SUNDAY SCHOOL Come Follow Me Interactive Activities – DECEMBER (week 1) New Testament – “God Is Love” Come, Follow Me (1-3 John; Jude)

How can you help those you teach recognize God’s light and love in their lives? You might begin by writing the words light and love on the board. Ask class members to share other words that come to mind when they think of these two words. Each class member could then study one of the following scripture passages, looking for something the verses teach about light or love: 1 John 1:5–10; 2:3–11; 3:1–3; 4:7–12; 4:16–21; 5:1–3. Ask a few of them to share with the class what they found. You could also invite class members to share experiences when they have felt God’s light and love.

You could invite class members to look at a ceiling light or the light coming through a window and share what they know about physical light. How is physical light like spiritual light? Class members could study the following to find additional insights into how God and His Son provide light in our lives: Psalm 27:1; John 1:4–5; 1 John 1:5–7; 3 Nephi 11:11; Doctrine and Covenants 88:6–13; and a hymn about light, such as “The Lord Is My Light” (Hymns, no. 89). Class members could also share experiences with seeking and receiving spiritual light in their lives.

The teachings of John and Jude about apostasy can help class members consider how to keep their faith in Jesus Christ strong. Consider inviting half of the class to search for descriptions of false teachings or apostasy in 1 John 2:18–23, 26–28; 4:3; 2 John 1:7–11; 3 John 1:9–11 and the other half to search for such descriptions in Jude. Or they could look for answers to questions like these: How do John and Jude define an anti-Christ? (see also Guide to the Scriptures, “Antichrist,” scriptures.ChurchofJesusChrist.org). Is there anything in these verses that seems especially applicable to challenges we face today? What does it mean to “[abide] in the doctrine of Christ”? (2 John 1:9).

Jude uses interesting imagery to describe false teachers, or those who “speak evil of those things which they know not” (Jude 1:10). You might invite a few class members to draw on the board some of the images described in Jude 1:12–13 while other class members guess which phrase the person is drawing. How do these images represent false teachers and anti-Christs? For example, how do corrupt practices create “spots in [our] feasts of charity”? What can we do to fortify ourselves against “mockers”? (see Jude 1:18–21). Why might Jude have suggested that we “have compassion” (Jude 1:22) on those who mock the gospel?

There are probably people in your class who can relate to what John was feeling when he said that he had “no greater joy” than hearing that Gaius (one of his “children”) was walking in truth. Class members might benefit from hearing each other’s experiences. Maybe you could start by reading together 3 John 1:1–4 and the scriptures in “Additional Resources.” What do these scriptures teach us about the source of true joy? Class members could talk about how they have felt as parents, missionaries, Church leaders, or teachers when they knew that the people they taught were walking in truth. You might contact a few class members before class and ask them to bring pictures of people they helped bring unto Christ and tell about their experiences.