Appendix

Ideas for Variety

Ideas for Variety

This resource includes a variety of ways to help students actively participate in lessons. Even persuasive teaching techniques, if overused, may become ineffective or boring. While you should not select methods for the sake of variety alone, consider how to vary the ways you teach during each lesson. Using varied teaching methods can help reach more students. Here are a few questions to consider when you select activities to include in a learning experience:

• Does the activity facilitate a Christ-centered, scripture-based, and learner-focused experience? See the Adopting and Adapting Seminary Curriculum Training for more on this.

• Does the activity invite the Holy Ghost to teach and testify? Think of how the activity might affect the reverent environment that is necessary for the Holy Ghost to perform His role.

• How does the method represent the sacred word of God? The scriptures and words of the prophets need to be presented in a dignified and holy way. The method should not overshadow the message of the scriptures.

• Will every student be treated with dignity? Always seek to foster feelings of unity and love. Avoid activities that could potentially leave a student feeling uncomfortable, discouraged, or isolated.

• Is the activity worth the class time it would take? The time when you are gathered with students in seminary is valuable time. Activities can be effective without taking too much time.

• How much time and how many resources will the activity require to prepare? It is important to manage your valuable time and resources well.

You can use these ideas in multiple places throughout a lesson. In many instances, providing a model for students of what they are being asked to do will help them be more successful. Make sure that you understand well the activity and can provide clear instructions and a model, if it’s helpful, before students begin the activity. These activities are organized in the following sections:

1. Study scripture to understand storyline and identify gospel principles or doctrine

2. Deepen understanding with quotes and scriptures

3. Share what they are learning

4. Create a representation of what they learned

To provide feedback or suggest additional ideas, please email [e-mail]. Include in the subject “Ideas for Variety.”

1. Study scripture to understand storyline and identify gospel principles or doctrine

Lessons often include activities in which students study a series of verses to understand the key context and storyline of a block well enough to identify principles or doctrine. The following activities are a few ways you could help students do this.

Art interpretation

Use gospel art to discuss a story. Show an image from the Church’s Media Library and invite students to study the verses depicted in the image. Ask students the following:

• What did the author include from the scripture verses?

• What is artistic interpretation (not found in the text)?

• What would you change based on what you read?

Variation: Rather than displaying an entire picture at the beginning of class to start a discussion, divide the picture into pieces. Show one piece at a time and have students guess what is going on in the entire picture. Ask them to describe what they see and speculate on what they don’t see.

Variation: Select a few images of the Savior and place them on the board. Invite students to look slowly at the color, focus, and layout of the images and identify what each teaches about who Jesus Christ is. After identifying a principle from the scriptures or a statement from Church leaders, you could ask questions such as the following:

• Which picture of Christ do you feel represents the principle you found and why?

• Which of these pictures of Jesus helps you feel the importance of this truth?

• What would you want a friend to know about Jesus Christ when thinking about this truth?

Add dialogue to an illustration

Copy the pictures from the Scripture Stories for Children and paste them into a handout for students. Add word bubbles where students can write what the characters are saying based on the scriptures.

Variation: Include the pictures from the Scripture Stories for Children and invite students to use the scriptures to summarize what happened in the pictures. For examples see “Lesson 68: Ruth” and “Lesson 151: Jonah.”

Commentators

Ask students what commentators do during sports events. Write students’ answers on the board. Some examples are that commentators:

• Help others understand what is happening.

• Ask questions about situations (for example, “I wonder why …”).

• Share their opinions on decisions.

• Point out when something is not going well and why that is important.

• Point out when something is going well and why that is important.

• Celebrate successes and commiserate failures.

Invite students to become commentators of a story in the scriptures. They can read a few verses, then as a class or in small groups, they can share any of the points on the board. Encourage them to make the scripture story come to life.

News story or book report

Give each student a section of scripture they will be studying. Then give them the requirements of the news story or book report (on a paper or the board). It could include main characters, the storyline, one or two lessons learned (citing the verses they came from), and the application for a teenager. Give students time to share with another student what they prepared.

Variation: In a small group, each student can take one part of the story or book report: main characters, storyline, lessons, or application.

Identifying questions

After students read a scripture block, invite them to list questions the verses could help answer. Challenge students to write meaningful, relevant questions for a teenager, rather than simple search questions. For example, instead of asking: “What does Alma say faith is? What does he say faith is not?” students could ask: “What do I need to do to know for myself that something the Savior taught is true?” If there are more scripture blocks than one for students to study, they could list their questions and share with a student who studied a different block. Students could look for and think about the answers to their classmates’ questions.

Interview the author

Ask students to imagine they are the author of a scripture account and someone is interviewing them about what they wrote. Students could read the scripture account and take turns filling the roles of the interviewer and the author. Some questions the interviewer could ask are:

• What are some aspects of these verses you wouldn’t want readers to miss?

• What would you say was your main point or one of your main points?

• How would you hope readers might apply it to their lives?

Invite students to share what they learned from the experience. Use their comments to state the bolded truth.

Matching

Give several scripture references in one column and matching truths in a mixed-up order in a different column. Students could study and match.

Important Truths for Our Lives

When students are studying a scripture chapter that includes multiple truths they might identify, you could have them begin by studying on their own. Each student could decide what they believe are the three or four most important truths or ideas in the block and write them down. You could then organize students into groups of two and compare the truths they identified. Each pair of students determines what they feel are the two most important truths for their lives and records them. Note: The ideas can be different from their original four. Each pair then joins another pair to form a group of four; together, the four students share and compare their ideas and work as one team to determine the single most important truth in the text for them.

Picture timeline

Display several pictures that represent a scripture story that students will study. Display the verses students will read. Invite students to put the pictures in the correct order.

Plot diagramming

Help students identify doctrine or principles taught in scriptural accounts with a plot diagram. Determine the different elements of the plot, including the following:

1. The beginning situation: This could include who is involved, the beginning circumstances, as well as where and when it is taking place.

2. Increasing conflict or action: Identify the changes that affect the life of the people in the account.

3. Peak moment: This is the focal point of the story. There is often a major change, such as a person overcoming an obstacle or having a moment of discovery.

4. Falling action: These are the consequences of the peak moment when the actions decrease.

5. Resolution: This describes the new understanding the people have because of their experience.

Write on the board the scripture references for each plot element. Invite students to read the verses for each plot element and either draw a picture of what they’re reading or write a list of the key events. When students finish the last step, invite them to look at the entire account and write down a statement of truth they have learned.

Puzzle

Make a simple puzzle from a picture that represents the scripture block. Write scripture references on the back of each piece. You could organize students into groups and each given a piece of the puzzle. Students study the references and prepare to summarize their verses. As groups share their summary with the class, they could tape the pieces to the board to form the complete picture.

Reader’s theater

For a story with a lot of dialogue, organize scripture verses into a script so each person can quickly find their part. Use a narrator to read the non-dialogue verses. You could copy the scriptures verses and mark each part using a different color highlighter. Note: Keep in mind that members of the Godhead should always be represented with the highest degree of reverence. If a member of the Godhead, including Jesus Christ, is represented in a scripture account where you would like to do this activity, have the narrator read His words.

Reading scripture

There are many ways to read scriptures in class. Each can serve different purposes. Consider the needs of your class when selecting reading methods.

• Silent reading: Students can read silently to themselves. This allows students time to reflect on the scriptures and read at their own pace.

• Pair or group reading: This allows for more students to participate and feel less nervous about reading aloud.

• Teacher or recorded audio: The teacher could read the text or play the audio of it and invite students to follow along.

• Reading aloud: The whole class could be invited to read verses together. Multiple student volunteers can read aloud to the class or could be invited earlier and given time to prepare to read. Assure students they can “pass” if they do not feel comfortable reading.

Scripture dig

Prepare several questions about a series of verses in the scriptures on separate slips of paper. Divide students into small groups. Each group sends one student to the front of the class where you give them the first question. Students then return to their groups, where they work together to find the answer. Once they have found the answer, they send a different student to receive the next question to answer. If the class is small, students can do this activity individually.

Simulation

Set up the classroom in a way that would represent a simulation of the story to be read in the scriptures that day. For example, if reading Ruth, different signs at the front of the room could indicate the land of Moab and the land of Judah. Students could begin in the land of Moab and also wear name tags that signify Naomi, Ruth, Orpah, Elimelech, and other people in the story. Then they can demonstrate which people move to Judah, and the students can study why.

Stop sign

Provide the bolded truth to students. Slowly read a few verses to them and ask them to raise their hand or say “Stop” when they recognize something in a verse that helps teach that truth. Then invite the student to share what they noticed.

Student summary

Before class, provide one or more students with context or content about the scriptures you would like them to summarize for the class. You could print and distribute these the day before class or hand them to students as they enter class. Invite them to prepare to share the summary when called upon at the appropriate time in class.

Translate a verse

After students read a scripture block that may be difficult to understand, you could have them select a verse to “translate” or write each line in their own words. If necessary, help them practice finding definitions or using other scriptures and scripture study tools to understand difficult words and phrases.

True or false

Write various true or false statements about important details in a scripture block. Invite students to indicate if they initially agree or disagree with the statements. Invite them to find proof for or against the statements as they study the scripture block. Students then rewrite the incorrect statements accurately as they read the scripture passage.

Variation: Write a few statements about the topic of the lesson that are important for students to understand. Include a few false statements as well. Then invite students to guess whether they are true or false. Students can then search the scriptures of the lesson to discover whether they were correct. After the activity, invite students to share what they found. Be sure it is clear to students after the activity which statements were true and which statements were false.

Use a photo

Invite students to select a photo that is important to them. This can be on their phone, or they can bring one from home. Invite them to prepare to share the following:

• The background, describing what was happening leading up to the photo

• The main point or purpose of the photo

• A couple of details that are important to them

After students share, they can then read the scripture block for the lesson and prepare the same three things relating to the scripture block.

Visualization

Invite students to visualize a scripture story or the portion of text studied. Students could close their eyes and focus on visualizing the images described by the teacher. For example, you could invite students to imagine they were with the children of Israel when they were trapped between the Red Sea and Pharaoh’s army was coming to attack them. How would they feel? What did “the pillar of cloud” look like that blocked the army of the Egyptians from the camp of Israel? (see Exodus 14:19–20). What might it have been like when “the Lord caused the sea to go back by a strong east wind all that night”? (Exodus 14:21). You might say, “Imagine you are walking ‘in the midst of the sea upon the dry ground: and the waters [are] a wall … on [your] right hand, and on [your] left’ (Exodus 14:22). How are the people around you reacting? What are they saying, or do they walk in silence? What do you talk about that night in your camp?” Continue to ask questions that help students imagine the situation.

Word cloud

Invite students to identify words and phrases they feel are important in a scripture passage. Create a word cloud with the most common or significant words and phrases they identify. The size of the words could indicate their level of importance.

2. Deepen understanding with quotes and scriptures

Lessons often will include several scripture passages from the standard works to help students deepen their understanding of the principle or doctrine they are studying. There will also be lessons that include multiple quotes from Church leaders. The following activities are a few ways you could help students study a variety of scriptures or quotes and give them an opportunity to discover truth for themselves.

Create study stations

Establish study stations throughout the classroom. Each station could include instructions posted on the walls or desks. These instructions could include scriptures or quotes to read and questions or other activities to complete. Students could rotate in small groups, discussing what they have learned at each station. They could also do this individually and move at their own pace. You could have a large sheet of paper at each station for each group or student to record their answers. They could read and reflect on what others have written.

Create your own footnotes

Invite students to add footnotes to the scriptures they are studying. These can be added by creating links between the passages being studied and other scriptures and statements from Church leaders. Students can write the cross-references in their margins or use the linking feature in the Gospel Library app. They could share as many additional references as possible that provide more insights on the topic. Variation: Students can use tags in Gospel Library to connect the various scriptures and quotes from a lesson.

Define

Invite students to identify a word or concept that is difficult to understand. Have them look for resources including the scriptures and scripture study tools (Topical Guide, Guide to the Scriptures, Topics and Questions) to help them learn more about the term. Have them define the term or phrase in their own words.

Doodle notes

As students study, give them a paper with thought bubbles or sections where they can write what they discover.

Experts

Organize students into small groups and assign each group a topic to learn. Give the groups time to study the topics so that each member of the group becomes an expert on their group’s topic. They can use scripture references, statements from Church leaders, the Guide to the Scriptures, or other resources you provide. After sufficient time, organize students into new groups so each group includes an “expert” on a different topic. Students will then share what they learned about their topics.

For the Strength of Youth connections

After students have studied a scripture passage or a statement and identified a gospel truth, invite them to find statements from a section or sections in For the Strength of Youth: A Guide for Making Choices booklet that reinforce the truth they have discovered from a scripture block.

Line upon line

Have students rewrite a scripture in their study journal one line or sentence at a time. They should leave space between each line or sentence. Students could carefully study and reflect on each word in that line or sentence. They could also find cross-references or other Gospel Library information about that line. Then do the same with the next line of the passage. An example of this can be found at “Fear Not,” For the Strength of Youth, Feb. 2021, 32.

Mind map

Invite students to create a mind map in their study journal like the one above. They could write the principle or doctrine they identified in the middle box. Then have them look for additional scriptures or quotes that add to their understanding. They can add their insights about that topic in the outer boxes. Invite students to expand their mind map by continually adding boxes and connecting them to things they are learning.

Overlapping ideas

Invite students to choose two or more topics from the lesson that are similar in some ways and different in others. Create a diagram similar to the image above where students can organize what these things have in common and what is different about the two topics. This could be done with two individuals in an account (for example, Jacob and Esau) or two topics (for example, Passover and the sacrament).

Sharing insights

Give students a copied page of a scripture block and have them write their names on top. Give them one to two minutes to read the block and write an insight they learned from their study.

For example, students could mark footnotes, share prophetic quotes, underline important phrases, circle special words, write principles, and share their testimonies and other insights in the margins.

After the time is up, have them pass their paper to a new student to write different insights. After a few passes, have them hand back their paper to the original student. Variation: Instead of a scripture block, each paper could have a different application question that relates to the block. Multiple students could answer the questions using the scriptures and words of prophets and share their testimonies of the topic.

Randomly select a quote

Place several quotes that teach a truth from the lesson in a hat or bag. Invite volunteers to draw a quote out of the hat and share how it relates to the truth they’re learning and what it means to them. Be sure to give them time to read and prepare to share. Variation: Once students have shared, they swap quotes and find new partners with whom to share their new quote.

Scripture bracket

Select 16 scripture references and write each reference on the 16 lines in the outside columns of the bracket. Invite students in pairs or small groups to read the scriptures that are paired together in each bracket and determine which reference they think is most meaningful to a teenager today. (It may be helpful to emphasize that all scriptures are important. Students are not deciding which verses are better, simply which they feel are most meaningful to them today.) The passage they select goes to the next bracket. Students continue discussing each pair of scriptures until they identify the one scripture they feel is most meaningful and discuss why. Students could share these scriptures with the class. For an example of this idea see the supplemental learning activity in “Lesson 109: Introduction to Proverbs.”

Student choice study activities

Make a list of six study activities. After students have identified a truth from a scripture block, use a random way for students to select which activity to complete (dice, draw a card, pick a slip of paper, random number generator).

Examples could include the following:

1. Share a story from the life of Jesus where He taught or demonstrated the truth.

2. Find a doctrinal mastery passage or other scripture passage about the truth.

3. Find a scripture story example of someone who lived the truth.

4. Find a statement from a Church leader that teaches the truth.

5. Share a personal experience of someone who has been blessed by the truth.

6. Share one idea of how we could live the truth. Find a scripture passage that teaches the example you share.

Study snake

On each desk or chair, place a card that contains instruction such as “Read a scripture passage or a quote” or “Answer a question from the lesson.” Students could rotate seats and follow the instructions on that card.

Topic web

Invite students to create a diagram like this one that starts with the bolded truth or topic in the center. Students then draw lines to the outer circles and label them with related scriptures, truths, or elements of the main topic. For example, students could record the Psalmist’s invitation to “Give thanks unto the Lord” in the center circle with the reference “Psalm 136.” Then they could list in the outer circles reasons from the Psalm to give thanks to the Lord.

Video pause

Use a Church-produced video that illustrates or teaches about a gospel principle. Pause at different moments to create intrigue or to help students analyze what they are watching. You could ask students questions such as the following:

• “What might you be thinking or feeling, or what questions might you have if you were in this situation?”

• “What scriptures have you studied today that could help?”

• “What do you hope this person could understand about the truth we have studied today?”

• “Where do you see yourself in this story today?”

3. Share what they are learning

Throughout the lessons, you invite students to share their thoughts and insights. As students explain, share, and testify to a partner, a small group, or to the class, they are often led by the Holy Ghost to a deeper testimony of the very things they are expressing. Through the power of the Holy Ghost, their words and expressions can also have a significant impact on the hearts and minds of those who are listening. As important as this is, sharing can be difficult for students to do for a number of reasons. Remember to make it safe for students to “pass” if they do not feel comfortable sharing. The following ideas can help students share what they are learning.

Analyze a passage

Write a scripture verse in the center of a large paper (alternatively, you might display it on the board). Make sure that it is large enough for every student to see. Students could spend a few minutes asking as many questions about the scripture verse as they can. Then give them a few minutes to search the scriptures or Gospel Library to answer the questions. Alternatively, the scripture could be printed on a sheet of paper and students could do the same activity individually.

Idea board

Students could write on the board, or use sticky notes or small pieces of paper to stick to the board, to share their ideas about ways to apply a gospel truth. The idea board could have a large image of something that relates to the topic. For example, if studying Nehemiah, you could draw a large wall like the one Nehemiah was building. Students could list one or more things they feel the Lord wants them to do to accomplish his work and not be distracted or afraid, similar to Nehemiah as he built a wall around the temple.

Know your audience

Have students select a target audience and share what they are learning in a way that the audience understands. Students could do this activity with a partner or group. It could be effective to give students multiple options and let them choose which audience they want to teach. Here are a few they could choose from:

• A friend of another faith on your mission

• Children in a Primary class

• A friend from school

• A member of your family

Keep the conversation going

Before having a discussion as a class, it can help to encourage students to listen carefully to each other. The following ideas could be given to students before the discussion. This could help them listen carefully to each other and create an edifying discussion that includes many students in the discussion. You could display them or provide students with a handout of these ideas.

Add to it—Share what you liked about a classmate’s statement and then add your own thoughts, such as:

• “That reminds me of …”

• “I agree, because …”

• “True. Another example is when …”

• “That’s a great point …”

Sum it up—Rephrase what your classmate said and then comment on it.

• “I hear you saying that …”

• “So, if I understand you correctly …”

• “I like how you said …”

Inquire—Ask another student questions about what they said.

• “Can you tell me more about that?”

• “I’m not sure I understand … ?”

• “I see your point, but what about … ?”

• “Have you thought about … ?”

Pass the paper

Use this handout to create a series of instructions that could include scriptures or quotes to read and questions to answer. Be sure there is enough space for students to write their answers. Give each student a copy and invite them to write their name at the top. Students answer the first question and then fold the paper to cover their answer. They pass the paper to another student, who answers the next question or prompt. Each student folds the paper to cover their answer and passes it to another student. At the end of the rotation, the papers are returned to the original student, who reads what their classmates wrote.

Prepare to share

Share an important question that you would like students to answer. Be sure to share it several minutes before inviting them to answer the question. For example, you could say: “A few minutes from now, I would love to have some of you share your thoughts about . Please be thinking about what you would like to share as we study the following passage.” You could then invite students to share first with a partner or group.

Poll the class

Administer a poll among your students by providing them a small piece of paper. Students can answer anonymously and then place their papers in a container, like a box or hat. You could collect their thoughts about a principle, question, or a decision someone might make in a scenario. Alternatively, if students have access to a smartphone, you could use a polling app that is free and easy to use. Give students a study assignment and a polling link to a question and have them respond using their phones. You could then display the responses in class.

Power phrases

Use power phrases to train your students to share and promote a discussion in class.

This is a helpful tool for classes that are quiet or uncertain of how or what to share. Display the list of phrases below to help students frame what they might share. Have them study a block of scripture and prepare to share using one or more power phrases. Facilitate the discussion, or have a student lead it.

• A verse I love is …

• A phrase that was insightful to me was …

• A lesson I take away from this is …

• A principle I found was …

• A word I found interesting or confusing is …

• Something a teenager needs to know from this is …

• Something I know to be true from this is …

• Something I’m uncertain about is …

• One thing I feel I should do with this today is …

• One thing I learn about the Savior in this is …

Participation cards

Hand out cards that students can hold up as visual responses to questions you ask. Students can use the cards to indicate their answers or when they are ready to share or discuss their thoughts. The following are examples of types of participation cards:

• Cards are green for true, red for false.

• Write “Still Thinking” on one side and “Ready to Share” on the other.

• A card with numbers or letters that represent different options listed on the board. All students point to a number or letter for their answers so you can see their responses and choose students to respond.

• Write a card with multiple answers on different sides (see the example below). When students are invited to respond, the top middle is their position. You or a student can then call on students based on what position they are displaying.

Scenario starter

Give students an incomplete scenario and invite them to add to the details to make it more relevant and relatable. For example, you might say something such as the following: “Let’s create a scenario about someone close to your age, named Julia, who is facing some life challenges. What might some of these be?” As students share, help them suggest details to make Julia, or another name you chose, seem like a real person. You also may add key details that influence the discussion, such as Julia’s main question. As students share ideas, it can be helpful to ask questions such as: “Does this scenario feel real and relatable to you? What can we do to make the scenario feel more relevant to us?” Then students can look for truths through the lesson that could help the person in the scenario.

Variation: You could write the topic or truth on the board. Invite students to create their own scenarios and write them on paper. You could exchange these scenarios and have students respond by using what they learned.

Variation: Invite students to share different views people may have about a truth in the lesson. For example, “Some people may think life would be better if they didn’t have to keep the Sabbath day holy.” Or “Some people may think temples are beautiful, but they do not have much of a desire to do the ordinances inside.” Ask students why someone may think or feel this way. Then students can share how the scriptures or statements from Church leaders they have studied in the lesson could help someone who feels this way.

Scenario text thread

Create a scenario that begins with a single text message, but do not reveal to students the circumstances that led to that text message. You could give each student a blank text template, such as the following, and invite them to create dialogue for the text thread.

Speed friendshipping

Helping students to feel comfortable sharing with each other begins by helping them to know their classmates. This activity can help students get to know each other as well as share something about the scriptures. Organize students in partnerships by organizing two rows of facing seats. Then invite students to mark a given scripture passage and answer a question you prepared about that passage. Invite each facing pair to answer a friendshipping question you prepared that could help them know each other better and then share the answer they prepared related to the scripture passage. Invite students to switch partners and repeat the process multiple times using different questions and scripture passages. To have students work with every partner, the student sitting in one of the corner chairs does not rotate.

Sticky board

Place on the board a few questions for students to answer or verses they could share insights about. Each student writes their name on a sticky note and places it next to the questions or verses they are willing to answer or comment about.

Variation: The colors could indicate what students want to share such as an insight, question, cross-reference, and so forth.

Take a picture

Invite students to choose an object in the classroom or a picture on their phone that can be used to help teach a principle or doctrine. Invite them to share how they would teach someone what they learned using the object or picture. This activity may be best when teaching principles or doctrine that are easily represented using objects or pictures that are readily available.

Write before you share

Give students time to record answers to important questions in their study journals before inviting them to answer aloud.

4. Create a representation of what they learned

Lessons often invite students to do something to demonstrate what they have studied. This can involve using creative skills. The following activities are a few ways to help students do this.

Acrostic poem

Use the letters of a name, location, or doctrine and have students create an acrostic poem using what they learned in class. For example, a student might write an acrostic poem using the word faith as follows:

F – Following the example of Jesus Christ

A – Acting on promptings from the Holy Ghost

I – Including our questions or concerns in our prayers

T – Trusting God’s prophets

H – Hoping to receive His promised blessings

App creation

Students design their own app on a piece of paper. The app could feature a truth taught in the scriptures studied and include activities, pictures, scriptures, or quotes that could help someone apply it to their lives.

Chiasmus

A chiasmus is a figure of speech in which the second half of a sentence, paragraph, or writing mirrors and repeats in reverse order the first half. The main message is found in the middle (see Genesis 9:12–17 or Alma 36 as examples). Invite students to create a chiasmus from what they study. Students would place the bolded truth in the middle and add lines above and below it with supporting scriptures or prophetic statements. It could look similar to the following:

A – what students feel about the truth or experiences they have had with it

B – what students understand about the truth

C – gospel truth or principle

C – gospel truth or principle

B – an additional understanding about the truth

A – additional experiences students have had with the truth and how they feel about it

Comic strip study

Give students a blank comic book template, or have them create a template on a piece of paper. Students read the scripture block and create a comic that illustrates the storyline in the block. Have them use the last box to share what they feel is the most valuable truth to learn from the story. They could share their comics with the class. Alternatively, they could use this activity to illustrate a modern-day application of the truth or principle.

Create a lesson outline

Create an outline that students could use to prepare a brief lesson, talk, message, or way to share a scripture passage. You could provide a blank outline template in which students record their discoveries. You could instruct students to include different information in each box. For example, students could write a title in the first box, summarize key verses in the next box, list examples or personal stories in the three long boxes, and write a testimony in the last box.

Create a pamphlet

Give each student a sheet of paper and invite them to fold it into thirds. Students could create a title page that contains the principle or doctrine they have identified. Students could create subsequent pages with subtitles and details from what they are learning. You could invite them to save space on the back of the pamphlet to write any goals or plans they make during the lesson.

Coloring categories

Print a copied page of the scripture block and provide colored pencils to mark the scriptures. Identify categories such as “Promised blessings,” “Acts of Faith,” or “Commandments.” Each category could be assigned a color. Invite students to study the verses and mark the colored categories as they find them. Invite students to share what they marked and learned from the activity.

Evaluate a plan

You could use a graphic organizer to help students evaluate their plans. Students answer the questions in each section of the graphic. You can see an example of this idea in “Lesson 105: Psalms 61–86.”

Flowchart

Students could create a graphic that illustrates the relationship between different decisions or concepts in the lesson. For instance, a chart like the following could be used to show where faith or hope in Jesus Christ can lead.

Hands-on building

Give students materials they could use such as blocks or modeling clay to create something that represents what they have studied. For instance, students could make 12 stones as they study Joshua 4. In this account, the children of Israel set up 12 stones in the River Jordan as a memorial to remember that the Lord provided a way for them to cross the river on dry land. Students could label each stone with something the Lord has done for them that they feel they should remember.

Image collage

Students could find pictures on their phones or in Gospel Library that relate to the truth. They could create a digital collage and share it in class. They could also share it on social media with an explanation. For students who do not have access to phones they could collect images from Church magazines such as the Liahona, For the Strength of Youth, or Friend.

Know—wonder—learn

Students divide a sheet of paper into three columns. In the first column, they write what they already know about a topic. In the next, they write what they wonder or want to know. The third column is filled in during and after the lesson with things students learned. You could invite them to identify what, if anything, helped them learn or impacted their feelings during the lesson.

Letters for the future

Students could write a letter to themselves to be opened and read at a specific time (on a mission, getting married, having their first child). Another option could be to have students write a letter to their family members in the future. Or they could write a letter to future students who will come to seminary and explain what they have learned and how they have felt.

Make a meme

Each student identifies a principle from their study and creates a catchy phrase that illustrates the principle. Ask them to also draw a picture that illustrates the principle. Be sure they include the scripture reference. Have them share and explain their meme. You may want to show some examples from a recent For the Strength of Youth magazine.

Make a plan to “go and do”

Students can make a plan to take effective, righteous action from things they learn and feel during the lesson. To do this, you could have them identify what they would like to do and to create specific steps of how they will accomplish their plans. This might include identifying obstacles they may face and specific steps to address these obstacles. As students create their plans, encourage them to break them into smaller steps. Making small changes to things they do every day can help them feel successful more often.

Make a plan “decision tree”

Students can use a decision tree to help apply a gospel principle by listing pros and cons of different decisions. They can start with one question about a gospel principle and, after listing pros and cons, evaluate their choices to make that decision. Create separate trees for each question and decision in the plan.

For example: Make a plan to study the scriptures.

Questions:

1. When will I study my scriptures? (Make one decision tree.)

2. Where will I study my scriptures? (Make another decision tree.)

3. How long will I spend studying my scriptures? (Make a third decision tree.)

At the end of the process, the three decisions together form a plan, or goal, with specific steps to accomplish it.

New hymn verse

Students could select a hymn about a truth studied in the lesson. Invite them to create a new verse of the hymn from what they studied. The class could select a few new verses to display and sing.

Project-based learning

Students could create a multi-lesson project to which they will add content in subsequent lessons and weeks. This could be a poem, hymn, video, art project, or other creative expression they create in subsequent lessons. For example, students could do a project on the Lord’s power to deliver as they study how He delivered the children of Israel in the book of Exodus. Or they could do a project on their feelings of praise and worship for the Lord as they study Psalms.

Rewrite the ending

After studying a scriptural account when an individual makes an incorrect or unrighteous decision, invite students to rewrite the ending of a scripture story as if the person had made better or different decisions. Students could also do this with a modern-day story or example.

Recipes

Students create recipes using what they are learning. You could begin by showing them an example of a recipe that includes ingredients, measurements, and instructions. Then help students follow that pattern to organize what they are learning. They could title their recipe “How to be a powerful missionary,” “How to follow the prophet,” or “Ways to have more effective scripture study.” Then students include what they feel are essential elements using scriptures and quotes. For example, when studying 2 Chronicles 14–16, student could list a recipe for seeking and finding the Lord. Encourage them to be creative with their recipes. They could draw a picture that represents the final product of the recipe.

Role-play

Have students act out a hypothetical situation or a possible real-life scenario. There are many variations to this. You could have volunteers come to the front of the room to role-play the scenario. Students could role-play in pairs or small groups. Or you could play the part of a person with questions and have the whole class address your questions or concerns.

Short video

Invite students to plan a short video. They could create a script and decide how to model something they learned from the lesson. If possible and if time allows, students could create the video and share it in class.

Variation: Students could plan a video to explain a doctrine or important aspect of the gospel in 60 seconds.

Social media post

Invite students to create a social media post to share their personal beliefs or experiences related to the principles discussed in class. This could be something they post online or something they create in their study journals. Or they could imagine someone posted a question related to what was studied in class and craft a response using knowledge they have learned. Or students could study a recent social media post of a Church leader and write a response or encouraging note on the post. For an article that helps students make meaningful social media posts, see “Social Media: Power to Change Lives,” For the Strength of Youth, April 2022, 8–9.

Visual display

Place students in groups to use scriptures, quotes, and other study resources to create posters or wall displays for the classroom. Their posters or displays could include key verses, questions the scripture account can answer, eternal truths, pictures, and so forth. Students could rotate around and see other groups’ works.

Write an article for a Church magazine

Students could imagine they are writing a brief article in For Strength of Youth, Friend, or Liahona magazines sharing what they studied and how it could help youth around the world. You might show an article as an example. Encourage students to add illustrations, charts, and infographics.