?

THE TEMPLE
I’M GOING THERE SOMEDAY
“For behold, this is my work and my glory—to bring to pass
the immortality and eternal life of man.” Moses 1:39

2002 Outline for Sharing Time and the Children’s Sacrament Meeting Presentation
Cover art, About My Father’s Business, by Harry Anderson
© Pacific Press Publishing Association
 INSTRUCTIONS FOR SHARING TIME AND THE
CHILDREN’S SACRAMENT MEETING PRESENTATION
INTRODUCTION
T HIS document includes a message from the Primary
general presidency, guidelines for the sacrament
meeting presentation, and the instructions and outline
for sharing time.
MESSAGE FROM THE PRIMARY PRESIDENCY
What a blessing it is to hear the children sing: “I love to see the
temple. I’m going there someday.” The temple is a place of love
and beauty. This year as a Primary presidency you have the
opportunity to teach each child that a temple is literally the house
of the Lord. In temples we are taught about our Heavenly Father’s
plan for us, and we are sealed together as families for eternity.
Each child can begin now to prepare to go to the temple by
increasing his or her faith in Jesus Christ, learning to recognize
and follow the promptings of the Holy Ghost, and keeping the
commandments. Share with the children your feelings of joy and
peace that come from attending the temple. May the Lord bless
you as you love, teach, and strengthen His children.
The Primary General Presidency
GUIDELINES FOR THE SACRAMENT
MEETING PRESENTATION
In the children’s sacrament meeting presentation during
the fourth quarter of this year, the children will share what
they have learned from the outline “The Temple—I’m
Going There Someday.” The children’s sacrament meeting
presentation is planned and prepared by the Primary
presidency, under the direction of the bishop or branch
president, and should be no more than 40 minutes long.
The presentation should follow Church policies and
guidelines for sacrament meetings (see Church Handbook of
Instructions, Book 2: Priesthood and Auxiliary Leaders [1998],
237). The following guidelines will also help in planning
the sacrament meeting presentation:
ᔢ Meet with the bishop early in the year to discuss the
objective and obtain his approval for preliminary plans.
Obtain his approval when the plans are finalized.
ᔢ Plan for the children to present the program based on
the monthly sharing time themes using their own
thoughts, feelings, and words as much as possible.
1
ᔢ Throughout the year keep notes of individual children’s
talks and experiences for possible use in the presen-
tation. Primary teachers may also give to the Primary
presidency personal experiences the children share in
class about temples and how they are preparing now to
receive all the blessings of the temple.
ᔢ Plan to use a variety of methods in the presentation.
You could include talks, scriptures, personal experiences,
individual or group recitations, and testimonies.
ᔢ In presenting the music, you may include the entire
Primary chorus, older and younger children’s choruses,
child soloists, duets, small groups of children, the con-
gregation, and appropriate instrumental
accompaniments.
ᔢ Plan practices that will not take unnecessary time away
from classes or families.
INSTRUCTIONS FOR SHARING TIME
Sharing time is a 30-minute period that allows children
of combined age-groups to participate in activities and
sing songs that teach gospel principles. Members of the
Primary presidency plan and present sharing time.
They teach using the principles in the outline for sharing
time. The music leader should teach the recommended
songs that support the yearly objective as well as other
Primary music.
Advance Planning for Sharing Time
ᔢ Study this document before the year begins. Prayerfully
consider the yearly objective and the needs of the
children in your Primary. Consider how you can teach
the children the gospel of Jesus Christ and help them
learn to live it as you plan to accomplish the objective
of the outline.
ᔢ Counsel with the bishop or branch president about
how to strengthen each child’s desire to receive all the
blessings of the temple and live worthily to go there
someday.
ᔢ In your presidency meeting, plan sharing times one
month in advance.
ᔢ One sharing time a month should be a class presentation
(see the “Sharing Time Planning Worksheet”).
Planning Weekly Sharing Times SYMBOLS KEY
ᔢ Seek inspiration as you plan weekly sharing times using
The following symbols and abbreviations are used
the outline.
throughout the outline:
ᔢ Include the music leader in your planning. Music should
be used throughout sharing time. Counsel together as Sharing Time Ideas. These ideas can supplement the
you choose songs that will support the gospel principle inspiration you receive as you decide how best to
you are teaching. Half of sharing time should be used involve the children in learning activities during
for singing. sharing time. Other ideas can be found in the
ᔢ Identify the weekly gospel principle you will teach. Ask: scriptures; the Primary manuals; the Children’s
1. What do the children need to understand about this Songbook; the Friend—especially the “Sharing Time”
gospel principle? page; Teaching, No Greater Call (TNGC); and other
2. What should happen in the lives of the children as a Church-produced materials.
result of this sharing time? Music. These songs support the yearly objective and
Discuss ways you can teach the principle and involve are the recommended songs for the sacrament
the children (see “Teaching Methods” on the back of the meeting presentation.
“Sharing Time Planning Worksheet”). TNGC Teaching, No Greater Call
ᔢ Determine which member of the presidency will teach
CS Children’s Songbook
each weekly sharing time.
GAK Gospel Art Picture Kit
ᔢ Plan sharing times for the coming month using the
“Sharing Time Planning Worksheet.” GP Gospel Principles
LDS Temples Temples of The Church of Jesus Christ of
Latter-day Saints

*GLOSSARY

Children may have difficulty understanding some of the

words associated with the temple. The following defi-
nitions may help the children better understand these
words, which are used throughout the outline:
Covenant: an agreement or a promise between Heavenly
Father and His children.
Dedicate: to give a completed temple to the Lord as His
house. This is done in a special prayer.
Endowment: a spiritual gift or sacred ordinance given
to worthy members in the temple. The endowment
includes instructions we must receive to return to
Heavenly Father: it reviews the purpose of life, the
mission and Atonement of Jesus Christ, and Heavenly
Father’s plan for His children.
Ordinance: a sacred religious act that is essential to
exaltation in the kingdom of God.
Recommend: a certificate that identifies a member of the
Church as worthy to enter a dedicated temple.
Sealing: a sacred ceremony that provides the way for
families to be together forever.

2
 THE TEMPLE
I’M GOING THERE SOMEDAY
“For behold, this is my work and my glory—to bring to pass
the immortality and eternal life of man” (Moses 1:39).

Objective: To strengthen each child’s desire to receive all the blessings

of the temple and to prepare now for temple blessings.

OUTLINE FOR SHARING TIME What do we do in the temple? (interior of a temple)

Why do we wear white clothing in the temple?

T HE numbered items in this outline are the monthly

themes, with italicized scriptures the children could
memorize. (Instructions to help children memorize
(people dressed in white)

When can I go to the temple? (temple baptismal font)

scriptures can be found in Teaching, No Greater Call, pages
Prepare a booklet entitled “The Temple—I’m Going
171–72, and the “Helps for the Teacher” section in the
There Someday” for each child. Have the children
Primary manuals.) The bulleted items are the weekly gospel
draw a picture of a temple on the first page. Give each
principles that should be taught during sharing time and
of them a cutout picture of a boy or girl to color and
opening or closing exercises. Occasionally there may be a
special need in your Primary, such as a temple dedication glue to the next page (see Primary 3, 120–21). Have

or a priesthood leader’s focus, that would call for a special
sharing time emphasis. You might want to display a picture
of a temple throughout the year in sharing time.
1. I love to see the temple. “Who shall stand in his
holy place? He that hath clean hands, and a pure heart”
(Psalm 24:3–4).
“I Love to See the Temple” (CS, 95)
ᔢ The temple is a house of God, a place of love and
beauty. I can feel the Holy Spirit there (D&C
109:12–20; Primary 1, lesson 26).
ᔢ I’ll go inside someday to perform sacred ordinances*
that will prepare me to live with Heavenly Father
again. I will make covenants* and receive my
endowment* (Mosiah 5:5; LDS Temples, 14–19;
Primary 5, lesson 35; “Temple” in the Bible
Dictionary).
ᔢ I will prepare myself while I am young to go to
the temple. I must have a recommend* to enter a
dedicated* temple (Alma 37:35; “My Gospel
Standards”; Primary 3, lesson 3).
ᔢ Class presentation
Play a matching game (TNGC, 168–69). Write
questions on pieces of paper, one question per piece
of paper. Draw simple pictures or use pictures from
the GAK and Primary manual picture packets that
represent each question. As the children make a
correct match, discuss the answer to the question
(refer to LDS Temples and other references listed in
this outline). Some sample questions could be:
them write their names and one way they can prepare
to go to the temple on the picture. Use the additional
pages of the booklet throughout the year to have the
children write their thoughts or draw pictures as you
teach about temples. (Prepare additional booklet
covers for those who are absent that day or move in
during the year.)
2. My family can be together forever through the
blessings of the temple. “And I will give unto thee the
keys of the kingdom of heaven: and whatsoever thou shalt
bind on earth shall be bound in heaven” (Matthew 16:19).
“Families Can Be Together Forever” (CS, 188)
ᔢ In the temple my family can be sealed* together
forever. Marriage in the temple is for eternity
(D&C 132:19; GP, chapter 38; Primary 3, lesson 35
[enrichment activity 1 is suggested for theme 11]).
ᔢ Temple ordinances* are performed by priesthood
authority (D&C 132:45–49; Primary 5, lesson 26;
LDS Temples, 23–26).
ᔢ My family can live to be worthy of the blessings of
the temple. Love grows in my family as we have
family home evening, family prayer, and family
scripture study and as we serve one another
(Mosiah 4:14–15; The Family: A Proclamation to
the World; GP, chapters 36, 37; Primary 4, lesson 6,
enrichment activities 3 and 4).
ᔢ Class presentation

3
 Draw a temple on one side of a large piece of paper
and a family on the other side. Cut the paper into
puzzle pieces. On each piece write the name of a
song about temples or one that tells us how to live
so we can be worthy of temple blessings. After
singing each song, let a child put a puzzle piece in
place. Tape the puzzle together, then turn it over to
show the family. Explain that in temples, mothers
and fathers are married for all eternity and families
are sealed together forever. Let the children draw
similar pictures so they can do the activity in family
home evening.
Invite five priesthood holders to come to Primary
dressed in simple costumes. Explain that they
represent John the Baptist, Peter, James, John, and
Elijah (GAK 407, 408, 417). Have them tell about their
roles in restoring the priesthood and the sealing
power to the earth. Sing “The Priesthood Is Restored”
(CS, 89). Discuss how the priesthood blesses us in our
daily lives and how the keys that Elijah restored bless
our family (refer to “Elijah” in the Bible Dictionary
and other references in the bullets).
3. The temple is the house of the Lord. “Establish a
house, even a house of prayer, a house of fasting, a house of
faith, a house of learning, a house of glory, a house of order,
a house of God” (D&C 88:119).
“I’m Trying to Be Like Jesus” (CS, 78)
ᔢ When Jesus lived on the earth, He came to the
temple in Jerusalem (Luke 2:22–52; John 8:2;
Primary 7, lessons 5, 8).
ᔢ After His resurrection, the Savior came to the
Nephite temple in the land Bountiful. He taught
and blessed the people there (3 Nephi 11; Primary 4,
lessons 33, 35).
ᔢ When the Savior comes to earth, He often comes
to a temple. We can feel His Spirit there (D&C
110:1–10; 97:15–16; 109:5; Primary 1, lesson 26,
account of Lorenzo Snow).
ᔢ Class presentation
Divide the children into groups. Give each group a
scripture reference from the first two bullets and have
them read the account. Choose children to represent
some of the scripture characters. Have an adult or
older child portray a reporter and interview them.
Ask about their experiences and what they learned
4
about the importance of temples. For example, ask
Simeon and Anna how they felt when they saw the
Savior and what they knew about Him.
Gather three or four large boxes. Stack them and
draw an outline of a temple on one side of the boxes.
Draw an outline of a house on the reverse side.
Prepare two sets of wordstrips from Doctrine and
Covenants 88:119 (“prayer,” “fasting,” “faith,”
“learning,” “glory,” “order”). Build the picture of a
temple with the children. Explain that although the
Savior doesn’t live in the temple, it is His house and
we can feel His Spirit there. Have the children attach
one set of wordstrips that describes the temple.
Then explain that we can do the same things in our
homes. Rotate the boxes and attach the second set of
wordstrips to the house. Ask them to suggest ways
we can invite the Spirit into our homes. Have them
write their responses on the boxes or in their booklets
(see theme 1).
4. The temple brings the blessings of heaven to earth.
“And, if you keep my commandments and endure to the
end you shall have eternal life, which gift is the greatest of
all the gifts of God” (D&C 14:7).
“I Will Follow God’s Plan” (CS, 164)
ᔢ The temple teaches us Heavenly Father’s plan of
salvation (GP, chapter 47; Primary 1, lesson 3).
ᔢ The temple is a house of learning and inspiration
(D&C 97:10–16; Primary 5, lesson 26).
ᔢ A picture of the temple reminds me I am a child of
God. If I keep the commandments, I can live with
Him someday (Romans 8:16–17; Primary 6, lesson 12,
enrichment activity 6).
ᔢ Class presentation
Tell the children that in the temple we are taught
Heavenly Father’s plan of happiness. Use a sing-a-
story (TNGC, 179) with songs such as “I Lived in
Heaven” (CS, 4), “I Am a Child of God” (CS, 2),
“I Want to Live the Gospel” (CS, 148), and “Keep
the Commandments” (CS, 146). Use the chalkboard
to make a simple drawing of the plan (see Primary 6,
lesson 1). Allow the children to express what they
know about the plan of salvation. Help them memo-
rize the third article of faith (TNGC, 171–72).
 Have the children use their scriptures and share
accounts of Church leaders receiving inspiration and
revelations in the temple: 1 Samuel 3 (GAK 111); Luke
1:5–14; Doctrine and Covenants 110 (GAK 417) and
137 (GAK 401). Explain that everyone who goes to the
temple can receive inspiration. We can also receive
inspiration as we prepare to go to the temple. Sing
“Seek the Lord Early” (CS, 108) and “The Still Small
Voice” (CS, 106). Prepare case studies (TNGC, 161–62)
to help the children understand that the Holy Ghost
can help them make correct choices and understand
gospel teachings. Have the children record a personal
experience in their booklets (see theme 1) of a time
when they have felt the guidance of the Spirit.
5. My body is a temple. “Know ye not that ye are the
temple of God, and that the Spirit of God dwelleth in you?
. . . For the temple of God is holy, which temple ye are”
6. Temples are a sign of the true church. “I command you,
(1 Corinthians 3:16–17).
“The Lord Gave Me a Temple” (CS, 153)
ᔢ I will keep my mind and body sacred and pure, and
I will not partake of things that are harmful to me
(Primary 3, lesson 14; Primary 5, lesson 24,
enrichment activities).
ᔢ I will only listen to music that is pleasing to
Heavenly Father. I will only read and watch things
that are pleasing to Heavenly Father (Primary 3,
lesson 38; Primary 6, lesson 16, enrichment activities).
ᔢ I will use the names of Heavenly Father and Jesus
reverently. I will not swear or use crude words
(Exodus 20:7; Primary 3, lesson 43; Primary 7,
lesson 41). I will dress modestly to show respect for
Heavenly Father and myself (Primary 5, lesson 44,
enrichment activity 2).
ᔢ Class presentation
Explain that in the Word of Wisdom Heavenly Father
has told us how we can keep our bodies healthy and
receive other blessings. Read Daniel 1:17 and Doctrine
and Covenants 89:18–20 to discover the “treasures”
we will receive if we keep this standard of health:
knowledge, learning, wisdom, understanding, health,
and not being weary. Write each of these treasures on a
wordstrip and put the wordstrips in a “Treasure Box.”
Have the children dramatize (TNGC, 165–66) the
story about Daniel and the king’s food from Daniel 1
(GAK 114). Brainstorm (TNGC, 160–61) and discuss
5
how the world tries to convince us that using bad
things is exciting and will not harm us. Prepare case
studies (TNGC, 161–62) for the children to practice
ways to be a modern-day Daniel. Sing “The Word of
Wisdom” (CS, 154).
Display pictures of people such as a missionary,
a policeman, and a doctor. Ask, “How did you
recognize these people?” Explain that we belong to
The Church of Jesus Christ of Latter-day Saints. Ask,
“How will others know who we are?” “How will they
know we are trying to follow Jesus?” Use stations
(TNGC, 179) to discuss (1) What words should I use?
(2) What things should I read and watch; what music
should I listen to? (3) How should I dress? (Refer to
For the Strength of Youth pamphlet.) Sing “The Church
of Jesus Christ” (CS, 77).
all ye my saints, to build a house unto me” (D&C 124:31).
“The Spirit of God” (Hymns, no. 2)
ᔢ Moses and the children of Israel had a tabernacle, a
temple they carried with them (LDS Temples, 52–61;
Exodus 33:7; D&C 124:38; “Tabernacle” in the Bible
Dictionary). Solomon built a temple in Jerusalem
(1 Kings 6:1; Primary 6, lesson 31).
ᔢ The Nephites had temples (2 Nephi 5:16; Jacob 1:17;
Mosiah 2:1–7; 3 Nephi 11:1).
ᔢ Joseph Smith restored temple blessings in the latter
days (D&C 124:39–40; Primary 5, lessons 25, 26, 35).
ᔢ Class presentation
Help the children understand that whenever Heavenly
Father’s Church is on the earth, the people are blessed
with temples. Create a time line mural. As you teach
an account of a temple, divide the children into
groups. Have each group draw something pertaining
to the temple discussed that day. For a visual example
of temples, see GAK; also refer to “Temple” and
“Tabernacle” in the Bible Dictionary.
Write the words “The True Church of Jesus Christ”
on the chalkboard with some letters of each word
missing. Have the children figure out which letters
have been “lost.” Explain that after Jesus died, people
changed the Church He had organized. The true
church needed to be restored. Ask, “What must the
true church have?” Have them look for five word
 clues you have hidden: “prophets,” “priesthood,”
“organization,” “ordinances,” “temples.” Let the
children match each word clue with pictures from
GAK such as: Joseph Smith, priesthood restoration,
organization of the Church, restoration of ordinances,
and the keys given in the Kirtland temple. Have
them share what they know about each picture.
Sing “The Spirit of God” (Hymns, no. 2).
7. Temples bless Heavenly Father’s children
throughout the world today. “And many nations shall
come, and say, Come, and let us go up to the mountain of
the Lord, . . . and he will teach us of his ways, and we will
walk in his paths” (Micah 4:2).
“Truth from Elijah” (CS, 90)
ᔢ The pioneers worked hard and sacrificed to build
temples (D&C 97:12; 109:5; Primary 5, lessons 35, 44).
ᔢ Members of the Church today make sacrifices to go
to the temple (Primary 5, lesson 25, enrichment
activities 3, 4).
ᔢ There is a temple for my part of the world.
ᔢ Class presentation
Tell a story (TNGC, 179–82) about the sacrifices made
by the pioneers in building temples (Primary 5, lessons
25, 35, 44). Include the section about the foundation
of the Salt Lake Temple. Draw a foundation stone
for each child. Have the children each write or tell
something they can do to help build the kingdom as
they attach their stone to the wall, stacking them to
form a foundation. Place a picture of a temple on top
of the completed foundation. Just as the pioneers were
the foundation for the early Church, the children form
the foundation for the Church in their area.
Lorenzo Snow prophesied that “temples [will be]
established over every portion of the land” (The
Teachings of Lorenzo Snow, comp. Clyde J. Williams
[1984], 153). Write the names of various temples on
wordstrips, one wordstrip for each child. Clear an
area in the room and use a string to outline the
continents (or use a map of the world). Have each
child find the location of the temple and point to or
stand on that spot. Share any information you or any
of the children might know about the locations.
Explain that Heavenly Father loves all of His children
and wants everyone to enjoy the blessings of the
temple. Sing “Children All Over the World” (CS, 16).
6
8. We serve others through temple work. “And he shall
turn the heart of the fathers to the children, and the heart
of the children to their fathers” (Malachi 4:6).
“The Hearts of the Children” (CS, 92) or “Family
History—I Am Doing It” (CS, 94)
ᔢ In the temple, ordinances* are performed for our
families and others who have died without receiving
ordinances such as baptisms, endowments,* and
sealings* ( D&C 138:53–58; Primary 5, lesson 34).
ᔢ I can prepare to serve in the temple by learning
about my ancestors and doing family history work
(D&C 138:47–48; GP, chapter 40; Family Home Evening
Resource Book, lesson ideas, “Genealogy”).
ᔢ I can write my personal history and write in my
journal (1 Nephi 9; 19:1; Family Home Evening
Resource Book, lesson ideas, “Journals”).
ᔢ Class presentation
Teach the principle of vicarious work for the dead
using questions (TNGC, 68–70) such as: “Why
must the gospel be taught to everyone?” “Which
ordinances are necessary for exaltation?” “If people
don’t hear the gospel here on earth, where can they
hear it?” “What can we do to help those who have
died?” Make two cloth puppets out of white material
(TNGC, 176–77). Color one puppet. At birth our spirit
(uncolored puppet) and mortal body (colored puppet)
are connected. Slip the colored puppet over the
uncolored puppet. At death they are separated.
Remove the colored puppet revealing the spirit
puppet. Have the children make similar puppets
out of paper to take home.
Explain that past generations prepared the way for
us, and we in turn can serve them through temple
work. Invite a grandparent to briefly tell how his or
her generation laid the foundation for us. Hand out
the booklets (see theme 1). Have the children draw a
picture or write information about their parents or
grandparents. Older children may write a letter to
grandparents asking about their lives. Encourage the
children to talk to their parents about their grand-
parents and ancestors.
9. I will live now to be worthy to go to the temple and
serve a mission. “He that hath my commandments, and
keepeth them, he it is that loveth me” (John 14:21).
ᔢ Consider the needs of the children in your Primary
as you choose two sharing times from the following
topics:
I will pay my tithing (Primary 3, lesson 42;
Primary 7, lesson 24).
I will be honest with Heavenly Father, others, and
myself (Primary 2, lesson 34; Primary 6, lesson 14).
I will do those things on the Sabbath that will
help me feel close to Heavenly Father (Primary 2,
lesson 37; Primary 7, lesson 14).
I will seek good friends and treat others kindly
(Primary 1, lesson 33; Primary 7, lesson 20).
I will share the gospel with others (Primary 3,
lesson 25; Primary 4, lesson 17).
ᔢ My priesthood leaders guide me as I prepare to go
to the temple. I will honor my priesthood leaders
(Primary 3, lesson 9; Primary 5, lesson 17).
ᔢ Class presentation
Obtain items that are paid for by tithing funds—for
example, a hymn book, missionary tag, picture of the
temple, and chalk—and place them on a tray covered
with a cloth. Remove the cloth and let every child
see what is on the tray. Cover the tray. Have a child
come up, reach under the cloth, and choose an item.
Explain how that item is paid for by tithing funds.
Conduct a discussion on how tithing blesses our lives.
Show a tithing donation slip. Encourage the children
to be worthy to go to the temple by paying tithing.
Sing “I’m Glad to Pay a Tithing” (CS, 150).
Arrange a panel discussion (TNGC, 175–76). Invite
several people to participate, such as a recently
baptized eight year old, a young woman, a young
man, a returned missionary, a couple married in the
temple, and the bishop. Have the others explain about
their interviews with the bishop. Have the bishop
explain how the Lord blesses him to help people in
his ward. Have the children express their gratitude by
singing “Our Bishop” (CS, 135). Encourage them to
listen to the counsel of the bishop and to pray for him.
7
10. I prepare to go to the temple as I follow Heavenly
Father’s plan for me. “We believe that the first
principles and ordinances of the Gospel are: first, Faith in
the Lord Jesus Christ; second, Repentance; third, Baptism
by immersion for the remission of sins; fourth, Laying
on of hands for the gift of the Holy Ghost” (Articles of
Faith 1:4).
ᔢ I have faith in the Lord Jesus Christ. I will remember
my baptismal covenants* and listen to the Holy
Ghost (Alma 37:33; Primary 6, lesson 6; 1999 and
2000 Outline for Sharing Time and the Children’s
Sacrament Meeting Presentation).
ᔢ I will choose the right. I know I can repent when I
make a mistake (Primary 3, lessons 2, 10).
ᔢ My testimony will grow as I study the scriptures,
pray, go to Church, and follow the prophet (2 Nephi
31:14–21; 32:8–9; Primary 5, lesson 46).
ᔢ Class presentation
Discuss how we can follow Heavenly Father’s plan
for us. Draw a simple road map and explain how it
helps us know how to get from one place to another.
In a similar way, Heavenly Father has a plan to help
us live with Him again someday. Have the children
follow directions to find 8–10 pictures that depict
ways they can follow Heavenly Father’s plan,
such as being baptized, attending church, praying,
receiving temple ordinances,* and being married in
the temple (see GAK, 600 section, or the picture
packets from the Primary 1, 2, or 3 manuals). Attach
the pictures to the map. Share an example from the
scriptures, or the life of a latter-day prophet, of
following Heavenly Father’s plan.
Write the following topics on separate pieces of
paper: Read the scriptures; Pray; Repent; Obey the
commandments; Attend church; Partake of the
sacrament; Be a good example; Obey my parents;
Follow the prophet. Divide the children into groups.
Assign each group a topic and give them several
scriptures to look up. Have them discuss how their
topic helps their testimonies grow, and have them
draw pictures of their ideas. Attach the drawings to a
roller box (TNGC, 178–79). Show the pictures and
have everyone guess the topic and how it strengthens
our testimonies.
11. I am thankful for temple blessings. “Let the hearts of
all my people rejoice, who have . . . built this house to my
name” (D&C 110:6).
ᔢ I am thankful to know that Heavenly Father has a
plan for my family to be together (D&C 59:23; LDS
Temples, 74–75; Primary 3, lesson 35, enrichment
activity 1).
ᔢ Temple blessings help me feel happiness and peace
in my life and in my home (Primary 2, lesson 1;
Primary 4, lesson 38).
ᔢ Temple blessings help me know that Heavenly
Father and Jesus Christ love me. I can show my
gratitude to them (D&C 78:18–19; Primary 2,
lesson 24).
ᔢ Class presentation
Invite a father and mother who were sealed* in the
temple to bring their baby to Primary and share how
grateful they are to be sealed as a family. Make a
paper chain (see Primary 3, lesson 35, enrichment
activity 1) to show how generations are linked by the
sealing power. Divide into buzz sessions (TNGC, 161).
Have each group discuss one of the following topics
and then share their ideas with the others: the
blessings of being sealed as a family; helping our
family live worthily; bringing love and harmony into
our home; showing gratitude for our home and
family. Have the children make their own paper
chains labeled with names of family members.
Draw a home and cut the drawing into six sections.
Label each section with a song from the “Home and
Family” section of the Children’s Songbook. Place the
sections around the room. Have a child locate the
first section; then have the children sing the song and
discuss the principle taught. Have another child locate
the next section of the drawing, and so on. As you
assemble the drawing, explain that in our homes,
when we love one other and are thankful for our
blessings, we can feel the Savior’s love. Sing “I Feel
My Savior’s Love” (CS, 74).
8
12. When Jesus comes again, He will come to the
temple. “And if you are faithful, behold, I am with you
until I come—And verily, verily, I say unto you, I come
quickly” (D&C 34:11–12).
ᔢ When the Savior comes again to begin the
Millennium, He will come to a temple (GP, chapter
43; Articles of Faith 1:10; Primary 5, lesson 30).
ᔢ We will do temple work in the Millennium. It will
be a time of peace and joy and righteousness (GP,
chapter 44; Revelation 7:13–15; Primary 7, lesson 46).
ᔢ My family and I can prepare for the Savior’s
coming by living to be worthy of temple blessings
(GP, chapters 43, 44, 47; Primary 2, lesson 43;
Primary 7, lesson 25).
ᔢ Class presentation
Invite several children to come to Primary dressed in
simple costumes that could represent a shepherd at
the birth of Jesus, a Nephite present at the temple
when the Savior appeared, Peter, or another Apostle
(GAK 202, 316, 234). Have them talk about their
experiences and the peace and joy they felt in the
presence of the Savior. Sing “When He Comes Again”
(CS, 82). Talk about the Millennium as the children
hold pictures: it will be a time of peace, no contention,
and no disease or death; Christ will reign; we will do
missionary work and temple work (GAK 608, 613,
239, 612, 504; Primary 1, picture 1-47). Sing “I’m Trying
to Be like Jesus” (CS, 78).
Help the children understand the many things they
have learned this year about following the example of
the Savior and preparing to receive temple blessings.
Have them complete their booklets and take them
home to share with their families.
Reset Form Print This Page

SHARING TIME PLANNING WORKSHEET

Date

Monthly theme

Weekly gospel principle

How can I introduce the gospel principle? (“Beginning the Lesson,” TNGC, 93; “Attention Activities,” TNGC, 160)

How can I teach the gospel principle and involve the children?

ᔢ Scriptures (“Teaching from the Scriptures,” TNGC, 54–59)

ᔢ Songs (“Music,” TNGC, 172–74; “Using the Songbook,” Children’s Songbook, 300–304)

ᔢ Teaching methods that involve the children (“Methods of Teaching,” TNGC, 158–84)

Ways to apply the gospel principle (“Methods of Teaching,” TNGC, 158–84)

Conclusion and testimony (“Concluding the Lesson,” TNGC, 94–95)

Evaluation: Did we accomplish what we wanted to have happen?

Note: Copies may be made as needed for the Primary presidency and teachers.
 CLASS PRESENTATIONS

One sharing time a month should be a class presentation. This is an opportunity for the children in your
class to teach a gospel principle to others. The experience will reinforce the principles you have been
teaching and allow them to gain confidence as they participate in a group presentation.
ᔢ Teachers and class members plan and present the class presentation.
ᔢ The presentation should support the monthly theme and should be adapted from the class lesson
manual. For example, the children could present a scripture account, enrichment activity, or a
highlight of a lesson that was interesting to them.
ᔢ Interesting ways to teach the gospel principle are referenced in Teaching, No Greater Call (TNGC) as
listed below.
ᔢ The Primary presidency and music leader should be available to assist the class if needed.

TEACHING METHODS

Following is a list of methods that can be used to teach a gospel principle and involve the children in
sharing time. (See “Methods of Teaching,” TNGC, 158–84.)
Activity Verses Dramatizations Panel Discussions
Application Techniques Drawing Activities Paper Stand-Up Figures
Attention Activities Examples Pictures
Audiovisual Materials Flannel Boards Puppets
Brainstorming Games Readers’ Theaters
Buzz Sessions Guest Speakers Recitations
Case Studies Lectures Role Playing
Chalkboards Likening Roller Boxes
Choral Readings Maps Scriptures
Comparisons and Object Lessons Memorization Stations
Demonstrations Music Stories
Dioramas Music with Narratives Visuals
Discussions Overhead Projectors Work Sheets and Activity Sheets

Published by The Church of Jesus Christ of Latter-day Saints

© 2001 by Intellectual Reserve, Inc. All rights reserved. Printed in the USA. English approval: 1/00 4 02220 02000 2
22002