Analysis - Brigham Young University–Idaho



These ideas are a compilation from CES Instructors that may help add variety to your lesson. Hope they help you in the classroom.

Table of Contents

• Scripture marking

• Look for

• In your own words

• Apply

• Up and At em

• Group work

• Creative projects

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Scripture Marking

▪ Make a marginal note that will help you remember this verse.

▪ What’s the question? Mark the doctrinal question asked in the block.

▪ Dynamite Insights write an insight you had and date it in the margin.

▪ Write definitions to words in margin.

▪ Write question in the margin that are answered in the block of verses draw line to answer.

▪ Mark your favorite verse.

▪ Punc-punc-punc-punctuation circle punctuation marks! I.E. question marks in Alma 5.

▪ High light flag words

▪ Make your own scripture chain.

▪ Mark all the JST footnotes before the lesson then have students compare the verses and look for the differences.

▪ Have students write their own summaries or things to remember about a verse or block in their margins.

▪ Mark all the one liners, kickers, punch lines, power phrases and sentence sermons you can find.

▪ “Going fishen” Use red pencil as a fishing pole and underline all the Lunkers, Keepers and Trophies.

▪ Have students write part or all of a quote from the Brethren in the margin.

▪ “Scripture Boxing” Place boxes around things that are important to you. Look for knock out punches, uppercuts, jabs etc. In the verses that make this concept or idea the “main event”

▪ Draw pictures in the margins. I.E. Sun, Moon, Stars.

▪ Cross reference difficult passages with easier ones.

▪ Smiley Face vs. frowny face. Draw the appropriate face next to the verse that emphasizes positive or negative consequences.

▪ Look for symbols used by the Lord in the scriptures. Mark symbols and write in the interpretations.

▪ Have students read the block and then come up with a phrase they want to write in the margin.

▪ Define terms write them in the margin.

▪ “Now I Know my ABC’S.” Use ABC’S in the margin to outline key ideas or chronological events.

▪ Make your own glue-in for a section. Students have a small paper on which to record ideas or impressions or write down quotes from the brethren. (Sticky pads work great.)

▪ “Made in the shade.” Have students mark in words or phrases they think are really cool.

▪ “Scripture lasso” Round up the best verses by having students circle verse numbers, words, phrases, names etc.

▪ Teacher reads student marks.

▪ Read silently looking for something to mark.

▪ “Quotable Quote.” Look for and mark great quotes in the block.

▪ “Poster power.” Look for and mark phrases that could be used as a catchy poster saying.

▪ “Scripture Illustrated.” Sketch the event in your margin.

Look For

▪ What do you think the most meaningful word in the verse for you is? Why?

▪ What are your favorite two words or favorite phrase in this verse? Why?

▪ Essential Words. What words could you take out and still retain the meaning?

▪ Check marks for Christ. Make a checkmark in the margins of your scriptures each time you read a reference to the Savior.

▪ List what happened. List the major events in the block.

▪ Compare the actions and the consequences.

▪ Place the statements in order.

▪ Finish the Phrase. Complete the sentences on the board with information from the block.

▪ Find the Topics. Have a few topics listed on the board. Ask students to go to the block and look for verses that tell about the listed topics and be prepared to share their findings.

▪ Find the False Doctrine. (i.e. 2 Ne. 28:7-8)

▪ Gospel Formulas. Look in the block for a formula given to help us in life.

▪ Ask a really good Question from the block. (Students ask the question)

▪ Finish the Sentence

▪ Pick the True Statements. After reading the block, pick the correct statements pm the board.

▪ Take an Inventory. List all of the blessings you can find in the block.

▪ What are the Qualifications? Send students into the block looking for principles that qualify an individual for a specific blessing.

▪ You Can Say That Again! Find and explain a repeated idea in the block.

▪ What’s the Difference? Compare similar principals in the block, i.e. faith, hope, belief, knowledge, etc.

▪ The How to Section. What are the steps listed in the block for accomplishing the task?

▪ Identify the Key Players in the block.

▪ List (1,2,3,4, etc.) the items the Lord has included for us to remember.

▪ Scan the verses and when you find the Lord’s counsel raise your hand.

▪ Me vs. You. If I can’t answer the question I’ll double your points. See if you can reach 10,000 points.

▪ Look at the footnotes. What doctrines and principles do you think are taught in the verses above? Find a doctrine or principle you are interested in and follow it to the verse above. After reading the verse, what did you learn about that doctrine or principle?

▪ Search and read along. When you find the verse read along with the person who is reading.

▪ Semper Fidelis. Semper Fidelis is Latin for Always Faithful. Have them go to the block looking for persons who exemplify Semper fi.

▪ Put events in order. Scramble them on the board and then send them into the block.

▪ Fill in the blanks.

▪ Complete the phrase. Students determine the best way to finish incomplete phrases listed on the board, and then refer to the block for the answers.

▪ Choose an answer. Students choose which answer on the board they think best fits the question and then go to the block to find the Lord’s answer on the subject.

▪ Match phrases or quotes on the board to verses in the scripture.

▪ “True or False.” Students read verses to determine whether a statement is true or false.

▪ Select a word or phrase on the board that best summarizes the verses.

▪ Match the visual to the verse.

▪ “Just the facts ma’am.” List every fact (doctrine or principle) in the block on the board. Students discuss which one interests them the most.

▪ Open book quizzes, tests, or worksheets.

▪ Listening sheets to accompany videos and other recordings.

▪ 60 second question. Ask question; give them 60 seconds to think. Ask for responses. Then send them into a block.

▪ Agree or disagree? Why? Let’s see what the Lord has said.

▪ Take a “scripture vacation get-a-way.” Follow the footnotes as far as you can go. Take notes of your trip. What did you learn?

▪ Write the objectives of the lesson or what you hope the students to learn from the lesson on the board and then have the students go to the scriptures block to discover verses that teach the objectives.

▪ On a scale of one to ten…

▪ TG Tunneling. Go below to the TG references in the footnotes and look up a subject and tunnel through the standard works discovering new things.

▪ Outline the verses. Outline the block by writing a summary for each verse.

▪ Look for lists.

▪ “Scripture dive” – send them into the section looking for something. Share findings.

▪ Look for the unknown and unfamiliar items, words, objects or events in this verse or section.

▪ Look for words or phrases that are interesting or difficult.

▪ One minute scripture dig. Close book and take quiz. Reopen and correct quiz from the scriptures.

▪ Assign two students before class to take notes and summarize what was taught at the end.

▪ Make a list of main ideas on the chalkboard as you move through the lesson.

▪ Look for “if / then” relationships in the block.

▪ Punc-Punc-Punc-Punctuation. Circle punctuation marks! i.e. question marks in Alma 5, etc.

▪ Topical guide search for another verse that teaches the same principle in another block.

▪ Read chapter headings. Find something you want to learn from the chapter, and then go into chapter looking for the verses that support it.

▪ Question on board at beginning of class, i.e. “Who is speaking in 1 Nephi l:l?”

▪ Scramble a word on the board and give a reference where it is found in the block. After the students have unscrambled the word, discuss its importance in the verse. I.e. stewardship in D&C 45:53.

▪ Draw the same number of circles on the board as there are principles listed in a block and have the students go to the block and discover what principles to fill in the circles.

▪ Scripture Treasure Hunt. Students are given a list of words or phrases to find in the block. When they find them they are to mark them and write down which verse they found it in. When they have found them all they raise their hand.

▪ Students create their own test. Assign a block to students and have them read it and come up with questions that will be given on a test. Collect the question and select several of them to be read and answered by the class on the test.

▪ Send students to the Bible Dictionary to get a background on a topic and then have them read the assigned block where the information they have just gleaned will help them understand the verses.

▪ Look for opposites.

▪ Look for positive and negatives, or punishments and rewards.

▪ “Scripture helicopters.” Do a fly by and overview the section by reading the headings and chapter summaries, and then have the students land their chopper on a verse they want to examine closer. Share observations.

▪ “The Trees in the Forest.” Send students searching for the details in a block (forest), i.e. trees, rocks, bushes, bugs, moss, wildflowers, etc. This promotes a closer reading of the block.

▪ “Ah! A most interesting thought.” Send students looking for interesting thoughts.

▪ “I don’t get it.” Students look for confusing elements in a block.

▪ “Mr. Know it All.” Students write down questions from the block to try to out wit Mr. KIA. In the end they will realize you don’t know everything but that the Lord and the Scriptures have all the answers!

▪ “Quotes from the Brethren.” Which quote from the Brethren best fits a particular verse? Have students write part of the quote in the margin.

▪ “Mystery Verse.” Have a clue that fits a verse in the scriptures and send the students into the block looking for the verse.

▪ Find ‘er in da Gazetteer. Have the students use the gazetteer or map index to find a place mentioned in the block in the maps.

▪ What’s the date?

▪ Where are they?

▪ Time lines in the scriptures. Have the students look for the chronological order of events in the scripture block and then put them together on a time line or continuum on the board.

▪ Use word-strips or word –slips that are scrambled and can only be put back together after studying the scriptures.

▪ “What’s the question?” Put several answers on the board that come from the block and then send the students into the block to come up with questions for them, sort of like jeopardy.

▪ “Where’s the Beef?” Send students into the scriptures looking for “meaty” Principles. Then have a barbeque and share the juicy morsels they found.

▪ Draw a picture on the board that is found in the block (i.e. Joseph speaking to the Father and the Son) and have a blank caption or conversation bubble. The students are to read the block looking for what the caption should say or what words to fill into the bubble.

▪ After reading a block describe what was going on in the verses (i.e. describe Moroni’s clothing).

▪ “Who’s Who?” List all the people mentioned in the verses. Who are they?

▪ Look for symbols used by the Lord in the scriptures. Mark symbols and write in the interpretations. (i.e. D&C l:12-15; 86:1-7).

▪ Match the verse to the situation written on the board or listed on paper.

▪ Scripture Memory.” Two minutes to read block and then write down all you can remember. Write it on the board and then go back to block to see what else is there.

▪ Synonyms in the scriptures. Come up with words that mean the same thing as words in the block.

▪ Antonyms in the scriptures. Come up with words that mean the opposite as words in the block.

▪ Look for words that are archaic, old fashioned, or out of date. What do they mean?

▪ Find words that are uncommon.

▪ How many of these people do you recognize? Who’s a stranger?

▪ “Dictionary Day.” Have students underline any word in the block that they don’t understand, list them on the board, define them, and then reread verses.

▪ Find another word. Students choose the best synonym from available choices, a, b, or c.

▪ Choose the best definition on the board. Look in the verse to see the word in context.

▪ Replace pronouns with nouns. I.e. the word “it” (8 times in D&C 88:18-20) is the pronoun for the word “earth” (88:17).

▪ “Find the “W” answers.” Students identify phrases that answer Who, What, Where, When, and Why?

▪ “Who did What?”

▪ “Find supporting information.” Students read block to locate information that supports a main idea.

▪ Finish the sentence. “The Lord told Jonah to ___________________.

▪ TG explorer. Send them into uncharted territory discovering things they’ve never seen before.

▪ BD explorer. Send them into uncharted territory discovering things they’ve never seen before.

▪ Word Search. Give them a word to look up in the topical guide and to find a verse of scripture about it. Then take them to the word in block you are studying.

▪ Use a question chain. “If______________, then …..” and so on down the chain.

▪ Quiz whiz! Give a post test to see who remembers the most. Warn them ahead of time to pay attention.

▪ Tell who is where and why they are there.

▪ It takes________________to follow the Prophet.

▪ Identify principles that________________.

▪ “The whole truth, nothing but the truth.” What truths do you find here?

▪ Quotable Quotes. Find a quotable quote in the scriptures.

▪ Look for phrases that could be used as a catchy poster saying.

▪ Look for types and shadows.

▪ Look for a future event.

▪ List the players of the cast.

▪ What do you learn about Jesus Christ?

▪ What part of the Plan of Salvation is this?

▪ List the consequences.

▪ Diagram the choices or options.

▪ “It’s news to me!” Look for something you didn’t know before.

▪ “Elementary my dear Watson.” Look for the obvious.

▪ Look for something beautiful.

▪ Look for something that makes you happy.

▪ Look for the “Key Three.”

▪ Look for the “Core Four.”

▪ “Strive for Five.”

▪ What’s the Key?

▪ What was the pivotal event?

▪ Look for a statement of faith.

▪ Look for their testimony.

▪ “It’s the story of a man named_________________.”

▪ “I’m Warning You!” Look for the warnings in the block.

▪ “I tried to tell you.” Look for what happens when counsel is disregarded.

▪ “I told you so.” Time always vindicates the Lord and his servants the prophets. Look for how this happened in today’s block.

▪ How’s it going to end up?

▪ What’s the rest of the story?

▪ Look for a message of comfort or cheer.

▪ How did they respond? How would you have responded?

▪ Ask me a really tough question from this block.

▪ Look for the reasons the Lord gives for ______________.

▪ Find out what happened.

▪ What’s next?

▪ Where does this take place? (Map activity)

▪ “Where in the world is __Daniel?”___(Map activity)

▪ You’re a detective. Look for evidence that ________________.

▪ Who was _______________?

▪ Identify the elements.

▪ What’s in a name? Look up name meanings. List names of Christ, Satan, etc.

▪ Look up name meanings in the Bible Dictionary.

▪ Look for the weirdest name.

▪ Look for the coolest name.

▪ Find a name for your pet.

▪ Answer the Lord’s question.

▪ Find and note examples of _________________.

▪ Ponder and write about _________________.

▪ “Getting to know you.” Use the Bible dictionary to learn about a key player in the block.

In Your Own Words

▪ Interview a character in the block. Ask them two questions and write what you think their response would be.

▪ Describe a modern example of what happens in this block.

▪ Write your own definition for this word from the block.

▪ Summarize what happens in each of the following blocks.

▪ Write your own test questions.

▪ Summarize the prophecies.

▪ Write an abridgement of the most important ideas.

▪ Analyze how things could have been different in the block.

▪ Explain in your own words what you think the prophet was trying to tell us.

▪ List What You Learn. Make a list of all the things you learn in this block about ________.

▪ What Were They Thinking!? What do you think the person in the block was thinking?

▪ What’s Your Point? What idea do you think the person in the block was trying to get across?

▪ Introduce a Scriptural Church Leader. After reading and gathering some facts about a person in a block, write what you would say to introduce this person at a fireside.

▪ What’s the Plan Stan? What was the plan of the people in the block?

▪ Give Your Opinion. What do you think about what happened in the block?

▪ My Advice. What would you counsel the people in the block to do?

▪ Difficult words. What is the definition of hard words in the verse? Underline all the hard words in a phrase and then define them as a class.

▪ “Scripture Thesaurus.” Find difficult words and replace them with words that mean the same thing for a new rendering of the verse.

▪ Summarize the verse in your own words. What do you think this means?

▪ Say it as we’d say it in today’s language.

▪ Skim or scan the section or chapter.

▪ Overview by retelling the story in your own words.

▪ Outline the verses. Outline the block by writing a summary for each verse.

APPLY

▪ Apply a quotation from the brethren to what is taught in the block.

▪ What doctrines about Jesus do you learn from this block?

▪ Find the Key. Look for the key idea in the block.

▪ What can we learn from that block?

▪ How is your life like Joseph Smith’s or Nephi’s, etc?

▪ What’s a Metaphor For? Find lessons for life from the symbols in the block.

▪ Why should I listen? List three reasons you would give a friend for listening to this prophet’s teachings.

▪ Give Me One Good Reason. Explain from the block at least one reason for being obedient, etc.

▪ Answer a Nonmembers Question. “What do Latter-day Saints believe about____________?

▪ Answer the Critics. Based on what you have read in this block, what would you answer those who criticize the doctrine of the restored Church?

▪ Missionary Prep. What things in this block can help you get ready for a mission?

▪ Message in a Bottle. Write a message of what you think is important in the block.

▪ Come Listen to a Prophet’s Voice. What does this block teach us about the value of a living prophet? How is what the prophet said them similar to what our prophet says today?

▪ Answer a Letter. Based on what you have read in the block, how would you respond?

▪ A Day in the Life of a Scriptural Teenager. Describe what you think it would be like to be a teenager in this block.

▪ Read the Fine Print. Take a closer look at the block to see if there is anything you missed the first time through.

▪ The Moral of the Story is…Have students come up with the moral of the story of the “thus we see.”

▪ What’s your Favorite Scripture?

▪ What’s the Plan Stan? What was the plan of the people in the block?

▪ Give Your Opinion. What do you think about what happened in the block?

▪ Write a Letter to Yourself.

▪ Write Your Testimony of the principle taught in the block.

▪ Recall an experience you have had that relates to what is being taught in the block.

▪ Plug in your own name. Does this verse apply to you? How?

▪ I challenge you to find a verse on this page that can’t be applied to your life.

▪ Find a verse that seems to speak just to you. What verse jumps out at you?

▪ Write your feelings on a particular subject before and after reading a section.

▪ What have we learned today?

▪ Write down what you have learned today.

▪ What will you tell your parents you have learned today?

▪ Tell someone next to you what you have learned today.

▪ Do you know this works? How?

▪ Take time to ponder.

▪ Sing a hymn or listen to appropriate music as application to what has just been taught.

▪ Write a “thus we see.”

▪ “Scripture dive” – send them into the section looking for something. Share findings.

▪ What does that word mean to you?

▪ What does this verse mean to you?

▪ Current Events. Use a current event or happening in the local, state, or national news. Go to the block to see how a similar situation played out thousands of years ago.

▪ Apply this to current events of today.

▪ “Dear Abby” problem presented and then answered after reading the block.

▪ Sing a hymn that leads into the scriptures. How do the two correlate.

▪ “Scripture Submarine.” See how deep you can go in applying a verse to our lives.

▪ Read chapter headings. Find something you want to learn from the chapter, and then go into chapter looking for the verses that support it.

▪ Free reading for 5-10 minutes. Write about what you felt was interesting to you or have a sharing period afterwards.

▪ Students brainstorm and discuss applications in class, i.e. “How can we do better at this in the halls of our school?”

▪ Find a verse to set a personal goal to. Write down the verse and the goal together on a 3 x 5 card and put it where you can see it every day.

▪ “Elder, what’s up…I’m an investigator.” Set up a missionary scenario that can be answered in the scriptures.

▪ “I’m Father Mulligan.” Teacher puts suit coat on backwards and poses as a Catholic priest. He asks the students, “What do Mormons believe about___________________?” The answer is in the scriptures.

▪ “I’m your friend.” I have this problem. What will you tell me? It’s in the block.

▪ “You’re the Bishop.” Case study scenarios that can be answered in the block.

▪ “You’re the parent.” Case study scenarios that can be answered in the block.

▪ Match a Mormon-ad with a verse in the scriptures.

▪ “Do you know the doctrine?” Tell me all you know about________________. Now read these verses and tell me what else you know.

▪ Write several statements on the board. Have students read a block and then mark all the statements on the board that apply to the verse.

▪ Mark the following statements on the board true or false after reading the block.

▪ “Scripture Dairy.” Assign verses for students to analyze. Instruct them to milk as much from it as they can, like milking a cow. Milk that baby for all it’s worth in application.

▪ “Scripture Miles per Gallon (verse).” How much mileage can your class get from one verse of scripture? Find as many applications as possible from one verse or block.

▪ Top ten lists.

▪ Pick three verses that you could use in setting a goal for improvement.

▪ Have students find a verse in this block that they can share a personal story or experience about.

▪ Find the main idea.

▪ Make your own glue-in for a section. Students have a small paper on which to record key ideas in the section. They could also outline the section on this paper or include quotes from the Brethren. Sticky pads work great.

▪ Plan a FHE to share with your family.

▪ Find a hymn that teaches this principle.

▪ Questionnaire or surveys that ask students position relative to a principle in the scriptures. I.e. Survey the class anonymously to determine how many said their prayers last night. Then take them to the verse on daily prayer.

▪ Hand out verse assignments as students come into class and have them be prepared to comment on it when asked.

▪ Quiz whiz! Give a post test to see who remembers the most. Warn them ahead of time to pay attention.

▪ Identify principles that _______________.

▪ Consider how you would react in the same situation.

▪ Try it out! Live the principle for 24 hours or a week. Report back.

▪ Summarize the main points.

▪ Write a note to a friend.

▪ Write a note to yourself.

▪ Write a note to a sibling.

▪ Write a note to your parents.

▪ What do you learn about Jesus Christ?

▪ Five words or less. (Summary)

▪ How can you tell if/that___________________?

▪ How can you know that____________________?

▪ What would you do if ____________________?

▪ List the consequences.

▪ What would be a better plan or idea?

▪ Plan a devotional. Find a scripture that you will use in your next devotional.

▪ Apply their example.

▪ “What am I suppose to do now?”

▪ “I told you so.” Time always vindicates the Lord and his servants the prophets. Look for how this happened in today’s block.

▪ How’s it going to end up?

▪ “The shoe’s on the other foot.” If you were in their shoes.

▪ Tell me what impresses you.

▪ “Keep digging.”

▪ How did they respond? How would you have responded?

▪ Write an important question people might ask here.

▪ What’s the difference? (I.e. Sons of God vs. Sons of Men)

▪ Why does it even matter?

▪ Imagine you are the person in the story. What are you going through? What are you feeling?

▪ Finish these sentences with what you find in the scriptures.

▪ Then and now. Make a comparison.

▪ What is being described?

▪ Write down a list of items from the block. Choose one to work on.

▪ Choose five or six words from the block and use them to write a summary statement.

▪ How could you use this to help a friend?

▪ How does this happen today?

▪ When does this happen today?

▪ Why does this happen today?

▪ How does this happen at our school?

▪ Counsel the person in the scriptures. What’s your advice to them?

▪ Consider what we can learn as you read.

▪ What lesson can we learn from this?

▪ “Reflection connection.” Reflect on what we’ve read. Connect it to our times.

▪ What should they have done?

▪ Apply the words of a living prophet.

▪ What does it really mean?

▪ What’s your take on this?

▪ What’s your point of view?

▪ “A penny for your thoughts.”

▪ Opinion poll.

Up and At Em

▪ Match a Phrase on the board to a verse.

▪ Finish the Phrase. Complete the sentences on the board with information from the block.

▪ Stand and Deliver. Have students read the block. Ask the class a question from the block. Call on a student to stand and deliver their answer. They call on the next student.

▪ Hot Potato. Students pass a ball until a timer goes off. Student with ball answers question.

▪ Scan the verses and when you find the Lord’s counsel raise your hand.

▪ Answer at the front of the class.

▪ Crack at a snack.

▪ Make a list of main ideas on the chalkboard as you move through the lesson.

▪ Draw the same number of circles on the board as there are principles listed in a block and have the students go to the block and discover what principles to fill in the circles.

▪ “Scripture Hieroglyphics.” Assign blocks to students or groups and have them draw symbols that can be deciphered into words or phrases. Have students draw them on the board and have others guess which block is being represented.

▪ Complete a picture piece by piece on the board as students give answers from the block.

▪ Mark the following statements on the board true or false after reading the block.

▪ Scripture Memory.” Two minutes to read block and then write down all you can remember. Write it on the board and then go back to block to see what else is there.

Group Work and Games

▪ Compare and Share. Compare dichotomous situations or people in the block and share with your neighbor what you think the differences are.

▪ Hold a Press Conference. After reading the block, be prepared to answer questions asked by student reporters on what happened in the block.

▪ Present the Evidence. As a lawyer, what evidence do you find in the block that could convict a person in the scriptures of guilt or of innocence?

▪ “It’s for You.” Have students respond to questions as if an individual from the block is talking to them on the phone and interviewing them. You can turn it around and have students ask the questions and the teacher plays the part of the person in the scriptures.

▪ Question box. Students draw pr-selected questions that can be answered in the block.

▪ Make your own crossword puzzle. Share with others in the class.

▪ Question bag. Each student writes a question that can be answered in the block and then places it in the bag. Students draw out questions that are answered from the scriptures.

▪ Scripture concentration.

▪ “You be the director.”

▪ Teach each other. Students share what they learned with the student next to them.

▪ Compare answers. Students compare answers to a question they were asked after reading a scripture.

▪ Combine your ideas to come up with a better answer to the question in the scriptures.

▪ Teach the class. Like return and report. Students teach assigned verses.

▪ Give a news broadcast.

▪ Crack at a snack.

▪ Put the chronological puzzle back together by reorganizing handed out strips.

▪ Group search different verses looking for information.

▪ Play scripture charades and act out what is in the verse. Have students guess which verse is theirs.

▪ Assign students to read a few verses and then to write what they think the verses are about. They pass their papers and read what someone else wrote. Repeat this with other blocks.

▪ Students brainstorm and discuss applications in class, i.e. “How can we do better at this in the halls of our school?”

▪ Scripture Treasure Hunt. Students are given a list of words or phrases to find in the block. When they find them they are to mark them and write down which verse they found it in. When they have found them all they raise their hand.

▪ “Dueling Scriptures.” Boys challenge girls to a duel. Each group comes up with five questions from the block to try to stump the other team.

▪ “What’s the question?” Put several answers on the board that come from the block and then send the students into the block to come up with questions for them, sort of like jeopardy.

▪ Random Tandem. Students read block knowing that they may be chosen randomly to answer a question about the block. Promotes a closer reading of the material and gets all involved.

Creative Projects and Activities

▪ Make a warning sign to warn others about what you have learned in this block.

▪ Make a time line. Chart the events or prophecies in the block in their relative position.

▪ Design a Book Cover. Draw a cover that shows what will be in the block.

▪ Church News in Antiquity. Write an article that you think church members would have read anciently in their Church News.

▪ General Conference Reports in Antiquity. Report on what the prophet told members anciently.

▪ Create a Historical Marker. From what you have read, make a sketch of a marker that could be placed where this event took place. What would the marker say?

▪ Write an Obituary. Write a tribute to someone who died in the scriptures.

▪ Cross Examination. Ask questions to individuals in the block in response to their prior statements.

▪ Singer/Songwriter. What phrases in this block do you think would make great lyrics for a hymn?

▪ Write an Encyclopedia of Mormonism article.

▪ Write a Thank-you Note to a person in the scriptures.

▪ Write a headline for a newspaper or magazine article. Why did you choose to write about that?

▪ Me vs. You. If I can’t answer the question I’ll double your points. See if you can reach 10,000 points.

▪ Draw the verse. Draw what you read.

▪ Student Plants. Arrange a scenario before class with a student or students. Have them act a certain way during the lesson or have them ask a particular question that will stimulate learner readiness. Go to the block for the answers.

▪ Find a movie title. How would you advertise this movie?

▪ Put events in order. Scramble them on the board and then send them into the block.

▪ Organize information from a verse to fit in a diagram.

▪ Number students 1-5 and then assign them to read a block. Rearrange them according to number and have them share what they discovered.

▪ Give a news broadcast.

▪ Play a role.

▪ Talk Show Host.

▪ Rewrite and tape record a block of scripture. Play back the new recording and compare it to the original.

▪ Write a slogan.

▪ Send a telegram back in time.

▪ Send a telegram to the future.

▪ Send a telegram to your future spouse or children.

▪ Use apperception, simile, and metaphors to teach intangibles, i.e. faith is like a seed. Have students make up their own.

▪ One minute scripture dig. Close book and write a newspaper article on what you read. Collect articles to see what different students came up with. Go back to scriptures and add information and mark key points the students wrote about.

▪ Draw a cartoon segment from the scriptures.

▪ Create a commercial from the verse you’ve read. How would you advertise it?

▪ Draw a picture of something you learned today.

▪ Play scripture charades and act out what is in the verse. Have students guess which verse is theirs.

▪ “Dear Abby” problem presented and then answered after reading the block.

▪ Come up with new words that summarize a verse by combining words together. (Celtertel=Celestial, Terrestrial, and Telestial.)

▪ Make up a riddle for a verse and have students try to figure out which verse you are talking about. Have students make up their own riddles.

▪ Use a verse to write lyrics for a primary song.

▪ Do a live painting that illustrates a verse.

▪ Have students write their own parable or proverb as they come up in the scriptures.

▪ Students create their own puppet show from a block.

▪ “Scripture Hieroglyphics.” Assign blocks to students or groups and have them draw symbols that can be deciphered into words or phrases. Have students draw them on the board and have others guess which block is being represented.

▪ Make a Mormon-ad from a verse in the scriptures. Hang them around the room.

▪ Scripture Puzzle. Cut an 8 ½ x 11 sheet of paper into 12 equal squares. Along one side of a piece have an answer or statement from the verse and on another piece have the reference it goes with. Match them up and put the puzzle back together.

▪ Complete a picture piece by piece on the board as students give answers from the block.

▪ How many items can you draw that are mentioned in the block? Have other students guess what they are.

▪ “Close your eyes and Visualize.” Have students visualize what they are listening to as you read verses from a block, i.e. 3 Nephi 8.

▪ Find it in a magazine. Students find pictures from magazines, etc. that relate to a verse.

▪ Design scripture posters.

▪ Design scripture billboards.

▪ Make a story board that illustrates the verse.

▪ Watch a demonstration.

▪ Create a chalkboard mural that represents the major idea in the scripture passage. Divide the board up and have each row draw what is in their block.

▪ Write a poem about a verse.

▪ Plan a FHE to share with your family.

▪ Students make an overhead that teaches the principle.

▪ “The first ten students that can discover __________________in the block will get ….”

▪ Heads down, thumbs up. Adopt a position. Share the results. Go to block. Retake survey.

▪ Make a time line of the events mentioned.

▪ Write a letter of recommendation for this person in the scriptures.

▪ Prepare a lesson for the sunbeams.

▪ Interpret the prophecy.

▪ “On the scene live!” – Exclusive interview.

▪ Write a proclamation.

▪ Make a chart.

▪ Be a news reporter and get the inside scoop.

▪ Make a table of contents for these verses.

▪ Write a letter to a pen pal about what is going on in this block.

▪ Introduce the person in the scriptures to your class.

▪ Will the Witness Please Take the Stand? Assign students to read a block and then randomly pick a student to come to the front of the class where they will be questioned and cross examined by the teacher and students about what was in the block. Call as many witnesses as necessary.

▪ Choose a title for a biography.

▪ Choose a title for a novel.

Analysis

▪ What do you think the most meaningful word in the verse for you is? Why?

▪ What are your favorite two words or favorite phrase in this verse? Why?

▪ What can we learn from that block?

▪ Write an abridgement of the most important ideas.

▪ Make a warning sign to warn others about what you have learned in this block.

▪ Analyze how things could have been different in the block.

▪ What’s Your Point? What idea do you think the person in the block was trying to get across?

▪ Give Your Opinion. What do you think about what happened in the block?

▪ What’s My Motivation? What do you think motivated a person in the block to do what they did?

▪ A Mile in Their Moccasins. Take the perspective of an individual in the block.

▪ If You Were There. What would you have enjoyed most about being in the block?

▪ Picture with a verse. Which picture on the board matches a verse in the scriptures?

▪ Who did what? List names on the board and then send the students into the scriptures searching for what the person did.

▪ “Categories.” Students determine which verses fit under categories listed on the board.

▪ Select a word or phrase on the board that best summarizes the verses.

▪ Match the visual to the verse.

▪ What are they thinking? What’s going through William E. McClellan’s mind now that the Lord has revealed that he is tempted with adultery? How is Nephi thinking about that daughter of Ishmael who just stood up for him when his brothers tried to kill him?

▪ “What happens before?” After reading a verse, have students discuss what they think led up to it.

▪ Write what would have happened or might have been if things had been different.

▪ Take time to ponder.

▪ Use apperception, simile, and metaphors to teach intangibles, i.e. faith is like a seed. Have students make up their own.

▪ When asked questions, turn it back to class for discussion and then go to the scriptures.

▪ One minute brainstorming to solve a problem. Go to the scriptures for help.

▪ Sing a hymn that leads into the scriptures. How do the two correlate.

▪ Come up with new words that summarize a verse by combining words together. (Celtertel=Celestial, Terrestrial, and Telestial.)

▪ Compare things mentioned in verses, i.e. Celestial, Terrestrial, and Telestial.

▪ “Before and After.” Show a picture that correlates with the block and ask the students to guess what happened before and after the event shown.

▪ Hold up a picture that goes with the block and ask “What’s missing in this picture?” or “What’s wrong with this picture.”

▪ Draw a picture on the board that is found in the block (i.e. Joseph speaking to the Father and the Son) and have a blank caption or conversation bubble. The students are to read the block looking for what the caption should say or what words to fill into the bubble.

▪ Which verse is the most confusing to you?

▪ “Close your eyes and Visualize.” Have students visualize what they are listening to as you read verses from a block, i.e. 3 Nephi 8.

▪ Use a portion of a dramatized tape of the block. Have student give their impressions after following along in the block.

▪ How do you feel?

▪ Compare lists. (i.e. different lists of the gifts of the spirit.)

▪ What would a good title for this chapter be?

▪ Compare verses contained in two different books of scripture.

▪ “Read between the lines.” What’s the “white” of the untold story of the scripture block?

▪ “The whole truth, nothing but the truth.” What truths do you find here?

▪ “W” Questions after reading the block.

▪ What’s your understanding?

▪ Summarize the main points.

▪ Summarize the teachings.

▪ ________________is like a ______________

▪ Interpret the images

▪ Interpret the prophecy

▪ Why would he do that?

▪ Would you follow him?

▪ Five words or less. (Summary)

▪ How can you tell if/that ________________?

▪ Diagram the choices or options.

▪ Did the Lord really say that?

▪ Do the scriptures really mean that?

▪ Turn it around.

▪ What’s the difference? (I.e. sons of God vs. sons of men)

▪ What does it say? What doesn’t it say?

▪ Explain the imagery.

▪ Explain the symbol.

▪ “What could this possible mean?”

▪ Read & Compare

▪ Organize the elements

▪ What should they have done?

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