Friday, June 15, 2018

Short Attention Span Sunday School: Primary 6 Lesson 21 The Ten Commandments


from the awesome Prince of Egypt, the very end


Manual artwork of Moses

You could draw the tablets, perhaps even learn some Paleo-Hebrew to write on there (many schools of thought about what language was etched into the plates!), or even just regular Hebrew.


Hand out paper for each kid that’s numbered 1 to 10.

Tell them you want them to come up with 10 good rules for life, like a manual for life.
What 10 rules for everyone in the world to live by? Remind them that they need to be universal.

Have everyone share their thoughts and discuss a little.
Only God can come up with a “list” for life that applies to all.
The 10 Commandments are inspired, are from God, and are for the world!
And that’s what we’re going to be learning about today!
By the end of our lesson today, you’re going to know them better than you do right now.


There’s also a great video that would work as a nice intro to this lesson:


Okay, so the Israelites crossed through the Red Sea and then what?

Raise your hand if you know what happens next?
The traveled in the wilderness for two months!
Finally they reached Mount Sinai.
When they arrived, Moses went up the mountain to talk with Jesus Christ.
He told Moses to tell the Israelites how they’d been blessed.
And indeed they had!
Think of all the ways the Lord had preserved them through those plagues etc.
The Lord told Moses that they should obey his commandments and he would bless them.
Moses went down the mountain and told the Israelites what Jesus had said.
They said they would obey!

(and continue on with all of the story, lots of great LDS resources out there)

A good one:

Lessons 48, 49, 50, 51 here:

Part of learning the 10 commandments could be to have the summary of each printed out and use the two categories mentioned in the manual - love God and love neighbors - and categorize them as you're learning them, or do it all after.

Be sure to also use the great discussion questions in the manual.


There’s a really cute song in the Children’s Songbook called The Ten Commandments that is definitely lesser-known but covers them all, and has a really cute tune!

You could have the Commandments posted and as you sing it, point to each one. Or have props for each one, or assign a commandment to each kid and have them stand and hold up a piece of paper with that commandment number when you sing it...maybe sing it faster and faster so they have to stand up faster and faster!


This is an awesome video of a Christian-lady with hand motions (with meaning behind it) for each commandment! I think kids will really learn from this!
We’ll go through this as a class and see if they can remember them.


Using a tablet-shaped cardboard covered in foil and some sort of toothpick or wooden skewer, have them etch on their own tablets the ways they will strive to follow the 10 commandments, perhaps they write one sentiment/sentence or maybe they make a short list.


The 10 Commandments are our “manual” for life - including the commandment to love one another.

I am so grateful for Moses and the sacrifices he went through to receive those sacred tablets, grateful for a loving Heavenly Father who helps us to know how to be happy, and grateful that we can try hard every day to follow those commandments….even though it’s hard!

Take home idea:
Make treats with this neat chocolate mold (or others like it found on Amazon or online)

Wednesday, June 6, 2018

Short Attention Span Sunday School: Primary 6 Lesson 20 The Israelites Receive Food From Heaven


7 Amazing Coriander Seeds Benefits: From Tackling Diabetes to Improving the Skin

(coriander seed)


Post this quotation:
“Faith in God engenders a love for the Sabbath; faith in the Sabbath engenders a love for God.” 
- Russell M. Nelson

Also Isaiah 58:13 about the Sabbath being a delight.

Bring in a bottle of coriander seed, if you have some, and honey. Have it set on the table.

*the whole talk is good and may provide inspiration:


I’ve done this before and have it posted on a post from Primary 5.

Have the words to a Sabbath Day hymn or songbook song printed out and on the board and have the words in a large font.

Sing it together once.

Then the next time, on every 7th word, decide what you’re going to do instead of singing the word (clap your hands once, stomp your foot once, pull your ear once).

You could even come up with a list of things so for the first 7th word you clap, the next 7th word you stomp, etc. List your things on the board so no one forgets.

(why the 7th word? the sabbath day is the 7th day!)

It may also be helpful to underline or circle each 7th word (after singing it through the first time) if you feel your class needs help remember what those words are.


This lesson is pretty much Exodus 16:1-35

You can have them read in their scriptures one verse at a time, down the row, taking turns, etc.

And perhaps you can have printed out or drawn images beforehand and after they read their scripture, you can have them find the corresponding picture about their verse, and tape it up on the wall or the board in order.

So for example:
Verse 1: group of people and a calendar showing the 15th day of the second month, and the outline of Egypt with “Egypt” written in the middle.

Verse 2: group of people upset with two men (Moses and Aaron)

And so on.
You can also skip some verses or merge some verses if your group is smaller, use your own discretion as long as the main story is being told as the manual suggests.
Be sure to include the discussion questions as you go through the scriptures.


Found at this link:

I will adapt it a little but follow the basics:

Manna papers (or something like that) with the question on the back with a scripture reference
I might have the scripture printed out for them to find the answer rather than have them look it up.
I will have some sort of basket for them to put the manna into.
Then at the end I plan to have the basket of manna turned in for “real” manna (see below).


Tell them the scriptures describe manna in Exodus 16:31 as “like coriander seed, white; and the taste of it was like wafers made with honey.”
You can make this

Or use Frosted Flakes, or Nilla Wafers, etc.
There are a lot of ideas online!


I'm so grateful for the Sabbath Day. The scriptures tell us that it can be a delight. Just as we need to feel refreshed after a long day, after a long week the Sabbath acts as a way to refresh us and keep us feeling uplifted. Focus on the Sabbath Day as a way to feel renewed and also prepared for the coming week and making good decisions.

Send them home with:
- Something with honey, or more of the snack you handed out.

- Include a scripture about the Sabbath Day and perhaps a list of ideas about how to keep the Sabbath Day holy (ideas are in the manual and elsewhere on

Friday, June 1, 2018

Short Attention Span Sunday School: Primary 6 Lesson 19 Moses Delivers the Israelites From Bondage



Post the manual artwork of Moses and the Red Sea.

Post the scripture Exodus 3:20: And I will stretch out my hand, and smite Egypt with all my wonders which I will do in the midst thereof: and after that he will let you go.

Because the activities may get them a bit hyper, it would be great to start reverently with this beautiful video to set the tone for learning about the Priesthood. It depicts the Priesthood working in one boy’s life.

Discuss their feelings, thoughts, inspirations from the video.

We are going to learn today about the Power of God -- that’s what the Priesthood is.
We’ve learned about Joseph’s family and how he brought his whole family to live in Egypt and took care of them.

Well, about 400 years later, there were many Israelites (remind them that Jacob’s name was changed to Israel) there in Egypt. 

Teach the account in the scriptures, including the points to highlight in the manual as well as the relevant discussion questions that you think your class will benefit from.

In addition to the Primary 6 manual, I recommend the Seminary manual as it has some great ideas for how to teach.
Find the corresponding chapters in Exodus starting here:


This is a very visual lesson - the plagues, the Red Sea, etc.

Many options for what you can do during or after the lesson, so here is a list of what I came up with:

1. Hand out printed-out scriptures of each plague. You could have a set of pictures on the board or on the floor for them to then match their scripture with the image corresponding. A similar idea is in the manual, having them draw the image corresponding. This could be done during the lesson, or after.

2. For each plague, have a visual. This could be done during the lesson but perhaps after is better so you can be sure to get through the whole lesson first. Blood (food coloring in water, red juice added to water, etc), frogs (everyone hop and ribbit), lice (everyone scratch), flies (swat away at flies), cattle die (everyone act like a cow and moo and then keels over), boils (red circle stickers to go on their faces), hail and fire (play a sound file on your phone), locusts (fingers on head like antennae and buzz/fly around), darkness (lights off), death of firstborn (kneel like a little kid and then keel over or don’t act out at all if there are sensitive kids in class). Have fun with this by going through the plagues in order and teaching them the movements. Then call out a random one and have them remember the action, then another, etc. You could do this like musical chairs...have them walk around to the Fifth Article of Faith song (teach it first, about the Priesthood) and then the music stops and you call out a plague and they have to freeze and do that action. You would only do the ones where this is possible (not the blood, maybe not the hail, darkness, etc. or come up with other ones for those).

3. You could focus on the parting of the Red Sea and bring in two big blue plastic tablecloths and layer them on the floor, then act out the parting and have them quickly created into two walls of water (use chairs) with a path in the middle. Perhaps have a tall broom or something similar to act as Moses’ staff. Work as a class to make a cool-looking parting and perhaps pose for a photo as Israelites with the big visual.

3a. You could bring in a lot of blue Playdoh and have them each create a scene on a paper towel with the blue Playdoh created into a flat sea with maybe a little figurine for each (if needed, print out an Israelite person or Moses and tape it to a toothpick) and then read the part again about the parting of the Red Sea and have everyone reshape their sea into two parts and have Moses walk through.

4. You could focus on the Passover and talk about the Jewish tradition. If someone in your ward has Jewish ancestry or celebrates Passover (some LDS families do), they could discuss it with your class.

5. Play a Pictionary or Clay-tionary game where someone has to draw an image from the scripture account (or shape it in clay) and everyone guesses. Have a list of terms for them to choose from, from the lesson. There are many!

6. If you teach the oldest class, have one of the boys in class who has received the Aaronic Priesthood already to talk about the process. Take this opportunity to review the Priesthood lesson in the Primary 6 manual as well.

*Note: if you have a costume beard a boy in class could wear, and perhaps a regal-looking robe, etc. he could act as Moses for some of these activities

The power of God is an amazing blessing in our lives, and we have learned today how the power of God was shown to the Pharaoh and is there in the scriptures for us to remember miracles that are possible.

Take home ideas:
- a toy grasshopper or frog to remember the lesson along with a scripture about remembering God’s miracles
- frog cookie cutter used to create sugar cookies etc.
- blue Playdoh (maybe with a toothpick Moses figurine) and a scripture about the Lord's wonders in Exodus

Friday, May 25, 2018

Short Attention Span Sunday School: Primary 6 Lesson 18 The Birth and Calling of Moses



Much of this lesson is adapted from one I taught for Primary 5:

birds-eye view of our church building on Google Satellite


Write on the board: How is life like a maze?
And hand them out a piece of chalk to come up and write their answer on the board.

Post quotation by President Hinckley on the board as well.


If possible, invite your Stake Patriarch or a teen who recently received their Patriarchal Blessing visit your class to discuss their feelings about it.


Discuss their answers.
How life like a maze? (we can make many different decisions and follow different paths, but only one will lead us to eternal life)

Those dead-end paths in a maze? What does that represent in life?
How do you feel when you get to the end of a loooong dead-end that you don’t know is a dead-end, then you realize it is? (frustrated, regretful)
How do you feel when you solve the maze?

We each have our own path to follow in our life, our own maze.
This maze of ours is ours only, with things that are for us and only to us do and to experience.
This is like our mission in life, what is our mission? We’re figuring that out, right?
A mission is something important that Heavenly Father and Jesus need us to do.

Can you think of some different missions people have in their life? (parent, leader, example, teacher)
Each one of us (give them each eye contact at this point!) has a mission, maybe more than one, to perform on earth.

There’s a lot of good in this world.
Maybe your mission in life is to bring awareness on a certain topic.
Maybe it’s to do service for poor or disabled children.
Maybe it’s to invent something that helps the world.
Maybe it’s to be a parent and raise good citizens.
Maybe it’s to have a calling that allows you to serve a lot of people.
Maybe it’s to simply be kind to others and make them feel happy and loved.

Post up the quotation by Brigham Young from the manual:
“There is neither man nor woman…”

God needs our help to build his kingdom.
(Get out Lego baseplates, Legos, and marbles or some other maze-building supplies)

This baseplate is like our life, our mission, it represents the life’s journey we’re on.

This marble/ball (whatever you have that is small enough but not too small) represents….what do you think? (us)

I want you to work individually or together (depending on how many supplies you have for your class) to create a maze for yourself, for your marble. (show example photo)

(let them have up to 10 minutes to do this, to show off what they did, and time to settle down and get back to learning)
Sometimes these prophets that we’re learning about have a big mission.
What was the big mission for Joseph that we just learned about? (save the people of Egypt)

Moses is who we’re going to learn about next.
We’re going to learn about the mission that he was called to perform.


Tell the story of Moses (through the section listed in the manual) and us the discussion questions.

Also remind them of the history of Joseph and why they were in Egypt.


Use a printed-out birds-eyes view of your church building and the walkways around it.

To do this, go to Google Maps’ satellite image to recreate the one I’ve done of our building shown at the top.

You will be taking them on a “maze” to represent their life’s choices.

Have the door you’ll exit out of marked “earth life” and the door you’ll enter back into “eternal life.”

Walk reverently around the building on the walkways of the maze, following the print out.
You could turn this into a discussion, having the bushes/trees represent obstacles and discuss what they've learned about their life plan.


Knowing what your mission is in this life isn’t always easy, and it may only become clear when you’re older.
How will you know what the Lord’s mission is for you?
Staying living righteously in order to be worthy and able to serve.
You will be blessed as you do this!

Take home idea:
- a maze kit: a Ziploc bag with a paper plate, straws, and a bead and instructions in the example below from my lesson last year
- a fancy marble to remind them of the maze along with the Brigham Young quotation

Friday, May 18, 2018

Short Attention Span Sunday School: Primary 6 Lesson 17 Joseph Forgives His Brothers



Ideas to post on the board:

1/ “Forgive, and ye shall be ______.” - Luke 6:37
(the answer is forgiven, but they might have some ideas of other words that could go there)

2/Words to the Children’s Songbook song Help Me, Dear Father (99).

3/“I, the Lord, will forgive whom I will forgive, but of you it is required to forgive all men.” - D&C 64:10

1. Pass out a print-out of the fill in the blank section (7 situations that start with one about Debbie, etc.) from here:

Have them fill it out and then talk about the answers after.

2. Passing out this coloring page of Joseph and his brothers:

3. Post the letters FORGIVE or FORGIVENESS down like an acronym and have them work together as a class to come up with words that fit each letter about forgiveness (friends, our family, repentance, etc.)

Today we’re going to learn the rest of Joseph’s story.

Because so far his story can be summed up by saying it’s about what? (brothers, family problems, anger, resentment, faith, temptation)

We’ll learn today that it can also be summed up by saying it’s about forgiveness.

Ok so let’s recap! (review story so far including Joseph and his coat, his dreams when younger, what his brothers did, where Joseph went, how he acted with Potiphar’s wife and with the butcher and the baker, etc.)

So now it’s 10 years later, and the famine has hit.
Everyone is starving except in Egypt, because of Joseph’s warning.
Joseph’s family back home is starving!

Jacob sends his sons to Egypt to buy corn (corn is believed to be an umbrella term for the grains they grew at the time), but not Benjamin as he didn’t want anything to happen to him.

They see him as the high powered governor over the land - they don’t recognize him.

Why do you think they wouldn’t recognize him? (it’s 22 years later, he’s speaking another language, dressed in regal clothes, etc.)

They bow down to him, just as it said in Joseph’s dream about the wheat!
He recognizes them, though!
And he doesn’t tell them who he is and it says in verse 7 that he speaks roughly to them.

He tests them to see how they act.
He first accuses them of being spies.
Then he asks them how many sons their father had, they say 10.
They tell the governor (Joseph) that they had 10, one is at home, and one died.

Joseph sends them to prison for being spies.

Three days later, he had his brothers brought before him.

He allows them to buy the grain, but he holds one brother in prison until their youngest brother is brought to them. (Benjamin)

The brothers are like, oh man, this is punishment for what we did to Joseph!

So Simeon is the brother who has to stay behind in prison until they can return with Benjamin.

But when they get home, they see the money they paid for the grain back in their bags!
Joseph had ordered his guards to put the money there.
Another test? Yes.

They report everything to their father and he’s pretty upset - he doesn’t want to lose Benjamin!
Benjamin and Joseph shared the same mother.

So they eat what little food they have left.

Instead of sending Benjamin, Jacob sends the brothers back to Egypt with double the money and gifts to give to the Governor (remember it’s Joseph) and hope that the Governor wouldn’t hurt Benjamin.

He still lets Benjamin go anyway just in case.
So they return, and Simeon is released.

Joseph was overwhelmed with emotion when he saw Benjamin but he wanted to still act like it wasn’t him.

He tells his servants to give his brothers a lot of food and money just like he had before.
He then puts his own silver cup in the bag of grain that Benjamin was carrying.
This is another test.

So they leave and suddenly the Governor’s guards are surrounding them, accusing them of stealing the cup.

But the brothers don’t know anything about it, right?
They search the bags and it’s in Benjamin’s, so he’s taken back to the Governor.
They all return with him to try to help the situation.

Joseph says he wants Benjamin to be his slave and the rest can go home.

Judah tells the Governor that if they don’t return with Benjamin, their dad will die of grief!
Judah wants the Governor to take him instead as his slave!

What do you think this told Joseph about his brother Judah?
Had he gotten nicer? (yes)

Finally Joseph tells them it’s him! He had to see if they’d changed.
He asked if his father was still alive.
He tells them “Come near to me, I pray you.”
They’re kind of shocked and overwhelmed.

Joseph said to them to not fear, because he saw that those things happened for good - he saved the people in Egypt through warning them about the famine.

He tells them to bring Jacob there and he would provide for all of them.

They go and tell Jacob and he wants to see Joseph one more time before he dies.

The Pharaoh welcomed Joseph’s family and they got the best land and the best cattle and lived together until Jacob died.

So remember how Jacob’s sons were the 12 tribes of Israel?
They lived in Egypt for a very long time.

We’re going to be learning about Moses starting next week and if you recall, Moses’ story is about a Pharaoh that doesn’t necessarily like all the tribes of Israel getting so numerous.

(Now discuss what you've just taught, and see what they feel and what they've learned)


Forgiveness is something we all deal with, even today, right?
Did anything happen this morning before church where you got mad or someone got mad at you?
Maybe after church you can talk with that person about forgiveness?

It's almost always hard to forgive. 
Our goal is to get to the point where it's easier to forgive. 
It's very normal for forgiveness to be hard.

It's something we all have to work on.

This is a great video about two brothers who fought a lot when they were younger, the older brother picked on the younger brother, and then how their relationship changed:

(Discuss afterwards what they learned from it)
How do you feel watching it?
How can you relate the story of these brothers to the story of Joseph and his brothers?

This could also be the opening activity and the entire lesson rearranged.
Base this decision on the dynamics of your class.


Break up into groups or stay as one big group (based on your dynamics) and have them create a role-play opportunity for them to practice saying "Please forgive me." and "I forgive you." Have those two lines be mandatory in the skit.

Tell them it's important to practice saying things like I'm sorry, please forgive me, I love you, I care about you, you're my friend, I forgive you. It will be easier to say it when it's the right time.

Have each group perform their skit for the class. You could even video on your phone and share with the parents of the kids.


Forgiveness is a key part of our gospel - how do you feel when you forgive?
I’m grateful that I can follow so many good examples in the gospel and know how to forgive.
I know how good it feels to forgive someone and see them as a child of God, just like I am.

Take home idea:

Corn-related (unpopped kernels or popcorn) with a note/scripture about Joseph and forgiveness