ELIJAH IS TRANSLATED. THE MANTEL OF ELIJAH FALLS ON ELISHA
2 Kings CHAPTER 2 Elisha and the prophets know that Elijah is to be translated—Elijah divides the waters of the Jordan and is taken up into heaven in a whirlwind—The mantle of Elijah falls on Elisha, who also divides the waters of the Jordan—Elisha heals the waters of Jericho—Youths are torn by bears for mocking Elisha.
2 Kings CHAPTER 3 Jehoram of Israel and Jehoshaphat of Judah join forces against Moab—Elisha promises them water for their animals and victory in the war—The Moabites are defeated.
ELISHA PERFORMS MANY MIRACLES
2 Kings CHAPTER 4 Elisha multiplies the widow’s oil—He promises a son to a Shunammite woman—The child dies and is raised to life by Elisha—He makes the poisonous food harmless—Bread and grain are multiplied for the people to eat.
Ask the children to talk about what a miracle is. If they need help, they could review “Miracle” in Guide to the Scriptures (scriptures.ChurchofJesusChrist.org).
After helping your children understand what a miracle is, invite the children to write on the board, or on a piece of paper, as many miracles as they can remember from the scriptures. Pictures in the Gospel Art Book or Come, Follow Me can help. Give them time to review 2 Kings 4–5 and add to their list (see 2 Kings 4:1–7, 14–17, 32–35, 38–41, 42–44). What do these miracles teach about Heavenly Father?
You and your children could talk about how God has shown His love through miracles.
Talk about how you have seen God’s power in your life. You might include daily miracles such as feelings of peace, the gift of daily life, or help with daily tasks. Invite the children to talk about miracles in their lives, both large and small.
You could also sing together a song such as “God’s Gracious Love” (Hymns for Home and Church, Gospel Library).
NAAMAN COMES TO ELISHA TO BE HEALED OF LEPROSY
2 Kings CHAPTER 5 Naaman, the Syrian, comes to Elisha to be healed of leprosy—He rejects the prophet’s instruction at first but relents and dips himself in the Jordan seven times; he is healed—Elisha refuses to accept a reward—Gehazi accepts a gift from Naaman and is cursed with leprosy.
I can choose to do what God commands through His prophet.
Help your children learn the story in 2 Kings 5:1–3, 9–14. Consider using “Elisha Heals Naaman” (in Old Testament Stories, 134–37) or the picture of Naaman in this week’s outline.
Why didn’t Naaman want to wash in the Jordan River, even though Elisha said that this would heal his disease? How was Naaman blessed when he followed Elisha’s instructions? You might share with each other experiences when you obeyed the Lord, even when you weren’t sure you wanted to.
Read 2 Kings 5:13 to the children, and explain that Naaman’s servants helped him decide to obey the prophet Elisha. Help the children think of ways they could help their friends or family members listen to and obey the prophet.
Invite the children to complete the activity page and share with a family member or friend something they learned from the story of Naaman in 2 Kings 5:1–15.
ELISHA’S SERVANT IS AFRAID AND IS ALLOWED TO SEE THE LORD’S ARMY
2 Kings CHAPTER 6 Elisha causes an ax to float—He reveals to the king how to conduct a war with Syria—Horses and chariots of fire protect Elisha—The Syrians are smitten with blindness—Benhadad besieges Samaria, and foodstuff sells for a great price.
The children you teach may sometimes feel like the servant of Elisha—unsure of how to meet the challenges before them. You can use the account in 2 Kings 6:8–17 to teach them to “fear not” because the Lord has not left them alone.
You and your children could imagine you are surrounded by an army with swords, horses, and chariots. How would you feel? What would you do? Your children could then close their eyes while you read 2 Kings 6:16–17 to them. (See also “Elisha and the Lord’s Army,” in Old Testament Stories, 138–39, or the picture at the end of this outline.) When you get to the words “open his eyes” (verse 17), ask the children to open their eyes. Talk about what the servant saw. Share with your children ways you have felt that the Lord was with you during your challenges, even when it seemed like you were alone.
Sing together a song about God’s care for us, such as the first verse of “Dearest Children, God Is Near You” (Hymns, no. 96). Replace words in the song with names of the children to emphasize that God is watching over them.
Family members might enjoy drawing a picture of the experience of Elisha and his servant described in these verses. How can these verses help us when we feel alone or overwhelmed?
• In the preexistence Satan had a plan to destroy the freedoms and agency of the people who came to earth. What did Satan hope to gain from implementing his plan? (Glory and power)
• What would life be like without agency? To help the children imagine what it might be like to live under Lucifer’s plan, tell them that for the next few minutes they must do exactly what you say and nothing else (make sure they know they cannot talk). Have them stand and remain standing perfectly still for a few seconds. Then tell each child where to sit. (Do not sit friends near each other.) Tell the children they must sit erect, feet flat to the floor, looking straight ahead, not moving or speaking. Have them hold the position until you tell them otherwise. After about thirty seconds, let them stand again and sit where they want. (Walk in His Ways pg 62)
In Moses 4:3, we learn that Satan “sought to destroy the agency of man, which I, the Lord God, had given him.” How will you help the children appreciate the ability to choose between right and wrong?
Talk to the children about some choices you made today, and help them think about choices they made. Read to them from Moses 4:3: “The agency of man, which I, the Lord God, had given him.” Explain that this verse teaches us that God has given us the ability to make choices. Express your gratitude that you are able to choose the right, and testify that the children can also choose to do what is right.
Story: In the Garden of Eden, Eve chose to eat the fruit of the tree of knowledge. She offered the fruit to Adam. He also chose to eat the fruit. (See Moses 4:12.) After they ate the fruit, they learned the difference between right and wrong.
Song: “Choose the Right Way” (Children’s Songbook, 160–61)
Activity: Sit in a circle and toss a ball around. When you catch the ball, tell about a good choice you made this week.
Why is agency so important to God’s plan that Satan would want to destroy it?
Help the children know that Heavenly Father wants us to make good choices that bring happiness to our lives and to others.
Read phrases from Doctrine and Covenants 58:27–28 to help children understand that they can choose to do good. Put a happy face on one side of the room and a sad face on the other side. How do we feel when we choose to do good? Describe several situations along with a good or bad choice for each one. After describing each situation and choice, ask the children to stand by the happy face if the choice is good and by the sad face if it is bad.
Show the children a container of many different colors of crayons. Show them a second container with only one crayon. Ask the children which of these containers they would want to use. Why? Explain that being able to choose is a blessing from Heavenly Father. Testify that Heavenly Father and Jesus Christ love us and want us to make good choices.
Tell the children about a time when you made a good choice, and describe how you felt afterward. Invite the children to draw a picture of your story or a story of their own. Then let them share their pictures with the class and tell what they learned from the story.
God has given us the power to choose, and with that power we can “bring to pass much righteousness” (verse 27). How can you help the children you teach see that even though there is wickedness in the world, “the power is in them” to “do good”? (verse 28).
Show the children a piece of paper that has the word choice written on one side and the word consequence written on the other side. Explain that choices have consequences, or results that naturally follow actions. Invite a child to pick up the paper to show that when you pick up the paper, you get both the choice and the consequence of that choice. Ask a child to read Doctrine and Covenants 58:27–28. What choices can we make that will “bring to pass much righteousness” or good consequences? (verse 27). When have we made good choices that had consequences that blessed others?
2017 Sharing Time Outline Tell the children that you are thinking of a word, and give them clues to help them guess the word. Ask them to raise their hands when they know the answer. Clues could include the following: We had this before we came to earth. It is a gift from our Heavenly Father. It is an important part of Heavenly Father’s plan for us. Satan wanted to take it from us. We use it when we make choices. It is a gift that lets us choose for ourselves. It starts with the letter A. After the children have guessed the answer, say together, “Agency is the gift to choose for ourselves.”
Show the children a long stick that has the word choice written on one end and the word consequences written on the other end. Explain that a consequence is what naturally happens because of a choice we make; for example, if we choose to practice playing a musical instrument, we will get better at it, and if we choose to touch fire, we will be burned. Pick up the stick and show the children that every time you pick up the stick, you get both the choice and the consequence of that choice. Ask an older child to read 2 Nephi 2:27. Invite the other children to listen for what the consequences are for making the right choice (liberty and eternal life) and what the consequences are for making the wrong choice (captivity and misery). Invite two children to come to the front of the room, and let each child hold one end of the stick. Ask the child holding the “choice” end to give an example of a good choice (for example, speaking kindly to others). Ask the other child to share possible consequences of that choice (for example, making lasting friendships). Repeat with several other children.
2017 Sharing Time Outline Show the children a container of many different colors of crayons. Show them a second container with only one color. Ask the children: “If you were going to color a picture, which of these containers of crayons would you want to use? Why?” Explain that having a variety of choices is a blessing. Testify that Heavenly Father and Jesus Christ love us and They want us to make correct choices.
Agency. Help the children understand that Heavenly Father has given us the gift of agency—the freedom to choose—and holds us accountable for our choices (see Doctrine and Covenants 29:39–40). Create two signs for each child: one that represents making a good choice (for example, a smiling face) and one that represents making a bad choice (for example, a frowning face). Share examples of good choices and bad choices, and ask the children to raise the correct sign. Ask the children to share blessings that come when we follow Jesus Christ. Why does Heavenly Father let us make our own choices?Come, Follow Me—For Primary: Doctrine and Covenants 2021 “Doctrine and Covenants 29: “Jesus Christ Will Gather His People”
Show the full-page picture from this week’s outline in Come, Follow Me—For Individuals and Families. Ask the children why they think the people are looking at the sky.
After Jesus died and was resurrected, He visited His followers. He told His Apostles to teach all people to obey the commandments and be baptized.After teaching His followers, Jesus returned to heaven.The Apostles started traveling and teaching people in different lands.Friend July 2019
Story: After Jesus died, Peter was called to be the leader of the Lord’s Church. You can read this story on page 46 or in Acts 2–3.
Song: “Stand for the Right” (Children’s Songbook, 159)
Activity: Pick a person to be the leader. Have the leader do an action (like hopping on one foot or spinning). The others copy them. When the leader changes the action, the others copy the new action. Take turns being the leader until each person has had a turn.
Invite a child to hold up a picture of the current Apostles. Who helps Jesus Christ lead the Church when He is not on the earth?
Play a matching game with two sets of pictures of the living First Presidency and Twelve Apostles. When a match is made, share the Apostle or President’s name and something about him.
On the back of a picture of the President of the Church, tape small pictures of things he teaches about, like the Savior, baptism, or a temple. Let each child take a turn looking at one of the pictures and telling the rest of the class, “The prophet teaches us about [the topic of the picture].” Testify that prophets and apostles teach us what Jesus wants us to know and do.
Write on the board How does Jesus Christ lead the Church when He is not on the earth? Invite the children to listen for answers to the question as you read the Savior’s words to the Apostles in Acts 1:8. Help the children understand that Jesus has chosen prophets and apostles to lead the Church today, just as He did anciently.
Read together Acts 1:22–26. As a class, identify how the Apostles called a new Apostle.
Much the same process is still used today. The Church topic page on apostles shares that “Apostles are chosen through inspiration by the President of the Church, sustained by the general membership of the Church, and ordained by the First Presidency and Quorum of the Twelve Apostles by the laying on of hands.”
Ahead of time, ask a child and his or her parent to learn about a recently called Apostle (they can find information about the Apostles at “Quorum of the Twelve Apostles,” ChurchofJesusChrist.org). Invite the child to share what he or she learned with the class and, if possible, what the Apostle said about his call in his first general conference message.
Ulisses Soares was sustained as a member of the Quorum of the Twelve Apostles of The Church of Jesus Christ of Latter-day Saints on March 31, 2018. Below is his first conference address after his call.
Friend January 2019 “The Living Christ” The prophets and apostles wrote “The Living Christ” to tell the world about Jesus. Read part of it each month and memorize the words in red. Fill in the blanks with words from the picture to learn more about this first quote. Also, color the card and collect a new one each month.
Friend March 2019 Following Jesus example of helping others. Make a map of where you walk and ways you can help.
Friend April 2019 “The Living Christ” He instituted the sacrament as a reminder of His great atoning sacrifice. He gave His life to atone for the sins of all mankind.
Friend May 2019 Jesus’s life didn’t begin when he was born nor end when he died. Look up the scriptures about His life before birth, his life on the earth, and his life after death and then fill in the crossword puzzle.
Friend June 2019 Jesus was resurrected and lives. Discuss the pictures of him visiting people after his death.
Friend July 2019 Joseph Smith and Oliver Cowdery saw a vision of Jesus Christ in the Kirtland Temple. Jesus said, “I am he who liveth.”
Friend August 2019 The Prophet Joseph Smith’s testimony of the resurrected Jesus.
Friend September 2019 Write the names of the First Presidency and the Quorum of the Twelve Apostles on the foundation stones.The foundation of a building keeps it strong. The most important foundation stone is called the cornerstone. The prophets and apostles are like the foundation of The Church of Jesus Christ of Latter-day Saints. Jesus Christ is like the most important stone, the cornerstone.
Friend November 2019 “The Living Christ” The apostles bear testimony of Jesus .Use the hints page to fill in the blanks. The highlighted letters give the final message!
Friend December 2019 “The Living Christ” Like light shining through a window, the Savior brings light and hope to a world that sometimes seems dark. Color this stained-glass window, then visit ComeUntoChrist.org/Christmas to learn how you can share Christ’s light!
When our Church leaders speak by inspiration, they speak “the word of the Lord.”
When the Lord’s servants speak by the power of the Holy Ghost, their words are the will, mind, word, and voice of the Lord (see verse 4). Knowing this truth can help the children want to listen to and follow their teachings.
Invite the children to read Doctrine and Covenants 68:3–4 in small groups and share with each other what they learn from these verses. Invite the children to write something they learned on the board. Why is this an important truth to know?
After reading Doctrine and Covenants 68:3–4 together, give the children copies of several recent messages from general conference. Invite them to find in the messages truths that the Lord taught us through His servants.
Friend May 2018 “Our Prophets and Apostles Today” Match the picture with the names and facts about each leader.
Friend September 2019 Write the names of the First Presidency and the Quorum of the Twelve Apostles on the foundation stones.The foundation of a building keeps it strong. The most important foundation stone is called the cornerstone. The prophets and apostles are like the foundation of The Church of Jesus Christ of Latter-day Saints. Jesus Christ is like the most important stone, the cornerstone.
Friend September 2020 “Funstuff: Find 15” There are 12 members of the Quorum of the Twelve Apostles and three members of the First Presidency. All together, that makes 15! Circle the number pairs that add up to 15.
The First Presidency Holds “The Keys of the Kingdom.”
The Lord’s instructions about the First Presidency in 1833 (Joseph Smith, Sidney Rigdon, and Frederick G. Williams) can help the children strengthen their testimony of today’s First Presidency.
Invite the children to search Doctrine and Covenants 90:14–16 and write down some of the things the Lord asked the First Presidency to do. Show the children a picture of the current First Presidency, and share something about them. (You can read their biographies under “Living Prophets and Church Leaders” at ChurchofJesusChrist.org.) Share your testimony of their divine callings and the blessings you have received from following their counsel.
Review with the children something that a member of the First Presidency has taught. Then read together Doctrine and Covenants 90:5. Point out that “oracles” are revelations or the prophets who receive them. What does it mean to “receive the oracles … as a light thing”? How can we show that prophets and the things they teach are important to us?
Review recent messages from members of the First Presidency. How do their words “unfold the mysteries of the kingdom” to you? (verse 14). How do they “set in order all the affairs of this church and kingdom”? (verse 16).
With a set of keys, you can do a lot of things that you wouldn’t otherwise be able to do—enter buildings, drive cars, and open trunks, among other things. Keys, basically, mean authority and access.
The same is true of priesthood keys. They control access to the blessings and ordinances of the priesthood.
Members of the First Presidency and Quorum of the Twelve Apostles hold all the keys necessary for governing the Church. Only the President of the Church has the right to exercise all of those keys. He delegates these keys to others who preside in the Church—temple presidents, mission presidents, stake presidents, district presidents, bishops, branch presidents, and quorum presidents, including deacons and teachers quorum presidents.
So, for instance, although the Church has many worthy priesthood holders, they need authorization from someone holding keys before performing most ordinances. For example, if Aaronic Priesthood holders hear about a homebound ward member who would like to receive the sacrament at home, they cannot simply go and administer the sacrament to that member because they believe it’s the right thing to do. They must be authorized by the bishop, who holds the keys over the Aaronic Priesthood. And a father who holds the priesthood cannot simply baptize his 8-year-old daughter or ordain his 12-year-old son to the Aaronic Priesthood without first being authorized by the bishop to do so.
One way to teach about seers is to compare them to things that help us see better, like glasses, binoculars, or a microscope. [Show the children how to hold their hands up to their eyes as if they were looking through glasses or binoculars. Read Mosiah 8:17, ask the children to put on their “glasses” each time they hear the word “seer.”] (see also Moses 6:35–36). Talk with them about things that the Lord helps prophets “see” that we can’t. What have our prophets or seers, such as Joseph Smith, revealed to us?
Come, Follow Me—For Individuals and Families: Book of Mormon 2020 “Mosiah 7-10” Show the children pictures of tools that help us see things we couldn’t otherwise see, such as binoculars, a telescope, or a microscope. How are these tools like a seer? (see Moses 6:35–36). What can seers see that we do not? Explain that God has given us prophets and that one of the roles of a prophet is to be a “seer” because he can “see” things to come. Share some examples of things that prophets have seen and revealed to us (including the scriptures), or share an example of when a prophet was acting as a seer (such as 1 Nephi 11:20–21).
After reading Mosiah 8:16–18 with your children, you could help them think of ways to complete a sentence like A seer is like a … who helps us … . For example, a seer is like a traffic sign who points us to Jesus.
Show a short clip of a recent conference message from the President of the Church (or show a picture of him and read something he has taught). Bear your testimony that he is a prophet, seer, and revelator.
In our day, “the First Presidency and the Council of the Twelve are sustained as prophets, seers, and revelators” (Bible Dictionary, “Seer”). You might show pictures of our living prophets, seers, and revelators. You might show pictures of our living prophets, seers, and revelators and ask your family what they know about them. How are we following them?
You could also make paper footprints and invite your children to draw pictures on them of things that prophets, seers, and revelators have counseled us to do. Place the footprints in a path around the room, and let your children walk on these footprints. How can a seer be “a great benefit” to us? (see Mosiah 8:17–18).
For younger children: Sing “Follow the Prophet” (Children’s Songbook, 110–11) with your kids. Every time you sing the word prophet, point to a picture of the prophet.
Pick a phrase from Mosiah 8:16–17, and write it on the board, replacing each word with a made-up symbol. Give the children a list of the symbols and the words they represent, and let them decode or “translate” the phrase as seers do. What are some other ways that prophets, seers, and revelators are “a great benefit” to us? (Mosiah 8:18).
Display the picture in this week’s outline in Come, Follow Me—For Individuals and Families, and ask the children to describe what they see. Explain that the Prophet Joseph Smith was a seer. What evidence do we have that Joseph Smith was a seer? The Lord gave him tools called the Urim and Thummim and a seer stone to use in translating the Book of Mormon.
New Prophets and Apostles
2026
Friend May 2026 “A Remarkable Conference” At a solemn assembly we vote to sustain the new prophet, his counselors, and the Twelve Apostles. We do this only in the first conference when a new President of the Church has been called.
Alma CHAPTER 8 Alma preaches and baptizes in Melek—He is rejected in Ammonihah and leaves—An angel commands him to return and cry repentance unto the people—He is received by Amulek, and the two of them preach in Ammonihah. About 82 B.C.
Alma CHAPTER 9 Alma commands the people of Ammonihah to repent—The Lord will be merciful to the Lamanites in the last days—If the Nephites forsake the light, they will be destroyed by the Lamanites—The Son of God will come soon—He will redeem those who repent, are baptized, and have faith in His name. About 82 B.C.
Alma CHAPTER 10 Lehi descended from Manasseh—Amulek recounts the angelic command that he care for Alma—The prayers of the righteous cause the people to be spared—Unrighteous lawyers and judges lay the foundation of the destruction of the people. About 82 B.C.
Alma CHAPTER 11 The Nephite monetary system is set forth—Amulek contends with Zeezrom—Christ will not save people in their sins—Only those who inherit the kingdom of heaven are saved—All men will rise in immortality—There is no death after the Resurrection. About 82 B.C.
Alma CHAPTER 12 Alma speaks to Zeezrom—The mysteries of God can be given only to the faithful—Men are judged by their thoughts, beliefs, words, and works—The wicked will suffer a spiritual death—This mortal life is a probationary state—The plan of redemption brings to pass the Resurrection and, through faith, a remission of sins—The repentant have a claim on mercy through the Only Begotten Son. About 82 B.C.
Alma is rejected in Ammonihah. An angel commands him to return.
Alma 8
Quickly I Obey
Friend June 2024 “Come, Follow Me Activities” Speedy Singing: When an angel told Alma to go teach the people, Alma went “speedily” (Alma 8:18). Talk about how you can speedily follow God’s commandments. Then sing “Choose the Right Way” (Children’s Songbook, 160). The first time, sing the song slowly. Then sing it again, faster and faster. How fast can you sing it?
For younger children: Give your little ones a simple action to do, like jumping, touching their toes, or spinning around. Invite them to try doing the action faster and faster. Then talk about how we can be speedy to follow God.
Come, Follow Me—For Individuals and Families: Book of Mormon 2020 “Alma 8-12” What can we learn from Alma about obeying the Lord “speedily” (verse 18) even when it might be difficult? To reinforce this principle with small children, you could play a game where you give instructions for a task and see how quickly family members accomplish it. For instance, you might see who could quickly fold a piece of clothing.
The Cozy Red Cottage For this activity you are going to use the dice. Pick one activity for the family to perform-it can be something like jumping 10 times or picking up 5 things in their bedroom. Once the activity is decided on, roll the dice. You will perform the activity either fast or slow. You can play this multiple times picking new activities and rolling the dice.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 8-12” You could invite one child to pretend to be Amulek and another to pretend to be Alma as you tell the story in Alma 8:18–22. How was Amulek a good friend to Alma? Then your children could share how someone has been a friend to them and how that experience made them feel.
Skittle Friendship Game – Each family member will take turns choosing a Skittle out of a bag (without looking). Before they can eat each one, they need to answer one of the questions from the chart based on the color of Skittle that they have.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 8-12” Maybe you could make a friendship puzzle: find or draw a picture representing friendship and cut it into puzzle pieces. On the back of each piece, write something we can do to be a good friend, including things Alma and Amulek did. Your children could take turns selecting a piece and adding it to the puzzle as you read what is written on the back. Who needs our friendship?
Friend June 2020 “Come Follow Me for Little Ones” Read Alma 8:26–27 together and help your little ones say, “I can be a good friend.” Sing a song about friendship, like “Our Door Is Always Open” (Children’s Songbook, 254). Practice sharing food with each other, like Amulek shared his food with Alma.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 8-12” Consider an object lesson like this one to teach about the Resurrection: your hand could represent your spirit, and a glove could represent your body. Take your hand out of the glove to show that our spirits and bodies will be separated at death. Then place your hand back in the glove to show that our spirits and bodies will be joined together again at the Resurrection. Let your children take turns putting the glove on and taking it off as you read Alma 11:43 to them.
Easter Puppet Object Lesson Directions on how to make and present object lesson of spirit leaving body and then being reunited.
Display a picture of the resurrected Savior (see Gospel Art Book, no. 59), and testify that Jesus Christ made it possible for everyone to be resurrected.
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Invite the children to draw pictures of their friends or family members, including extended family members. As the children share their pictures, point to each friend or family member they drew and explain that he or she will be resurrected. Testify that Jesus made it possible for us to be with our families forever.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 8-12” Perhaps your children could draw a picture representing principles of the plan of redemption, like the Fall of Adam and Eve, the Atonement of Jesus Christ, repentance, death, resurrection, and judgment. Then you could help them match their pictures to verses in Alma 11–12 that teach about these principles.
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Read together Alma 12:10, and discuss what it means to “harden” our hearts. Why does a hard heart make it more difficult to learn from God? To illustrate this principle, show the children a sponge and a rock and ask them which will absorb water better. How can we show the Lord that we want our hearts to be soft like the sponge?
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 8-12” A song about missionary work, such as “I Want to Be a Missionary Now” (Children’s Songbook, 168) could give your children ideas about ways to share the gospel with their friends. Invite them to list ideas they find and people they could share the gospel with. You might even let them role-play what they might say or do.
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Ask the children to tell you about something they have shared with a family member or a friend—such as a toy or candy. Help them list some important things we can share with others about Jesus Christ. Explain that because the gospel is so important, Alma went to share it with the people in many other cities so they could learn how to be happy. Invite the children to share experiences when they shared the gospel with someone, or share your own experience.
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Help the children repeat a gospel truth several times, such as “The Book of Mormon testifies of Christ” or “I know Jesus loves me.” Then invite each child to practice sharing this truth with someone else in the class.
Friend January 2019 “Something Special to Share” Diego wants to take something special to share for Show and Tell. He decides to take a picture of Jesus and tell them that Jesus loves everyone.
[unitegallery 2019Januar]
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Why does Heavenly Father want us to share the gospel? Help the children plan ways to share the gospel with their friends, such as giving them a copy of the Book of Mormon or inviting them to a Church activity. Give them time to role-play what they might say or do in these situations.
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 8-12” Invite the children to describe what missionaries do and to tell you about anyone they know who is serving a mission. What do missionaries teach people? Help the children see that Alma and Amulek were missionaries who shared the gospel with the people of Ammonihah.
Alma CHAPTER 5 To gain salvation, men must repent and keep the commandments, be born again, cleanse their garments through the blood of Christ, be humble and strip themselves of pride and envy, and do the works of righteousness—The Good Shepherd calls His people—Those who do evil works are children of the devil—Alma testifies of the truth of his doctrine and commands men to repent—The names of the righteous will be written in the book of life. About 83 B.C.
Alma CHAPTER 6 The Church in Zarahemla is cleansed and set in order—Alma goes to Gideon to preach. About 83 B.C.
Alma CHAPTER 7 Christ will be born of Mary—He will loose the bands of death and bear the sins of His people—Those who repent, are baptized, and keep the commandments will have eternal life—Filthiness cannot inherit the kingdom of God—Humility, faith, hope, and charity are required. About 83 B.C.
Alma asked them to think of their past spiritual experiences and consider if they could feel the same way now (see Alma 5:26).
To sing the song of redeeming love is to feel the pure love of Christ — “to feel the joy and hope that comes from an expanded soul changed by sincere repentance,” Elder Stanfill
Members of your family may know what it feels like to be prepared—or unprepared—for a camping trip, a test at school, or a job interview. What recent experiences could they share to illustrate the importance of being prepared? You could invite family members to review Alma 5:14–33 and find questions Alma asked to prepare his people to meet God. Perhaps each family member could choose a question and share how it can help us prepare to meet God. Your family could also display several of Alma’s questions around your home for family members to ponder.
Jesus Christ is the Good Shepherd, and He wants us to come to Him (see Alma 5:38). Play a game of shepherd tag! The person who is “it” is the shepherd gathering sheep. When the shepherd tags someone, they follow the shepherd. Once everyone is tagged, play again with a new shepherd!
For younger children: Jesus is like a shepherd, and He calls us to come to Him. Have someone hide and call out your little one’s name. Then have your child look to find them.
I can gain my own testimony through the Holy Ghost.
Display pictures of things that grow gradually and need constant care, like a plant or a baby animal. Ask the children to share how we take care of these things and help them grow. (You could then relate this to taking care of our testimonies. What care do our testimonies need? How can we tell if they are growing?)
How did Alma gain his strong testimony of Jesus Christ? You could read Alma 5:44–46 with your children to find answers to this question. Perhaps your children could write down a plan to do one thing this week to strengthen their testimony.
Use an empty balloon to represent a testimony and blow air into it each time you share something that helps testimonies grow. Tie the balloon and pass it around, asking the children to share one thing they can do to help their testimonies grow. Invite the children to draw themselves doing things that will strengthen their testimonies.
How can you help your children understand Alma 7:10–13 so they can know that Jesus Christ cares about them and can help them? Perhaps you could ask them to share an experience when they were sick or in pain or had another problem that made them sad. How did others help them feel better? Bear your testimony that the Savior has suffered those things too, and talk about a time when He comforted and helped you.
As you and your children read Alma 7:11–13, look for the things Jesus Christ suffered for us. Invite your children to use words and phrases they found to complete this sentence: “Jesus suffered so He can help me.” How does it help us to know that Jesus understands our struggles? How do we receive His help? Share your testimony of Jesus Christ.
Let your children look in a mirror as you read Alma 5:14 (see also this week’s activity page). What does it mean to have the Savior’s image in our countenance?
Pass around a mirror and let children look at their reflections as you read Alma 5:14. What does it mean to have the Savior’s image in our countenance? Share times when someone said or did something that reminded you of the Savior, and ask the children to do the same.
Come Follow Me Kid Christ Mirror Activity – Read/discuss Alma 5:14. Whose heart does ours become more like as it changes? (Christ’s) Give each family member one of the Christ mirror pictures from the primary manual. The instructions in the manual say, “Hold the mirror and look into it. As you do, tell someone some things you can do that will help others think of the Savior when they see you.” I think it would also be great to have Mom/Dad share with each kid specific things that that child does that helps us think of the Savior. You could either write those things around the sides or on the back of the mirror or get some heart stickers and give each child a heart sticker as you tell them each Christlike characteristic you’ve noticed in them and then let them decorate their mirror.
How can you use Alma’s description of the path back to Heavenly Father to help your children learn to make good choices? You could read Alma 7:19–20 to them and let them act out walking in “crooked paths” and walking in a straight path. Help them think of choices that help us stay on the path and other choices that take us off the path. You could also look at pictures of Jesus together and talk about things He did to show us the path back to Heavenly Father. A song like “I’m Trying to Be like Jesus” (Children’s Songbook, 78–79) could provide some ideas.
Read Alma 7:19 to the children, and explain that when we make good choices, we are in the path that leads back to Heavenly Father. Give the children a series of choices or actions (such as being unkind to family members or serving them). Ask them to tell you if each choice is good and leads back to God or if it is evil and leads away from Him.
Read Alma 7:20 and help the children understand the words in these verses that describe the path back to God. Draw on the board a straight path from us to Heavenly Father. Then draw a crooked path that includes dead ends that lead away from God. Invite the children to trace both paths with their fingers. Which path is better? Help them think of good choices that will help them stay on the straight path.
Friend September 2017 “CTR Fun” Fill in the blanks in the poem about choosing the right.
I must be born again and then follow the path that leads back to God.
Show the children a picture of a baby, and invite them to talk about what a baby is like when he or she is first born. Invite a child to read Alma 5:14. To help the children understand what it means to be “spiritually … born of God,” ask them to think about what Alma the Younger was like before he was converted. What was he like afterward? (See Mosiah 27:23–32 and Alma 36:12–24.) Explain that when we have faith in Jesus Christ and live His gospel, it is like we have started a new life, as a baby does.
Members of your family may know what it feels like to be prepared—or unprepared—for a camping trip, a test at school, or a job interview. What recent experiences could they share to illustrate the importance of being prepared? You could invite family members to review Alma 5:14–33 and find questions Alma asked to prepare his people to meet God. Perhaps each family member could choose a question and share how it can help us prepare to meet God. Your family could also display several of Alma’s questions around your home for family members to ponder.
Read together Alma 7:19, and explain that after we are born again, we must follow “the path which leads to the kingdom of God.” Hide papers around the room with the following scripture references written on them: Alma 5:12–13, 27–28, 57; 7:14–16, 23–24. Invite the children to find the papers, look up the scriptures, and share what each scripture teaches we must do to return to God’s presence.
Who do we know who is a good example of one or more of the qualities listed in this verse? Why is it important to develop these qualities?
23 And now I would that ye should be humble, and be submissive and gentle; easy to be entreated; full of patience and long-suffering; being temperate in all things; being diligent in keeping the commandments of God at all times; asking for whatsoever things ye stand in need, both spiritual and temporal; always returning thanks unto God for whatsoever things ye do receive. 24 And see that ye have faith, hope, and charity, and then ye will always abound in good works.
After the death of Solomon, his son Rehoboam became king and increased the people’s burdens. The people revolted and were divided into the Northern Kingdom of Israel and the Southern Kingdom of Judah. Jeroboam, king of the Northern Kingdom, introduced idolatry and other wicked practices among his people. Later, Elijah was a prophet during the reign of Ahab in the Northern Kingdom.The Lord sent a drought according to Elijah’s word.
1 Kings Chapter 17 Elijah seals the heavens and is fed by the ravens—At his command the barrel of flour and the jar of oil of the widow of Zarephath never become empty—He raises her son from death.
Display pictures or objects that go with the stories in 1 Kings 17, such as birds, bread, or a boy. Tell these stories to the children (“Elijah the Prophet” in Old Testament Stories can help), and invite them to find the picture or object that goes with each story (Elijah was fed by ravens during a famine, a widow and her son had their food multiplied, and Elijah raised the widow’s son from the dead.) Emphasize that Elijah and the widow had faith in Jesus Christ and received great blessings.
Help the children think of ways they can show that they have faith in Heavenly Father and Jesus Christ, which means that they believe in Them and trust Them. Sing with them a song about faith, such as “I Know My Father Lives” (Children’s Songbook, 5).
Come, Follow Me—For Primary: Old Testament 2022 “1 Kings 17–19” The widow of Zarephath trusted the Lord and His prophet, even though she was asked to make a great sacrifice. This story could help the children when the Lord asks them to make sacrifices.
Read to the children 1 Kings 17:8–16. Invite them to act out the story as you read it a second time. Pause at various points and ask them how they would feel if they were Elijah or the widow. Invite them to share what they learn from this story.
Invite a child to draw on the board a picture of what the Lord asked the widow to give Elijah (see 1 Kings 17:12–13). Invite another child to draw what the widow received in return (see 1 Kings 17:15–16). What are some things the Lord asks us to sacrifice? Ask the children to share how they have been blessed for making sacrifices.
1 Kings CHAPTER 18 Elijah is sent to meet Ahab—Obadiah saves a hundred prophets and meets Elijah—Elijah challenges the prophets of Baal to call down fire from heaven—They fail—He calls down fire, slays the prophets of Baal, and opens the heavens for rain.
As you read 1 Kings 18:17–39 together, your children could pick a verse and draw a picture of what it describes. They could use their pictures to tell the story in their own words. (See also “Elijah and the Priests of Baal,” in Old Testament Stories, 125–28.)
Help your children think of situations when they might need to decide whether or not to follow Jesus Christ. Maybe they could draw pictures of themselves making the right choice. Share with each other why you choose to follow Jesus.
What does it mean to follow Jesus Christ? Help the children think of specific things they will do to follow Jesus Christ, and invite them to draw pictures of themselves doing those things.
Friend March 2018 “Family Night Fun” Each person makes a pair of sandals and then writes on their shoes one way they want to follow Jesus.
I can choose to follow Jesus Christ. (Older Children)
Ask the children to talk about times when they had to decide between two different things. What helped them decide? Help them think of situations when they might need to decide whether or not to follow Jesus Christ. What truths from the story in 1 Kings 18:17–39 could help them decide?
For the Strength of Youth July 2022 “The Choice” Ben forgot to write a book report that was due the next day. He has to make a choice whether he will follow God or cheat and copy a book report from the internet.
THE LORD SPEAKS TO ELIJAH, NOT IN THE WIND, EARTHQUAKE, OR FIRE
1 Kings CHAPTER 19 Jezebel seeks the life of Elijah—An angel sends him to Horeb—The Lord speaks to Elijah, not in the wind nor the earthquake nor the fire, but in a still, small voice—Elisha joins Elijah.
The Lord speaks to me through the still, small voice of the Holy Ghost.
As you summarize 1 Kings 19:9–12, invite your children to do actions to represent the strong wind, the earthquake, and the fire. Then invite them to sit still as you say together, in a quiet voice, “after the fire a still small voice” (verse 12). (See also “The Lord Speaks to Elijah,” in Old Testament Stories, 129–31.) Tell your children about times when you have experienced the still, small voice of the Holy Ghost.
Quietly sing a song about the Spirit, such as “The Still Small Voice” (Children’s Songbook, 106–7) or “Elijah and the Still, Small Voice” (Hymns for Home and Church, Gospel Library). What can distract us from recognizing the Spirit? What can help us hear Him?
Friend August 2016 “The Little Bottle of Silence” Gage’s grandfather gives him a empty bottle of “silence” at his baptism to remind Gage that quietness helps you hear the Holy Ghost. He feels the Holy Ghost comforting him during a sad time when he seeks quiet time.
Friend September 2015 “Sister Pettigrew’s Lesson” Elder Ronald A. Rasband tells how he learned to listen to the still, small voice
Help the children recognize when they may have felt the Holy Ghost’s influence. For example, play or sing a reverent song about Jesus, and ask them how they feel when they think about Him. Ask them how they feel during other reverent activities, such as praying with their families or partaking of the sacrament. Explain that these feelings come from the Holy Ghost. Tell the children how the power of the Holy Ghost has blessed your life.
Ask the children to listen closely as you read 1 Kings 19:11–12 to them very quietly. Invite them to search 1 Kings 19 to find the verses you read and learn what Elijah was doing. Talk about what they had to do to hear what you were saying, and help them compare this to what we have to do to hear the “still small voice” of the Spirit. Let the children take turns quietly reading other verses from 1 Kings 19 while other children find those verses in the scriptures.
. Ask the children to talk about times when they have felt the Holy Ghost guiding them or testifying to them. What were they doing? What can distract us from recognizing the Spirit? Read together Moroni 4:3, and encourage the children to choose one thing they will do so they can “always have his Spirit to be with them.”
2 Samuel CHAPTER 11 David lies with Bathsheba, and she conceives—He then arranges for the death in battle of her husband, Uriah.
2 Samuel CHAPTER 12 Nathan tells David the parable of the ewe lamb—The Lord gave many wives to David, who is now cursed for taking Bathsheba—David fasts and prays for his son, but the Lord takes him—Solomon is born—David conquers the royal city of the Ammonites.
“King David” in Old Testament Stories, 117–20, can help you tell your children the story in 2 Samuel 11. You might ask your children to identify the wrong choices David made and suggest good choices he could have made instead. What are some things we can do when we are being tempted that can help us make the right choice?
The children you teach make small but important decisions every day. How can you help them understand the importance of choosing what’s right even when it’s hard?
To share an example of someone who, unlike David, resisted temptation, ask the children if they remember the story of Joseph and Potiphar’s wife (see Genesis 39:7–12). You might review this story with the children and help them compare it with the story of David. What can we learn from the stories of David and of Joseph about how to resist temptation? (Watch below video until .38)
Lesson 15: Joseph Was Sold into Egypt,” Primary 6: Old Testament Tell the class that the nail, pin, or paper clip represents us. Place it between the two magnets on a flat surface so it can be attracted by one or the other. Show that the further away from “Satan” we are, the less power he has to tempt us. As you move the metal object toward the magnet representing God, explain that the closer we live to the Lord, the more we are influenced by his goodness. When we seek after good, we are less influenced by that which is evil. (What can we do to draw close to God? How can the Holy Ghost help us?)
Heavenly Father and Jesus Christ know that it is harder to avoid temptation when we allow ourselves to get close to it. Discuss with the children how they could distance themselves from temptation in the following situations:
You could make a list on the chalkboard of temptations, Discuss strategies for resisting evil, such as removing ourselves from the situation and replacing the temptation with something wholesome. Erase each harmful influence from the chalkboard as it is discussed.
Story: The prophet Nathan told a story about two men. The first man had lots of lambs. The second man had only one lamb. The man with many lambs stole the other man’s lamb. That made the man with only one lamb very sad. It also made Heavenly Father sad. (See 2 Samuel 12:1–4.)
Song: “I’m Trying to Be like Jesus” (Children’s Songbook, 78–79)
Activity: Act out the story of the two men and the lambs. You could use toys or other objects for the lambs. Then act it out again, but this time change the ending! What can the first man do to be kind instead of selfish?
Reading about David’s tragic sins might be a good opportunity to discuss the dangers of pornography. The video “What Should I Do When I See Pornography?” (Gospel Library) has helpful guidance. Help your children make a plan about what they will do when they encounter pornography.
Video tells story of David. President Oaks compares David’s story to looking at pornography.
Discuss some ways the children can interrupt impure thoughts that may come to them (turn away, leave the situation, replace the bad thoughts with good thoughts and actions, say a prayer, think of an uplifting song or verse of scripture, recite the thirteenth article of faith, and so forth). Challenge the class members to be prepared in advance with a specific replacement for an undesirable thought. Allow them a minute to choose something uplifting they can think of instead.
1 Kings CHAPTER 3 Solomon loves the Lord and keeps His commandments—The Lord appears to Solomon and promises him a wise and an understanding heart—He judges between two harlots and determines who is the mother of a child.
Ask the children to name things they would ask for if they knew they could ask Heavenly Father for anything and he would give it to them. Write the children’s ideas on the chalkboard.
Show the children some waterproof items that could represent worldly goods, such as a piece of jewelry, a coin, a pretty rock, and so on. Put the items in a large pitcher or container as you talk about them and discuss how some people spend most of their efforts accumulating material goods. Then add some water to the container to represent good deeds or spiritual gifts as you discuss the kind deeds we can do and the spiritual gifts we can develop, such as helping a family member or friend, gaining a testimony, being honest, or having an understanding heart. Pour the contents of the container through a strainer into another container. Explain that the first container represents someone’s life, the strainer represents death, and the second container represents life after death. Discuss how we cannot take material goods with us when we die, but we do take with us the spiritual gifts we have developed and the good deeds we have done.
Ask the children which of the items on the chalkboard represent things that could last forever and if they would like to change anything they named before. Tell the children that they are going to learn about someone who was able to ask God for one thing, and he chose an eternal, spiritual gift instead of a temporary, earthly one.
Write knowledge, wisdom, and an understanding heart on the chalkboard. Discuss the meaning of each one. Explain that knowledge is learning gained through study or experience; wisdom is using what we have learned in the best way to make right choices; and an understanding heart enables us to know how others feel.
Have the children find the book of Proverbs in their Bibles. Explain that most of these proverbs (wise sayings) were written by Solomon, and because of his great wisdom, these sayings can help us today. (See the lesson link for a list of some of the wise sayings found in Proverbs.)
Two Women, One Baby
“Lesson 96: 1 Kings 1–10,” Old Testament Seminary Student Material We read in 1 Kings 3:16–23 that two women petitioned King Solomon to judge a difficult situation. The two women lived in one house and had borne children at about the same time. One night, one of the women woke up to find that her baby had died. Rather than mourn the loss of her baby, she switched her dead baby with the other woman’s baby. The next morning, when the second woman awoke to nurse her child, she found the other woman’s dead baby in her arms instead of her son. When the women came before Solomon, the first woman fervently denied the other woman’s accusation that she had switched the babies.
Read 1 Kings 3:24–27 to find out how Solomon identified the child’s rightful mother.
We read in 1 Kings 3:28 that all of Israel heard of this experience and recognized that God had blessed Solomon with wisdom. According to 1 Kings 4, knowledge of Solomon’s wisdom spread to other nations.
THE TEMPLE OF SOLOMON
I Kings Chapter 6 Solomon builds the temple—The Lord promises to dwell among the Israelites if they are obedient—The ornaments of the temple are described.
1 Kings Chapter 7 Solomon builds himself a house—Hiram of Tyre makes the two pillars, the molten sea, the ten bases, the ten lavers, and all the vessels for the temple—The molten sea (baptismal font) rests on the backs of twelve oxen.
1 Kings CHAPTER 8 The ark, containing the two tablets of stone, is placed in the holy of holies—The glory of the Lord fills the temple—Solomon offers the dedicatory prayer—He asks for temporal and spiritual blessings upon repentant and prayerful Israel—The people sacrifice and worship for fourteen days.
I Kings Chapter 9 The Lord again appears to Solomon—The Lord promises great blessings if the Israelites are obedient and great cursings if they forsake Him—Solomon reigns in splendor, levies tribute upon the non-Israelites, and builds a navy of ships.
Making covenants in the Lord’s house—and keeping them—helps me walk in His ways.
Explain to the children that David, Solomon’s father, had wanted to build a temple but was denied the privilege. The Lord instead chose Solomon to direct the seven years of construction. When the elaborate temple (much of it was overlaid with gold) was finished, the priests carried the ark of the covenant, which contained the two tablets of stone the Lord gave Moses, “to the most holy place” of the building (1 Kings 8:6). Then the glory of the Lord filled the temple (see 1 Kings 8:10–11), and Solomon offered the dedicatory prayer (see 1 Kings 8:22–53.)
For the Israelites, building and dedicating the temple was an opportunity to turn their hearts to the Lord and recommit to “walk in all his ways” (1 Kings 8:58). How can you help the children you teach “walk in all his ways”?
As you and your children learn about the dedication of the temple in 1 Kings 8, you could look at the pictures of temples in this week’s outline. Let your children talk about details they see in the pictures. You might emphasize verses 57–58. What does it mean to “walk in all [the Lord’s] ways”? (1 Kings 8:58). Maybe your children could take a step for each answer they give.
Tell your children how keeping the covenants you make in the temple helps you walk in the Lord’s ways. You might tell them what these covenants are (see General Handbook, 27.2, Gospel Library).
Help the children understand that we walk in the Lord’s ways when we follow Jesus and try to become like Him. Ask the children what they do to walk in the Savior’s ways. You could sing a song about following Jesus, such as “I’m Trying to Be like Jesus” (Children’s Songbook, 78–79).
1 Kings CHAPTER 11 Solomon marries non-Israelite women, and his wives turn his heart to the worship of false gods—The Lord stirs up adversaries against him, including Jeroboam, the son of Nebat—Ahijah promises Jeroboam that he will be the king of the ten tribes—Solomon dies and Rehoboam reigns in his stead.
Reading about how Solomon’s wives influenced him could lead to a conversation about examples of “other gods”—or things that people worship or love instead of the Lord. How do we show that we love Him more than anything else in our lives?
1 Samuel CHAPTER 8 Samuel’s sons take bribes and pervert judgment—The Israelites seek for a king to rule over them—Samuel rehearses the nature and evils of kingly rule—The Lord consents to give them a king.
1 Samuel CHAPTER 9 Saul, the son of Kish, a Benjamite, is a choice and goodly person—He is sent to seek his father’s asses—The Lord reveals to Samuel the seer that Saul is to be king—Saul goes to Samuel and is entertained by him.).
1 Samuel CHAPTER 10 Samuel anoints Saul to be captain over the Lord’s inheritance—Samuel manifests the gift of seership—Saul prophesies among the prophets, and the Lord gives him a new heart—He is chosen king at Mizpeh.
As you read 1 Samuel 8 with your children, help them find reasons Samuel told the Israelites that having a king was a bad idea. Why is it better to have Jesus Christ as our king? Maybe you could make a paper crown together and take turns wearing it and sharing something we can do to show that we want Jesus to be our King. (See also Jeremiah 23:5; Doctrine and Covenants 45:59.)
DAVID IS CALLED TO BE KING
1 Samuel CHAPTER 15 Saul is commanded to smite and destroy the Amalekites and all that they have—He saves some animals to sacrifice—Saul is rejected as king and told that to obey is better than sacrifice—Samuel destroys Agag.
1 Samuel CHAPTER 16 The Lord chooses David of Bethlehem as king—He is anointed by Samuel—Saul chooses David as his companion and armor bearer.
Invite the children to imagine they were asked to pick someone to be a king. What qualities would they look for? Read together 1 Samuel 16:6–7 to find out what the Lord said to Samuel as he was looking for a new king for Israel. What do we learn from the Lord’s instructions?
An object lesson could help your children understand the principle in 1 Samuel 16:7. For example, you could show them some food or a book with a wrapper or cover that doesn’t match its true contents. What do 1 Samuel 16:7 and this object lesson suggest about how we should view ourselves and other people? Sing a song that emphasizes this principle, such as “Love One Another” (Children’s Songbook, 136).
What are some ways people judge others “on the outward appearance”? Present an object lesson to illustrate to the children that judgments we make based on “the outward appearance” (verse 7) may not be correct.
A cantelope is rough and drab on the outside but sweet and colorful on the inside.
You and your children could share experiences in which you learned why you should “look on the heart,” not just “the outward appearance” (verse 7). You might also take turns telling each other about the good qualities you see in each other’s hearts.
Activity Idea: Make one copy of the hearts page for each child. Put the child’s name on the top of their page. Have the children each write something good about that person on a heart.
Friend May 2025 “The Mystery Can” Sadie’s family all try to guess what is inside of a tin can that didn’t have a label. They all guessed things that didn’t sound good, but when they opened it they found it was filled with lots of yummy fruit. They had a discussion about how sometimes we label people like that, and that we shouldn’t label people based on what we see on the outside, or believe false labels given to us. Because only God knows what we truly are inside.
1 Samuel 9:20-21; 16:7. Reading these verses along with the following words from Elder Dieter F. Uchtdorf could inspire a discussion about why the Lord chose Saul and David: “If we look at ourselves only through our mortal eyes, we may not see ourselves as good enough. But our Heavenly Father sees us as who we truly are and who we can become” (“It Works Wonderfully!” Ensign or Liahona, Nov. 2015, 23). Perhaps family members could take turns talking about what good qualities they see in each other’s hearts (see 1 Samuel 16:7).
Friend January 2017 “Min-Jun Measures Up” Min-Jun and his grandfather walk to church during a storm and arrive muddy and wet. Min-Jun doesn’t feel good enough to go in, but his grandfather teaches him that the Lord doesn’t measure us by our appearance, he measures us by what is in our hearts, and Min-Jan’s intentions are pure.
The accounts of God choosing Saul and David to be kings can help your children understand how people are called to serve in the Church today by revelation. To teach them these stories, you could write down events from the stories on strips of paper, and your children could put them in the correct order as you read the scripture passages together (see also “Young David” in Old Testament Stories, 110–11). Then you could talk about times when God blessed you with spiritual power to fulfill an assignment or calling (see 1 Samuel 10:9–10).
The Red Crystal Click on the Red Crystal link to find and print these cards.
This might also be a good time to teach your children the fifth article of faith. Tell them how you received your calling in the Church. How do you know that you were called of God?
Testify that God inspires leaders to call people to serve.
“Article of Faith 5” (May 2011 Friend) Number pictures relating to how a person receives a calling in the right order.
Ruth CHAPTER 1 Elimelech and his family go to Moab because of famine—His sons marry—The father and sons die—Ruth, the Moabitess, her husband having died, remains constant to Naomi—They come to Bethlehem.
Ruth CHAPTER 2 Ruth gleans in the fields of Boaz, a near relative of Naomi—He treats Ruth kindly.
Ruth CHAPTER 3 By Naomi’s instruction, Ruth lies at the feet of Boaz—He promises as a relative to take her as his wife.
Ruth CHAPTER 4 The nearest relative declines, and Boaz takes Ruth to wife—Ruth bears Obed, through whom came David the king.
Life is hard for a widow in any era. But when Ruth’s husband died, her situation was especially hard. In Israelite culture at the time, a woman without a husband or sons had no right to property and very few ways to earn a living. As you read Ruth’s story, notice how the Lord turned tragedy into great blessings.
As you share with your children the story of Ruth (you could use “Ruth and Naomi” in Old Testament Stories, 100–103), invite them to raise their hands every time they hear an act of kindness in the story. How do we feel when people are kind to us? How do we feel when we are kind to others? How has the Savior been kind to us? How can we follow His example? (see “Kindness Begins with Me,” Children’s Songbook, 145).
Sing together a song about being kind, such as “Kindness Begins with Me” (Children’s Songbook, 145). Help the children think of ways they can be kind to their family and friends. If they need help, show them pictures of people showing kindness. For every idea mentioned, let the children draw a heart on the board.
Ruth supported Naomi by staying with her. Try this activity to learn about supporting family:
Choose a family member and stand back-to-back. Place any object (a small ball or a book) between each other’s backs.
Working as a team, see how many steps you can take together without letting the object fall.
Take turns as a family until everyone has had a chance to work as a team to help each other.
Discussion: How did Ruth and Naomi help each other? Ruth believed in Heavenly Father and had faith, so she stayed with Naomi. How was she blessed? How can we support each other and trust the Lord when we have difficulties?
Story: Read about Ruth in the scripture story on page 8. She worked hard and gathered grain to take care of her husband’s mother. God blessed her for serving others.
Activity: Cut out pieces of paper in the shape of grain kernels. Use a stick or long piece of paper as a stem. Glue or tape your kernels to the stem to make a stalk of grain. Whenever you serve someone, pull off a kernel. Keep going until the stem is bare!
The stories of Ruth and Hannah can inspire your children to stay faithful during hard times. Consider helping them create a simple chart with the headings Trials, Actions, Blessings. Then you could read together Ruth 1:3–5, 8, 16; 2:1–3, 8–12; 4:13–17; 1 Samuel 1:1–18 and write under the headings what they find in these verses. How did Ruth and Hannah show their faith in the Lord? You or your children could then share examples of how the Lord has blessed you during hard times.
The Red Crystal Include these in the chart activity, or use them for a match up activity.
Friend January 2017 “Will Heavenly Father Answer My Prayers” When Elder Oaks was seven his father died. Dallin’s mother had faith and trusted in the Lord’s will.
Sing together a song about faith, such as “The Lord Is My Light” (Hymns, no. 89) or “Faith” (Children’s Songbook, 96–97). What does the song teach us about trusting the Lord? How can we have faith in Jesus Christ even during difficult times?
HANNAH
1 Samuel CHAPTER 1 Hannah prays for a son and vows to give him to the Lord—Eli the priest blesses her—Samuel is born—Hannah loans him to the Lord.
1 Samuel CHAPTER 2 Hannah sings praises to the Lord—Samuel ministers before the Lord—Eli blesses Elkanah and Hannah, and they have sons and daughters—The sons of Eli reject the Lord and live in wickedness—The Lord rejects the house of Eli.
To learn about Hannah, your children could read 1 Samuel 1:1–18 or “Hannah” in Old Testament Stories (104–5) or watch “Hannah’s Faith” (video, Gospel Library). Afterward, toss a ball or small object to one child and invite him or her to tell part of the story before passing the ball to the next child to tell another part of the story. When the story is complete, ask the children to share something they learned from Hannah’s example.
Why was Hannah was sad? What can we do when we are sad? Read to the children 1 Samuel 1:10, and invite the children to listen for what Hannah did. Ask the children how they feel when they pray. Read from verse 18 to explain that after her prayer, Hannah “was no more sad.” Help the children see that they can always pray to Heavenly Father, especially when they are sad.
Use this week’s activity page to teach the children that they can pray to Heavenly Father and He will help them. While the children are coloring, sing or play a recording of a song that teaches about prayer, such as “A Child’s Prayer” (Children’s Songbook, 12–13).
Read together 1 Samuel 1:15, and discuss what it means to pour out our souls before the Lord. Maybe you could pour something out of a container to help family members visualize what Hannah meant when she said, “I … have poured out my soul before the Lord.” Why is this a good way to describe what our prayers should be like? How can we improve our personal and family prayers? Come, Follow Me—For Individuals and Families: Old Testament 2022 “Ruth; 1 Samuel 1–3”
Read to the children some of what Hannah said after the Lord blessed her with a son (see 1 Samuel 2:1–2). Share with the children a blessing you have received from the Lord and how it made you feel. Then invite the children to talk about blessings the Lord has given them. How can we show our gratitude to Him?
Friend October 2017 “Bread and Gratitude” For each letter of the alphabet, come up with something you’re thankful for!
Sing a song together that describes some of the blessings the Lord gives us, such as “My Heavenly Father Loves Me” (Children’s Songbook, 228–29). Invite the children to draw pictures of blessings they have received from the Lord.
Hannah’s poem of praise to the Lord may lead you to think of songs that you use to praise the Lord. You could sing some together. Your family members might also think of other ways to express their feelings for Jesus Christ. For example, they could draw pictures that show why they love the Savior. Come, Follow Me—For Individuals and Families: Old Testament 2022 “Ruth; 1 Samuel 1–3”
SAMUEL
1 Samuel CHAPTER 3 The Lord calls Samuel—The house of Eli will not be purged by sacrifices and offerings—Samuel is recognized as a prophet by all Israel—The Lord appears to him.
1 Samuel CHAPTER 4 The Israelites are smitten and defeated by the Philistines, who also capture the ark of God—Eli’s sons are slain, Eli dies in an accident, and his daughter-in-law dies in childbirth.
Perhaps a simple role-play could help your children learn from Samuel’s experience with revelation. One child could pretend to be Samuel, and another could pretend to be Eli as you read 1 Samuel 3:1–10 (see also “Samuel the Prophet” in Old Testament Stories, 106–9, or the video “Samuel and Eli,” Gospel Library). What do we learn from Samuel about how to hear the voice of the Lord? How do we show that we are willing to hear when the Lord speaks to us?
Ask your children how they would explain to someone how the Lord speaks to them. You could help them look for answers in Doctrine and Covenants 6:22–23; 8:2–3; 9:7–9.
Samuel heard the Lord’s voice when he was a young boy but did not recognize it at first. Try this activity to learn about listening:
Blindfold one person or have them cover their eyes.
From another room, a family member will say the blindfolded person’s name.
If the blindfolded person can guess who spoke, the speaking person will give directions to help the blindfolded person find him or her.
Take turns being the blindfolded person and the person saying the name.
Discussion: We can hear the voice of the Lord in the scriptures, the temple, and the teachings of living prophets. How do you hear His voice? Read or listen to President Russell M. Nelson’s April 2020 general conference talk “Hear Him” and look for ways we can hear the Lord’s voice better in our own lives. Talk about how you as a family can “hear Him.”
Ask the children the following question: When an impression or idea comes, how can we know it is from God? On the chalkboard or a large piece of paper write From God and Not from God. Then write Moroni 7:13, 16–17 and Doctrine and Covenants 6:23; 9:8–9. Read and discuss the references with the children, and put their ideas under the appropriate heading.
“Lesson 27: Samuel, the Boy Prophet,” Primary 6: Old Testament After the children have entered the classroom, choose a child to go outside and knock at the door. Have another class member let the child in; then show the picture Jesus at the Door. Read and discuss Revelation 3:20. Let the children discuss why the artist painted the outside of the door with no doorknob. (Jesus is waiting to help us, but we must open the door ourselves to invite him in.) Ask the children how they can let the Savior into their lives. Help the children understand that one way the Lord speaks to us is through his Holy Spirit. If we listen to the Holy Ghost, we can receive guidance from Heavenly Father and Jesus Christ. Tell the class that this lesson is about a young boy who heard the voice of the Lord, listened, and obeyed.
Once I forgot my swimsuit for swim team. My coach found a bikini for me, but I remembered our family home evening on modesty. I kept looking and found a one-piece swimsuit. I had a great feeling because I was able to follow the prophet by staying modest.
Modesty in dress, speech, and actions
Friend July 2017 “Modesty Means” Modesty also means being humble and moderate in behavior, manner, and appearance.
Read “Modesty Means …” and draw another cartoon about modesty together! Then make a family modesty goal for the next week.
1 Timothy 2:9–10
Come Follow Me for Individuals and Families While aspects of Paul’s counsel for women to dress modestly do not apply to our time, we can all learn from his counsel to “adorn [ourselves] … with good works.” Your family might enjoy putting together a fashion show, with family members dressing up in clothing or jewelry labeled with different kinds of good works. What are some good works your family could do this week?
Activity
Write different situations on slips of paper and have children take turns deciding if a situation is modest or immodest. If it’s immodest, discuss as a family how to make it modest. For example, if choosing to swear is immodest, then choosing good language is modest. Scenarios might include bragging, dressing for various activities, viewing different kinds of media, and so on. Ensign July 2017 See other lesson ideas at link.
Friend August 2016
“Rose Marie Takes a Stand” (May 2020 Friend)Rose Marie Reid (1906–1978) was a clothing designer who stood up for modesty and also helped design temple clothing.
“Hannah’s New Dress” (June 2011 Friend) A girl decides to wear a shirt under a sleeveless dress.
“Hero” (October 2005 Liahona and Friend) A young girl idolizes her favorite singer until the singer decides to dress and dance immodestly.
“Modesty Means …” (July 2017 Friend) Modesty is a lot more than how we dress. It’s how we act, speak, and treat people. Includes a drawing activity.
“Old Rules, New Dress” (May 2007 Friend) When a girl’s favorite dress shrinks in the wash and becomes too short, she must decide whether to follow her parents’ rules about modesty or be like everyone else. She prays to receive her own testimony about modesty.
“The Orange Shirt” (May 2013 Friend) A young girl learns about modesty when shopping with her friend.
“Remembering Modesty” (April 2012 Friend) This poster reviews the standards of modesty discussed in the For the Strength of Youth pamphlet.
“Sewing a Modest Style” (December 2011 Friend) Activity-day girls made modest skirts and modeled them in a fashion show.
“Shine Your Light!” (August 2016 Friend) Ideas for how you can be modest in how you act, dress, speak, treat your body, and treat others.
“Trying to Be Like Jesus” (July 2009 Friend) Features a girl from Italy who refused to wear an immodest dance costume, even when her teacher said she could not perform in the program.
“Why is what I wear to church important?” (December 2009 Friend) Elder D. Todd Christofferson of the Quoroum of the Twelve Apostles shares some thoughts on the subject.
Activities
Family Home Evening Idea: Family Modesty Read“Modesty Means …”(July 2017 Friend) and draw another cartoon about modesty together! Then make a family modesty goal for the next week.
“Modesty Checklist” (May 2010 Friend) A printable checklist of modesty standards. Includes a visual aid about respecting yourself.
“My Body Is a Temple of God” (August 2011 Liahona and Friend) A simple analogy of our bodies as temples, as well as a maze activity that uses choices as clues to find the right way.
“Where to Wear?” (July 2017 Friend) Write or draw pictures of what you think is modest for each situation.
Media
Video: “195 Dresses” A young woman in Arizona came up with a prom-dress plan that allowed her to dress in a way that respected her body and Heavenly Father’s plan.
