Seminary
Joseph Smith—Matthew 1; Matthew 25; Mark 12–13; Luke 21

Joseph Smith—Matthew 1; Matthew 25; Mark 12–13; Luke 21

Overview

In a private conversation on the Mount of Olives, Jesus Christ answered His disciples’ questions about His Second Coming. He commanded them to “be not troubled” (Joseph Smith—Matthew 1:23). He also taught how to prepare for His return, sharing the parables of the ten virgins, the talents, and the sheep and the goats. This week includes a doctrinal mastery review to help you understand and explain the truths found in doctrinal mastery passages.

Prepare to Teach

The following information provides teachers with ideas of what may need to be prepared in advance for each lesson.

Joseph Smith—Matthew

Lesson purpose: This lesson can help students understand what the Savior taught about the signs of His coming and look forward to the day when He will return to the earth.

  • Student preparation: Invite students to read Joseph Smith—Matthew 1:22–55 and to reflect on their thoughts and feelings about the Savior’s Second Coming.

  • Materials: A small picture of the Second Coming of Jesus Christ to give to each student, if possible

  • Videoconference teaching suggestion: Consider having students take one minute to write on a piece of paper as many words or phrases as they can think of that would answer the first two questions of the lesson. Invite a few of them to share one of their words or phrases and explain why they wrote it.

Joseph Smith—Matthew 1:21–37; Luke 21:25–36

Lesson purpose: This lesson can help students avoid deception and overcome fear concerning the events of the last days.

  • Student preparation: Invite students to evaluate how their scripture study goals have helped them. Students could also evaluate if they have struggled to keep their goals and how they would like to improve.

  • Video: “Men’s Hearts Shall Fail Them” (3:24)

  • Videoconference teaching suggestion: Consider displaying the scripture references from Luke 21 and the corresponding statements on a slide. Read a reference aloud, ask which statement summarizes it best, and invite students to answer in the chat feature with a, b, or c.

Matthew 25:1–13

Lesson purpose: This lesson can help students understand and feel the importance of preparing themselves to meet the Lord when He comes again.

  • Student preparation: Invite students to rate themselves on a scale from 1 to 10 (1 means you disagree; 10 means you agree) on the following statement: “I feel prepared for the Second Coming of Jesus Christ.” Invite them to ponder why they rated themselves the way they did.

  • Videos: “The Ten Virgins” (1:40); “They That Are Wise” (8:43; watch from time code 0:00 to 5:41)

  • Handout: The handout of the lamps

  • Videoconference teaching suggestion: After students have written their modern-day version of the parable of the ten virgins, consider asking one student to select whose parable they would like to hear. Or, if they would rather, they could simply point up, down, left, or right, and the person who is displayed in that position on the teacher’s computer could be asked to share. (Note: students are not necessarily displayed in the same order on all computers.) If desired, this activity can be repeated.

Matthew 25:14–46

Lesson purpose: This lesson can help students identify truths from the parable of the talents and the parable of the sheep and the goats. It can also help students prepare for the Savior’s Second Coming.

  • Videoconference teaching suggestion: Consider dividing the students into groups using breakout rooms to study the two parables. Then come back together as a class to discuss them. If the technology allows, try to visit the different groups to encourage and guide them.

Doctrinal Mastery Review 9

Lesson purpose: This lesson can help students gain a greater understanding of the truths found in doctrinal mastery passages. It can also help students practice explaining these truths to others.

Note: A doctrinal mastery passage lesson may need to be taught in place of this review lesson. Refer to the pacing schedule provided by the area or region director or coordinator to ensure that each doctrinal mastery passage lesson will be taught while seminary is in session.

  • Student preparation: Invite students to select a doctrinal mastery passage they have learned recently and to explain it to someone.

  • Material: The doctrinal mastery matching activity to display on the board

  • Videoconference teaching suggestion: Before class, consider inviting four students to play the roles of the friends in the explaining activity. Have them take turns asking what the doctrinal mastery passages mean and allowing students in the class to answer.