17

Luke 9–14

Introduction and Timeline

The events recorded in Luke 9–14 represent a new stage in the Savior’s ministry. He began preparing His disciples for greater responsibility, empowering and sending forth the Twelve and the Seventy to preach and heal. In addition, Jesus Christ repeatedly emphasized vital aspects of discipleship, such as compassion, prayer, faith, repentance, sacrifice, humility, and perseverance. He also warned against hypocrisy and the tendency to allow temporal concerns to displace spiritual priorities.

This growing emphasis on the requirements of discipleship occurred as Jesus Christ “steadfastly set his face to go to Jerusalem” (Luke 9:51), where He knew He would suffer and die (see Luke 9:22, 31). As He faced this difficult aspect of His earthly mission, the Savior modeled perfect devotion to God, reinforcing His teachings on discipleship with “the eloquence of his example” (Neal A. Maxwell, “The Pathway of Discipleship,” Ensign, Sept. 1998, 13).

Chapter Overviews

Luke 9

Jesus Christ sent forth the Twelve to preach and heal. He fed the five thousand and was later transfigured on a mount. He was rejected by Samaritans on His way to Jerusalem. The Savior taught men the commitment needed to follow Him.

Luke 10

The Savior called and instructed the Seventy. They preached, healed, and returned to report their labors. The Savior gave the parable of the good Samaritan. He taught Mary and Martha about priorities and choosing the good part.

Luke 11

Jesus Christ provided instruction on prayer and proclaimed His power to cast out evil spirits. He warned of the Final Judgment and reproved Pharisees and lawyers for hypocrisy.

Luke 12

Jesus Christ spoke against hypocrisy and covetousness. He gave the parable of the foolish rich man and bade His followers to seek treasure in heaven. The Savior emphasized the need to be watchful and ready for His Second Coming.

Luke 13

Jesus Christ taught that all must repent or perish and gave the parable of the barren fig tree. He healed a woman on the Sabbath and discussed who will be saved. He prophesied of His death and Resurrection and lamented over Jerusalem.

Luke 14

The Savior healed a man on the Sabbath and taught of humility. He gave the parable of the great supper and taught about requirements for discipleship.

Suggestions for Teaching

Note to teacher: Carefully consider the needs of your students and the promptings of the Spirit as you prepare this lesson—and every lesson. Luke 10 contains the only account of the Savior calling and instructing the Seventy. If you feel this is something your students need to be taught, there is a supplemental teaching idea on the calling of the Seventy at the end of this lesson.

Luke 9:57–62; 14:15–33

Teachings on Discipleship and the Parable of the Great Supper

To help students prepare to learn about discipleship, read (or ask a student to read) the story from Elder Neil L. Andersen found in the student manual commentary for Luke 14:26–33. Pause after reading the line “Then what else matters?” and ask:

• What impressed you as you listened to this story?

After several students have responded, read (or have a student read) the remainder of the quotation from Elder Andersen.

Explain that the teachings discussed in this lesson show the Savior helping His disciples understand what is essential in the choice to follow Him, as well as some of the sacrifices that may be required. Write the following on the board, or copy and distribute the material as a handout:

Key Word	Scripture
Follow	Luke 9:57–62
Disciple	Luke 14:25–27, 33
Finish	Luke 14:28–32

Explain that each of the key words in the left column is emphasized through repetition in the scriptures. Divide the class into three groups, and assign each group to study the scriptures associated with one of the key words. Ask each group to find spiritual truths related to the key word. Encourage students to refer to the student manual for additional insights into their assigned verses. After students have had sufficient time to study, invite them to share what they learned. You might ask questions like the following:

• Group 1. What did you learn from Luke 9:57–62 about what it means to follow Jesus Christ?

• Group 2. According to Luke 14:25–27, 33, what does the Savior require of His disciples?

• Group 3. From your study of Luke 14:28–32, how does the word finish relate to the requirements of being a disciple? How do the Savior’s analogies illustrate the need to persevere in our discipleship?

Through your discussion, help students understand this principle: Being a disciple of Jesus Christ requires our sustained willingness to forsake all and follow Him. Consider writing this principle on the board.

To illustrate this principle, invite students to think of some things they may be asked to forsake or sacrifice in the future because they are disciples of Jesus Christ. Have several students share their responses, and ask:

• What are some possible excuses you might be tempted to use to avoid making those sacrifices?

Have several students each take turns reading a verse of the parable of the great supper, found in Luke 14:15–24. Have the rest of the class look for what privilege was offered to the people in the parable and what excuses were made by those who rejected the offer. Ask:

• In what ways can a feast represent what the gospel of Jesus Christ offers to each of us? (Both are gifts prepared for us; both can fill us and satisfy our needs; in both cases we are invited to partake, although we may refuse.)

• What excuses were given by those who did not accept the invitation to the marriage feast? (Concern for a piece of ground, for some oxen, and for a wife.)

Have a student read aloud the student manual commentary for Luke 14:18–20. Ask the class:

• How are the excuses in the parable similar to those we may be tempted to give?

Ask students to look in footnote b of Luke 14:27 to find the additional words of the Savior found in the Joseph Smith Translation of this verse. If your students do not have access to the Joseph Smith Translation, explain that the following words are added after “cannot be my disciple”: “Wherefore, settle this in your hearts, that ye will do the things which I shall teach, and command you” (Joseph Smith Translation, Luke 14:28). Have a student read the statement from Elder Larry W. Gibbons in the student manual commentary for Joseph Smith Translation, Luke 14:28.

Encourage students to ponder the following questions and then write their responses (you may want to display these questions):

• What decision do you feel the Lord would like you to “settle” in your heart so you will be a more faithful disciple of Jesus Christ?

• What sacrifices may be involved in making this decision, and are you willing to make those sacrifices?

• What will you do to prevent excuses from distracting you?

When students have finished writing, encourage them to keep their paper or journal accessible during the rest of the lesson. They could write down other impressions they receive about ways to become more faithful disciples of Jesus Christ.

Writing Down Impressions

Encourage students to develop a habit of recording impressions and promptings from the Spirit when they study the gospel. Elder Richard G. Scott (1928–2015) of the Quorum of the Twelve Apostles explained the benefit of this practice: “It is through the repeated process of feeling impressions, recording them, and obeying them that one learns to depend on the direction of the Spirit” (“To Learn and to Teach More Effectively” [Brigham Young University devotional, Aug. 21, 2007], 5; speeches.byu.edu).

Note to teacher: If students ask why so much material in Luke 9–14 is being skipped in this lesson, refer them to the charts in the student manual titled “Luke 9, Commentary Found Elsewhere in This Manual” and “Luke 11–12, Commentary Found Elsewhere in This Manual.” Much of the material in these chapters has already been taught while studying the Gospels of Matthew and Mark.

Luke 10:25–37

The Parable of the Good Samaritan

To help students prepare to study the parable of the good Samaritan, share the following quotation by the Prophet Joseph Smith: “I have a key by which I understand the scriptures. I enquire, what was the question which drew out the answer, or caused Jesus to utter the parable? … To ascertain its meaning, we must dig up the root and ascertain what it was that drew the saying out of Jesus” (in History of the Church, 5:261).

Mention that the parable of the good Samaritan is recorded in Luke 10:30–37. Invite students to read Luke 10:25–29 and identify the questions that drew this parable out of the Savior. Write (or have a student write) these two questions on the board:

“Master, what shall I do to inherit eternal life?”

“Who is my neighbour?”

Ask students to consider how the parable of the good Samaritan answers these two questions as you study the parable together. Invite a student to read Luke 10:30–33. Ask:

• Why are the identities of those who saw the wounded man—the priest, the Levite, and the Samaritan—important to the meaning of the parable? (Have students refer to the student manual commentary for Luke 10:31–36 to help answer this question.)

Have a student read Luke 10:33–35, and invite the class to look for the actions of the Samaritan as he helped the wounded traveler. Ask:

• Which of these actions seems most impressive to you?

• Look again at the actions of the Samaritan as he helped the traveler. In what ways can the Samaritan represent the Savior and what He does for us? (Like the good Samaritan, Jesus Christ saves those in need of help. He has compassion and heals the spiritual wounds of sin. He saves us from death. Oil and wine are symbolic of His Atonement [see the student manual commentary for Luke 10:33–35]. The Savior brings us to safety and employs others to help us. Through His Atonement, Jesus Christ has personally paid the price for our recovery.)

Refer students to the two questions written on the board and ask:

• How does this parable answer the question, “Who is my neighbour”? (Help students see that our neighbors include everyone we may encounter in life, especially those who may need our assistance or are difficult for us to love.)

• How does the parable of the good Samaritan answer the lawyer’s first question, “Master, what shall I do to inherit eternal life”? (Though they may use different words, students should be able to give this response: To inherit eternal life, we must love God and our neighbor. We need the Atonement of Jesus Christ in order to inherit eternal life.)

To give students an opportunity to explain the importance of loving God and our neighbor, ask:

• After giving the parable of the good Samaritan, the Savior exhorted, “Go, and do thou likewise” (verse 37). How can you follow this admonition in your life?

• How does loving God and our neighbor help us progress toward eternal life? (You may need to explain that eternal life means becoming like the Savior and Heavenly Father and returning to live in Their presence.)

• When have you grown closer to God by loving your neighbor as the good Samaritan did?

Share your testimony that loving God and our neighbor helps us progress toward eternal life.

Luke 10:38–42; 12:13–21; 14:7–14

Jesus Christ Taught Mary and Martha and Gave the Parable of the Foolish Rich Man

Explain that the students will have an opportunity to study two accounts contained only in the Gospel of Luke and learn what the Savior taught about priorities. Write the following on the board:

Luke 10:38–42. We receive lasting blessings by ensuring that temporal concerns do not displace spiritual concerns.

Luke 12:13–21. The purpose of our mortal life is not to acquire material possessions but to prepare to meet God.

Assign students to work in pairs. Have one person in each pair study Luke 10:38–42 and the other person study Luke 12:13–21. Students may also review the student manual commentaries for Luke 10:38–42, for Luke 12:13–15, and for Luke 12:16–21. Ask each student to use the four steps shown in the outline below to prepare to teach his or her partner. (You may want to display this outline on the board or copy it and give it to students as a handout.) After students have prepared, have them teach their partners using the outline.

1. Summarize the scripture story to your partner.

2. Explain how the story illustrates the corresponding principle on the board.

3. Explain how we can apply the principle today.

4. Share an experience that helps you know the principle is true.

If you had your students do the writing activity at the end of the section on Luke 9:57–62; 14:15–33, you could conclude the lesson by having students refer to what they wrote. Provide a few minutes for them to record additional impressions they may have received throughout the lesson about how to be more faithful disciples of Jesus Christ. Share your testimony of the truths that have been taught in this lesson, and encourage your students to act on the decisions and promptings they recorded.

Tell students that you will follow up at the beginning of the next lesson by asking them to share experiences they had with living the truths taught in this lesson.

Following Up

We should measure our success as teachers by the progress of those we teach, not by the excellence of our performance. Students apply the gospel principles being taught when they accept the principles in their hearts and minds and then live in accordance with them. You can encourage students to apply what they learn in class by telling them that you will follow up in the next class period to see how they applied the principles.

Supplemental Teaching Ideas

Luke 9:51–56; 13:1–9. Jesus Christ Taught the Necessity of Repentance

Have students study Luke 9:51–56 and look for an example of how Jesus Christ mercifully showed patience rather than hastily condemning others. Invite students to share what they learned from the Savior’s example. Ask:

• Why do you think it is important to show patience and tolerance toward people whom we might be tempted to condemn?

Briefly explain that while the Lord is patient and merciful, He is also just. Ask students to read Luke 13:1–5 and identify the warning given twice by the Savior. Have students share what they found, and ask:

• What had some people wrongly supposed about the people who were killed? (see verses 2 and 4). (To help students better understand these verses, you might refer them to the student manual commentary for Luke 13:1–5.)

Ask students to read Luke 13:6–9, looking for how the Savior’s parable reinforced His warning. (To help students understand this parable, refer them to the student manual commentary for Luke 13:6–9.)

• How does the parable of the barren fig tree demonstrate the Lord’s justice as well as His mercy?

To conclude this teaching idea, make sure that students understand this principle: All people must repent and produce good works or perish. You may want to testify of this principle.

Luke 10:1–20. The Seventy Were Called, Taught, and Sent Forth to Preach and Heal

Hold up an issue of the Ensign or Liahona containing the proceedings of general conference (published in May and November of each year). Show your students the center pages containing the pictures of all the General Authorities of the Church. Ask:

• What are duties of the members of the Seventy?

After several students comment, have students review Luke 10:1–5, as well as the student manual commentary for Luke 10:1–16, to help them learn more about the purposes and duties of the Seventy. You may also want to have students read Doctrine and Covenants 107:25–26. As you discuss these scriptures, help your students see this truth: During His mortal ministry, the Lord called the Seventy to preach the gospel and prepare the way for Him. Explain that the Lord calls members of the Seventy in our day for the same reasons. Ask your students if any of them have had an opportunity to meet or learn from a member of the Seventy. Consider allowing a few students to share their experiences.

Have students search Luke 10:10–16 and look for the consequences of rejecting the authority and teachings of the Seventy. Invite students to share what they learned from these verses. Bear your testimony that the Seventy are called to represent the Savior and to help us prepare to be with Him.

Luke 11:1–13. Jesus Christ Taught about Prayer

Briefly summarize Luke 11:1–4 (similar verses were previously taught in the discussion of Matthew 6:9–13). Explain that after Jesus Christ taught His disciples how to pray, He provided two parables to teach more fully about prayer. One truth we learn from these parables is: Prayer helps us receive blessings that Heavenly Father desires to give us. Have students read Luke 11:5–13 and look for ways Heavenly Father is both similar to and different from the friend described in the first parable and the mortal father described in the second parable. You may also want to have students refer to the student manual commentary for Luke 11:5–10. Draw the following chart on the board and fill it in as students share what they learned:

Luke 11:5–13	Similarities to Heavenly Father	Differences from Heavenly Father
The friend (verses 5–10)
A mortal father (verses 11–13)

Luke 14:7–14. The Savior Taught about Humility and Service

To prepare students to learn about the Savior’s parable found in Luke 14:7–14, ask:

• What are some ways we might be tempted to think of ourselves as better than others?

Invite students to read Luke 14:1, 7 and identify one way some of the chief Pharisees sought to elevate themselves. After students have shared what they found, point out that Luke identified the Savior’s subsequent teaching as a parable (see verse 7). Have students read the parable found in Luke 14:8–11 and look for the spiritual meanings of what the Savior taught the Pharisees. Ask:

• As recorded in verse 11, what was the Savior saying about the Pharisees’ actions at the feast? (You may want to refer to the student manual commentary for Luke 14:7–11 as you discuss this question.)

• What was the Savior saying about our quest for eternal life?

Invite students to study Luke 14:12–14 and look for how these verses further emphasize the principle taught in verse 11. After students have shared what they learned, make sure they understand this principle: Humility and selflessness help prepare us for exaltation. You may want to testify of this principle.