She Reads Truth Sermon on the Mount Reflection Questions Free

Introduction and Timeline

President Thomas South. Monson (1927–2018) spoke of the Sermon on the Mount and the Galilean hillside where it took place: "Hither it was that the greatest person who ever lived delivered the greatest sermon always given—the Sermon on the Mount" ("The Way Domicile," Ensign, May 1975, xv). As the Savior began His Galilean ministry, He declared that "the kingdom of heaven is at hand" (Matthew four:17), and and so in the Sermon on the Mountain (see Matthew v–seven) taught doctrines and principles of righteousness that govern the lives of those who vest to His kingdom and lead to happiness and eventual perfection.

At the conclusion of the sermon, "the people were astonished at his doctrine: for he taught them as one having authority, and not as the scribes" (Matthew 7:28–29; see similar sermons in Luke six:17–49 and 3 Nephi 12–xiv). In other words, the people were astonished by what He said and by how He said information technology. He did not teach past citing precedent or previous authority, equally the scribes and rabbis did. He taught as one having the authority of God Himself.

New Testament Student Manual : Religion 211-212

Affiliate Overviews

Matthew 5

Jesus Christ began His Sermon on the Mount past educational activity the Beatitudes. He declared that the constabulary of Moses was fulfilled and taught the righteous way of life that leads to becoming perfect like Heavenly Begetter.

Matthew 6

The Savior connected the Sermon on the Mount, pedagogy how to pray, fast, and serve others. He taught His disciples to identify love of God over the cares of the world.

Matthew 7

Jesus Christ ended the Sermon on the Mount, teaching that the fashion to eternal life is narrow and that those who enter into the kingdom of heaven are those who practice the will of Begetter in Heaven.

Suggestions for Didactics

Matthew five:ane–12

The Beatitudes

To assistance students sympathize the context of the Sermon on the Mount, have a student read Matthew iv:25 and Matthew five:1. Explain that Matthew v is a continuation of Matthew 4.

Ask students a few questions similar these: "What brings you happiness? When have you been actually happy? Why did you feel happy? What is true happiness? Would you be interested if y'all came across a speech past the Creator of the universe titled 'Keys to Happiness'? Why?"

Have students skim through Matthew five:i–12, looking for how virtually of the verses begin. Explain that in Matthew 5, the word blessed means "happy." Explain that these verses are often called the Beatitudes, and share the following definitions of the Beatitudes with your class:

"The Latin beatus is the basis of the English 'beatitude,' significant 'to exist fortunate,' 'to be happy,' or 'to be blessed'" (Matthew five:3, footnotea).

"Proper name given to sure declarations of blessedness in the Sermon on the Mount (Matt. 5:3–11; Luke 6:20–22). They describe certain elements that go to course the refined and spiritual graphic symbol, all of which will be present whenever that character exists in its perfection. Rather than being isolated statements, the Beatitudes are interrelated and progressive in their system" (Bible Dictionary, "Beatitudes").

To help students run across this progressive arrangement of the Beatitudes, have them read Matthew 5:3 and 3 Nephi 12:iii and ask:

Why do you lot call up the attribute of beingness "poor in spirit" is first in the Beatitudes? (We must recognize our spiritual need earlier we tin can make progress toward Male parent in Sky.)
What important phrase does the Book of Mormon add to this Approbation? Why exercise you think the phrase "who come up unto me" is an important addition?

Assign students equally individuals, pairs, or small groups to study one or more of the Beatitudes in Matthew 5:3–12 and 3 Nephi 12:three–12 and whatever related material in the student manual. Ask them to ponder how coming unto Christ helps us to develop the attribute they studied and to receive the promised blessing. While the students are discussing the Beatitudes, you could write notes on the lath like the following, showing the attributes to be developed and the blessings that are promised:

Matthew v; 3 Nephi 12	Attribute	Promised Approval
Poetry 3	Humility	Entrance into the kingdom
Verse 4	Mourning and penitence	Comfort and forgiveness
Verse v	Meekness	Hope of celestial glory
Verse half dozen	Seeking righteousness	Souvenir of the Holy Ghost
Verse seven	Merciful	Mercy and forgiveness
Verse 8	Pure in eye	See God
Verse nine	Peacemakers	Children of God, heirs
Verses 10–12	Enduring opposition in this life	Great reward in heaven

Ask:

As you expect at this list, what exercise you meet that shows how the Beatitudes are interrelated and reflect a progression of coming unto Christ and becoming more like Him?
From your experience, how has living one of the Beatitudes increased your level of happiness?

Encourage students to consider which of the Beatitudes they most need to meliorate in and commit to work on this aspect during the coming week or month. Every bit y'all teach the remainder of Matthew 5–seven, you might encourage students to consider how the Beatitudes are continued to the rest of what the Savior taught in the Sermon on the Mount. Enquire students to consider this principle: Applying the principles taught in the Beatitudes helps us to come unto Christ and to obtain greater happiness. Ask them to share ways in which they accept seen the truth of this principle.

Matthew 5:17–48

Jesus Christ Taught The states How to Go Like Heavenly Father

Ask students: "If in that location was any advice or counsel yous could offer your swain students about how to return home to Heavenly Father, what would that advice be?"

Assist establish the context of this scripture block by asking students to read Matthew v:17, 48. Jesus taught that He came to fulfill the law, and He also taught that the ultimate purpose of His teachings was to help us get like Begetter in Heaven.

List the following scriptures on the board:

Matthew v:21–26

Matthew five:27–32

Matthew 5:33–37

Matthew five:38–42

Matthew 5:43–47

Explain to students that in each of these passages from Matthew 5, Jesus Christ referred to a law or custom people were familiar with, and then He taught a higher principle that gave right understanding of the law or custom. In this way, He taught that the gospel of Jesus Christ was greater than the laws and customs of Moses's dispensation. Explicate that you will ask students to study ane of the scriptures listed and then ask them to report the following to the class:

The law or custom that the people had heard.
The principle Jesus Christ taught.
How living that principle helps u.s.a. become more like Heavenly Begetter.
A brief experience illustrating how the principle has helped y'all (if desired).

To help students amend understand this assignment, study the first scripture every bit a grade. Have a student read Matthew five:21–26 aloud, and so guide students in identifying the answers to the four items. (ane. The law was "M shalt not kill." 2. The college or more consummate principle was that we should choose non to become aroused or treat people with contempt. 3. The principle can help u.s. become more similar Heavenly Father because He is loving and sees the worth of each soul. 4. You might tell about a time when you lot chose not to become angry.)

Split up your class into minor groups or pairs. Assign each grouping to written report one of the four remaining blocks of scripture listed on the lath. After students have had time to read and consult with each other, have groups share their responses with the course.

For additional assay and give-and-take of Matthew 5, you might enquire:

How could one or more than of the Beatitudes help u.s.a. live the principles the Savior taught in Matthew 5:21–48? (Possible answers: Being meek can help us not to become aroused with others. Being pure in middle can assist us not to lust after others. Being willing to be persecuted for righteousness' sake can help us to plough the other cheek. Beingness a peacemaker can aid us to dearest our enemies.)

Have students look in Matthew 5:48 for what might be the about difficult commandment that the Savior always gave.

What commandment did Jesus give in this verse?
How might someone feel when first reading this verse?

Have students read 1 Nephi 3:7 and Philippians iv:13.

What exercise these scriptures teach virtually the Savior's command to exist perfect?

Ask a student to read the statement by President Russell One thousand. Nelson in the educatee transmission commentary for Matthew 5:48.

How does this statement encourage y'all in your quest for eventual perfection?

Explain to students that in Matthew 5 nosotros learn this principle: By following the teachings of Jesus Christ, we can become like our Father in Sky. Evidence that with the help of the Lord, nosotros can fulfill all of God's commandments. Although nosotros volition not achieve perfection in this life, we can strive for perfection and actually get perfect in many commandments while in mortality. Through the Atonement of Jesus Christ, condign perfect like our Male parent in Sky is possible in the eternities (come across Moroni 10:32–33; D&C 67:xiii; 76:69).

Matthew vi:ane–18; 7:7–eleven

The Savior Discoursed on Worshipping the Father

Explain that as recorded in Matthew 6, the Savior taught of import principles nearly how to worship the Father, including by praying, by fasting, and by serving others. Have students make a brief list on the board of various reasons why people might pray, fast, or serve others. Enquire i-3rd of your class to read Matthew 6:1–4, another tertiary to read verses v–6, and another third to read verses 16–eighteen. Take each student look for what counsel the Savior gave concerning our worship.

Instead of the group action simply described, consider showing the video "Sermon on the Mount: The Lord's Prayer" (2:18) from The Life of Jesus Christ Bible Videos, bachelor at LDS.org. This video covers Matthew half dozen:one–13. Earlier you prove the video, encourage students to follow along in their scriptures, beginning at Matthew 6:1, and to expect for what Jesus taught about sincere worship. At the determination of the video, go on with the didactics suggestions as indicated.

Ask several individuals to written report what they learned about worship. And so ask the following question:

How would you summarize in your own words what the Savior taught in all 3 of these blocks of scripture? (As students share their ideas, brand sure they empathize this principle: God volition reward those who worship Him with sincerity and love. Consider writing this principle on the board.)

To further analyze and utilise this principle, read the quotation by President Dallin H. Oaks in the pupil manual commentary for Matthew half-dozen:i–4. Then ask:

How tin a person decide if he or she worships God and serves others "for the love of God and the love of his children"?
What should motivate our worship—including our praying, fasting, service, and payment of tithing and fast offerings?

Have one pupil read Matthew vi:22–23 and another student read the student manual commentary for Matthew vi:22. Ask the following question to briefly discuss what these sources teach that tin help our worship be more acceptable to God:

In what manner practice these verses and the commentary aid you every bit you evaluate the fashion you worship God?

To help students farther see how prayer can be a more than meaningful worship experience, take 1 educatee read Matthew 6:7–8 and another student read the pupil manual commentary for Matthew 6:7. Ask:

How did Elderberry Joseph B. Wirthlin define vain repetitions?
What suggestions did Elderberry Wirthlin give for helping us remove vain repetitions from our prayers?

Explain to your students that we tin learn additional truths regarding our worship by studying the prayers of the Savior recorded in the scriptures. Take students identify the first half dozen words in Matthew 6:nine. ("After this manner therefore pray ye.") Inquire:

What is meant by the phrase "subsequently this style"? (If students demand help answering this question, see the student manual commentary for Matthew 6:9.)

Invite students to silently read Matthew 6:nine–xiii (sometimes referred to as the Lord's Prayer) and Matthew 7:vii, looking for what we can learn nearly how to pray. Afterward students have had sufficient fourth dimension to read and ponder, talk over their findings. Some principles that should come out in the discussion include:

Prayer is a time to evidence reverence and respect to our Male parent in Heaven (Matthew 6:ix).
We pray to seek the Lord's will (Matthew vi:10).
Part of prayer is asking for things we need (Matthew half dozen:11; 7:vii).
In prayer we should seek forgiveness of sins (Matthew 6:12).
When we pray, we may ask for help in overcoming temptation (Matthew 6:xiii).

You might conclude this portion of the lesson by asking questions such equally the following:

What take you washed to evidence reverence and respect to Heavenly Father in your prayers? How has showing reverence and respect toward Heavenly Father in your prayers affected your prayers?
What exercise the words ask, seek, and knock teach you lot about effective prayer?
What tin we do to better marshal our desires with the Lord's will? What have yous done to better marshal your life with the Lord's volition?

Matthew 6:19–34

Seeking Start the Kingdom of God

Explain to students that in Matthew half dozen:19–34, the phrase "take no thought" (or a variation of it) is mentioned several times (see Matthew six:25, 27–28, 31, 34). This phrase means, "Do not be overly anxious or worried." Requite students time to silently read Matthew 6:19–34, looking for two or three verses that they experience emphasize the chief ideas the Savior taught. Invite several students to share which verses they selected and why they selected them. To further clarify the ideas that the students discover, you lot could ask questions like the following:

Co-ordinate to the Savior's teachings, what types of things should nosotros not exist overly anxious about?
What are some examples of laying up treasures in heaven?
What is the relationship between laying up treasures in heaven and seeking the kingdom of God? (As students share their responses, make sure they sympathize this principle: If we are seeking outset the kingdom of God, heavenly concerns take priority over earthly concerns. You lot could write this principle on the board.)

Read or enquire a student to read the quotation by President Ezra Taft Benson in the educatee transmission commentary for Matthew 6:33.

How does putting God showtime in our lives cause other priorities to fall into their proper identify?

Invite students to share experiences when they take felt less anxiety or worry because they chose to make the kingdom of God a college priority in their lives. Y'all might ask them to tell near challenges they faced in making this choice, what other activities became less of import, and how the Lord blessed them when they made Him and His kingdom their first priority.

Matthew 7:21–29

Doing the Will of the Father

Write the post-obit sentences on the board:

To enter the kingdom of heaven, it is not enough to .
I must also .

Assign half of your class to read Matthew 7:21–23 and the other half to read verses 24–27. Have students verbally fill in the blanks in the judgement on the board, based on the scriptures they read. As students share their reports, this principle should be emphasized: Those who enter the kingdom of heaven are those who practice the volition of the Father.

As you lot conclude the lesson, encourage students to accept a infinitesimal or two and write how they might amend live one or more teachings discussed in class today. To help students apply these teachings, enquire if any class members might be willing to share what they have written.

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Source: https://www.churchofjesuschrist.org/manual/new-testament-teacher-manual/the-gospel-according-to-st-matthew/lesson-3-matthew-5-7?lang=eng