“Matthew 4; Luke 4–5,” New Testament Institute Teacher Manual (2025)
Matthew 4; Luke 4–5
Jesus Christ overcame Satan’s temptations in the wilderness. He returned to His hometown of Nazareth and was rejected after proclaiming Himself to be the Messiah. Jesus traveled throughout Galilee, preaching and healing. The Savior’s compassionate efforts lifted individuals from the negative effects of evil spirits, disease, and sin.
Additional Resources
Scripture Helps: New Testament, “Matthew 4; Luke 4–5”
Note: The “Introduction to the Course” provides guidance on how to use the four standard lesson elements that follow.
Encouraging Personal Study
Before class, consider sending students one or more of the following messages or some of your own:
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We all have temptations that challenge us. Read Matthew 4:1–11, and consider what you can learn from the Savior about resisting temptation.
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How does the Lord invite you to follow Him? Read about the Savior inviting people to follow Him in Matthew 4:18–22, and ponder how you have responded to His invitations.
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In what ways do you need the Lord’s healing power in your life? Read Luke 5:17–26, and then watch “The Wounded Soul Shall Be Healed” (5:46) and think of ways the Savior can help you heal.
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For one day, record the labels you use to describe yourself and others. Read Luke 5:27–32, and consider how some labels could prevent us from drawing closer to the Savior.
Questions and Sharing
Provide time for students to ask questions and share insights and truths they discovered in their personal study of Matthew 4; Luke 4–5.
Skill Training
Matthew 4:1–11 might be a helpful place to use the skill “Using Restoration Scripture to Understand the Bible” in Scripture Study Skills. You could also use the skill “Finding the Meaning of Words and Phrases” in Scripture Study Skills when studying Luke 4:16–32.
Learning Activity Options
Multiple learning options are provided for you and your students. Prayerfully choose which option or options will be most meaningful for your class.
What can I learn from the Savior about resisting temptation?
Invite students to think about the temptations they are currently facing. Then give students some time to reflect on how those temptations are affecting their lives.
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Why is it important for us to understand that Jesus Christ experienced the same kinds of temptations we face today? (see Hebrews 2:17–18; 4:15–16).
Explain that Matthew 4:1–11, along with the Joseph Smith Translation of these verses, offers us important lessons from the Savior’s life about how to resist temptation. (If needed, show students how to find Matthew 4 in the Joseph Smith Translation Appendix in Study Helps in Gospel Library [see “Using Restoration Scripture to Understand the Bible” in Scripture Study Skills].)
Invite students to study Matthew 4:1–11 and the related verses in the Joseph Smith Translation, looking for how following the Savior’s example can increase our ability to resist temptation. After allowing time for personal study, consider displaying the following questions and inviting students to discuss them in small groups:
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How did the Joseph Smith Translation of these verses influence your understanding of the Savior’s experience?
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How did Satan seek to tempt the Savior?
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What did Jesus do to resist Satan’s temptations?
Invite students to share what they learned from their group discussion. You could record their insights on the board. Questions like the following could help deepen their learning:
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How does Satan use these same methods in our day?
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How has following the Savior’s example helped you resist temptation? (Encourage students to share experiences from their own lives.)
Consider concluding your discussion by watching “Temptation Fades as We Seek Christ in Every Thought” (2:57).
Invite students to record something they can do this week to increase their ability to resist temptation.
Optional Material to Address Self-Doubt
If some students struggle with self-doubt, consider including the following material as part of the lesson.
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How did Satan try to create doubt in the Savior’s divine mission? (see Matthew 4:3, 6; see also Matthew 27:40).
Consider reading together the following statement by Elder Hugo Montoya:
The adversary tempted the Savior by placing His divinity in doubt. He used the conditional phrase “If thou be the Son of God.” …
This conversation between Jesus Christ and Satan gives us a clear idea of how the adversary tempts us to place insidious doubts in our hearts and minds. (“Overcoming the Danger of Doubt,” Ensign, June 2017, 46)
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How does Satan seek to make you doubt your identity as a child of God?
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What can we learn from the Savior about withstanding Satan’s efforts to place doubt in our hearts and minds? What has most helped you to withstand Satan’s temptation to doubt your true identity?
Consider reading and discussing in class the following statement by President Russell M. Nelson:
I believe that if the Lord were speaking to you directly tonight, the first thing He would make sure you understand is your true identity. My dear friends, you are literally spirit children of God. You have sung this truth since you learned the words to “I Am a Child of God.” But is that eternal truth imprinted upon your heart? Has this truth rescued you when confronted with temptation? (“Choices for Eternity” [worldwide devotional for young adults, May 15, 2022], Gospel Library)
What might I need to sacrifice to more fully follow the Savior?
You could briefly discuss different ways Heavenly Father and Jesus Christ can extend invitations to us. Then display and ask students to ponder the following questions:
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What invitations have Heavenly Father and Jesus Christ extended to me?
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How have I responded to these invitations?
After allowing students time to quietly reflect, invite students to read Matthew 4:18–22 or watch “Follow Me, and I Will Make You Fishers of Men” (1:55). Encourage them to look for how Peter, Andrew, James, and John responded to the Savior’s invitation. (Note: Straightway means to act immediately, without delay.)
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Why might it have been challenging for these men to leave their nets?
Consider discussing the following statement by Elder Joseph B. Wirthlin, who identified the disciples’ nets as a metaphor:
Nets are generally defined as devices for capturing something. In a more narrow but more important sense, we might define a net as anything that entices or prevents us from following the call of Jesus Christ, the Son of the living God.
Nets in this context can be our work, our hobbies, our pleasures, and, above all else, our temptations and sins. In short, a net can be anything that pulls us away from our relationship with our Heavenly Father or from His restored Church. (“Follow Me,” Ensign, May 2002, 15)
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What can we learn about following the Savior from the actions of Peter, Andrew, James, and John? (Help students identify a truth like the following: We must be willing to make sacrifices and leave behind our “nets” if we desire to follow the Savior.)
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What are some examples of “nets” we could be asked to forsake to follow the Savior? Why can it be difficult to leave our “nets” when the Savior calls?
Provide students time to ponder a “net” the Savior may want them to give up so they can follow Him more fully. Consider showing “Your Day for a Mission” (3:31), which shares the story of Sid Going, who gave up something important to him to follow the Lord. Then invite students to think about what Sid left behind to serve a mission.
How can the Messiah heal and help me?
You could begin this part of the discussion by displaying and inviting students to discuss together the following questions:
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How would you explain the Savior’s divine mission to a seven-year-old? What would you tell him or her about why the Savior’s mission matters to you?
Consider showing the accompanying image. Explain that while reading from the words of Isaiah to the Jews in the synagogue in His hometown of Nazareth, Jesus announced His divine mission.
Invite students to read Luke 4:16–22 or watch “Jesus Declares He Is the Messiah” (from time code 0:00 to 2:12), looking for what we can learn about the Savior’s divine mission.
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What does verse 18 teach us about Jesus’s divine mission? (Help students identify the truth that Heavenly Father anointed Jesus to preach the gospel to the poor, heal the brokenhearted, preach deliverance to the captives, give sight to the blind, and free those who are bruised.)
Students could select one of the words or phrases describing the Lord’s mission that most interests them. They could then use a dictionary, the Define feature in Gospel Library, footnotes, the Guide to the Scriptures, or the Bible Dictionary to learn more about it (see “Finding the Meaning of Words and Phrases,” Scripture Study Skills for more information on this learning topic).
To model this skill, you could go to the Guide to the Scriptures and read the entry for “Anointed One” to learn how “anointed” applies to Jesus Christ.
After allowing students time to study, invite them to share what they have learned about the word or phrase they chose. As they share, you could insert their word or phrase into one or more of the following questions:
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How does Jesus in our day? (Example: How does Jesus set at liberty the bruised in our day?)
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When have you witnessed the Savior ?
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How could you be blessed by the Savior’s ability to ?
To emphasize how the Savior’s roles relate to us today, consider sharing the following statement by Elder Gerrit W. Gong:
He lives—not only then, but now; not just for some, but for all. He came and comes to heal the brokenhearted, deliver the captives, recover sight to the blind, and set at liberty those who are bruised. [See Luke 4:18.] That’s each of us. His redeeming promises apply, no matter our past, our present, or concerns for our future. (“Hosanna and Hallelujah—The Living Jesus Christ: The Heart of Restoration and Easter,” Ensign or Liahona, May 2020, 53)
Invite students to select one of the Savior’s “redeeming promises” that has special meaning to them. Provide time for them to record their thoughts and impressions about it.
Can the Savior really forgive me?
Improving Our Teaching and Learning
Use media effectively. Pictures and videos can help learners better understand the scriptures and how to apply gospel truths. Media can touch minds and hearts in ways different from the written word; it can help learners relate to intangible aspects of the gospel. When using media, ensure that it enhances learning and does not distract from it.
Depending on the knowledge and understanding of your students, you could do one of the following: (1) show the accompanying picture and have a student summarize the story of the man with palsy (paralyzed man), (2) show the picture and read together Luke 5:17–26, or (3) watch “Jesus Forgives Sins and Heals a Man Stricken with Palsy” (2:57).
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In what ways did the Savior heal this man? (Help students identify a truth similar to the following: Jesus Christ has the power to heal us of our physical challenges and forgive us of our sins.)
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Why is it important to understand that the Savior wants to heal us both physically and spiritually?
Consider reading together the following statement by Elder Craig A. Cardon:
The Savior knew that many people followed Him because of His mighty miracles. …
But with this paralyzed man, the Lord chose to give evidence to both disciple and detractor of His unique role as Savior of the world. …
By this miraculous physical healing, the Savior confirmed to all of us this infinitely more powerful spiritual truth: the Son of Man forgives sins! (“The Savior Wants to Forgive,” Ensign or Liahona, May 2013, 15)
Invite students to record any impressions that come as they ponder why forgiveness of sins is an “infinitely more powerful spiritual truth” than even the Lord’s “miraculous physical healing[s].” They could also reflect on their own faith in the Lord’s ability to heal and forgive them.
To help students apply these truths, consider asking:
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What have you come to know about the Savior’s power to heal and forgive us? (You could watch “The Savior Wants to Forgive” (5:50), which includes words from Elder Cardon’s talk.)
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What do you do or what can you do to show the Lord your desire to receive the healing power of forgiveness?
Optional Additional Learning Activity
Using the picture or video referenced at the start of this section, invite students to focus on what role the paralyzed man’s friends played. Read together Luke 5:18–20, and then discuss what their actions can teach us about faith in Christ.
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When have someone’s actions helped bring you closer to the Savior?
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Who could you help bring closer to the Savior? How could you help them? (Consider giving students time to record their thoughts and a plan to act.)
How can labels sometimes distort how the Savior would have me see myself and others?
Point out that people often use labels and identifiers to describe themselves or others. Provide the “Labels” handout, and ask each student to fill it out.
Invite students to read Luke 5:27–30 and look for the labels used in this passage.
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What was implied by the labels “publicans and sinners”? (see “Luke 5:27–30. Why were publicans despised by the Jews?” in Scripture Helps: New Testament for more information).
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Why did the scribes and Pharisees criticize Jesus for eating with publicans and sinners?
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What is implied by the labels you use to describe yourself and others? (Students could review what they wrote in the table.) How might some of these labels be negatively affecting you or those around you? What strategies can you use to remove negative or misleading labels from your life? (You might want to give students time to record what they will do.)
To help students think more deeply about the labels they use, you could read or watch together the following statement by President Russell M. Nelson (from time code 17:33 to 19:09):
The adversary rejoices in labels because they divide us and restrict the way we think about ourselves and each other. How sad it is when we honor labels more than we honor each other.
Labels can lead to judging and animosity. Any abuse or prejudice toward another because of nationality, race, sexual orientation, gender, educational degrees, culture, or other significant identifiers is offensive to our Maker! Such mistreatment causes us to live beneath our stature as His covenant sons and daughters!
There are various labels that may be very important to you, of course. Please do not misunderstand me. I am not saying that other designations and identifiers are not significant. I am simply saying that no identifier should displace, replace, or take priority over these three enduring designations: “child of God,” “child of the covenant,” and “disciple of Jesus Christ.” (“Choices for Eternity,” Gospel Library)
Consider reviewing with students Luke 5:29–32, looking for the Savior’s message of hope for all.
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How could the truth that Jesus Christ ministers to all who need to be made whole help those who feel labeled, marginalized, or unworthy?
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Why was this truth as important for the scribes and Pharisees as it was for publicans and sinners? What relevance does this truth have for you? (If needed, you could read Romans 3:23 and 1 John 1:8.)
You could close by sharing your testimony of our individual need to be healed and helped by Jesus Christ, the Great Physician.