Year A - Propers 16 - 25 Moses Display

We have ten Sundays of Moses stories starting from August almost through October.  One way to help young worshipers connect all these stories is create a display to which one significant object is added each week.  This could become a children’s sermon series or the objects could be added during the regular sermon or at some other time during worship.  Each week I’ll add suggestions for that week.  For now, an overview is in order.

The background is a large swath of desert beige burlap because Moses spent most of his life in the desert.  It could be draped over a table or up a section of the stairs or over several chairs or stools to give you surfaces at different heights on which to display the objects.  Rather than attempt to arrange the objects in chronological order, I would arrange them in any visually pleasing way.  The goal is for children to connect all the stories to one man, Moses.  I’d also try to place the burning bush candle near the center of the display and where it can be easily lit each week during the series.  It would be wise to plan in advance where each object will be placed. 

The current (it might change as we work through the stories) list of objects I would add is…

Aug 21             a doll baby in a wicker basket

       28             a short pillar candle (the burning bush)

Sept  4             a hiking stick to recall all the plagues or Seder plate to

                        recall Passover

        11            blue streamer or ribbon cut in half and separated to

                        recall the Red Sea

        18            plastic piece of bread and chicken leg from preschool food set for manna
and quail

        25            a thinner blue streamer or ribbon flowing out from under

                        a rock

Oct    2            child-made air-dried clay tablets marked with 10 numbers

          9            plastic cow (from preschool farm set) spray painted

                        metallic gold

        16            nothing new, refer to the burning bush candle to discuss God’ presence
with Moses

        23            a rock to set at the far edge of the burlap recalling Moses death

Creating this display might be an opportunity to draw a person with artistic flair into worship leadership.

Year A - Proper 16, 21st Sunday in Ordinary Time (August 21, 2011)

Exodus 1:8-2:10

Especially if a group of boys and men read the story about Joseph and his brothers, choose women and girls of all ages to read this passage.  Miriam is an older elementary school girl.  Pharaoh’s daughter might be an older teenager.  The Narrator might be the oldest female reader or the pastor - even if the pastor is male.  Practice together is both essential for a smooth, confident reading and for some good female bonding.

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Exodus 1:8 – 2:10

Narrator:  Now a new king arose over Egypt, who did not know Joseph.  He said to his people, “Look, the Israelite people are more numerous and more powerful than we.  Come, let us deal shrewdly with them, or they will increase and, in the event of war, join our enemies and fight against us and escape from the land.”   Therefore they set taskmasters over them to oppress them with forced labor. They built supply cities, Pithom and Rameses, for Pharaoh.  But the more they were oppressed, the more they multiplied and spread, so that the Egyptians came to dread the Israelites.  The Egyptians became ruthless in imposing tasks on the Israelites, and made their lives bitter with hard service in mortar and brick and in every kind of field labor. They were ruthless in all the tasks that they imposed on them.

 The king of Egypt said to the Hebrew midwives, one of whom was named Shiphrah and the other Puah, “When you act as midwives to the Hebrew women, and see them on the birthstool, if it is a boy, kill him; but if it is a girl, she shall live.”

Shiphrah:   But the midwives feared God; they did not do as the king of Egypt commanded them, but they let the boys live.  So the king of Egypt summoned the midwives and said to them, “Why have you done this, and allowed the boys to live?”

Puah:  The midwives said to Pharaoh, “Because the Hebrew women are not like the Egyptian women; for they are vigorous and give birth before the midwife comes to them.”  So God dealt well with the midwives; and the people multiplied and became very strong.  And because the midwives feared God, he gave them families.

Narrator:  Then Pharaoh commanded all his people, “Every boy that is born to the Hebrews you shall throw into the Nile, but you shall let every girl live.”

Moses’ Mother:  Now a man from the house of Levi went and married a Levite woman.  The woman conceived and bore a son; and when she saw that he was a fine baby, she hid him three months.  When she could hide him no longer she got a papyrus basket for him, and plastered it with bitumen and pitch; she put the child in it and placed it among the reeds on the bank of the river.

Miriam:  His sister stood at a distance, to see what would happen to him.

Pharaoh’s Daughter:  The daughter of Pharaoh came down to bathe at the river, while her attendants walked beside the river. She saw the basket among the reeds and sent her maid to bring it.  When she opened it, she saw the child. He was crying, and she took pity on him.“This must be one of the Hebrews’ children,” she said.

Miriam:  Then his sister said to Pharaoh’s daughter, “Shall I go and get you a nurse from the Hebrew women to nurse the child for you?”

Pharaoh’s Daughter:  Pharaoh’s daughter said to her, “Yes.” So the girl went and called the child’s mother.  Pharaoh’s daughter said to her, “Take this child and nurse it for me, and I will give you your wages.” So the woman took the child and nursed it.  When the child grew up, she brought him to Pharaoh’s daughter, and she took him as her son. She named him Moses, “because,” she said, “I drew him out of the water.”

New Revised Standard Version

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I For fun and to get everyone’s attention for a reading by a single person, read the opening line “Now a new king arose over Egypt, who did not know Joseph.”  The organist interrupts with a duh, duh, duh, duh or uh-oh sound.  After the laughter, briefly say that the organist has it right and urge worshipers to listen for what happened.  Then read the passage dramatically.

I This is the first of ten readings from the life of Moses.  We will be with Moses until the Sunday before Halloween!  To help children connect all those stories to one man and to recall the stories from week to week, create a display to which you add one object each week.  (Go to Year A - Moses Display for Propers 16-25 for an overview of this display.)  Today begin with the burlap in place.  Introduce it as deserty wilderness land where many of the stories in the Bible took place.  Briefly note that we are beginning to tell one very long story, very important story.  If you wish, get worshipers to open their Bibles to the second book in the Bible, Exodus, where this story is found.  Then read or present the story.  You may want to leave a Bible open to Exodus on or near the display.  After reading the story and discussing it, produce a baby doll wrapped in white fabric and nestled in a wicker basket.  Set it on the display.

Psalm 124

I This psalm is one of the Songs of Ascent, songs pilgrims sang as they walked up the steep, sometimes dangerous road to the Jerusalem Temple.  Imagine one traveler calling out the question in verse one and other travelers replying by reciting the rest of the verses.  To feel yourselves with the pilgrims, stand and walk in place as you read.

I To help children grasp all the images in the psalm, have worshipers open their pew Bibles.  Briefly point out the format in the first verse, then walk through the images that say how much trouble we were in.

It was like we were being carried away by a raging flood.

It was like an animal was eating us.

We were like a bird caught in a trap – before God broke the trap to free us

Point out that in all these situations God did indeed save the people.  Then read the psalm together from the Bibles or using the script below.

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Psalm 124

Leader:            What if the Lord had not been on our side?

Answer, O Israel!

People:            “If the Lord had not been on our side

when our enemies attacked us,

then they would have swallowed us alive

in their furious anger against us;

then the flood would have carried us away,

the water would have covered us,

the raging torrent would have drowned us.”

Let us thank the Lord,

who has not let our enemies destroy us.

We have escaped like a bird from a hunter’s trap;

the trap is broken, and we are free!

Our help comes from the Lord,

who made heaven and earth.

                                                                   Today’s English Version

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Isaiah 51:1-6 and Psalm 138

Given the richness of the other texts for children and the connections between those texts and going back to school, I find little to recommend using the alternate texts for children.  Both speak in generalities and abstract terms.  I think it would even be possible to read Psalm 124 with Isaiah.  Those of you who are committed to these texts, tell us what you are doing in the comments section.

Romans 12:1-8

I A living sacrifice sounds grossly gory to children today.  Rather than search for ways to make it more acceptable, but still a sacrifice, restate it in phrases such as “present your whole self.”

I The Good News Bible offers an especially clear translation of verses 6-8.

So we are to use our different gifts in accordance with the grace that God has given us. If our gift is to speak God’s message, we should do it according to the faith that we have; if it is to serve, we should serve; if it is to teach, we should teach; if it is to encourage others, we should do so. Whoever shares with others should do it generously; whoever has authority should work hard; whoever shows kindness to others should do it cheerfully.

I Today’s other texts are filled with illustrations of people serving where they are placed.  A sermon that devotes generous time to telling their stories and pointing out their service, sends children off to school (and the adults back into their fall schedules) with lots of heroes and heroines.

Shiphrah and Puah were nobodies who refused to go along with the powerful king who threatened them if they did not do what he wanted.

Moses’ Mother worked hard to save her son from Pharaoh’s death decree.

Miriam simply babysat for her little brother (probably swatting gnats and mosquitoes the whole time) then acted bravely and cleverly.

Pharaoh’s daughter knew she couldn’t save all the Hebrew babies, but she could and did save one.

Peter, the uneducated fisherman, was willing to say the amazing thing he was coming to believe  - that Jesus was indeed God’s messiah.

I "I Sing a Song of the Saints of God” or “Take My Life and Let it Be”  are the most child accessible hymns on this theme.

I The verses about conformity speak more clearly to teenagers and adults than to children.  If you do explore this theme, remember all the transformer toys and heroes.  They will be the first things children think of when the verses are read.  Transformers change from ordinary things into extraordinary things with special powers.  Stories about them generally involve lots of violence.  So, plan carefully how you will get the children to your message about being transformed.

Matthew 16:13-20

I Emphasize the conversation that takes place here.  Prearrange with 12 people of a variety of ages (maybe a couple of families) to help present today’s scripture.  In advance designate one to read the first response to Jesus’ question and another to read Peter’s response (maybe a male named Peter?)  Plan for one brief rehearsal so that everyone knows exactly what to do when.  When the time comes for the scripture, call the 12 forward identifying them as Jesus’ 12 disciples.  They join you sitting casually on the steps or floor at the front.  Say that one day as Jesus was with his disciples, he asked them a question.  Read the question from the Bible.  Hear the answer of the first disciple followed by Jesus’ second question and Peter’s answer.  Reach out putting a hand on Peter’s shoulder, looking into his eyes, whatever feels right, to say or read Jesus response to Peter.  You will have to decide whether to address Jesus’ you are a rock and gift of the keys specifically to Peter or to all the disciples.

I If this is the Sunday before school starts focus today on Peter’s insight and heroic standing up for what he was beginning to know.  Encourage children to be like Peter at school.  Then next Sunday before reading about Peter’s failure and Jesus’ rebuke, ask for a show of hands from children how many got at least one answer or made one mistake in school during the last week.  Also ask how many adults messed up at least once at work last week.  You are then set up to explore how we fail even with the best of intentions.  More on that next week.

I As you explore the rock image, remember that children today most often hear "rock" in the phrase, “you rock!”  By that they mean you are awesome or great or powerful or cool – all good things to be.  So, to them Jesus may not only be saying Peter you are steady, but you are up to the task before you.  You will do well! 

I If you tell the stories of the Exodus women, connect their ordinariness with Peter the ordinary fisherman.  Then explore the fact that God used all these ordinary people to do God’s work in big important ways.  Give each child (or each worshiper) a rock as a reminder that they to are also the rocks upon which God builds this world.  The rocks may be a polished stone on which they draw a cross with a wide tipped marking pen (check houseplant sections of nurseries or home supply stores) or simply fist sized rocks (check a local landscaping store) on which children can draw a cross with a wide tipped marking pen.

If you go with the latter, you can mention how often each one of us feels about as special as a rock.  The rock with a cross on it reminds us both that God made us this way and that God uses very ordinary rock-y people to do God’s work in the world.

I Though it will be years before they can drive the car, children dream of that day.  On that day they will be able to decide where to go and go there.  One way to interpret Jesus’ comments about keys is to compare them to a parent saying to a new driver, “here are the keys.”  Jesus was telling Peter and the others that they were in the driver’s seat.  They were going to be making more and more of the decisions.  And, they would be responsible.  Make the case that even now, they are often in the driver’s seat – especially among friends at school, on the bus, wherever they go.  Jesus is trusting them to make loving decisions.  Holding a set of car keys in your hands, bouncing them around, even offering them to nearby worshipers reinforces the image vividly.

If the children are going back to school this week, check Back to School! for more ideas on how to include this important event in their lives in the congregation’s worship.

Year A - Proper 15, 20th Sunday in Ordinary Time (August 14, 2011)

Genesis 45:1-15

u For children this story is partly about Joseph forgiving his brothers and partly about Joseph refusing to take revenge on his brothers.  They easily understand that Joseph could use his position in Egypt to “get even” with them in a very big way.  They have a harder time identifying why Joseph did not.  Younger children can only conclude that Joseph was a good guy and did the right thing.  When it is clearly explained, older children can begin to understand that Joseph was able forgive his brothers because he had a larger vision.  He knew that God had sent him to Egypt and arranged his rise to power in order to save the whole family – and a lot of other people – from starving during a famine.  He was OK with that. 

Most children do well to see in this story the possibility of refusing to take revenge on someone who has wronged you.  Asking them to apply it to situations in their own lives is asking a lot.  We may serve them best when we tell the story in a memorable way, talk with admiration about what Joseph did, and let the children live with the story.

u This week’s text jumps over a lot of the story of Joseph.  We never hear about Potiphar’s house, dreams interpreted in prison, or even the dreams of pharaoh and Joseph’s rise to power.   That leaves worship planners with several possibilities.

Briefly recall Joseph’s sale into slavery and note that it is now years later and Joseph has risen to great power in Egypt.  There is a huge famine and Joseph’s brothers have come to Egypt in search of food.  They do not recognize the man overseeing food distribution as their brother Joseph.  Then read Genesis 45:1-15.

illustration of Pharaoh's Dreams
from The Family Story Bible,
used with permission

Fill in the gap by reading to the children and whole congregation from a children’s Bible version.   The Family Story Bible, by Ralph Milton, “Joseph Helps Pharaoh”, p.66 tells the story of Joseph as he goes down into Egypt, ends up in prison, interprets pharaoh’s dreams, and is appointed to oversee food collection.    It ends with the famine coming.  It can be read in about 4 minutes.

If you use projections, fill in the gaps with scenes from Joseph, King of Dreams, an animated DVD.

u This story presents an opportunity to highlight both the congregation’s prayers for forgiveness and “Forgive us our sins, as we forgive those who sin against us” from the Lord’s Prayer.

Save the prayers of confession until after a sermon exploring forgiveness.  Or, repeat the ones that were prayed at the beginning of the service after the sermon.  In either case, review with worshipers the words of the prayer and/or the sequence of the confession and assurance of pardon.

Create a responsive prayer of confession in which the congregation’s response is “forgive us…as we forgive …”.  

If the children will return to school this week, identify things people might want to confess to God about their summer so that they go back to school with a clean slate.  Some possibilities include problems between friends, things they wish they had not done, words they know they should not have said, etc.  The pardon needs to include both the promise that God was with us all summer, is proud of the good things we did, and forgives us for all the times we messed up and the promise that God will be with us as we return to school, will be proud of us when we do well, and will love us and forgive us when we mess up there.  With these promises children can go back to school in peace.   (This could be a children’s time or could part of or the total of the congregation’s confession this week.  The adults will quickly adapt the prayers and pardons to their own summers and the coming autumn.)

Psalm 133

u Pour a little good smelling (but not too flowery for the sake of the boys) lotion on each child’s hands.  While they rub it in explain the biblical custom of pouring good smelling oil not only on hands, but over their heads.  Laugh about how yucky that sounds to us.  Then read Psalm 133.

u After pointing out the two pleasures listed in the psalm, challenge worshipers of all ages to think of other examples of pleasure that are as good as being happy together with people you love.  Possibilities:

It is like warming yourself by a crackling campfire (Southern hemisphere in August)

It is like splashing in a cool pool on a hot day (Northern hemisphere in August)

Isaiah 56:1, 6-8

u Children won’t follow the abstract language of this passage.  But they do understand its insistence that no one is left to be an “outsider” in God’s world.  It is up to the worship leaders to restate the message to children and to add specific examples that illustrate it to children.

u After discussing people who are often left out at school, in the community and in the world, invite worshipers of all ages to write or draw on slips of paper people who are outsiders and are hard for them to get along with.  Collect the slips in “prayer baskets” (same as offering baskets) that are then placed on the central table.  A worship leader then voices a prayer stating concern for all the people who are named in the baskets and asking for the strength to reach out to these people where we meet them.

Psalm 67

This is another psalm that lends itself to responsive reading.  Before reading it,  practice the congregation’s response so young readers can join in.

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Psalm 67

Leader:     May God be gracious to us and bless us

and make his face to shine upon us,

that your way may be known upon earth,

your saving power among all nations.

People:    Let the peoples praise you, O God;

                    let all the peoples praise you.

Leader:     Let the nations be glad and sing for joy,

                    for you judge the peoples with equity

                    and guide the nations upon earth.

People:    Let the peoples praise you, O God;

                    let all the peoples praise you.

Leader:     The earth has yielded its increase;

                    God, our God, has blessed us.

                    May God continue to bless us;

                    let all the ends of the earth revere him.

People:    Let the peoples praise you, O God;

                    let all the peoples praise you.

                      (Based on New Revised Standard Version)

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Romans 11:1-2a, 29-32

u Fortunately, Paul’s problem is not a problem for most children today.  So, this text is of little significance to them.

u If you do address this issue, The Christmas Menorahs, by Janice Cohn, D.S.W., is a children’s account of the true story in which the children of Billings Montana rise up to stood with the community’s Jewish families against a hate group that was throwing rocks through the windows of Jewish homes displaying menorahs.  It is too long to read in worship, but could be well used as a sermon illustration or told by a worship leader in his or her own words.  It may be available in your public library.

Matthew 15: (1-20), 21-28

u Most children are only vaguely interested in old Jewish laws and what you eat and how you eat it.  But, they sit up at take notice of Jesus’ insistence that what comes out of our mouths defiles us or makes us dirty.  They need help naming the things that come out of our mouths – like lies, name-calling, cussing, gossip, hurtful putdowns, tattling, arguments (did so, did not)…

u After exploring some the things that come out of our mouths and defile us, sing at least the verse of “Take My Life and Let it Be” that dedicates our mouths to God.  If you sing the entire hymn, point out the relevant verse and read the words aloud before the congregation sings them.

Take my voice and let me sing always, only, for my King. 

Take my lips and let them be Filled with messages from Thee,

u In a service focused on what comes out of our mouths, anoint the lips of the children with good tasting oil saying “May the words of this mouth be acceptable in your sight, O Lord.”  This could be done during a children’s time or could be offered to the whole congregation.  (OK this is a little way out, but it might make a big impression on children.)

u The story about Jesus’ conversation with the Gentile woman who wanted him to heal her daughter is offensive to children for the same reason it offends adults.  Unfortunately, all the adult attempts to make sense of it are difficult for children to follow.  I really have no idea how to unpack this story honestly and meaningfully with children.  I hope maybe one of you does and can share it in comments.  I am all ears.

For more ideas about noticing the return to school in worship go to Back To School!!

Year A - Proper 14, 19th Sunday in Ordinary Time (August 7, 2011)

This week’s texts provide an embarrassment of riches for children.. Then, to add to the feast, the Episcopalians offer yet another intriguing set of readings.  To Matthew’s story about Jesus and Peter walking on the water in the middle of a storm, they add Jonah being tossed into the sea during an Old Testament storm, and Psalm 29 which celebrates the power of a storm.  This is a set of readings with a clear theme that worshipers of all ages can respond to from where they are – everywhere from trusting God in a season of storms to trusting God in all life’s storms (even the ones we, like Jonah, create).  If you pursue this…

At the very beginning of the service, maybe just before the Call to Worship, speak to the children (either in their pews or on the steps).  Talk briefly about weather storms describing how they scare us because they are so powerful.  Then, suggest that there are storms that have nothing to do with weather, e.g. fights between best friends or between brothers and sisters, even wars.  After very bluntly connecting the power and potential for harm in these different kinds of storms, urge the children to listen for all the storms in the songs, hymns, and stories today and to listen for ways we can face frightening storms of all sorts.

Go to Year A - Baptism of the Lord Sunday for suggestions about reading Psalm 29 with sound effects generated by the congregation and a stormy art project to be done in pews during worship.

If you are working with the Revised Common Lectionary readings…….

Genesis 37:1-4, 12-28

Children who are constantly pushed by their parents to get along better with their siblings LOVE THIS STORY.  There may have been times they wished a troublesome brother or sister would disappear, but few have seriously contemplated making it happen, much less done something about it.  The fact that such a story appears in the Bible leads them to think that God may understand the realities of their daily lives after all.

The story begs for dramatic presentation both so everyone can enjoy it and so the children get it.  This may be a day for a longer, more elaborate scripture presentation and a shorter sermon that really is commentary on the story.

At the very least tell (in your best story teller style) the stories of the coat and Joseph’s dreams as “two things you need to know about Joseph and his eleven older brothers before you hear today’s story.”  This could be done as a children’s time after which you send the children to their seats to listen the reading from the Bible.

Gather 12 older elementary, teenage, and young adult guys (and maybe a white haired man for Jacob) to pantomime the story.  If possible provide costumes.  If you do not have that many biblical costumes, have all but Joseph wear jeans and a white or dark colored  t shirt.  Have Joseph wear jeans and a very fancy shirt of some sort – maybe a tie-dyed t shirt or a tuxedo tucked or ruffled shirt?   In rehearsal work on showing feelings with your face and body.  Consider adding the coat and dream stories and omitting the stop at Dothan.  (This is one great male bonding opportunity!)     ---  FYI the Exodus text (the birth and adoption of Moses) on August 21 provides a similar opportunity for the girls and women.

Go to http://seedstuff.blogspot.com/2008/07/proper-14-ordinary-19-pentecost-13.html for a simple humorous, bring it to life, reading script for this story.  In an informal worship setting enlist readers during the service, handing out highlighted scripts.   (Another great resource from Ann Scull’s Mustard Seeds blog.)

If you use projections during worship consider using

Ø  The appropriate sections of “Joseph – King of Dreams” the animated DVD

Ø  Selected “Joseph and the Amazing Technicolor Dreamcoat” songs

1.       Joseph’s Coat

2.       Joseph’s Dream

3.       Poor, Poor Joseph (Joseph is sold and ends up in prison in Egypt)

The Bible is not clear about what kind of coat Jacob gave Joseph.  Depending on the translation it was a fancy coat, a beautifully decorated coat, a coat with long sleeves (for one who does not have to work), or a coat of many colors.  Point out to the children that the Bible was written in another language centuries ago and no one knows exactly what kind of coat it was.  Name some of the possibilities, then explain that whatever kind of coat it was, it did cause trouble.  From there ask what causes jealousy between siblings today – electronic gadgets, special shoes or clothes, special privileges, special lessons or teams,  anything I would like to have but can’t and my sibling can.  These things make brothers and sisters everywhere say aloud or grumpily to themselves – “It is not fair!”

from The Family Story Bible
by Ralph Milton

Children sympathize with the brothers.  Joseph was an arrogant, pain.  They also had a legitimate complaint against their father who was playing favorites.  It wasn’t fair that Joseph got the fancy coat and they had their old clothes.  It wasn’t fair that the youngest brother was not required to work with the others and was actually sent to check up on them.  Where the brothers got into trouble was when they used an unfair strategy (selling their defenseless brother) to get what seemed only fair for themselves.  That is something for children to remember today.  It also worth highlighting Judah and Ruben’s attempt to save Joseph as proof of how hard it sometimes is to be a peacemaker.

Create a prayer of confession about all the ways we get as mad as the brothers were in our families, communities, even in our world. 

Psalm 105:1-6,16-22, 45b

This psalm assumes the readers already know the rest of the story of Joseph.  Many do not.  So, either omit it or read it suggesting that listeners look for clues about what lies ahead for Joseph and his brothers and promising that you will pick up that story next Sunday. 

OR

Introduce this psalm as a long story poem that might have been told as families sat around their fires or on their roofs on summer evenings (before DVDs, computers, TVs, or even books).  People sat around telling stories about what was important in life.  They enjoyed retelling those stories in new beautiful ways.  This psalm told the story from Abraham through Moses.  We’ll just read the beginning and the verses about Joseph.  Everyone responds with 45b, as family might have done after the story at night.

1 Kings 19:9-18

This story raises the question “How does God speak to us?”  Literal thinking children assume that when the Bible says God spoke, people heard God with their ears.  When adults around them use this same language they assume those adults hear God speak with their ears and wonder why God never speaks to them that way.  Often they conclude that they are not good enough for God to speak to.  This story provides an opportunity to explore all this.  Point out that the Hebrew slaves knew God was with them as they left Egypt and started across the desert because there was a tall column of fire in from of them at night.  But when the fire came past Elijah on the mountain, God was not there.  When the disciples were hiding out after Jesus was resurrected there was a strong wind that blew through them and they felt God explaining to them who Jesus was, but when the wind passed Elijah on the mountain, God was not in it.  Some people have felt God with them in earthquakes, but not Elijah.  Then read the NRSV translation that says Elijah heard God in “the sound of sheer silence.”  Clearly explain that sometimes we know God is telling us something, even when we do not hear a word with our ears.  We feel God telling us deep inside us. 

Psalm 85:8-13

This psalm is so full of metaphorical language that it makes little sense to children.  It appears again in Year B on the Second Sunday of Advent when it fits the texts in ways that can more easily interpreted to children.  I’d wait until then to explore it with children.

Romans 10:5-15

Children don’t understand Paul’s problems with legalism.  Preschool children believe the “biggest” person  present makes the rules and everyone else follows them.  It’s just the way it works.  Elementary school children begin to understand that rules are set by the community and can be negotiated (hence the game playing sessions in which more time is spent arguing about the rules than playing the game).  They also believe that good people obey the rules and will tell you with conviction that they keep the important rules like the 10 commandments perfectly.  They simply cannot grasp Paul’s more ”experienced” concerns about the problems with “living by the rules.”  That will have to wait a few years for them.

Matthew 14:22-33

Like the Genesis text, this story begs for dramatic presentation.

Read it dramatically reading faster and louder as the storm grows.  Say “It’s a ghost” like you think the disciples might have said it.  Pause when the storm ceases and read the rest in a very calm voice. 

To get the congregation “in the boat with the disciples” tell them to pretend they are not sitting in a pew/chair but in a boat.  When all are aboard, push off, enjoy bobbing around in the water,  even do some rowing together.  Then, notice the storm coming at you across the water.  Rock and roll as the waves and wind build.  Hold onto the sides of the boat.  Remark on water coming into the boat.  Then, point in fear at an imaginary Jesus coming across the water.  Tell what Peter did.  Once Peter and Jesus are back in the boat, whip your arm in a stop signal and quietly say “the winds stopped”  and read the last verse.  (This could be a children’s time, but is more effectively done as the real gospel "reading" with the whole congregation.)

The key word is FAITH.  Children understand it best as trusting God.  Trust is almost a better word for them because it is more familiar. 

Introduce FAITH and TRUST at the beginning of the service.  Briefly define them and urge children to listen for them in the prayers, readings, songs, and stories of the day.  For big impact, put a real boat in the center of the sanctuary.  Equip it with a large paper sail on which is printed FAITH and/or TRUST and any other synonyms that you will be using today.  Or, display a large drawing of boat with the same sail.

If your children are among those going back to school in early August, use this story to talk about all the things you can do (master new subjects, learn new skills, make new friends…) if you are willing to try.  Instead of being hard on Peter for flunking water walking, praise him for trying while the others stayed in the boat.  Note that God made us able to learn and do many amazing things.  We need to trust God enough to try new things.  (Be sure to point out that this does not mean we can do anything – like jump off a building expecting to fly like Superman.  God gave us brains and expects us to use them to figure out what to try and what to avoid.)

Common childhood experiences that parallel this story of faith include

-          Riding a bicycle for the first time without training wheels

-          Realizing that you are halfway across the pool the first time you try to swim all the way across the pool in the deep end

-          Realizing what you are doing in the middle of standing up to a bully,

       even if he/she is responding well

-          Realizing what you are doing halfway through your recital piece

      (people often lose their concentration and mess up when this happens)

-          Realizing what you are doing the first time you stay home on your own

If all the talk of the sea leads you to sing “Eternal Father Strong to Save” begin by pointing out that it is a prayer for people who spend a lot of time on the sea.  List or ask the congregation to help you list some of these people (sailors, fishing crews, scientists studying the ocean, travelers on cruise ships, people who work on off-shore oil well platforms, etc.) before singing the song together.

Two hymns about trusting God:

“I Sing the Mighty Power of God”  answers the question “why can we trust God” with examples of God’s great power and loving care.  So suggest that it is a good song to sing when we are doing something new and scary.

The short hymn “Give to the Winds Thy Fears” is another good song for scary moments.  Especially if it is unfamiliar to the congregation, read through the words stopping to put a few phrases into your own words for clarity.  Then, invite the congregation to sing it thinking about the disciples in the boat or themselves in a scary situation.

If your children are going back to school soon, go to my Back To School! post.