefully the students today felt the spirit's witness of that.

****
For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

May the Lord bless us all as we serve.

Warmly,

just another early-morning-seminary-teacher mom!

3 Nephi 3, 4 & 5 - The Fruits of Knowledge

2006-02-28T08:56:00.000-11:00

Just as food provides nutrients to our bodies, knowledge provides strength to our soul. Today we covered the events of 3 Nephi 3-5.

We started off by discussing briefly the Nephite history as of the book of Helaman forward - how the Nephites had been so wicked that Nephi's startling pronouncement of the murdered chief judge had relatively little impact in the people's spiritual lives as a whole.

We discussed how the nation had deteriorated to such a great degree that a Lamanite had to come preach to them, yet the people rejected Samuel the Lamanite and insisted on continuing in their path of sin. The signs and wonders which were coming so frequently had no impact in the lives of the unbelievers.

Yet fast forward to 3 Nephi 5 and read the first three verses. What has happened to society as a whole? The answer is pretty remarkable. What could have brought about such a change of heart in such a large group of people. Signs and wonders hadn't.

I passed out a series of questions from the student's manual that I had selected from pages 159 and 160 (from the subject headings "Studying the Scriptures").

Additionally, I passed out a paper of four different kinds of fruit I had drawn and shared with the students that they got to add "fruit" to their spiritual feast sack. I had them write each response to each question on each fruit .

We finished up by talking about how the Nephites ended up in the extreme scenario described in Nephi 3:22-26 and Nephi 4. The reason the Gadianton army had swelled to such huge ranks is because so many Nephites had been seduced by their lifestyle. Why? How could a people who had prophets in their midst be attracted to the darkness lived by the Gadianton thieves?

To bring it full swing to personal application, we talked about how when we get closer and closer to the edge of what our leaders have asked us, we get closer and closer to sin.

The perfect example of how NOT to do is lies in the stripling warriors, youth who sought a different lifestyle - a lifestyle of joy and light. How did they arrive at this and such great protection from the Lord?

They obeyed every command with exactness. They knew, being taught by their mothers, that when we live accordingly to the Lord's commandments, we have strength to accomplish what we need to in this life.

So coming back to personal application, I gave the example of: when a girl starts letting her midriff show, or wears short skirts, or shirts that are too tight, what is happening there? Guys can have problems with dress, also. Or in any other category mentioned in the For the Strength of Youth pamphlet.

If the Nephites had listened to their spiritual leaders and had remained strong, chances are they would not have needed to go through such an extreme situation as what is mentioned in 3 Nephi 3-4. And thus we came full circle to 3 Nephi 5:1-3. It was the preceding events in 3 Nephi 3-4 which brought the Nephites to such a humbled state.

Perhaps at times we do need severe challenges to bring us back to the Lord. How much better, though, to seek out the spiritual fruits of the gospel and provide nourishment to our souls, so that we do not fall prey to the Gadianton lifestyle in existence in today's world. This is what I hoped the youth learned in our application activity today.

***
For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Warmly,

Seminary Mom

3 Nephi 1 & 2 - Spiritual Snacks and Scoreboards

2006-02-27T08:49:00.000-11:00

Last Thursday we did an overview to the entire book of 3 Nephi. Today we began the indepth study.

First, I asked a student to draw a scoreboard on the whiteboard at the front of the class. He enjoyed this, since he plays sports. His scoreboard was quite detailed, which helped later.

Then I passed out two colorful 3x5 index cards. I explained that we were beginning our study of the important book of 3 Nephi. This book reallly is a microcosm of so many things, both of The Book of Mormon as a whole, as well as life in general.

The battle for our souls is real, and could be compared in some ways to a scoreboard. You could at this point ask the students what their private "scoreboard" looks like. Let them know that an exciting turn-around happens in 3 Nephi 1, just as can happen in our lives.

I asked each student then to write somewhere on one of their new index cards how they feel about the gospel in just a sentence or so. Once they finished, I had them share that with both neighbors sitting on either side of them (sharing it with two individuals helps to ensure no one gets left out, in addition to providing an opportunity for the student to reaffirm what they wrote).

I passed out the sacks the students had drawn on last week for them to put their card in (for more information on our "Spiritual Feast Sacks", feel free to read here).

After sharing some of the scriptures and excerpts from the teacher's manual for 3 Nephi 1-2, I asked the students to look through 3 Nephi 1 to find out "who" was in the chapter and "what" was happening. They were to write that information down on one of the index cards I gave them. Their job essentially was to find the exciting turn-around that happened.

In other words, at first things did not look like they were going well for the Believers. The kids were to find out what happened in the chapters and write that down on their cards. They were also looking for any verse which might touch them, and mark that in their scriptures.

Once they finished exploring 3 Nephi 1, we talked a bit about what they had written and then we moved on to chapter 2.

Some of the discussion points for both 3 Nephi 1 and 3 Nephi 2 were:

* Compare and contrast the youth mentioned at the end of 3 Ne 1 and the youth mentioned in Alma 53:16-22; 56;44-48.

and

* What weakened the Nephites enough that the Gadianton life became appealing?

We finished up by the students making sure both of their cards were tucked away inside their spiritual lunchsack. Then they inscribed something (a symbol or a phrase) on the reverse side of their spiritual lunch sack to represent something from today's study. At the end, I shared the quote on page 212 in the teacher's manual from President Ezra Taft Benson.

In final summation, how important it is that we keep battling, no matter what the "scoreboard" in life says. We have no idea just how close the turn around is, just like those faithful saints experienced in 3 Nephi 1!

*****
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Warmly,

Seminary Mom

Scripture Mastery - Scripture, Scripture, Who Has the Scripture?

2006-02-24T08:47:00.000-11:00

Well, today pointed out to me why I don't usually use competitive team games in my classroom. I had divided the class into two teams, Team A and Team B.

There are a couple of students who find things a bit more slowly. What evolved as we played the game was individuals calling out things like, "Well, that's why WE'RE winning is because _______ is NOT on our team." Other comments in similar fashion were also said.

I stopped the game and said, "This is precisely why we will no longer be playing games like this. It is because of comments like that the spirit of contention is introduced into our classroom." I wanted something which would capture their attention and this did.

The kids quieted down. I reminded them we were simply reviewing for Scripture Mastery Day at the stake center for the end of the year, and that these kinds of games and activities were simply meant to be fun and enjoyable moments. Unkind comments, although perhaps lightly said and without any ill intent, do not have any place in a classroom meant to be full of joy and the spirit.

I honestly think that most times, students never mean any harm by comments that are unkind; instead, I think they just haven't thought things all the way through. Teens are sweet down at their core; they are kind, and excited about life, . . . AND impulsive. So I just smiled and we simply went on.

I try to keep things upbeat and lighthearted as I teach. But I also have noticed that if you don't nip things like this "in the bud," they can spiral out of control.

A teacher does not need to "drop the hammer" in a situation like this, but if the teacher does NOT address what is happening, it is as if he or she gives tacit approval to negative comments or other unpleasant things.

Truly, the teacher sets the tone in the classroom by what they allow. The teacher can (and should) turn the tide around. So I quickly varied the game so that it was no longer one team against the other. All this became a rather pointed reminder to myself why I do not usually use competitive games in my classroom!

I've changed this from how we played this today, in addition to adding new fun. Here is how I've changed it. I think this approach will do much better for my students in the future!

SCRIPTURE SCRIPTURE, WHO HAS THE SCRIPTURE?
Announce to the class that we're playing a game called, "Scripture, Scripture, Who Has the Scripture?" Someone has hidden essential clues to eternal life and we are the detectives, finding those clues. On the chalkboard/whiteboard, prior to class, print on the board the key words to the scripture masteries that need review. Then cover the word clues with a series of cut-out black footprints.

At the end of the black footprints, there is one gold key taped to the board.

Rather than playing this in teams (as I sorely discovered), have them play as a class as a whole.

Call a student volunteer up to the front of the classroom to remove the first black footprint. They then read the keywords they have uncovered. The rest of the class scrambles to find the matching scripture in their scriptures. When everybody has found it, they've all graduated to the first level of detective sleuths, earning 100 Brigham Bucks.

Then for an extra 100 Brigham Bucks, the class recites the scripture by memory. They can't look at their scriptures while reciting, but I recite it loudly for them to follow (as the teacher I actually use the scriptures to make sure I get the scripture word-perfect...since I don't want to mess them up by relying on my memory).

That student sits down and another student comes up to remove the second footprint. They read the keywords under the footprint and the class strives to find that scripture, just as in the first round.

Once the entire class has found the scripture (the first 30 seconds they work on their own - after that, then students can help each other), they graduate to the next level of sleuthing and they've now earned another 100 Bucks!

Again, the class recites the scripture from memory while I lead them, reading the scripture from my scriptures.

And so each round goes, with them increasing in "sleuthing skills" and Brigham Bucks, until they finally arrive at the golden key (either cut out of golden paper or an actual key). Then bear your testimony as to the beauty of eternal life and that as they walk step by step, following these scriptural teachings, they, too, will receive the key to God's kingdom, inheriting all that He has!

*****
For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Warmly,

Seminary Mom

3 Nephi Intro - A Spiritual Feast for a Hungry World

2006-02-23T08:56:00.000-11:00

Today we began our wonderful study of 3 Nephi. After we had our opening exercises and worked a bit on our scripture mastery for the week (Ether 12:17), I passed out large colorful index cards without explanation (I find that if I display something or hold it up without explaining for a bit, it gains their attention - because they're wondering why or what or how - and they pay attention to what is going on).

I let each student pick their color from the five color choices. Then I passed out a quote sheet I'd typed up from the teacher's manual on page 211 (the numbered list in the box that gives an overview of 3 Nephi).

The students pasted that on their card, but I still hadn't explained why. Then I passed out a brown paper lunch bag to each student - again without telling why. :0)

At that point, I showed the amount of pages that we had left in the Book of Mormon to study by the end of the year. Their eyes got big when they saw how little remained.

I reminded them how earlier in the year, as we'd studied the book of Enos, the lesson manual had given a quote about the stellar nature of the book of Enos in its example of repentance and the power of the atonement. Then I told them we were about to start studying 3 Nephi, another book of stellar importance.

I read the quotes on page 210 in the teacher's manual at the beginning of the 3 Nephi section. I especially stressed this quote from the manual, spoken by President Ezra Taft Benson:

"What a blessing it would be if every family would read together 3 Nephi, discuss its sacred contents, and then determine how they can liken it unto themselves and apply its teachings in their lives.

"Third Nephi is a book that should be read and read again. Its testimony of the resurrected Christ in America is given in purity and beauty" (in Ensign, May 1987, 6).

Some of these kids in my class are seniors. I said, "Some of you will be married and starting families in just five short years. What better pattern to build a strong family than to follow this counsel. Can you imagine doing what President Benson said? Your kids eventually would have 3 Nephi memorized. Just think how this could guide them in their lives - considering where the world (in all its sin) will be!"

Life is a journey. We take sack lunches with us, if there is no eating establishment where we are going. Well, we also need to prepare spiritual feasts for our soul. Our spirits get hungry for spiritual sustenance, just as our bodies do. This is especially true today when so little in the world offers refreshing spiritual moments.

With that in mind, my class today began preparations for their spiritual feast of 3 Nephi. We will be feasting for the next month or so from the beauty contained in 3 Nephi.

So I then had one student at a time read a point from the outline on their index card. I let them know this is a global view of why 3 Nephi is so important - in essence, a microcosm of the entire Book of Mormon. And I explained that we today were going to prepare our "spiritual feast sacks" for our study of 3 Nephi (they still don't know exactly what they will be doing with the sacks, though, during the next month).

Then I passed out colored pencils and markers. Without them looking in their scriptures, I had them (on one side only - this is important) draw or write everything they knew about 3 Nephi. This was their "pre" 3 Nephi side. Once we've completed our month-long study of 3 Nephi, they will be doing the same thing for the "post" 3 Nephi side of the sack.

[I am aiming for a visual representation of comparing what they knew about 3 Nephi prior to our month long study to what they know once we finish our 3 Nephi study. That's why I did not want them looking in their scriptures while completing the assignment today.]

To finish up today's introduction, I had them read the heading for the book of 3 Nephi, as well as the chapter heading to 3 Nephi 1. I bore testimony as to the importance of what we were about to undertake as we prepare our spiritual feast for a hungry world. Next week we will begin that study of such an important book. May these students truly take in and be edified by the experience!

****
For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Warmly,

Seminary Mom :0)

Helaman 15 & 16 - Principles to Live By

2006-02-22T08:26:00.000-11:00

Today our scripture block was Helaman 15-16. Using the manual I introduced several of the important discussion points for the lesson today.

To start off, we read the chapter heading for Helaman 15 and discussed again a bit of our last two days' topic, that the Lord protects His servants as they deliver His messages. Samuel's prophecies, shouted from the city wall, lasts for the equivalent of three chapters in Mormon's record! Surely this is an amazing proof of what the teacher's manual brings out - of the Lord's protection for his servants.

Samuel mentions so many warnings, and finishes by sharing so many important signs about Christ's soon coming. I employed the suggestion in the teacher's manual to have placed a star somewhere in the classroom (suggested on page 209 of the teacher's manual). Utilizing that star, we talked about how Christ is also like the star. He is present, but not noticeable to those who simply don't care or who refuse to believe.

We discussed the role of a prophet, as seen in the scripture chain mentioned in the institute manual on page 112 (Mosiah 7:27, Helaman 14:12, and Ether 3:14) - and how prophets are rarely popular when they share their message. I gave several examples of this from my personal life, in encountering individuals who want to live the gospel on their own terms.

Then, following the manual's suggestion on page 209, the kids researched four common "non-believer" arguments:

#1 - Helaman 16:15-16;
#2 - 16:18;
#3 - 16:19-20;
#4 16:21.

I shared how these kinds of arguments still exist today, on the radio, TV, in books, etc. The Lord allows us all to choose whether we will belive in Him or not, but His finest blessings come to those who choose to follow Him and do what He says.

His teachings come through the prophets, recorded in scriptures or heard in General Conference. So I gave an assignment to the students to divide into teams of three. And even though they were in teams, they had individual assignments within those teams.

They were to look through Helaman 15-16 to find two important principles that Samuel taught (or that they learned from these chapters). Then they each had one column on the sheet I passed out to illustrate the two principles they'd found. Thus, by the time the team was done, they would have three columns of important Principles to Live By.

I explained that in every person's life, there comes a time when they will be at a crossroads of deciding for themselves whether to believe Christ in all He taught, or to not. I read the final Points to Ponder (from Chapter 38 in the CES institute manual on p. 112) about listening to the prophets of old/ of modern-day.

It all comes down to individual choice. What will their choice be? So I asked them to find two principles that meant the most to them from these two chapters and to illustrate them in the squares provided. I suggested to them that always, always the scriptures will be there for them. That always, always, if they are confused by anything out in the world, whether from those who argue against Christ or even just try to drag them, that scriptures and prayer will always bring them peace.

The scriptures contain Principles to Live By. I wanted them to find that which spoke to them for their individual life and to record/illustrate it. By binding these teachings close to their hearts, they will be much better sustained when Satan sends his mighty shafts and whirlwinds, just as we read in Helaman 5:12 (a scripture mastery):

And now my sons, remember, remember that it is upon the rock of our Redeemer, who is Christ, the Son of God, that ye must build your foundation; that when the devil shall send forth his mighty winds, yea, his shafts in the whirlwind, yea, when all his hail and his mighty storm shall beat upon you, it shall have no power over you to drag you down to the gulf of misery and endless we, because of the rock upon which ye are built, which is a sure foundation, a foundation whereon if men build they cannot fall.

At the end of class, I asked all who would care to share, to share what they had recorded. It was a beautiful moment. May the Lord bless you, me, all of us, as we so follow the Lord's principles to live by.

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Warmly,

Seminary Mom :0)

Helaman 13 & 14 - Headlines and Hangers

2006-02-21T08:51:00.000-11:00

Today our block of scripture was Helaman 13-14. I wanted to finish up a few things for chapter 13 before moving on to address chapter 14.

First off, I held up section A from the newspaper I'd saved from the day my oldest child was born. Then I compared those headlines to the newspapers from this morning and last Saturday morning. The difference was remarkable. The world truly has become a much more violent place.

We talked about how, as people deepen in sin, they make more and more aggregious choices - choices which hurt others. And why does the Lord allow that?

We moved to Alma 10:22-23 and Helaman 13:12-14 and discussed the content of those two scriptures, as suggested by the manual. I think the students were amazed at the power of prayer and the power that comes from simply living an obedient life, as they read the Lord's words in these two sets of scriptures. From these scriptures we can see just how much our students are needed in the world today!

I coupled that discussion with Proverbs 17:3. Truly, the fallout of living in a world of people who are making wicked choices can sometimes be a painful thing. The Lord has given us the appropriate understanding of this in Proverbs, where three different examples of being purified are listed - the final one being the most important one, since we are the Lord's children.

One of my greatest concerns for my students is, as they move into adulthood and face the increasing onslought of wicked activity around them, my greatest concern is if their testimony will wilt under the fire of it all. When "bad things happen to good people", what then is the response?

I want them to remember these seminary days where we talked about these kinds of things, where they learned the scriptures contain all the answers to life's problems, and that when we are faced with a refiner's fire, that we do not need to despair nor feel God has forgotten us. Instead, we can know that the plan is working in our behalf. We must endure to be able to reap the benefit.

These thoughts really underline most of my preparations for these kids every day I teach. I want them to remember these important teachings as they go through their days, both presently and in the future. For the world will only continue to implode in wickedness. We can read this in the scriptures - BUT the Lord has a work to do for all those who will harken. I want my seminary kids to be amongst that bunch. And a portion of the Lord's work can be found in Alma 10:22-23 and Helaman 13:12-14.

So after comparing and contrasting these scriptures with what is happening currently in our lives today, I then gave them an assignment. We had started the lesson by looking at the headlines from the paper when my son was born and from this morning's newspaper. Now I wanted them to find "headlines", or important teachings, from some assigned scripture blocks. They divided into three teams and went on a "headline" hunt in the following three sets of scriptures:

the slippery slope of sin as found in Helaman 13:8, 9, 10, 31, 37, 38 (given in the teacher's manual on page 206).
the Signs of the Birth of Jesus Christ as found in Helaman 14:2, 3-4, 5; 3 Nephi 1:13, 15, 21 (chart on page 207).
the Signs of the Death of Jesus Christ as found in Helaman 14:20, 21-22, 23, 24, 27; and 3 Nephi 8:5-7, 8-10, 12, 13, 17-18, and 19-23 (same chart on page 207).

Once they were finished creating a headline for each of the verses listed in these sections in the teacher's manual, and we noticed how the prophecies were actually fulfilled, I then brought out a large broom and a hanger. I had two students hold up the broom on each end.

Without telling the class "why the broom", I then read the quote from Elder Richard G. Scott, found on page 154 in the seminary *student* manual. (When you have a "unexplained" visual while reading a quote, oftentimes it helps the kids pay more attention, because they're curious and trying to piece it together.)

Elder Scott's quote speaks of God setting the truth of what is right and wrong - not us. Our choice really is what we choose to do with truth in our life. In other words, we can't change truth. And once we make our choices (rather like choosing a coat from a coat closet), we must understand that the consequences are directly linked to what we choose. We CANNOT switch the "icky consequences" with "blessing consequences" simply because we don't like the consequences which followed our choice, unless we change our original choice. Our power literally is on the front end - when we first make our selection.

That's when I brought out my hanger. Pointing to the broomstick, I said it (the broom) was rather like the Iron Rod which Lehi saw in his dream. And for our purposes today, the broomstick we were holding up represented God's truth. God's truth does not vary nor diminish. It is constant and straight and true.

I held up the hanger. I said the hanger for me represented my life and what I choose to do with it. I can choose to hang my hanger on the broom of truth, or not. If I do, I have placed myself in direct contact with God and will be blessed for directly doing so. If I choose not to, thus choosing to remain apart, it is an unavoidable fact that I am no longer in contact with God - and thus cannot be privy to the same blessings.

The Nephites chose to remain separate from God and his truths during the time of Samuel. I bore witness to the students that by doing the same, and by justifying sin as the Nephites did, they too would soon be sliding down the slippery slope of sin we'd talked about in class for the past two days - which leads to eventual spiritual death.

But by resting our lives on what God has given us (and I placed the hanger once again on the broom), it will be well with us - regardless of the refiner's fires we must face in this life. It will be well with us and we will be grateful for the choice.

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Warmly,

Seminary Mom :0)

Helaman 13 - Samuel's Staff

2006-02-20T01:03:00.000-11:00

Today's scripture block was Helaman 13. How to make this come alive for the students in my class? Other than the first four verses of the historical background of what happens, the rest of the entire 39 verses are Samuel's speech.

We started off with an overview provided by the teacher's manual (as a rule, I do not use outside teaching materials, since the church requests we do not use sources other than CES ones).

As suggested in the manual, I held up a picture of President Hinckley and we talked briefly about what a prophet, seer, and revelator does.

We compared our modern day prophet with the ancient prophets and talked a bit about how sometimes people are surprised to see our modern day prophet without a beard. But without photographic equipment thousands of years ago, does anyone really know the physical appearance of Abraham, Moses, etc.?

What is more important is what a prophet does and how one can obtain a testimony of his teachings.

We talked about walking through a trecherous forest and the difference of what it would be like whether during the daytime or during the night. Which would be preferable? And regardless of whether it was day or night, a trustworthy guide would make a tremendous difference in getting safely through that forest (the parallel obviously was our world today).

And then we spoke of how, while in that forest, we can err. How? We err when we make that initial step onto the slippery slope of sin; we do this the moment we begin to ignore the guides the Lord has given us - the prophets. And we start slipping down that slope when we first start justifying sin.

This is what the Nephites were doing. I asked what we had studied last week. A student said, "Nephi and his prophecy about the dead chief judge." I said, "That's right. And did the people listen?" Unfortunately, most did not. And the people continued to slip down the slope of sin until they got to the point where Samuel tells them they are worse than their fathers.

In fact, the manual brings out the point that the people had sunk so deeply in sin that the Lord had to send a Lamanite prophet to the people. I had a student look in Helaman 13:1-4 to see how many times Samuel came to the people (I was surprised to find out the kids didn't know this already).

We read in Helaman 13 that the Nephites just really did not want to hear Samuel and the second time he came, they wouldn't even let him in the city. They instead wanted other kinds of guides. We talked about what kinds of false guides are in our world today and how dangerous it is to let our minds be filled with their falsehoods and advice.

So then we turned to an application activity to get them into the scriptures themselves. I passed out cardboard tubes I'd saved when Saturday I threw away my extra Christmas wrapping paper (if I'd not had these, I could have used paper towel rolls, etc.). Each team of two kids received one of these, in addition to a few colorful markers.

I instructed the kids that they were creating Samuel's Staff. On it they were to write all of the warnings Samuel was shouting to the people while standing on the city wall. The general guideline I gave was that for every verse from verse 5 to the final verse 39, they were to write one phrase on their staff.

It wasn't until they were nearly finished with all 35-plus warnings written on the staffs, that I told them they also could decorate the staff with any kind of creative motifs to make the staff look ancient (I didn't want them to get all hung up on fun decorations before having completed the assignment).

What I noticed from this activity was that the kids began to feel more deeply about these warnings listed so articulately in Helaman 13. My goal is always to deepen the scriptures for the students. It is all too easy to gloss over the chapters, the storylines, the verses, and to think, "That was then. This is now. This doesn't apply."

So I'm always trying to find ways to bring these teachings home to the hearts of these great students. At first the kids had seemed somewhat lighthearted doing the assignment. But as they continued to read the warnings Samuel gives in this chapter, they became more sober. In fact, one girl called out, "This is kind of scary!"

The lesson seemed to hit home by the end of class. They were much more recognizing where the slippery slope of sin leads. The picture of where it all ends up is very well encapsulated in Helaman 13:29, and we read that as a class.

The scriptures are amazing and make the most potent of learning texts. For truly, isn't this the purpose of having the Lord's guides, the prophets? To point out the truth of sinful living and where it leads.

At the beginning of the lesson (to encourage participation) I had announced we would have "Best of Show" at the end of today's class, where everyone could vote on the best shouting staff (participation is a really big thing for me and I'm always looking for ways to encourage it). But by the end of class, everyone had gotten so absorbed in the activity that the class decided that everyone had won "Best of Show." Now that's a day well done! The kids did an absolutely great job creating their staff for Samuel.

When they were finished, I asked each team to share something that struck them or how what they read affected them. One of the comments really struck me: "How hard-headed the Nephites were." How very true. And how important to make sure we are not the same.

IMPORTANT THOUGHT (for me at least):
Watching someone eat is never as satisfying as is joining in the meal. Thus, I always want each seminary lesson to get the kids actually IN the scriptures, not just HEARING about them. The kids really do need time to handle their scriptures, physically read the verses, and then talk about what THEY have learned from the experience. That is why I am always creating so many different approaches to get the kids reading in the verses and making application about those teachings on their own. This way I know the students have actually feasted at the scriptural table of sustenance - not just hear me talk about the delicious fruits of the spirit and how yummy they are! :0)

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Scripture Mastery - The 8 Best Game

2006-02-17T01:22:00.000-11:00

Today we played a memory game. I had previously selected 8 scripture mastery scriptures that I felt needed review. Drawing a big sixteen-square table, I then mixed up scripture references and key words all over the board. Then I covered them with colorful paper.

Then after opening exercises, devotional, etc., I divided the class into two teams. They each had their scriptures in hand. Taking turns, a student from team A would select two squares to remove to see if they had found the matching keyword to the matching reference (to determine which was team A and B, I simply thought of a number between 1 and 20 and let each team guess a number. I try very hard to not show favoritism).

As each square was uncovered (and BEFORE selecting the second square), I asked if they could recite the actual scripture from their first choice, by either the keyword uncovered or by the reference BEFORE uncovering the second square. If they could, then they received 100 Brigham Bucks for the end-of-the-year auction.

Then they would uncover the second square and see if they matched. If it didn't, I asked if they could recite the second by memory for another 100 Bucks. If the second square matched the first, then I asked the entire team to recite the scripture as a whole. I allowed them 20 seconds to quickly review the scripture, then shut their scriptures. If the team did fairly well, they all earned 100 Bucks and got to go for another round - IF they had matched two squares properly on the first try. If not, the second team got a chance.

Once all of the squares had been matched, I called out "Round Two!" For Round Two, I let each team select a scripture from up on the board and see if they could recite it out loud without looking at their scriptures. If they could, for this round they earned 200 points (as opposed to 100 points in the first round). Then the other team got to try. We did this three times back and forth between the teams.

I was going to let them select any scripture on the board, even though the other team may have recited it in Round Two. But they wanted to cross out the verses if they'd been used and not allow them to be used again. So this is how we played Round Two!

By the end, Team A had racked up 1000 Brigham Bucks and Team B had accumulated 1200 Bucks. And it was a fairly successful scripture mastery review.

SUGGESTION:
I used red and blue squares simply to be colorful. But it confused the kids - they thought references were hidden under the red squares and keywords were hidden under the blue. I would suggest to either have the squares all one color or to use many colors - unless you want to make the memory game easier on the kids. Your choice!

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 10, 11 & 12 - Scripture Scholar Moment

2006-02-16T17:34:00.000-11:00

Today we finished up our scripture block of Helaman 7-12 for the week. I wanted to students to really "dial in" the events which occurred in the final three chapters of the block: 10-12.

I followed the manual, using some of the quotes listed for chapters 10-12. Once we finished with some of the suggestions in the manual and also reading the chapter headings for the three final chapters of the week, I passed out a new Scripture Scholar Sheet.

Dividing the class up into three groups, each group then received a series of questions to research and fill in the blanks. Once they all finished, we then gathered back together to share what each group had discovered. As each group shared what they found, the other groups were able to ask questions and fill in the answers on their own sheets. All in all, a solid ending to an important week of scripture study!

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Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 10 - A House of God

2006-02-15T15:24:00.000-11:00

Today we studied Helaman 10. To get started, I followed the teacher's manual with the questions included there (pages 202-203). Once we had discussed those points and I had read the two quotes included on those pages, I passed out six popsicle sticks to each student with one piece of construction paper (I let them choose their color :0).

Then I instructed them that they were going to symbolically build a spiritual home, just as they will eventually do "for real" once they leave their parent's home.

The goal in building our homes is to structure them based on gospel teachings. Thus, we talk a lot in our seminary class how Mormon has given us the important records found in The Book of Mormon to help us build our personal lives; he hopes we will do so in a manner pleasing to God.

From the chapter of Helaman 10, I asked them to find six important teachings that could bless their future family. They were to record the verse for each important gospel truth they had found onto each individual popsicle stick.

Once they'd written the verse on the stick, they were to summarize the teaching/truth. I have them do this because they need to process that truth yet one more time as they are recording the brief summary of it onto the popsicle stick.

After they had written the six important gospel concepts on the sticks, then they could glue them onto the construction paper - creating any kind of house structure they liked.

Living in hurricane alley like we do, we had all kinds of homes represented! From tilting homes (that the hurricanes hadn't leveled), to homes with garages, to a church.

But the important part was that the kids had had a chance to process more deeply what Helaman chapter 10 contained for them personally. For after all, what good is just hearing "the word?" We want them to be able to bring it deeper into their lives and make plans that their future will definitely include the gospel of Jesus Christ. Hopefully this little activity today helped bring them one step closer to that.

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 7, 8 & 9 - Build a Play (step two)

2006-02-14T15:15:00.000-11:00

[Today is a continuation of yesterday's activity, Build a Play. To learn more, click here.]

This morning the kids presented their production they had researched and prepared yesterday. I think they were surprised how much they enjoyed the experience and how much it flowed. They presented their play, reading dialogue as it appeared straight out of the chapters.

The words of the scriptures themselves are so potent and I believe the more the youth get into them, the more they will have the ability to avoid being deceived in today's world. It is so important they come every day to seminary, to be strengthened in the gospel and in the spirit. In yesterday and today's activity, not only were we able to discuss the important events of Helaman 7-9, the kids were actually able to live it!

SUGGESTION:
Although I have costumes which I have used in the past, I didn't bring them out for this activity. I wanted the students to really focus on the words of the scriptures, rather than the fun costumes. But sometimes costumes can help the kids get into what they are doing. So if you do have costumes for the kids to throw on before they act out their roles from the scriptures - sometimes it can make everything that much better!

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 7, 8, & 9 - Build a Play (step one)

2006-02-13T11:58:00.000-11:00

One of my number one desires as a seminary teacher is to have my students fall in love with the scriptures. I want them to know these individuals we read about who really lived a long time ago. I want the students to feel the truthfulness of what they are reading and to care so much about what they've studied, that they begin to instinctively apply gospel teachings. They will not always be in a seminary class with the gospel fed daily to them. I want them to learn on their own how to apply its sustenance to their souls.

I feel the students can only do this if they truly immerse themselves in the scriptures, not just hear about them. I want the students to live a life worth living in God's eyes. Again, I want them in the scriptures, not just hearing about them. Because one day (for all of them), if they are actually reading the scriptures diligently and finding them delicious, they, too, will have a powerful witness of the word of God - if they are actually reading these powerful words. I want that for them. So I seek to make all of my classes heavily based in the scriptures themselves, coupled with what is in the teacher's manual.

It is so important that these kids daily taste the living waters of the word of God. And if they're not reading them outside of class, I want to make sure I always have time in class for them to pour over their scriptures with a specific purpose. I guess that's why I'm always trying to think of ways to get them into the scriptures themselves, rather than just hearing me talk about them.

So today we put ourselves in the shoes of those we were reading about - literally. We did what I call "Build A Play." And what is exciting is the kids did all the work - and seemed to enjoy the experience of getting to know these historical figures and learning their important message.

First, to get us started, we reviewed the "backstory", the stuff that was happening before the "curtain" goes up in our current block of scripture: Helaman 7-9.

We did this by re-reading the chapter headings of Helaman 1-6. I wanted the students to remember during our brief review each essential step we had previously studied which led up to what would be happening today.

Each student took turns reading a heading from chapters 1-6, reviewing the significance of that chapter. Chapter by chapter, we quickly reviewed our previous studies until we arrived at today's block of scripture study (again, Helaman 7-9).

To give a bird's eye view to what we were about to explore now in chapters 7-9, we did the same thing - read the heading and briefly talk about the importance of each chapter.

At that point, I gave them individual roles to roleplay out of the three chapters Helaman 7-9. Their studies were to be intense. The roles I assigned were:

Nephi, Son of Helaman (as found in all three chapters)

Judges/secret Gadianton robbers (as found in 7:4-5; 8:1-7, 10; 9:11-13, 16-17, 19-20, 37)

[Optional: Messengers (as found in 7:11) - but I would only include these if I had a very large class as this role is very small]

The Open-hearted people (as found in 8:7-9)

5 witnesses (as found in 9:1-5, 13-15, 18)

Murdered judge (as found in 8:27; 9:6)

[Optional: Servants (as found in 9:6) - but I would only include these if I had a very large class as this role is very small]

Multitude (as found in 9:7-10, 40-41)

Their assignment was two-fold:

PART A -
As they dove into the scriptures, I passed out paper and had them write down responses to these four questions:

As you read in the scriptures about your assigned characters, write down the answers to the following questions. You may need to think deeply about what the answers might be....
1. What was the main motivation of your character (is obedience to God behind their decisions?)
2. Did they choose to listen to the prophet?
3. Why did Mormon include this in The Book of Mormon?
4. Most is the important concept learned in these verses?

PART B -
Then they were to decide which verses to use as their dialogue for the play tomorrow. (I suggested they lightly circle the verse number for each verse they planned to use so that during the performance, "the play" run smoothly.)

But the most important part as they planned their dialogue was that they were NOT to make up their own dialogue in any way; they were strictly to use that which was recorded by Mormon.

(Obviously for the part of Nephi, Nephi's words had to be narrowed down. Otherwise the sleepy seminary students in the morning might fall asleep if all three chapters of Nephi's words were used! :0) But working through this was healthy for the student selected to play Nephi. He had to work doubly hard to ponder the weight of Nephi's message and to determine which verses to deliver to the class so they could share in Nephi's absolutely important message.

So in summary, today they researched, studied, and pondered the scriptures found in Helaman 7-9. Tomorrow they will present what they learned and put on their play!

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Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 1, 2, 3, 4, 5 & 6 - Signs of the Times Pt Two

2006-02-10T11:34:00.000-11:00

Today the students had an opportunity to share a scripture from their research yesterday. Yesterday's activity can be accessed here. In essence, they were reading and researching prophecies for the latterdays, found in Helaman and other cross-referenced scriptures provided by the teacher's manual.

[I might parenthetically add here that I make it a point to only use the church-approved materials for teaching moments in my class. It is important to do this, to make sure that only doctrine is being taught in class. Any games I provide are simply to help bring the point home and I make them up myself, so as to not to cause copyright issues. I feel this is important. Thus, for actual teaching I only use material from these three manuals: the Book of Mormon Seminary Student Study Guide, the Book of Mormon: Student Manual Religion 121 and 122, and the teacher's seminary manual.]

For the presentations today, the students showed the class the phrases they found in the newspapers which substantiated that which they had learned through their research in yesterday's study activity. They also read out loud to one another the scripture they found to be the most potent from all the scriptures they had digested yesterday in their research.

We discussed how important it is to stay close to the scriptures and to remain steadfast in the gospel. For truly these days are important ones, as they lead up to the eventual coming of Christ.

It was interesting to hear the students' perspectives and testimonies as to living the gospel. These kids are so great. And once we were done, the kids then took turns leading out on quizzing one another for the upcoming Scripture Mastery Day at the stake. They pretended they were the teacher and chose their own key words to quiz the class with.

It is so important to see these kids leading out in such leadership kind of ways. Not only does it strengthen them as they grow into adulthood, but it also helps them to solidify their knowledge of these important mastery scriptures. Plus, they get a kick out of quizzing one another!

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 1, 2, 3, 4, 5 & 6 - Signs of the Times

2006-02-09T01:22:00.000-11:00

Today, to emphasize the material in the teacher's manual, we did a Signs-of-the-Times activity. As suggested by the manual, I made a copy of pages 299-300 in the appendix of the manual, "Helaman and 3 Nephi: a Parallel to the Second Coming of Christ." But then I varied the activity a bit to finish up our study of the scripture block Helaman 1-6.

I wanted to find a fresh way to immerse the students in the scriptures and then have them apply what they were reading to their present day world.

The appendix sheet had five sections:
1. Social and Political Turmoil
2. Cataclysmic Events
3. The Wicked
4. The Righteous
5. The Lord Comes

I cut each of the five sections into individuals strips. I divided the kids up into five groups, each one receiving one section.

They were to research one scripture from each of the eight sub-divided topics on their page. They were to circle the prophetic scriptures on the handout that they had researched.

Once they had done their research, I passed out scissors, glue, a white piece of paper, and a section from this week's newspapers. Their instructions were to clip out phrases and words from the news of today which reflected that which had been prophesied in the scriptures so long ago. Then they were to glue those phrases and words onto a sheet of paper to represent what they had found. The picture shown above is what the team working on "4. The Righteous" came up with.

During the process, we talked about how we have been told that we are living in the last moments of the last days. Are we ready? What if the Savior actually returned next year? Some of the Nephites experienced the Savior's coming. I asked the students if they were ready to experience the Savior's soon return?

We also talked about what a glorious time this is - that we are so close. And that when Christ comes, the anguish from mankind's vicious acts will be gone! What a blessed and joyous moment that will be.

How do we make sure everyday we are ready?

Recently, we had a freak, one-hundred year rainstorm. In six hours, the 911 call center received over 1500 calls for help. Roofs were collapsing on businesses, some of which were less than a year old. The reasons the roofs collapsed? Because they had never been inspected by a building inspector.

We talked about how about 90 percent of our lives go by without inspection. In other words, the kids are only with their parents a brief portion of each day. What do they choose to do with the freedom they have? Are they quietly flaunting gospel standards, even though no-one knows? The day will come when the "rains of life" will rain down so heavily that if they've not allowed inspection from God, from their own hearts, and from their parents, perhaps they will be found lacking and will not bear up under the weight of the deluge.

In the instances of these businesses recently, the amount of water that punctured the roof was so great that the customers said it felt like a tidal wave. Customers and employees were literally (and quite suddenly, too) washed outside the store by a large tidal wave of water, crashing/washing the people along with myriads of store products out into the street. There was no stopping the weight and power of that tidal wave of water - all because the roofs were poorly constructed and never supervised in that construction.

So how do we ready ourselves for the onslought which is already around us AND the ones still pending? We read in the scriptures that in our time, men's hearts will fail them - a far more serious breach than just a roof from a few business buildings. What can be done?

The students had some great ideas. And tomorrow they will present their research from this portion of the scriptures and their mini-posters to the rest of the class.

May the Lord bless us all to survive these times and to be able to meet him triumphantly, having brought many with us to greet Him when He returns.

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For free PDFs of items I've created for the various lessons and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom!

Helaman 1, 2, 3, 4, 5 & 6 - Spiritual Remedies

2006-02-08T04:33:00.000-11:00

Today we began the study of Helaman, chapter 1-6. I intend to cover these chapters over the next two days. And when I begin a new book within The Book of Mormon (Alma, Helaman, Words of Mormon, etc.), I like to give an overview so that the students have a global understanding of what we're about to microscopically look at. For the overview, I print up summaries of each (or at least most) of the points under "Some Important Gospel Principles to Look For" in the teacher's manual (i.e. these word strips came from page 194 in the manual).

I present these phrase strips in a "hangy-downy-thing" which I keep up for the first week of discussion of each book (OK, bad name but I don't know what this teacher's tool is called! [wince].)

To begin the introduction for the new unit/book, I call on a student and ask them to read the sentence. Then we read as a class the associated scripture I've listed on the strip underneath the phrase.

We have a brief discussion about each scripture and concept as it is read. I usually only do an overview of three or four word strips a day, otherwise the kids tend to get a bit restless. Then we move on to the lesson material.

Today, once we completed the first half of the overview, I then asked who felt they were the sickest in the class (almost all of the students are sick at the moment). One brave soul immediately raised his hand and pluckily announced he was.

Following the suggestion in the teacher's manual, I then asked what he was going to be doing to get better. He replied, "Take medicine and sleep lots." (I had to grin at the "sleep lots" part - these early classes at 5:55 a.m. are tough.)

I then drew on the board a two-column diagram with "SICKNESS" in the left column heading and "REMEDY" in the right column heading. Turning to Helaman 4:11-14, the students took turns reading this verse by verse. As they came across mention of spiritual forms of sickness, we listed them in the "SICKNESS" column. As they came to the spiritual remedy, we listed that in the "REMEDY" column.

I wanted them to do this for two reasons. First of all, it was suggested in the teacher's manual on page 195. Therefore, I wanted to follow the suggested teachings. But secondly, I was about to give them an indepth assignment and it is always easier to follow an assignment when you've had it mentored first.

I then announced that they were suddenly in the future and had all obtained their medical degrees. They were now doctors with their own practice! To prove it, I showed them presciption forms I had created with their names on it, all with "M.D." behind their names. (To learn when this PDF file is available for download and/or to subscribe to the free Seminary Class Notes newsletter, simply write me at "seminarymomATgmailDOTcom".)

They thought this was great. I told them they had a patient that was very ill. They needed to research what their client needed.

I already had pre-printed the forms with the individual chapter assignments. They were to look for the spiritual illness their "patient" had, study what the recommended remedy was, and record that on their prescription forms. Once they were done, they were to write in the third section their final summations.

The kids seemed to enjoy this and it drove home the point - sin creates spiritual sickness, which then leads to weakness, which then leads to being overpowered by Satan. Not something any of us truly wants. The students hopefully got the message!

Until tomorrow,

just another early-morning-seminary-teacher mom!
****
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Alma 54, 55, 56 & 57 - United We Stand

2006-02-06T08:11:00.000-11:00

Today's scripture block was from Alma 54-57. My husband taught the lesson, as I've been battling a severe case of bronchitis. Here is the lesson plan I gave him, and from what I heard, he did very well!

At the beginning of class he passed out a notched popsicle stick to every student in the class. He did this without saying a word as to why.

Then he divided the class in half. He gave half the class Alma 54 and 55; the other half he gave responsibility for Alma 56 and 57. These were their assignments:

1. Read through the assigned chapters until a verse struck them in a strong way.
2. Think on why that verse hit them in that way. What meaningful way did it apply to them?
3. Be prepared to share it with the class.

Then the sharing began. As each student came to the front to share, they were to give their popsicle stick back to my husband. (They still didn't know what the popsicle sticks were for.) They then shared their scripture and why it was meaningful to them. Each student took a turn.

[A brief segue here: when the CES supervisor came to visit back in the fall, one of the things he shared with me was the importance of the seminary students digging deep in their hearts, touching the truths of the gospel, and then learning to verbalize those truths. They are to practice that in seminary. Thus, he shared, it is really important that they learn to "get deep" - even in front of their peers. So he encouraged me to have sharing moments such as this.]

Once each student finished, my husband had back in his hand a thick stack of popsicle sticks. He then shared the lesson/impression we wanted to leave them with.

Individually we are weak, as each popsicle stick is weak (particularly the ones we used - which have notches in them for constructing forts, etc.). My husband shared that the notches represented our individual weakness. Those weaknesses can destroy us if we are not careful. He set down the large assortment of sticks, keeping just one. He broke that one to make his point.

Then he gathered back up ALL of the sticks the students had held in their hands. He told them that what they had just done (sharing their meaningful verses and their testimonies) had just strengthened everyone in the room. And they were all stronger for it.

He shared that no-one within the walls of the church should stand alone; we all should strengthen one another, and in so doing, we are each stronger for it.

Additionally, just as the sticks also could be linked together in beautifully constructive, so, too, can we be linked together, heart to heart. That put together as a group, we can build and create many fine, spiritual moments for the world. The Lord needs us to do this.

Let us go forth and do so! We read in the Book of Mormon of example after example of righteous individuals who did the same, regardless of the travesties, the wars, the wickedness surrounding them. We can do likewise. And when we do, it will be well with us. The Lord has spoken it.

****
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Scripture Mastery - A Revvvving Review!

2006-02-03T02:03:00.000-11:00

Today during our scripture mastery day, we did a "Revvvving Review." This is where I have the kids take their scriptures and a paper and pencil and race through the Book of Mormon (or in Old Testament year the Old Testament, etc.), searching for all the mastery scriptures we've memorized thus far.

Here are the specifics:

The kids find the first scripture mastery as fast as they can and then write down the reference on the paper with a few key words (they use this "cheat sheet" with each other for the second half of the game).

They flip to the second scripture mastery (chronologically) and write down the reference and key words (they pick the key words themselves - whatever speaks to them).

They continue to do this until they finally reach the most current scripture mastery we've been working on. The goal is to do this as quickly as possible. I like to do this at least four or five times a year to give the students a good grasp on "the lay of the land" in their scriptures and where/how to find their mastery scriptures. It also helps them to find their own way of thinking about these important teachings and in determining their own key words to the verses.

Once everyone has arrived at the most current scripture we are studying, they divide up into teams of two each (adjust according to whether your class has an even or odd number of students).

The kids then write their partner's name on the sheet, but they don't give the sheet to their partner (yet). Taking turns, Student A will look at the cheat sheet they've created and call out for Student B the key words for one of the mastery scriptures.

The Student B grabs their own scriptures and tries to find the scripture within 15 seconds. If they are able to do so, they earn 100 Brigham Bucks (or whatever point system you determine).

If Student B is not able to find it, Student A circles that reference on the "cheat sheet" Student A created. Now the tables are turned to Student B. Student B now calls out a different scripture mastery from the sheet she created.

Student A then gets to find the verse(s) in their own scriptures in 15 seconds. If they are able to, they then earn 100 Brigham Bucks. If not, Student B circles that mastery scripture on the sheet Student B created.

This continues until you run out of time (or they've finished quizzing all the scriptures). Once done, they swap papers and are able to take home the sheet their partner created for them. This way, they can work on learning the scriptures better while they are waiting for the bus, before bed, etc.

The kids seem to enjoy this and seem to appreciate the effort they provide each other to become quite familiar with their scripture mastery! It's a kick to be able to see their heads bobbing up and down as they race through their scriptures, working to improve their own lives. Feel free to vary this in any way you feel important!

May the Lord bless us all as we serve these great and important youth.

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Alma 51, 52, 53 & 54 - "Spiritual Toss Across" cont.

2006-02-02T08:17:00.000-11:00

Yesterday we began our "Spiritual Toss Across" game. We got about half way through. Today we finished it, ending with testimony as to the importance of placing Christ first in our lives - so that when our own "war chapters" come upon us, we will triumph as the righteous Nephites did.

For more information, visit yesterday's blog to learn about "Spiritual Toss Across" and how to make the game.

Happy teaching!

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0

Alma 45, 46, 47, 48, 49 & 50 - Spiritual Toss Across

2006-02-01T08:59:00.000-11:00

Silly me - I'd looked at the schedule wrong for the week and discovered I was very far behind. Ouch. My error. This week was supposed to be Alma 43-58. That is a lot of chapters as it is, and then I make it worse by reading the week wrong. I only covered one chapter on Monday and one chapter on Tuesday. Now I'm even more behind! Ack! Now what to do?

I share this because perhaps this might help you if you ever find yourself in the same situation.

I came up with a game I called "Spiritual Toss Across." I did this to be able to cover a large amount of chapters in a short period of time. But I didn't want to just "gloss across" these chapters, either. So this is how I did it. Feel free to vary this. Additionally, you can subscribe to the newsletter to be able to learn when these PDFs files are ready for free download. Simply write "seminarymomATgmailDOTcom" with "Free Newsletter" in the subject heading!

The kids came to class and I told them we were playing "Spiritual Toss Across." There were two teams (I RARELY have the kids playing against each other, but today I kind of needed to spur them into quick activity to cover so many chapters). In addition to two teams, there were two sides and two activities for each square they wanted to win.

The front sides/activities you can see in the picture. These were an "entire class" activity. These front-side activities were the ticket to begin each round. Most of the front of the cards contained a thought to read and then scriptures to cross reference (for every student to mark). As we cross referenced the scriptures as a class, a student would read the verse out loud, they would all mark it, and then they'd turn to the other scripture, read that out loud, then mark it - referencing it back to the first.

This was the "ticket" for them to continue on to the next round. Everyone had to participate for us to move on to the next round (I am a big stickler on everyone participates or no-one participates).

Once the scriptures were cross-referenced (or whatever the activity was that was listed on the front), then Team A took a bean bag and tossed it at the board. Whatever square it came closest to was theirs. We flipped the square over and that team had to accomplish it. For example, on one of the cards the back side said: "Even in time of war, the Nephites found happiness. What verse in Alma 44 tells us this?" They would have 15 seconds to find the answer. If they didn't, then the other team could go for the square by completing the activity.

Whomever won it got to have their "X" or "O" written in the square and then the next team got to toss across the bean bag to hit the board. And so on.

What ensued was that we actually ended up reading tons of inspiring and instructive scriptural verses from nearly ten chapters. We played this over the course of two days. By the end of the week we had almost caught up and we'd also had an indepth experience with the war chapters in Alma. Additionally, we had some pretty powerful discussions on applying the meanings of these important verses brought out in the teacher's manual.

But what if one team wins right away and there are squares still un-turned (and un-discussed)? Our own "Spiritual Toss Across" event ended with two squares not touched. We ended up playing for additional Brigham Bucks. The kids liked earning the additional seminary "money" and I could make sure all the necessary teaching was covered.

PREPARATION:
In a nut shell, the prep for this is easy and very easy to modify for any of the sections in the scriptures. From the teacher's manual, I took the bolded heading from each section we needed to cover. These title headings I put on the front of the cards. I then snuck in verses referenced in those sections (in the teacher's manual) to the front of the cards for the students to cross reference and read out loud in class.

Then for the back of the cards, I added additional activities/readings suggested from the teacher's manual. One of the cards I made a bonus card where it just contained an inspirational thought and one hundred extra Brigham Bucks.

When all was finished, the spirit was strong because of how many verses we'd read out loud, yet it hadn't been delivered in a dry or boring manner. Whew. The Lord is good when we are in need! I'm grateful for His well of inspiration He is so willing to share with us, His humble teachers! And I vow to never misread my schedule again! :0)

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Alma 44 - A Gospel Quilt

2006-01-31T07:36:00.000-11:00

Our scriptural block today was Alma 44.

ACTIVITY:
Interestingly enough, the scripture we are working on for scripture mastery this week is Alma 37:6-7:

"Now ye may suppose that this is foolishness in me; but behold I say unto you, that by small and simple things are great things brought to pass; and small means in many instances doth confound the wise.

"And the Lord God doth work by means to bring about his great and eternal purposes; and by very small means the Lord doth confound the wise and bringeth about the salvation of many souls."

This scripture mastery wove perfectly into what we discussed by the end of class today. But first for the activity!

I divided the scripture block into segments and gave each team of two students a square piece of paper. Their assignment was to make a quilt block with a scene depicting their portion of the chapter. They were to also come up with what they felt was the most important thing an individual could learn from that piece of the scriptures.

Click on the picture to increase the size and you'll be able to see some delightful creations the students made. The phrases surrounding their artwork were the lessons they picked out from their particular verses.

APPLICATION:
Using the scriptures we'd read from our scripture block, we talked about how apostates of the church oftentimes create the most havoc for members of the church. We talked about how any one of us, perhaps even in a few short years, could fall away from gospel teachings. We then turned to our scripture mastery and discussed how not only the Lord uses small and simple means to accomplish his work. The adversary also uses small and simple means to budge us from the gospel path.

I felt prompted to share an experience. I judiciously am quite careful to only share "about me" when prompted. But I felt strongly I should today. So I did.

I shared how I had once been in the temple and felt a warning voice that I would know/have good friends that at some point in their life would leave the church. This rocked me at the time and I shared that with the students. But what the spirit was telling me was that I was not to let this impact my own personal journey back to my Heavenly Father. We are to serve others, yes. We are to work to bring our friends back, yes. But we are not to let their choices deflect us from the proper path of redemption.

We discussed as a class how Zerahemnah and others had the gospel teachings and somehow, through small and simple means, the adversary had led them the wrong direction in life. And what was the result? At least for Zerahemnah? We can read that in this particular chapter, Alma 44.

We finished the discussion by talking how great it would be to have a "thought-o-meter" to warn us of Satan's small and simple deceptions. Then they realized that we already have a "thought-o-meter": it has been given us through the gift of the Holy Ghost. Our challenge is in listening to it and receiving the Lord's small and simple means in our life - that way we will remain on the gospel sod and return triumphly to the Lord one day, rather than ending up like Zarahemna.

We worked on a "gospel quilt" today. Truly small and simple means are like individual quilting blocks. Let's use them successfully!

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Alma 43 - Topsey-Turvey Timeline

2006-01-30T01:14:00.000-11:00

Today our scripture block was Alma 43 and the year (for the Nephites) was 74 B.C. Hmmm. How to make these detailed, technical war chapters come alive to our students?

ACTIVITY:
I devised a Topsey-Turvey Timeline by going verse by verse through Alma 43. Writing down what I felt were pertinent moments in the chapter, I came up with a rough timeline.

Then, using the clip art that came with my computer, I found a symbolic picture for each part of the timeline, placing that next to each phrase.

Once that was complete, I then mixed up the order as much as I possibly could and titled it, "Topsey-Turvey Timeline."

Printing out sufficient drafts for the class, I then turned toward preparing a small chart of other important moments in history during (more or less) that same time period. I wanted the students to get a good world's eye view in which to place this essential Book of Mormon battle and these important individuals (Captain Moroni, General Lehi, and Zarahemna).

Once class started, after the usual opening exercises, I distributed the two page "Topsey-Turvey Timeline." (I had printed one set for every three to four students.) Then I announced that as a class they were to research in their scriptures so that they could unscramble the timeline. I suggested that they write down the accompanying verses next to each of the phrases - to make sure they had the correct order.

The kids hunkered down and got to work. I let them make assignments amongst themselves as to who was going to find which phrases. I like letting them develop leadership skills in that way, and with this particular class I can do that. Other combinations of kids might mean that I would need to take more of a "director's" role in handing out assignments.

The students ended up tearing the two stapled pages apart and giving each other assignments on how to finish the work. Once they had written down the appropriate verses for each timeline phrase (I gave hints only when asked), I asked the seminary president to come up to the front and, with the class's help, to put the timeline slips in order. (I had prepped one set of cut-up slips with tape on the back to make things speedy.)

APPLICATION:
As our class president put the slips up on a timeline sheet, we had a class discussion about the application of these verses and this story line to our day. And interestingly enough, our class secretary had the devotional for today. She had shared one of her favorite verses from the Book of Mormon: Alma 54:12. Captain Moroni is speaking:

"And behold, if ye do not this, I will come against you with my armies; yea, even I will arm my women and my children, and I will come against you, and I will follow you even into your own land, which is the land of our first inheritance; yea, and it shall be blood for blood, yea, life for life; and I will give you battle even until you are destroyed from off the face of the earth."

Lindsey shared how this was so similar to our time. Only, instead of physical war, Satan has declared spiritual war. And that "just as Captain Moroni's army was united in their efforts to worship God and preserve freedom, that we will only succeed if we are united in our efforts as youth to live the gospel."

I found her words most profound, given that she was only preparing a devotional, not an entire lesson. How inspired! For that was exactly what we ended up discussing today.

SUGGESTIONS:
Make sure to keep your own copy of the master timeline, prior to mixing it up, with the secret verses already written to the side of each phrase. This will make it much easier for you as the kids come to you to see if they've gotten the verses and the order in correct fashion.

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Scripture Mastery - Mr. Hot Potato

2006-01-27T10:43:00.000-11:00

My kids are excitedly preparing for Scripture Mastery Day at the stake center at the end of the year. Thus meet Mr. Potato Head. He's fast become one of their friends in this process.

Here's how he has helped us this year when we've come to Fridays and are playing scripture mastery games.

1. One of the students will squeeze his tummy, to start the silly song he plays. One by one, the kids will pass him around the room.

2. When Mr. Potato finally squeals "Hot Potato", the person holding him then gets to flip through the scripture mastery cards and select a scripture to test the rest of the group.

3. Having picked the targeted scripture, that same student then reads the historical or doctrinal background of the scripture and the other students race to find the scripture.

4. Once any of the students find the correct scripture, they then become a Head "Potato" and can roam the room helping the other students to also find the scripture. The goal is to have the room full of roaming "Head Potatoes." :0)

5. Now that everyone has found the scripture, we drill key words, phrases, doctrinal setting, etc. After each one of those called out, the kids shout out the reference (I think they enjoy the being really-loud-part).

My goal is to build team camaraderie and individual ability to find these scriptures. I know that there will be future times in the lives of these youth, as they grow up, where they will be faced with their own personal trials. They will need to be able to find these scriptures, perhaps under times of duress or times of great sorrow. Whatever the moment may be, these training days for Scripture Mastery will serve them far more into the future than just for the big game day at the Stake Center at the end of this year.

May the Lord bless us all as we serve these youth of His.

***
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Alma 39, 40, 41 & 42 - "Simon Says/Satan Says"

2006-01-26T08:22:00.000-11:00

How many of us like being told what to do? Yet every time we listen to the adversary, in essence we're following his commands.

Today's scripture block/review was Alma 39-42. I had my entire lesson plan mapped out...and then I got sick. My husband substituted for me. But I will still share what I had intended to do for today (not being present, I cannot accurately verify what happened :0)

ACTIVITY:
Here the rules to the game "Simon Says/Satan Says" to get started. This is just like the normal "Simon Says" game, with a twist for the second round. (If you aren't sure how to play Simon Says, no problem. Just email me at "seminarymomATgmailDOTcom". I'll be happy to share.)

1. Prior to class, prepare at least 9 cards to flash commands at the kids as you call out "Simon says..." (the cards contain phrases like 'Clap your hands', etc.)

2. Continue to call out "Simon says..." as you show the cards, ending with the final one, which you suddenly drop off "Simon Says." In typical "Simon Says" fashion, some of the kids will have been snagged and will still unthinkingly follow the command.

3. Tell the kids you're going to play again, this time even faster to see who is left standing and you'll be mixing up the order of the printed commands.

4. Only, instead of saying "Simon says", use the phrase "Satan Says..."

They'll soon get what has happened and most will stop obeying. You'll see varying emotions in their faces.

APPLICATION:
Have them all sit down to talk about what just happened. How does it feel to find out you're being controlled by your enemy? Let them process this for a moment as a perfect lead into what and where Corianton found himself, after having destroyed his mission service (at least for a time being) by being led into temptation.

The adversary hates those who follow the Lord. It is important the students understand just how willing Lucifer is to trick them. To then help them analyze this even more, I had prepared a Scripture Scholar Moment for them to fill out.

When I prepare these, I try to have a blend of questions whose answers are found directly in certain verses (to get the students researching and reading the scripture block) AND questions in which they need to synthesize and process what they've read, coming up with their own answers. They may not get the answers perfectly the first time, but it provides an excellent discussion tool in class once they've finished filling out their sheets.

Here is today's Scripture Scholar Moment sheet. If you like, you can click on the picture to enlarge it and to be able to read the questions.

The fight for these kids is real; the adversary is playing for keeps. It is important they understand just how real the battle is and that joy waits for those who hearken and serve the Lord. What a blessing to serve these youth in this way.

*****
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Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

Alma 36, 37 & 38 (review) - The Numbers Game

2006-01-25T01:10:00.000-11:00

A few days ago, I gave an overview of Alma's teachings as a father to his three missionary sons, Helaman, Shiblon, and Corianton. These parental chapters ran from Alma 36-42 and were to be taught/completed by tomorrow (at least for my location).

As seminary teachers, it is important to follow the spirit in our lesson preparations. The Bishop drove that point home when asking me to serve in this capacity. It is something I've thought much about.

Perhaps that is why I felt strongly moved today to resummarize the teachings found in Alma 36-38. It was backing up a bit, but I felt I needed to do it.

EYE OPENER (ACTIVITY):
To start off today's class, we played The Numbers Game. The students each received a paper with a series of numbers, 1 through 80, scattered on it in what looked to be chaotic order, smattered all over the page. They were to see how quickly they could connect the numbers in order from 1 to 80.

It was rather challenging. I let them work the sheet until most of them arrived at about the number 25 or so. Then I asked if anyone had noticed a pattern. No-one had. They looked surprised to learn there could actually be "rhyme and reason" to what they were trying to do!

I explained that although it looked like the numbers were randomly placed, that it was deceiving. Instead, the numbers actually occurred in sets of fours. In other words, they could find the first number mixed in somewhere in the upper left part of the page, then the next number could be found somewhere in the upper right, then the lower left quadrant to (finally) lower right quadrant. This continued in sets of four until arriving at the final number (80) in the lower right quadrant.

Although it was still a challenge to negotiate through such a large morass of numbers on one small sheet, knowing the way made solving the problem much smoother. (See where this is going?)

One kid caught the lesson right away. "Kind of like the chaos of life," Josh called out.

He was exactly right.

APPLICATION:
The point? "Where would we be without righteous parents to give us instructions and to guide us? They've walked this path before," I said.

Just as doing this Number Game would be easier the second time around, it's also easier for parents to find the patterns of life, having already passed through so many experiences by virtue of their age.

And for those who may not have parents who seek the Lord's patterns, the students still have the best Parent of all - Heavenly Father who sees all and knows all, and who has kindly given us the pattern-book to life: the scriptures.

This became the perfect lead into our final review of today's block of scripture: Alma 36-38 - a parent's counsel to his sons of how to negotiate through the morass of life.

At this point I referenced our scripture mastery for the day, which was Helaman 5:12. This fatherly scripture had also set the theme for the week.

"And now, my sons, remember, remember that it is upon the rock of our Redeemer, who is Christ, the Son of God, that ye must build your foundation; that when the devil shall send forth his mighty winds, yea, his shafts in the whirlwind, yea, when all his hail and his mighty storm shall beat upon you, it shall have no power over you to drag you down to the gulf of misery and endless wo, because of the rock upon which ye are built, which is a sure foundation, a foundation whereon if men build they cannot fall."

I shared a personal example of how sometimes the "numbers" of life seem confusing. Some years ago, we met a dear family whose life had taken an unexpected turn. While traveling alone on a long stretch of highway, the husband's car developed a flat tire. Eventually a carload of individuals came upon him and offered to help. But instead of helping, they robbed and beat him so viciously that he suffered irreversible brain injury (irreversible, at least in this lifetime). The robbers left him on the side of the highway to die and carelessly fled with his valuables.

He most likely should have died. Instead, the Lord preserved his life, but his family's lifestyle now had become different...permanently. His wife, who had been a stay-at-home mom, now needed to become the bread-earner for the rest of their earthly lives.

Where was a pattern or a guide to help this family, to help them understand this chaotic and apparently random act of violence?

I shared with the seminary students that this was very much like a terrible shaft from Satan, as mentioned in Hel. 5:12, hitting this sweet family. The war is all too real and Lucifer laughs all too loudly when he hurts us.

But I shared with the class today that my dear friend (years later) testified the Lord had compensated her family by greatly prospering her new company/work so that the family could be provided for. And they have grown.

As a class, we discussed that the parental counsel in today's scripture block was essentially the same wise counsel the Lord has always given through his prophets: to remain steadfast on gospel sod, even when Satan's whirlwinds and shafts attack us. Those who do so will be aided by the Lord and will eventually be given all that He hath. The chaotic "Number Games" thrown at us by Satan are not confusing to those who use the guide-book given from the Lord (the scriptures).

Just as Alma shared with his sons, I testified to the class that "inasmuch as ye shall keep the commandments ye shall prosper in the land;...".

It is for these kind of individuals the Lord reserves the right to bless. It is for these faithful that the Lord will immediately come when we are in trouble. That when the devil sends forth his mighty shafts, the Lord will strengthen us and make us able to meet the challenge. That when all is said and done, we will stand tall before the Lord, having met the storms of Satan and have not yielded. The Lord reserves His greatest of blessings for those who live after this manner. The "Numbers Game" need not be quite so confusing after all!

And to drive that point home, we finished with a Scripture Scholar Moment. This is when I pass out a summary sheet and they see how quickly they can find the answers in the scriptures to those things we've been discussing. They did quite well.

******
[To view the questions on today's Scripture Scholar Moment, simply click on the picture. This will enlarge it so that you can read the summary questions and a sample of one of the student's responses.]

For free PDFs of what I have created and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

____
RESOURCES:
So that I didn't have to write out all those numbers, I found a sample Numbers Game already printed in 100 Training Games, by Gary Kroehnert, on page 80.

Alma 40 - Puzzle Pieces

2006-01-24T01:10:00.000-11:00

SCRIPTURE BLOCK:ALMA 40

ACTIVITY:
Today in Seminary we discussed Alma 40, where Alma teaches his son Corianton about resurrection. To get started I distributed in little baggies nine puzzle pieces with pre-written scripture references (found in the table entitled, "Alma Teaches Corianton about the Resurrection" on page 180 in the teacher's manual).

The students were divided into teams of three each, with the responsibility of writing a summary on the back of each puzzle piece, regarding the scripture verses found on the front. Once finished with summarizing and writing on all nine puzzle pieces, they were to put the puzzle together and to select one word which summarized the theme of this chapter.

Then each team shared what they had found as I called out the various verses on the puzzle pieces.

APPLICATION:
Life is often viewed out in the world like an incomplete puzzle. Our brothers and sisters who have yet to learn about the gospel have pieces of understanding here and there - but perhaps not a complete perspective on things such as death, pain, heartache, etc.

Until one comes to an understanding of the need for a Savior and then a recognition of all He did, the puzzle of life is often left incomplete. That's when we see frustration and venting on the part of individuals who are angry at God or even insistent that he does not exist.

I shared my testimony as to the importance of the gospel in my life. I've noticed that when I judiciously choose personal experiences to apply the day's lesson, the kids really seem to sit up and take notice. Thus, today I showed these pictures below of my son who died of SIDS. The pictures were taken at the funeral home.

The students were really paying attention now as I testified and shared quotes from the teacher's manual as to the resurrection and important truths we have learned due to modern day revelation. They, I believe, felt the spirit as I shared about our young son who one day will be returned to us. We may not always need to know why the Lord allows certain things to occur, but we can rest assured that He holds all the puzzle pieces in His hand and knows exactly how to lay them out in our lives.

I testified to the kids that the so-called "Sunday School answers" so easily given during class really do contain all of the puzzle pieces necessary to understanding this life, with all of its ups and downs. I testified that as they lived faithfully to what they know to be true, not only would they have peace, but when the time came for them to resurrect, joy would be theirs for eternity.

I am so grateful for the atonement of Jesus Christ and His willingness to do what He did so that we all might be resurrected one day. The Holy Spirit comes so strongly when talking about these things. What a blessing to have this knowledge in today's world.

******
For free PDFs of what I have created and to join the free newsletter list, simply visit here to join.

Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

January 23, 2006: (out of town)

2006-01-23T15:04:00.000-11:00

Due to traveling, I was out of town and unable to teach today. :0(

I'm grateful for my substitute today and I am looking forward to being there for my students tomorrow!

For free PDFs of what I have created and to join the free newsletter list, simply visit here to join.

Warmly,

Seminary Mom

Scripture Mastery - "Mystery" Game

2006-01-20T14:27:00.000-11:00

Imagine my surprise as a new seminary teacher to learn that the goal of scripture mastery (for my students) was not just to memorize the targeted scriptures, but to be able to find them at any moment's notice. Once I discovered that "truth", I increased my ability to serve my students.

Thus, my teaching focus changed on Fridays, the last day of each teaching week.

(Fortunately, where I teach, my school district has five day school weeks. I have heard from some of you that you have four-day teaching weeks! Wow. My hat goes off to you. I know that the Lord will bless you for your even more intense service!)

Here is the game we played this week to enable my students' ability to master their scripture skills. It is a variation on the game we played recently.

1. I cut twelves circles out, using a small glass base to trace around.

2. I numbered the circles from "1" to "12".

3. I wrote on the opposite side a doctrinal application of the twelve targeted scripture "masteries" for the week.

4. I made a master list for myself, so that I could find the reference quickly to verify correct answers.

5. I mixed up the numbers and placed them (numbers up) in a muffin tin. I also readied a sheet upon which to write team points (or in our case, Brigham Bucks for the end of the year auction - to be explained in a future blog entry).

RULES FOR PLAYING:

A. All students have their scriptures closed and in their hands, ready for opening.

B. One classmate flips over one "Mystery Scripture" and reads it to the class. The class member who flips over the "Mystery Scripture" does not need to find the scripture themself for that particular round. (We usually start from one side of the classroom to the other. I have twelve students; you may need to vary this according to your number of players.)

C. As soon as the student begins reading the doctrinal reference on the back of the circle, the class can begin searching for the "Mystery Scripture." Once they find it, they then are to call out clues for the rest of the class. No-one earns points unless they all earn points. (This is to build team spirit and to reduce competitiveness. Not all students are good at these kind of games. I don't want any student of mine leaving seminary feeling like a failure.)

D. When they all have found the scripture in the first 15 seconds, they've each earned 500 Brigham Bucks.
* If found after 16 seconds, they've individually all earned 400 Brigham Bucks.
* If found after 30 seconds, 300 Bucks.
* If found after 45 seconds, 200 Bucks.
At this point, if they've not found the scripture, I allow those who *have* found the scripture to call out the page number. If all have found it by 60 seconds, they've earned 100 Bucks a piece.

E. They then close their scriptures. To drill home the "Mystery Scripture" they just did, I then call out a key phrase or word. Since they've just found the scripture, they all are able to swiftly find the same scripture and hollar out the reference. They close their scriptures and and I call out another key phrase or word (for the same scripture). They all quickly open to it again and call out the reference. We do this several times. By the third time or so, even the slower students are having fun and feeling successful in their ability to "dial in" the Mystery Scripture's Location.

All of this is a slight variation on The Ping Pong game we'd played recently. What I've found is that if I gradually "morph" the games from one to another, the students seem to gradually assimilate the scriptures without being rocked too hard by the newness of a game that takes a while to learn.

Just wait till you try "Hot Potato" next week! :0)

Until then, happy teaching! The Lord's work is amazing.

******
For free PDFs of what I have created and to join the free newsletter list, simply visit here to join.

Until next week,

just another early-morning-seminary-teacher mom! :0)

Alma 36 - Chiasmus

2006-01-19T01:41:00.000-11:00

Today our focus was on Alma 36.

EYE OPENER:
To begin, and to intrigue the class, I showed them the sculpture my fifth-grade daughter and I did one day for our homeschool art activity. The kids were amazed that my little daughter was able to create this. I explained that when instructions are clear and step-by-step, we can accomplish almost anything.

ACTIVITY:
Then we played a game of sorts. I passed out a plain piece of paper and had them write their names on it (when I do this, the students all seem to participate...because I remind them that grades are given at the end of the year based on participation [grin]).

Once each student had their paper personally "monogrammed", they were to close their eyes. At that point, I gave them a series of paper folding instructions. They could not ask questions of any kind, nor could they open their eyes. Some of the final instructions were to tear off the upper right corner of their (now) smally-folded paper.Then they were to tear off the lower left corner. At that point, I instructed them to smooth open their creations and finally open their eyes.

Of course, there was a wide variety of paper art. I asked why. They gave a variety of answers (...our eyes were closed, we couldn't ask questions for additional clarifications, etc.). I then asked for volunteers to read the following series of suggested scriptures (included in the teacher's manual for Alma 36 on page 174):

* Moses 5:12
* D&C 68:25
* D&C 93:40-49
* Mosiah 4:14

APPLICATION:
We talked about what all these scriptures had in common. They were quick and stated that parents were to teach righteousness to their children. Applying this, I asked them if they liked everything their parents told them to do in righteousness. In fact, how did they feel when their parents told them "No" for something they wanted to do? We discussed how there is condemnation on the head of parents who do not hearken to the Lord and His counsel.

At this point, I threw out a question. "How soon is marriage for you?" The answers of course ranged, but the point was that in less than a decade, most likely they would all be parents and this condemnation will fall on them if they do not teach and live righteous lifestyles.

SCRIPTURE BLOCK INTRO:
We then discussed how the next series of chapters (Alma 36-42) were all about a parent teaching his children of righteousness. We talked about how when the Lord gives instructions, they are clear and concise, all leading to the same result -NOT like how I'd led the paper art exercise! And why is He so careful and clear in His instructions? Because He wants us all to arrive at the same result after this life - eternal life.

ACTIVITY:
Then I gave the kids an assignment: to complete a four line poem. They were to write it on their paper art (I do this so I can keep track of who is participating or not - the paper art already had their name on it). I gave them the first line:

"Roses are red..."

APPLICATION:
Their assignment was to complete the poem. Once finished, they shared a variety of fun poems. We then talked about how poems are a form of literature and that Alma used an ancient and complex form of literature to share a very important concept with his son: that of Jesus Christ and his payment for our sins.

Briefly I explained the historical importance of chiasmus as a memory tool. Then we looked at several verses suggested in the teacher's manual (Isa. 55:8 and Matt. 10:39) as examples of how common this literature tool was anciently. Yet chiasmus was not commonly used in the United States in the 1800's. But there it is in the Book of Mormon!! Amazing, since it comes from an ancient time period (approximately 600 B.C. to 421 A.D.), running parallel with so many Old and New Testament scriptures.

SCRIPTURE BLOCK Alma 36:
I created the form suggested in the teacher's manual on page 175, enlarging each section so they could summarize the verses and compare and contrast what they learned.

Instead of having them do this individually, I had them each take responsibility for one line, with both chiastic verses (see lesson manual for further instructions. You can also click on the picture to enlarge it in a new screen.).

Then they shared as a class what they found so they could all fill in the chart (there's just not enough time sometimes to do everything individually!)

Their eyes were big as they were learning this beautiful form and literary device. We discussed in closing that the most important point the author (in this case, the prophet) makes will always be found in the middle of the chiastic form. And what was Alma's most important point to his son? That the Son of God was coming to atone for the sins of the world!

As Elder Holland taught in his 1985 book, However Long and Hard the Road, "Christ is the power behind all repentance." Now that is something worthy of the most beautiful of literary forms. What a privilege to teach this today.

******
For free PDFs and to join the free newsletter list, simply visit here to join.

Until next week,

just another early-morning-seminary-teacher mom! :0)

__________
Resource for paper folding activity: 100 Training Games, by Gary Kroehnert

Alma 31, 32, 33 & 34 - Student Presentations

2006-01-18T07:22:00.000-11:00

Today the students made their presentations. It went well. Each one participated in one way or another. They closed by sharing their testimony.

What I've noticed is that when the students present these "Spiritual Mid-terms" (which they prepared yesterday in class), they do an excellent job getting one another to read the scripture blocks and to make application to their personal lives.

Several of the slogans they used for their posters or presentations were (some obtained from the lesson materials):

From the Alma 31 team:
"True doctrine, understood, changes attitudes and behavior." (Elder Boyd K. Packer, Ensign, Nov. 1986, 17)

From the Alma 32 team:
"Faith can be a gradual process." (student created phrase)

From the Alma 33 team:
"2 Nephi 32:9 - remember the First Vision came because of prayer." (student created phrase)

From the Alma 34 team:
"Procrastination is the thief of eternal life." (President Joseph Fielding Smith, Improvement Era, June 1969, 37)

I've been surprised how strong the spirit can be when the students themselves are teaching. The particular combination of students in this class is very strong. These kids are powerful and well-behaved. I recognize that this class may be unique. Some seminary teachers must grapple with students who have not yet found their footing on gospel soil. What an important calling and moment in life for them.

But what I've learned is that by having high expectations from the start, the kids tend to lift themselves to acting in a behaved way. When I have had to "call a kid on the carpet", the other kids seem to take notice and recognize that I hold this time as sacred with them and expect them to live to high standards.

I fully recognize that with another class, the things I have done may not have helped. Each class requires a unique approach. But all kids can and do respond to consistency. Therefore, I can only share my personal approach in hoping that it might help another teacher. Goodness and strength come from the Lord and he responds to prayers and pleas for help!

I don't take credit for anything I've done; the spirit has really pointed out important activities to help these kids. In fact, there's probably a huge "Seminary Idea Factory" up in heaven which has workers working overtime to help us as seminary teachers. :0)

I say that light-heartedly, but very much recognize that the Lord is good and kind and the blessings/ideas we receive as seminary teachers come from him. And I am just one tiny mortal on earth trying to do the same as all other seminary teachers - enrich the lives of the Lord's "stripling warriors."

One thing which I believe helped the direction of this class more than anything else were the private appointments I made individually with each seminary student in their own home before the school year began. For each appointment, I brought a survey.

They filled it out while we sat together and we discussed their pet peeves about seminary and their favorite things about seminary. We discussed what they hoped to receive from me as a seminary teacher and what they hoped to never see from me as a seminary teacher.

I believe this made all the difference in letting them know that I cared about their very personal thoughts and held them as important entities in my own heart. As the school year has progressed, I hope that they have felt me carry this through.

At the end of the year, I will have them fill out another survey, in addition to letting them give both themselves and me a "grade." Participation is a good thing.

***
SUMMARY:
Here is a modified list of questions from what I had previously given in the survey:
"YOUR THOUGHTS, PLEASE!"
NAME
PHONE #
(I would also add EMAIL, CELL PHONE, and IM information)
SCHOOL
GRADE
BIRTHDATE (for treats and a card on that day)
FAVORITE SCHOOL SUBJECT
CAREER GOAL(s)
EXTRACURRICULAR ACTIVITIES
AFTER SCHOOL JOB? (If so, HOURS WORKED PER WEEK)
FAVORITE SPARE TIME ACTIVITIES
THINGS YOU ARE GOOD AT
THINGS YOU WANT TO IMPROVE ON
FAVORITE SPORTS
FAVORITE MUSIC AND/OR ARTIST
FAVORITE COLOR
FAVORITE CANDY
FAVORITE BREAKFAST FOOD
FAVORITE FAMILY ACTIVITY
YEAR IN SEMINARY (circle) 1st 2nd 3rd 4th
CURRENT WORRIES
FAVORITE BOOK OF MORMON SCRIPTURE
PET PEEVE ABOUT SEMINARY
FAVORITE THING ABOUT SEMINARY
WHAT DO YOU EXPECT FROM SEMINARY THIS YEAR?
WHAT IS YOUR PERSONAL GOAL FOR SEMINARY?

What an opportunity to teach those whom the Lord has withheld until now, when the fiercest of battles are being fought for the souls of mankind.
__________
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Until next week,

just another early-morning-seminary-teacher mom! :0)

Alma 31, 32, 33 & 34 - Spiritual Mid-terms

2006-01-17T07:28:00.000-11:00

Periodically I like to give what I call a "Spiritual Mid-term." This is where I give students the opportunity to grow in deeper gospel study skills. I divide the class into teams of about three students each. I give them team-responsibility for one chapter. They are to read the chapter as a group, select the theme or teaching from that chapter, and then prepare a mini-presentation for the rest of the class. (I have twelve students in my class. Thus, my teams tend to be small. Adjust according to your needs. :0)

(sample of student drawn "visual")

For the presentation I request that they select a theme hymn, make a poster or some kind of visual display delineating the main thought, and prepare to share their testimonies regarding their assigned chapter. They are also to prepare a list of questions that will get the rest of the students in the class digging into the actual scripture block to find the answers to questions asked during the presentation.

I've shared with the students as to why I periodically do this. I want them to have solid gospel knowledge. I want them to know that the scriptures contain the answers to ALL of life's questions, no matter how difficult or far-out those questions may be. I also remind them that in a few short years (for some of them as short as one year away!), they will be attending college and that if they are attending a church school, most likely they will be in a student ward. As such, many of them will be called as Sunday School teacher, Relief Society President, Elder's Quorum President, Sunday School President, Enrichment Leader.....anyways, you get the idea.

Their eyes kind of pop when this clicks. I let them know that they are in a time of preparation for these future leadership opportunities and that they will be preparing lessons for auxiliary organizations within the church. I want them to be able to handle those opportunities with inspiration and not be overwhelmed by them. So I tell them that each time we do these "Spiritual Mid-terms" as a class, it is an opportunity to check their growth, their knowledge of the gospel, and their testimony of the Savior Jesus Christ.

Today each team received the assignment for one of the following chapters in Alma: 31, 32, 33, or 34. I gave them each some suggested teaching resources from the seminary manual, some coloring pencils, a hymn book, and two blank pieces of paper upon which to prepare their visual displays (explaining that when a class has something to look at, they often will remember that visual for a long time).

The kids then split out into groups and begin working on their "mid-term." I play soothing hymns as a quiet backdrop while they are working.

Doing this off and on throughout the year has resulted in kids who seem to know how to handle their scriptures, seem to be able to find ways to share the gospel with others, and have grown in comfort being in front of others. I have been proud of them as I've seen them bring the gospel to one another through these periodic presentations. The spirit has been so strong as they've shared their testimonies and their mini-lessons.

Is any of this perfect in its process? Of course not. We are all human after all. But as these students have taken up the challenge, wonderful things have resulted.

And now tomorrow, the presentations! :0)

SUGGESTIONS:
1. Ask the students to FIRST read the chapter together before discussing ideas. This way they will have accomplished the most important portion of gospel-lesson preparation, before getting caught up in presentational ideas.

2. Have the students say a team prayer, asking for the spirit when they present.

SUMMARY:
Students are to:
* Read the chapter together as a group.
Then (if the teams need to be larger, they could subdivide these responsibilities so as to not run out of time):
* Select a theme and hymn.
* Draw a visual.
* Prepare a list of questions and a quote for the class from that scripture block.

__________
For free PDFs and to join the free newsletter list, simply visit here to join.

Until next week,

just another early-morning-seminary-teacher mom! :0)

MARTIN LUTHER KING DAY (no seminary)

2006-01-16T19:21:00.000-11:00

The schools are out and there is no seminary, since today is recognized as Martin Luther King Day.

But a thought for the moment: D&C 111:11. This is one of my husband's and my most favorite scriptures. We discovered it some years ago and have often commented how good and generous the Lord is towards His children. May you have a blessed day!

For free PDFs and to join the free newsletter list, simply visit here to join.

Warmly,

just another early-morning-seminary-teacher mom!

Scripture Mastery - The Ping Pong

2006-01-13T07:20:00.000-11:00

Today we started off with each student sharing one of their priceless scripture "fruits" they'd found in yesterday's tree of life activity. When the CES supervisor came to observe me a few months back, one suggestion he had was to encourage the kids to share more about their feelings regarding the gospel, the scriptures, etc.

This can be a challenge for teens, certainly. So I've been seeking ways to encourage this. Thus, today each student held their tree of life. They selected one of the branches' "fruits" and read the reference they'd written on it. They then read the actual verse and shared why they had selected that verse to include on their personal "tree of life." In other words, why that scripture mattered to them. They then closed with their testimony.

The spirit was so strong! We commented on the power of the spirit and how you can recognize when it is present. We also talked about how spirituality has a "short shelf life" (coined by Elder Maxwell). Thus, when we are feeling discouraged, we can go to the living waters of the scriptures and replenish our souls.

After this, we put our trees away and pulled out a game for Scripture Mastery day (always on Fridays for us). I had heard of seminary teachers using a muffin tin and ping pong balls in a variety of ways. This is the way I used it.

1. I cut out circles of paper using the base of a small glass for tracing a well-rounded circle (not that a perfect circle really matters ).

2. I wrote the historical setting on each individual circle for twelve of the scripture masteries I wanted to focus on for the day. (I found the historical setting on the front of the scripture mastery cards given the students. On another day, I might write the doctrinal teaching or missionary application, etc.)

3. I placed the circles in the muffin tin with the writing all "face up". (As we played the game, we turned over the papers "face down" once that scripture had been done.)

(Probably obvious, but I prepared all this before class :0)

Here's how we played the game today.

1. THE FIRST STUDENT TOSSES THE PING PONG BALL, TRYING TO GET IT TO LAND IN THE TIN. (In the future, I won't use the ping pong ball. I will have the slips of paper upside down as mystery selections. The kids will each take turns flipping over the paper for the mystery scripture. It just took too long for the kids to be able to stop the ping pong ball from bouncing all over the place; we lost precious time.)

2. THE STUDENT READS THE HISTORICAL CLUE FROM THE PAPER THE BALL LANDED ON. Once he/she is done reading, I begin timing.

3. THE STUDENTS CHASE TO OPEN THEIR SCRIPTURES TO THE PROPER REFERENCE. Once they find it, they start calling out clues to help the rest of the class find it. The only hold-back is that they CANNOT call out the actual reference; instead they can call out key words, historical settings, etc.

4. THE CLASS EARNS (FOR EACH STUDENT PARTICIPATING) THE FOLLOWING BRIGHAM BUCKS (FOR THE END-OF-THE-YEAR AUCTION):
a. Entire class found the reference *before* 15 seconds are up - 500 Brigham Bucks for each kid!
b. Entire class found the reference *after* 15 seconds have passed - 400 Brigham Bucks!
c. Entire class found the reference after 30 seconds have passed - 300 Brigham Bucks!
d. Entire class found the reference after 45 seconds have passed- 200 Brigham Bucks!
e. IF the class hasn't found the reference after 60 seconds, anyone who has found it can call out the page number. If the entire class then finds the reference, each individual has racked up 100 Brigham Bucks for the end of the year auction!

5. I READ AGAIN THE HISTORICAL SETTING AND EVERYONE SHOUTS THE CORRECT REFERENCE. I call out a key word and everyone shouts the reference. I do this back and forth several times to drill the reference home. Then everyone recites the scripture (hopefully from memory).

The games continues with the next student tossing the ball (or flipping over the mystery scripture).

Rules:
* "WE ALL WIN OR NO-ONE WINS"
The entire class needs to help everyone find the scripture to be able to gain their individual money. I really don't like scripture chase games that pit one student against another. Invariably, some kids are really good at these kind of things and others are not. The last thing I want would be a student walking away from a seminary class feeling like they are "no good."

* "YOU'VE EARNED IT. KEEP IT!" :0)
Whatever the class "earned" in the round is *not* split up. In other words, each individual gains the whole amount, along with everyone else. For example, if the class during the round earned 300 Brigham Bucks, each person gets 300 bucks (rather than splitting $300 amongst 12 people). I'm trying to subtly build in team-concern for each other, especially in spiritual matters.

I closed by bearing my testimony that God lives and that the gospel he has given us works, for I have seen its affects in my life and in the lives of others. If we just give the gospel time, truly the fruits will be glorious.

******
If you would like more details on some of the activities we do in class, simply visit the SeminaryClassNotes newsletter group by going here to join. I will be sending out a monthly newsletter with more specific details on many of the activities and crafts I've shared. And the best part, it's all for free. :0) I've long thought that since I'm serving in this capacity for free, as so many are, that I want to share what I do freely and with love.

Until next week,

just another early-morning-seminary-teacher mom! :0)

Alma 27, 28, 29 & 30 - The Tree of Life activity

2006-01-12T04:01:00.000-11:00

Today we reviewed four chapters in Alma - chapters 27 through 30. To start off, we read the chapter heading for Alma 27. Then the students divided into teams of two. They shared with one another something meaningful they had found in that chapter or a reason why they thought Mormon went to the bother of including these verses.

We continued this with chapters 28, 29, and 30, with each set of students swapping turns sharing their thoughts privately with each other. At the end of the four chapters, each kid then picked one thing their partner had shared with them and shared that with the class. What I noticed was that the students seemed to be thinking in great depth and quite laterally. For instance, one student shared that his partner had noticed that Korihor was so wicked that the devil himself appeared to Korihor in the form of an angel. Many of the other comments were equally as thought-provoking.

I let the kids know that what they were sharing was superb and that they might encounter future experiences which would unsettle them or their friends. It is in sharing these kinds of gospel thoughts that strengthens all of us and provides an arsenal of spiritual strength for future "battles," be they real or emotional.

When all the kids finished sharing, I then shared what had struck me as important. In Alma chapter 30 we read of an Anti-Christ which came into the land of Zarahemla. This was only a few years after a time of great mourning amongst the Nephites. They were mourning because of an innumerable amount of their loved ones had been killed during a horrific battle.

The Nephites, we read in this chapter, had mourned greatly. They had fasted and prayed. They were strict in keeping the commandments of the Lord and careful in following the ordinances given them through the law of Moses. This continued for two years or so.

But towards the end of that time, an Anti-Christ named Korihor comes to Zarahemla to preach. He preaches against the prophecies concerning the coming of Christ. He preaches that the people were binding themselves to a foolish faith. He calls them frenzied and deranged. He claims with great authority the glorious "truth" that there is no sin and that everyone would prosper according to their own strength, not that of some imaginary God (sounds familiar to some in our day?).

One would think that Korihor's teachings would be ignored or at least recognized as dangerous. The people of Ammon, being more wise than most of the Nephites, rid him from their land. But he continued to preach in other places and found success.

I asked the class: Why do you think Korihor was successful in spreading these spiritual "rumors?" Then I showed them a small portion of the John Bytheway DVD "Standards Night Live" (an excellent DVD, by the way). In the DVD, Brother Bytheway quotes Elder Bruce R. McConkie as saying that at times he noticed congregations often seemed to cover their "cup" when the living waters of gospel truths were poured out.

What did he mean? He meant that members (as Isaiah often said) sometimes choose to have deaf ears to gospel truths. In other words, (my words now) the members are picking and choosing which gospel teachings they want to live. They are fashioning a new "gospel", after what THEY want to hear.

I presented to the class today that perhaps this is what was happening at the time of Korihor's entrance to the city of Zarahemla. Why was it he was so successful? Was it that certain members of the church were chafing under the strict observances of the laws and ordinances of the gospel?

As usual, it is important to bring the lesson home to a modern-day experience or setting. We talked about a modern-day example - movies.

In the "For the Strength of Youth" pamphlet, bold pronouncements are given as to our movie-watching standards. The "For the Strength of Youth" pamphlet is quite clear we are not to watch/read violent, vulgar, immoral or pornographic movies, books, etc. As additional food for thought, we read a quote from General Conference where a General Authority stated that if adults think they can watch movies that their children are not allowed to see, they are deceived (a General Authority's words, not mine - I'll find the direct quote and re-post it as an addendum to this blog). And really, is this that shocking? Do standards really change simply because of age?

I listed the definitions from the dictionary of the following words mentioned in "For the Strength of Youth":

VULGAR: generally used or accepted, relating to the common people, lacking in class.

IMMORAL: conflicting with principles

VIOLENT: intense force

At this point, we talked how they could take these gospel teachings into their own lives or they could choose not to, but by choosing not to, hmmmm, where would that leave them?

In finishing up the lesson, we discussed the question: how do we remain strong in today's world and in being exposed to today's Korihors? What we came to was that we hold to the rod; we see the fruit from the tree of life as something precious, something which we value. We do that by reading God's word and holding true to it. The students then created their own "Tree of Life", as Lehi mentioned early on in the Book of Mormon record (Nephi helps interpret the dream in 1 Ne. 11).

The kids searched through Alma 27-30 and wrote on their "fruit" their favorite most strengthening verses from those four chapters. We then stapled the "delicious fruit" to their individual trees. All in all, a good day!

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If you would like more details on some of the activities we do in class, simply join the SeminaryClassNotes newsletter group by going here. I will be sending out a monthly newsletter with more specific details on many of the activities and crafts I've shared. And the best part, it's all for free. :0) I've long thought that since I'm serving in this capacity for free, as so many are, that I want to share what I do freely and with love.

Until tomorrow,

just another early-morning-seminary-teacher mom! :0)

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Resource: Hands-On Reading Activities, Harcourt School Publishers

Alma 26 - Spiritual Brochures

2006-01-11T13:16:00.000-11:00

As an LDS seminary teacher, I am always looking for fresh ways to share the gospel with my class. In an effort to record what I have done (for future years), and to share with others, I've begun this blog. Hopefully it may be of help to more than just myself! Feel free to email this blog to others.

Today and yesterday we studied the impact of the gospel in our lives, especially as seen through the eyes of Ammon. He and his brethren had finished some rigorous years of preaching to their enemies, the Lamanites. Having been imprisoned and also having experienced many other forms of abuse, one might think that they would have desisted in their efforts. Not so. And why not?

It all boils down to having a true change of heart. And experiencing that can be a bit foreign to one who is new to incorporating Christ's teachings into their heart. Rather like visiting a foreign land.

So what activity did we do so that the kids bring this home to their own hearts? We made Spiritual Brochures.

Each student had the opportunity to review Alma 26 and to ponder on its impact in their personal lives. Then, with their blank "spiritual brochure," they filled in each section. The sections were:

* FRONT FLAP: "Title" (with sketched picture)
* INSIDE LEFT FLAP: "Individuals" referenced in the chapter (with sketched picture)
* OUTSIDE RIGHT FLAP: "Favorite Verses" (with sketched picture)
* INSIDE MIDDLE: "Map"
* INSIDE RIGHT FLAP: "History" (with sketched picture)
* OUTSIDE MIDDLE: "My Personal Testimony"

We also began with an activity where I asked someone to pretend they were my four-year-old, Stephen. Stephen, in our last family home evening, had played a game we made up called, "Are Your Listening Ears On?" He came to the front of the room and then received a series of assignments asking him to do certain activities (which he all did quite well). We then discussed as a family how Heavenly Father has a series of assignments for us to do, also. And the only way to show Him our listening ears are on is through our literal actions.

So I repeated this activity today with the class, asking for a volunteer to be little Stephen. Shelby was a great volunteer. She came to the front of the class and did everything I asked of her: to shake Taylor's hand, to turn around three times, to go over to turn the light off and on, and then to sit down. Everyone gave her a round of applause when she was through. It was a light-hearted moment and led perfectly into the next segment I wanted to address, which was living the gospel is more than just giving answers in our Sunday School class. We need to actually LIVE those answers every day of the week (and repent when we mess up!).

Ammon and his brothers not only knew it was important to do missionary work - they actually DID missionary work. We read as a class several scriptures, ending with Alma 26:22 and those beautiful promises. We then looked at Matthew 25:40 where we read: "And the King shall answer and say unto them, Verily I say unto you, Inasmuch as ye have done it unto one of the least of these my brethren, ye have done it unto me."

We discussed what this meant. Many easily gave the answer, "Service." But I wanted them to dig deeper. I mentioned an individual in Sacrament meeting who just last Sunday shared about a family who had left the church in another state. They left because their kids were being tormented and teased by kids in the ward. That family left the church, because they didn't feel their kids were safe. So as a class we read one more time Matthew 25:40.

We finished by discussing that the gospel of Jesus Christ is not one of lip-action, but of full-body action, of being shepherds for the Lord's sheep. Just as Shelby, in portraying little 4-yr-old Stephen, had successfully followed a series of requests, so too can we follow the Lord's requests and live the gospel fully by caring for one another, even for our enemies like Ammon did for the Lamanites.

It may feel at first like we're visiting another country when we first try to apply gospel teachings in our lives, for the world's teachings are so contrary to what we know Christ to have taught. Thus we need guides to help us in that "foreign land" of gospel citizenship. Those guides are the scriptures, the prophets, our parents, the Bishop, etc. And as we heed their counsel, we will enjoy our new citizenship in Christ's kingdom.

The spiritual brochure we finished today seemed to help round all that out.

Until tomorrow,

just another early-morning-seminary-teacher mom! :0)
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For more information and to receive the monthly Seminary Class Notes newsletter, simply join the group by signing up here .

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Resource: Hands-On Reading Activities, Harcourt School Publishers