June: Priesthood Ordinances and Temple Work Bless My Family

2014 Outline for Sharing Time: Families Are Forever, (2013), 12–13

Supplement the ideas provided here with some of your own. Plan ways to identify the doctrine for the children and help them understand it and apply it in their lives. Ask yourself, “What will the children do to learn, and how can I help them feel the Spirit?”

“Whatsoever ye shall bind on earth shall be bound in heaven” (Matthew 18:18).

Week 1: Priesthood ordinances bless and strengthen my family.

Identify the doctrine (singing a song): Ask the children to listen for something that blesses their family as you sing the second verse of “Love Is Spoken Here” (CS, 190–91) together. Explain that priesthood ordinances can bless and strengthen all families.

Encourage understanding (discussing pictures): Divide the children into groups and give each group a picture of a priesthood ordinance. Ask each group to think of some clues that would help others guess the ordinance shown in their picture (for example, “This ordinance takes place each Sunday at church”). Invite each group to share their clues, and let the other children guess what priesthood ordinance they are describing. After they have guessed correctly, discuss how the ordinance blesses us, and display the picture on the board.

Encourage application (sharing experiences): Invite the children to talk with their families at home about when priesthood ordinances blessed and strengthened their lives.

Teach others: When children share what they learn in Primary with others, it strengthens their understanding and testimony of the doctrine. This month they are encouraged to share what they have learned at home. This will provide opportunities for gospel discussions at home and strengthen the family.

Week 2: Temples make it possible for families to be together forever.

Identify the doctrine (singing a song): Show the children a picture of the temple nearest where you live. Invite them to sing the first verse of “I Love to See the Temple” (CS, 95). Point out the phrase “I’m going there someday,” and ask the children to listen for why Church members go to the temple as you sing together the second verse of the song. Discuss their answers and emphasize that temple ordinances make it possible for families to be together forever.

Encourage application (drawing a picture): Give each child a piece of paper with a simple drawing of a temple on it (available at sharingtime.lds.org). Invite the children to draw their family members holding hands near the temple. Encourage them to share their pictures with their families at home.

Allowing children to draw what they have learned reinforces their understanding of the doctrine.

Week 3: I can prepare now to be worthy to enter the temple.

Identify the doctrine (singing a song): Ask the children to listen for what their sacred duty is as they sing the first verse of “I Love to See the Temple” (CS, 95). Tell the children that they can prepare now to enter the temple when they are older.

Encourage understanding (discussing worthiness): Show a picture of a temple. Explain that because the temple is a holy place, only those who are worthy can enter. Tell the children that living the standards in For the Strength of Youth will prepare us to be worthy. Write some of the standards on separate wordstrips. Divide the children into groups, and give each group a wordstrip. Have each group stand and explain how living that standard will prepare them to be worthy to enter the temple.

Encourage application (playing a game): On separate pieces of paper, draw pictures of a mouth, eyes, ears, hands, and feet (sample drawings are available at sharingtime.lds.org). While the pianist plays “I Love to See the Temple,” have the children pass around the drawings. When the music stops, ask the children holding the pictures to tell one thing they can do with that body part to prepare to go to the temple (for example, they can pray, speak kindly, and tell the truth with their mouths). Repeat as time allows.

Week 4: Family history work connects me to my ancestors.

Encourage understanding (singing a song and listening to a story): Tell the following story. Whenever you say “sing” or “singing,” ask everyone to sing “Family History—I Am Doing It” (CS, 94). Begin by singing just the first sentence, and add an additional sentence each time. “One family loves music and singing. From their family history they learned that their ancestors, Mary Jones and her parents, also loved music and singing. The Jones family also loved the Church. They were baptized in the country of Wales and decided to move to Utah. Both of Mary’s parents died during the journey, and although she was a little girl, Mary continued walking across the plains, carrying a wooden box filled with Church hymns her father had written. Mary later taught her children to love singing. Today her great-great-great-grandchildren love to sing. Those children have connected with Mary and know that she passed down to them her love for the Church and for singing.”

Encourage application (coloring): Give each child two pieces of paper, one labeled “Me” and the other labeled “My ancestor.” Ask them to draw a picture of themselves on the paper labeled “Me.” Then invite them to ask their parents at home to tell them about one of their ancestors so they can draw a picture of that ancestor on the other paper.

Songs: When singing a new song with the children, sing one phrase to the children and have them echo it back. Repeat with each phrase.