Select from the discussion questions and enrichment activities those that will best help the children in your class achieve the purpose of the lesson.
A Bible or a New Testament for each child.
A Book of Mormon.
Pencils for marking scriptures.
Pictures 7-12, Sermon on the Mount (Gospel Art Picture Kit 212; 62166), and 7-13, An Eleven-Year-Old Kneeling in Prayer (62218).
Suggested Lesson Development
Invite a child to give the opening prayer.
You may use one or more of the following activities any time during the lesson or as a review, summary, or challenge.
Divide the class into small groups and have each group look up one of the following scripture references. Then have the group tell the entire class about the scripture. In each instance discuss why Jesus was praying and decide how his example can help us with our prayers.
Tell the children about a time when your prayers were answered, or ask the children to share their special experiences with prayer. You might also want to tell the following story:
“A remarkable young missionary leader … related an inspiring experience of when he was hopelessly lost in Petropolis (Brazil), unable to speak the native language and with no address for the chapel or the missionaries. After a fervent prayer in which he pleaded with the Lord that he must have help to fill his mission, he heard a voice which told him twice to follow the man on the corner. Obediently he followed the man as directed and was led directly to the chapel without further difficulty” (L. Brent Goates, Harold B. Lee, Prophet and Seer, p. 282).
Tell the children that thee, thou, thy, and thine are special words we use to refer to God in our prayers. These words show our respect and love for him. Have a child read Matthew 6:9–13 and have the other children raise their hands whenever they hear one of these prayer words. Do the same thing with the song, “I Thank Thee, Dear Father,” (Children’s Songbook,p. 7).
Prepare a chart of the following statement by Elder Boyd K. Packer or write it on the chalkboard, leaving blanks for some of the words. Write the words that have been left out on wordstrips or in a column on the chalkboard. Have the children try to fill in the blanks with the words on the wordstrips.
“Some (b) will come from reading the (d), some from hearing (c). And, occasionally, when it is important, some will come by very direct and (e) . The promptings will be (a) and unmistakable” (in Conference Report, Oct. 1979, p. 30; or Ensign, Nov. 1979, p. 20).