5

Matthew 13–15

Introduction and Timeline

The events in Matthew 13–15 took place at a time when Jesus Christ and His disciples were facing increasing opposition from many of the Pharisees (see Matthew 12:14; 15:1–20). At this point in the Savior’s public ministry, He began using a teaching method that reached listeners at their individual levels of spirituality—He began to teach in parables (see Mark 4:34). Jesus Christ used the parables found in Matthew 13 to teach truths about the kingdom of heaven, which is the Church, including the eventual Apostasy and latter-day Restoration (see Bible Dictionary, “Kingdom of heaven or kingdom of God,” “Parables”).

The account in Matthew 14 of Jesus Christ walking on the waters of the Sea of Galilee provides an example of the Savior’s power over the elements. This experience teaches that the Savior, who can walk on water and calm storms, can also lift His disciples and give them peace during storms of opposition. The storm can also be seen as a symbol of the opposition the Lord and His disciples were facing at that time. The Savior’s power to lift and to heal is further illustrated by the healings described in Matthew 15.

lesson 5 timeline

Chapter Overviews

Matthew 13

Jesus Christ taught the parables of the sower, the wheat and the tares, the mustard seed, the leaven, the treasure hidden in the field, the pearl of great price, and the net cast into the sea. The Savior was rejected by those in His hometown.

Matthew 14

Hearing of the death of John the Baptist, Jesus Christ sought to be alone, yet multitudes followed Him. Jesus had compassion on the five thousand and fed them. He walked on the Sea of Galilee and bade Peter to come to Him. He healed many people in the land of Gennesaret.

Matthew 15

Scribes and Pharisees contended with Jesus over things that defile a man. The Savior healed the daughter of a Gentile woman and fed the four thousand.

Suggestions for Teaching

Note to teacher: The death of John the Baptist, feeding of the five thousand, hand-washing traditions, and feeding of the four thousand—all found in Matthew 14–15—will be taught in later lessons from the Gospel of Mark.

Matthew 13

Jesus Christ Taught in Parables

The following short exercise is designed to prepare students to think about parables. Begin by asking students to fill in the following blanks with names of objects they might encounter in their everyday lives. (You might write these on the board.)

The Holy Ghost is like .

Faith is like .

Repentance is like .

After several students share their answers, ask why they chose the objects they did. Point out that the Savior frequently taught using parables, which, like the phrases on the board, compare two unlike things. Parables are short fictitious stories in which “divine truth is presented by comparison with material things” (Bible Dictionary, “Parables”). Have students read the student manual commentary for Matthew 13.

• Why do you think parables can be an effective method for teaching gospel truths?

Write the following verse numbers from Matthew 13 on the board—24, 31, 33, 44, 45,  47—and have students look at several of them and identify what gospel subject the Savior compared to something else. Write the following phrase on the board and invite students to name some of the comparisons that could fill in the blank, based on the verses they read in Matthew 13:

The kingdom of heaven is like .

(Possible answers: A man sowing good seed, a mustard seed, leaven, treasure hid in a field, a merchant man seeking pearls, a fishing net.) Emphasize that by reading Matthew 13, we can learn how Jesus Christ used parables to teach about the kingdom of heaven. One definition of the “kingdom of heaven” is the Church (see the student manual commentary for Matthew 13:11). Invite students as they study Matthew 13 to consider how these parables apply to the Church today. Explain that keeping this application in mind will make these parables more relevant.

While one student reads aloud the parable of the sower in Matthew 13:1–8, have the rest of the class listen and identify the main symbols in this parable. After students have shared their ideas, help students better understand the parable by asking questions such as:

• What is a sower? What does it mean to sow seeds? (To plant them.)

• What are the different soil types identified in the parable? (“Way side,” “stony places,” “among thorns,” and “good ground.”)

• How does the condition of each type of soil affect the seed’s ability to grow and produce fruit? (If needed, refer students to the explanation of the soil types found in the student manual commentary for Matthew 13:4–8.)

Remind students that the divine truth taught in a parable is uncovered by making a comparison between the physical objects and the spiritual concepts being taught. To help students discover the meaning of the parable of the sower, point out that this parable is one of the parables the Savior Himself interpreted. Have a student read Matthew 13:18–19, and ask:

• What did the Savior compare the seed to? (The word of the kingdom, or the gospel.)

• What did the Savior compare the soil to? (The hearts of people.)

Have a student read Matthew 13:20–23, and ask questions like the following to help students understand the gospel truths Jesus taught in this parable:

• While this parable is often called the parable of the sower, why might it also be accurate to call it “the parable of the soils”? (It really has more to do with the soil in which seeds are planted than with seeds or with the person who planted the seeds.)

• What reasons did the Savior give for why some people fail to live up to their spiritual potential?

• How would you state the central message of this parable? (As students present their ideas, make sure they understand these principles: The condition of our hearts determines how we receive the gospel of Jesus Christ. We must eliminate unnecessary distractions from our lives if we are to produce the good works the Lord desires of us.)

• How would you relate the message of this parable to your own life?

Divide your class into small groups, and assign each group one or more of the following parables to study in Matthew 13. Let students know that they will be reporting their findings to the rest of the class.

Note to teacher: If your class is too small to divide into seven groups, you might assign parables to individual students, or you might assign the longer parables to students while you summarize and teach the shorter ones.

• The wheat and tares (verses 24–30, 36–43)

• The mustard seed (verses 31–32)

• The leaven (verse 33)

• The treasure hidden in a field (verse 44)

• The pearl of great price (verses 45–46)

• The gospel net (verses 47–50)

• The treasure new and old (verse 52)

Explain that there is more than one possible meaning of these parables. Ask groups to spend five to seven minutes studying their parable and any related student manual material or other study aids, such as the footnotes or Topical Guide. Have them look for answers to questions such as:

• What do the main objects in the parable teach about the meaning of the parable?

• What is the meaning of the parable?

• How does the parable apply to us today?

Follow-Up Questions

Follow-up questions can help students think more deeply about a principle they are discussing. For example, if students suggest how a scripture account can be likened to themselves, you might ask, “Can you think of an experience that helped you understand the truth of what we are talking about?” or, “What else can we learn from this scriptural account?”

Have students report their findings to the class. As they report, use follow-up questions like the ones below to help students understand that there is a central message of these parables: In the last days, the Lord will gather the righteous into the kingdom of heaven, which is the Church.

• How does the parable of the wheat and the tares describe what eventually happened to the Church that Jesus Christ established? What do we call the historical event represented by the sowing of tares? (The Apostasy; see D&C 86:1–7.)

• What do the symbols in the parable of the mustard seed teach about the blessings that can come to those who are gathered into the kingdom of heaven (the Church) in the last days? (Possible answers: The Church is a place of safety, rest, refuge, or nourishment.)

• What do the parables in Matthew 13:44–46 teach about the value of membership in the kingdom of heaven?

  To conclude this portion of the lesson, consider inviting a few students to share their feelings about the Restoration of the gospel of Jesus Christ and about what membership in the Church has meant to them.

Matthew 14:22–36

Jesus Christ Walked on Water

Note to teacher: Before teaching Matthew 14:22–36, point out to students that the accounts of the death of John the Baptist and the feeding of the five thousand, found in Matthew 14:1–21, will be taught in later lessons.

Read Matthew 14:22–25 to your class. During the reading, have students close their eyes and imagine or visualize that they were present for these events.

Visualizing

When students visualize, they try to see in their minds the events of the scriptures. They can do this by trying to imagine being a participant in the story they are reading. Visualizing is a scripture study skill that helps students analyze, understand, and apply what they read.

Ask students to describe the disciples’ possible thoughts and feelings during the following events:

• The Master sent the disciples ahead by ship (see Matthew 14:22).

• The disciples rowed all night against waves and contrary winds (see Matthew 14:24–25).

Have a student read Matthew 14:26–29, and then ask:

• Why were the disciples afraid when they saw Jesus? (They thought He might be a spirit.)

• What do these verses show about Peter? (He exercised tremendous faith in the Lord.)

Have students silently read Matthew 14:30–33 and look for what caused Peter to sink.

• According to verses 30–31, why did Peter begin to sink?

Ask students to read the quotation by President Howard W. Hunter in the student manual commentary for Matthew 14:27–31. Help them identify a principle taught in this scripture account by asking:

• How would you summarize what President Hunter taught about the account of Peter walking on water? (As students share their responses, help them understand: Having faith in Jesus Christ and relying on Him enable us to overcome fear and tribulation. Consider writing this principle on the board.)

The following questions can help students analyze the account of the Savior walking on water and feel the importance of this experience:

• What are some possible indications that we have lost faith in the Savior or have stopped relying on Him?

• How does fear affect a person’s ability to deal with difficult circumstances?

• How have you been able to maintain trust in the Savior in circumstances that seem discouraging or even frightening?

Share what you have done to stay focused on the Savior and how doing this has helped you dispel fear and move forward in faith. Invite students to take a moment and ponder what they can do to better focus on Jesus Christ and exercise faith in Him throughout each day.

Note to teacher: To maintain a sequential study of Matthew, you might quickly summarize the contents of Matthew 15 for your students. This could be done by using the overview of Matthew 15 found at the beginning of this lesson. If the promptings of the Spirit and needs of the students dictate, you could use the last supplemental teaching idea to teach Matthew 15.

Supplemental Teaching Ideas

Matthew 13:1–52. Joseph Smith Interpreted Parables Found in Matthew 13

Consider having students turn to the student manual commentary for Matthew 13:3–52 and read the quotation by the Prophet Joseph Smith in the first paragraph.

• According to the Prophet Joseph Smith, what key doctrine do the parables of Matthew 13 teach?

An effective way to cover the large amount of material in these parables might be to assign students as individuals, pairs, or small groups to study the parables and corresponding statements by the Prophet Joseph Smith included in the chart in the student manual commentary for Matthew 13:3–52. Depending on the size of your class, you could assign one or two parables to each student, pair, or group:

• The sower (Matthew 13:3–9, 18–23)

• The wheat and tares (Matthew 13:24–30, 36–43)

• The mustard seed (Matthew 13:31–32)

• The leaven and the treasure new and old (Matthew 13:33, 52)

• The gospel net (Matthew 13:47–50)

After sufficient time, ask students to summarize their assigned parable. Explain that the Prophet Joseph Smith taught that all these parables work together to teach an important truth: Jesus Christ foretold the growth and destiny of the kingdom of heaven (the Church) from the time of His ministry through the Millennium.

Matthew 13:10–17. Why Jesus Christ Spoke in Parables

Have students read Matthew 13:10–15, and ask:

• As recorded in Matthew 13:10, what question did the disciples ask Jesus Christ?

• What is meant by the Savior’s answer, recorded in verse 13, “They seeing see not; and hearing they hear not”?

Invite students to read the student manual commentary for Matthew 13:13, and ask:

• What is the difference between those who receive truth through the parables and those who do not?

• How would you state a principle being taught by the Savior in Matthew 13:12–13? (As part of the students’ discussion, help them to understand this principle: We receive truth taught in parables line upon line as we seek it in faith.)

• How has your understanding of one of Jesus Christ’s parables increased over the years?

Consider having students read the following scriptures and then discuss the differing reactions to the Savior’s parables: Matthew 13:16–17, 51; 21:45–46; 22:15. Then ask:

• How do these differing reactions illustrate the principle that we must have faith in order to receive truth from parables?

• Even though the Pharisees may have understood the Savior’s meaning on a superficial level, why would they have learned more from His parables if they had not had an attitude of opposition to Him?

Matthew 15:21–31. The Savior Healed the Daughter of a Gentile Woman and Taught Gentile Multitudes

Share the following definition of faith with your class: “Faith is to hope for things which are not seen, but which are true (Heb. 11:1; Alma 32:21), and must be centered in Jesus Christ in order to produce salvation. To have faith is to have confidence in something or someone. … Faith in Jesus Christ is the first principle of the gospel and is more than belief, since true faith always moves its possessor to some kind of physical and mental action” (Bible Dictionary, “Faith”).

Have students search Matthew 15:21–28 and Matthew 15:29–31, looking for how individuals demonstrated faith in Jesus Christ through their physical or mental actions and how they were rewarded. Refer to the student manual commentary for Matthew 15:21–28 for insights into the faith demonstrated by the woman of Canaan. You might also ask students to read 2 Nephi 26:33. As a result of the discussion, help students to understand: The power of the Savior is available to all who have faith in Him, regardless of nationality.