Template for Teaching Messages from Church Leaders

Thought-provoking question or statement. Share a thought-provoking question or statement related to the speaker’s message and invite students to briefly discuss it or record their initial responses in their journals. For example, you could write the title of the talk on the board and ask students why they think this topic is important for our day.

Object lessons, images, or videos. Share and briefly discuss an object lesson, image, or Church-approved video that relates with the speaker’s message.

Share a story. Share a story from or that relates to the speaker’s message. Sometimes it may be best to share just enough of the story at the beginning of the lesson to pique students’ interest. Later in the lesson, the story could be concluded to illustrate the purpose of the speaker’s message.

Questions about the topic. Share the topic of the talk and invite students to write on the board or in their journals any questions they or others may have about that topic. You could encourage students to seek answers during the lesson.

Relevant scenario. You could present a relevant scenario—or invite students to create a scenario—of a teenager who could benefit from hearing and applying the speaker’s message that the class will study.

Self-assessment. Invite students to personally assess or reflect on their current understanding, attitude, or application of the topic discussed in the talk. One way they could do this is by pondering or recording their answers to self-reflection questions. You can use questions that may be in the talk or write your own.

Look for. Students will likely be more successful if they have something they are looking for as they study. There are several things that students can look for, such as:

• Jesus Christ. Students could look for inspiring truths about the Savior, testimonies or examples of Him, or teachings about His power, atoning sacrifice, love, character, and so on.

• Answers to questions or concerns. If you used the “Questions about the topic” idea in the “Methods for beginning the lesson” section of this template, then students could look for answers to these questions as they study. Or you could invite them to look for answers to personal questions or concerns they or others might have. After students have finished studying, invite them to share what they found. If you wrote the questions on the board that students identified earlier, students could write their answers underneath the questions. They could then explain their answers.

• Ways to help with a relevant scenario. If you used the “Relevant scenario” idea in the “Methods for beginning the lesson” section, then students could look for ways the speaker’s message could help the individual in the scenario.

• Inspiring words or phrases. Students could mark or record thoughts about words or phrases that are inspiring or meaningful to them.

• Eternal truths, invitations, and promised blessings. Students could look for eternal truths, invitations, and promised blessings that are found in the talk. They could mark each of these in a different way, or they could record them in their journals under three separate columns.

Study individually. Students can often be successful studying on their own. Invite students to study portions of the talk and then report to the class or a small group what they found.

Studying in small groups. You can assign students to study in small groups. This might mean they take turns reading paragraphs, or they all listen as one member of the group reads.

Use the audio or video of the talk. You could play the audio or video of the portions of the talk you feel are most important for your students to study. Consider inviting students to follow along using a printed or digital version of the talk. They could mark statements that answer a particular question or that they personally find meaningful. They could also record any thoughts or impressions as they study.

Number the paragraphs and rotate the talk. Write or type paragraph numbers in a copy of the talk. Provide a copy to each student and invite students to select something to look for. Students could read one or more paragraphs, marking and writing notes in the margin. The paper could be passed to the next student, following a similar pattern. After they study all the paragraphs, return the paper to the original student and let them look at the insights shared by other members of the class.

Cited or related scriptures. Students could look up scriptures cited in the talk or endnotes. They could read the verses and either note how the talk helps them better understand the cited scriptures or how the cited scriptures help them better understand the message of the talk. Students could mark the verses in their paper scriptures or link to them in the Gospel Library.

Focus on Jesus Christ. If your students studied the talk looking for inspiring truths about Jesus Christ, then consider placing a picture of Him on the board. Invite students to write around the picture what they found about Him in the talk. They then could share what they wrote and how that helps them better know, love, or desire to follow Jesus Christ.

Role-play. Students could imagine someone asks them a question that is related to the talk. They could practice responding to that friend based on what they learned from the talk. Or, if you used the “Ways to help with a relevant scenario” suggestion, then students could role-play with a partner or small group how they would help the person in the scenario using what they learned.

Teach one another. Students could teach each other how the message from the talk is relevant or meaningful to them. Or they could share with each other what they learned about the topic and how what they learned helps them better follow Jesus Christ.

Prepare a talk. You could invite students to create a three- to five-minute talk or lesson that teaches the message they studied. Students could include personal experiences or additional scripture references that support the message. They could practice sharing their talk with a partner, a smaller group, or the class.

Record thoughts and feelings. Consider inviting students to write their thoughts or feelings as they studied the talk. Students might record any actions the Spirit prompted them to do. As appropriate, you could ask willing students to share.

Create something. Using what they learned in the talk, students could have time to create a picture, drawing, poster, meme, social media post, and so on. It could be a reminder or something to inspire others. Students could share with the class or a small group what they created.

Share with others. You might encourage students to share a message from the talk with their family or friends. As they share, students could include a simple testimony or invitation to act on what was taught.

Identify and apply invitations. Sometimes, talks include one or more invitations. You could invite students to identify these invitations and prayerfully consider what they feel the Lord would have them do to apply an invitation. They could also consider how acting on that invitation can help them draw closer to Heavenly Father and Jesus Christ.

Act on promptings. Encourage students to act on impressions they may have had while studying the talk. They may have felt prompted to make certain changes in their life, to set or work on a personal goal, or to share the message with another person.

Make a plan. Students could answer questions such as the following in a journal or digital device to help them apply what they learned:

• What do I plan to do?

• Why do I feel I should do this?

• When do I plan to do this?

• Whom can I enlist to help me?

• How can the Savior help me?