Year C - Easter Sunday (March 31, 2013)

NOTE:  Because there are so many similarities in what needs to be considered each Easter, I am reprinting with significant editing much of the Year A post.  That way you will have what you need in one place.  Do, however, use the Lectionary Index to check out specific resources for other years.

 

Good News!  He Is Alive!  Alleluia! 

The “good news” of Easter is somewhat different for children and for adults. 

U For most children victory over death is not very interesting.  The lucky ones have little experience with death, beyond maybe the death of a pet.  Those who have experienced the death of someone very near to them know that even on Easter the missed person is still gone.  Though most have absorbed some of the culture’s fear of death, few worry about it very often.

U Similarly, since for children all of life is new every day, Easter claims of new life are not exactly good news.  Butterflies, lilies, and eggs that are often presented as new life symbols really make more sense to children as Easter surprise symbols.  You don’t expect a butterfly to emerge from a dead-looking cocoon, a flower to grow from a clumpy old bulb, candy to come from an egg, or a dead body to come out a tomb alive again.  But on Easter they do.  For children, all are good news because they are surprises about what God can do rather than because they are signs of new life.

What IS “good news” to children on Easter is …

U God is proven the most powerful being in the universe.  On Friday the bad guys thought they had won.  They had killed Jesus and sealed his dead body in a guarded tomb.  On Easter, Jesus totally surprised them and blasted out of that tomb proving that God and God’s ways are the most powerful power in the universe.  It is the ultimate good guys beat the guys story.  Children, who know themselves to be not very powerful and long to be more powerful, relish being allied with the most powerful Easter God. 

U Children find good news in Jesus’ Easter promise to be with us always now and even after we die.  Instead of seeing Jesus conquering death, they see Jesus proving that even after death we are safe with God/Jesus.  It is simply the way things are. 

U The third Easter message that is good news for children is Jesus’ forgiveness.  This is most clear to children in the stories of Peter which we will read on the third Sunday of Easter this year.

The vocabulary of Easter is filled with big, hard to pronounce, but interesting sounding words.  They are fun to define and pronounce together.

“Resurrection” means “Jesus is alive again!” or “Jesus is not dead anymore!”  “He is risen!” can be confusing.  It sounds like he got out of bed rather than came back from being dead.  So it helps to talk about it before asking children to sing or shout it. 

“Alleluia!” and “Hallelujah!” sound a lot alike and both mean “Hurray for God!” or “Look what God has done!” 

If an Alleluia poster was buried for Lent, bring it out with fanfare (even trumpet fanfare) before the Call to Worship.  Yell the word a time or two with the whole congregation, use it in a responsive call to worship, then sing an opening hymn filled with Alleluias urging worshipers who can’t keep up with all the words to at least sing every Alleluia.  (The words in the verses of “Jesus Christ Is Risen Today” are more easily understood by children than those of the very similar “Christ the Lord is Risen Today!”)

Challenge the children to count the alleluias in the worship service and to tell you how many there were as they leave the sanctuary.  To convince them that their presence is important to you, have a pocketful of hard candies so you can give a candy to each child who has counted – no matter what the count. 

U For many children the most impressive Easter worship service is a short sunrise service, outside if possible, featuring a telling of the story and singing of one or two familiar Easter hymns.  Simply getting up before dawn to celebrate the story “when it really took place” gives it a reality the mid-morning sanctuary can never quite match.

U A second possibility is an Easter Vigil designed with the presence of children in mind.  The fire, candles, bell ringing, and story-telling of this early evening service can walk children who have missed many of the Holy Week services through the whole gospel story.  Go to Year C - Observing Lent and Celebrating Easter (2013) and scroll all the way down to Easter Vigil for details.
 

U No matter what time they come to Easter worship, remember that many children will have missed the Passion story.  The worship leaders will have to tell a little of that story to at least set the context for the Easter gospel reading.  Two ways to do that are:

Recall the Passion by beginning the service in a bare sanctuary.  Briefly, retell the Passion ending with a moment of silence.  Trumpets then interrupt the silence followed by a reading of the gospel and the singing of an Easter hymn.  During the hymn Easter paraments are put in place and Easter flowers are carried in and set in place.

If you use a decorated paschal candle, invite the children close to it before the call to worship and processional.  Point out the cross, the alpha, and the incense “wounds,” briefly telling the story of Jesus as you do.  (To keep things moving, one person may need to talk while another inserts the incense.)  Briefly recall that Jesus did not remain dead.  He is alive.  Light the candle and point out the date and the omega noting that Jesus is with us today and everyday lighting up our world.  Then, either have the children follow the candle into the church and back to their seats or send the children back to their seats before the processional begins.

U And, if there will be overflow seating for Easter services, plan for the children who will be seated there with their families.  Especially if there will be only audio and not video connection to the sanctuary, think about what the children will see.  Flowers on a table are not enough of a worship center to hold their attention.  Add Easter banners, candles, and loaf and cup (if communion will be celebrated).  Bring some of the action to this space.  Plan for the processional and recessional to pass through here.  Have acolytes light candles.    Staff the space with a worship host (not necessarily clergy, just someone who will be “up front” directing people how to participate). 

 

 If you have been exploring God’s sacrificial love during Lent,there are two possible Easter hearts

 

U One is simply a large red heart mounted on the biggest empty cross in the room.  On Easter Sunday we are left with God’s huge love that is there for us always, no matter what, no matter where.  We are loved and forgiven period.

U The second bears a large black question mark and a gold glitter exclamation point.  It goes best with Luke’s version of the story and is a chance to both celebrate what we know for sure about Easter and admit with awe what is too big for us to understand about it.  Display it before reading Luke’s account challenging worshipers to listen for people who might have had a big question or been ready to shout a “Hurray!” or “Alleluia!”

Year C Easter Texts

Acts 10:34-43

U The challenge in Peter’s sermon for the children is that it is all generalities, e.g. “Jesus healed and did good.”  Help them by illustrating the generalities with pictures of specific stories children will recall, e.g. Jesus healing a blind man or Jesus reaching up to get Zacchaeus down from the tree.  The pictures might be posters from the church school teaching picture file or projected images from the internet.  Use the pictures to illustrate the scripture as you read it or as you walk through it in the sermon to review Jesus’ whole story for those who haven’t been in church since Christmas.

Or, to explore the Easter surprise theme, use the pictures above to illustrate a series of stories in which Jesus surprised everyone, e.g. being born in a barn, proving there was enough food to feed everyone at a huge picnic, washing his disciples’ feet, making friends with Zaccheus, being killed on a cross, and rising from the tomb.

U If you celebrate Communion on Easter morning, combine this text with the Great Prayer response “Christ has died, Christ has risen, Christ will come again.”  After walking through the summary of Jesus life using pictures as above, say or sing the response.  Point to each of the pictures and finally to the Communion Table, singing or saying it as you do.  Practice it with the children and point out where it will come in the communion liturgy.  Encourage them and their parents to sing/say it at the right time today (and every Sunday) remembering the whole story of Jesus.

Psalm 118:1-2, 14-24

Use verses 21 -24 with the children as the call to worship.  Gather the children at the front, point out all the celebratory decorations and plans for the service.  Introduce the psalm as the way you will get worship started.  Walk through the verses with the children, interpreting as you go.

Vs 21: We are talking to and about Jesus in these verses

Vs 22: Read the phrase about the stone and ask who might be the stone which was rejected but turned out to be the most important stone.  To help children find an answer, challenge them to think back through the week, who was rejected and killed on Friday but is now the most important part of the church? 

Vss 23-24: As you read add a summary of Good Friday through Easter events immediately after the “This” and then read the rest of the verse. 

Having done this, ask the children to stand and with you to call the congregation to Easter worship by echoing each phrase as you say it.  Go from this into the first Easter hymn as children return to their seats.

 

Isaiah 65:17-25

This is God’s Easter dream/wish for the world.  Before reading it, give worshipers one clue and a set of questions with which to listen to God’s dream/wish.  The clue is that Jerusalem is a code word for the whole world.  That means this is God’s wish for the whole world.  The questions are.

How long will people live?

What does God wish for people and their houses?

What does God promise people with gardens and orchards?

How often will people talk to and hear from God?

What does God say about the lion and the lamb?

It would be possible to repeat and answer the questions together after the reading or simply to let the questions help worshipers of all ages pay fuller attention to the reading.  In the latter case, you might want to refer to one of the questions and discuss it as part of the sermon.

 

1 Corinthians 15:19-26

Paul’s line of reasoning here does not make sense to literal thinking children.  To them it does not seem fair that because Adam messed up they have to die.  And since Paul mentions Adam first, the children are so busy objecting to what he says about Adam that they hardly hear what he says about Jesus.  Even if they do hear it, most are so stuck on the issue of fairness that they never hear Paul’s intended message.  This text will have to wait for them to mature.

John 20:1-18

Mary Magdalene’s Easter experience as told by John is one of the best to explore with children.  It is simple.  Mary was totally sad and scared.  Jesus had been her best friend and her teacher. Not only that, he had healed her.  After she met Jesus, her life was different – and lots better!  But now Jesus had been killed and buried.  Not only that, it appeared that someone had stolen his body.  She was sad and angry and hopeless.  She was crying so hard she didn’t recognize the angels or even Jesus, at first.  Then Jesus called her by name.  Everything changed.   Jesus was alive, he was still with her (even though she may not touch him), he called her by name.  So Mary knew that everything would be OK. 

"Having your best friend move away is scary"
from Some Things Are Scary, by Florence Parry Heide

 

U Open discussion of this story by talking about how it feels when your best friend moves far away. Name the feelings you have as you think about the things you always did with that friend and might not be able to do anymore.  Describe the difference in having a person with whom you can share secrets and suddenly not having that friend around.  Then, point out that it was just like that on Easter morning for Mary Magdalene. 

U If there will be a children’s time, set it immediately after the reading of John’s gospel.  Before the reading encourage all worshipers to listen carefully and encourage children to listen especially to what happens to Mary.  After the reading, sitting with the children, name some of Mary’s feelings as she sat crying by the tomb.  Together imagine and demonstrate how her face looked, how she held her shoulders, what she was doing with her hands (over her eyes?, clutched in fists?, wrapped tightly around her shoulders?....)  Then, reread Jesus conversation with her in vss 15-18.  Ask, “now how was she feeling?”  (surprised!, happy!, amazed!, relieved!…)  Imagine and demonstrate how her face, shoulders, and hands looked now.

Luke 24:1-12

U Have the story read by a woman.  Consider starting with 23:55 to further set the scene.  To emphasize the response to the women, have a man read 24:11-12.

U To combine the John and Luke stories, turn to one of these children’s Bible story book accounts.

The Family Story Bible, by Ralph Milton, “Mary of Magdala Sees Jesus” is the shortest to read and focuses on Mary in a very understandable way.

The Children’s Illustrated Bible, “The Resurrection” is the least interpreted of these stories and is second shortest.

The Children’s Bible in 365 Stories, by Mary Batchelor, is a fuller account and also tries to explain how characters felt as the action unfolds. 

U In both John’s and Luke’s stories, all those present at the empty tomb are scared.  Either someone has stolen Jesus’ body and the horror of Friday is going to continue or Jesus is alive again which changes everything and is scary.  Rather than simplify the story to pure good news, be honest about its being both scary and wonderful.    Teach the children to expect to be wondering about the meaning of this story for the rest of their lives.  It is a mystery, bigger than our minds can understand.  We’ll get to explore it further when we read the story of Thomas on the Second Sunday of Easter this year.

 

Burnand, Eugène, 1850-1921. Disciples John and Peter on their way to the tomb on Easter morning,

from Art in the Christian Tradition, a project of the Vanderbilt Divinity Library, Nashville, TN. http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=55038 [retrieved December 27, 2012].

 

U To explore both the joy and the fear, display the picture of Peter and John running toward the tomb.  Identify the several of the feelings in their faces.  Imagine what they were thinking.  Use this to introduce the banner or poster heart bearing both a question mark and an exclamation point.  Insist that our hearts and faces are often like those of the disciples on Easter.  There is lots we do not understand.  What we do know is that God did not let Jesus stay dead and that Jesus forgave everyone who had hurt and killed him and that God and Jesus will do the same for us.  That is why we can say “Alleluia!” and “God, we love you” even with all our curious questions.

$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

I am also reprinting this reminder from Years A and B because it is so important and so easily lost in all the other preparations for Easter.  Stop everything right now.  Make whatever contacts are needed to be sure the Easter nurseries are being as thoughtfully prepared as the sanctuary.

A word about Easter nurseries:  Many parents who have not brought their infants and toddlers to the church nursery during the winter out of fear of catching the bugs other children bring, will decide to try it on Easter.  If their experience is a good one, they will come back.  If not, they may disappear, some for a very long time.  So, it is important to be sure the Easter nursery is spotlessly clean, well-staffed, and ready to receive the children.  If it is also decorated with an Easter lily and a picture of Jesus, there is quiet Easter music playing in the background, and families are greeted with “Happy Easter,” parents assume that more is going on than warehousing children so their parents can worship.  Find more directions and resources to use with preschool children who are not in the sanctuary for worship in Sharing the Easter Faith With Children.

T'is the day after Christmas and ...

T’is the day after Christmas and …  well, I’m pondering my experience in the overflow seating area on Christmas Eve.  There were 7 of us who simply couldn’t squeeze into the small historic sanctuary of the church my husband is serving.  A large circle of chairs had been prepared in the fellowship hall near the big beautiful Christmon tree and a small crèche.  We had bulletins, hymnals and candles for the candle lighting service.  Sound, but no video, was piped in.  Still one of us was four and a half years old and another was just over two.  They were trying, but it was clearly not going to be a great hour for them.  We ended up bringing in crayons and paper from a nearby church school room.  The children colored quietly on the floor in our midst.   (I’m still smiling at the memory of a purple tights covered bottom in the air coloring with delight.)  Communion was brought from the sanctuary.  Seeing how “into his candle” the older boy was, he and I went to the sanctuary and lit our candles in the back of the aisle and sang Silent Night.  He was mesmerized.  What I am pondering is what if…

 

     *  there was a worship center in the middle of the circle on a low table?

 

     *  there was an Advent wreath that the children there could light as the one in the sanctuary was being lit?  

 

     *  there was bread and cup on the table here to be passed among us rather than brought from the sanctuary?

 

     *  the crayons and paper were already there and the children invited to use them?

 

     *  someone was prepared to show the pictures from a Nativity picture book as the story was read over the speakers from the sanctuary?

 

     *  there was a worship leader there to act as host for the whole service? 

 IMHO older children should get priority for sanctuary seats where the feel of Christmas is strongest.  But, maybe a well thought out overflow space would be especially welcoming to families with young children high on Christmas. 

I know Christmas Eve is a year away, but does anyone have other “what ifs” to add to this “think ahead list”?

Year C - Good Friday (March 29, 2013)

The Revised Common Lectionary offers the same texts for Good Friday in Years A, B, and C. 

U Go to Year A - Good Friday for
     - material about how children respond to the crucifixion at different
       ages
     - a list of pre-planned events exploring Holy Week events with
       children that are found in Sharing the Easter Faith with Children
     - a list short of story books that could be used in worship on Good
       Friday
     - comments on using each of the texts for the day with children. 
There is lots there!

U Go to Year B - Good Friday for an idea about using nail crosses.  It was suggested as part of a series of crosses that were featured each week in Lent in Year B, but could be used on its own any year.

 

If you have been using hearts to explore God’s love during Lent….

 

U Feature a large red heart with a nail through it.  It may be only one heart the size of a banner with one large spike through it.  Or, it may be a smaller heart (the size of a poster board) into which a 6-7 inch nail can be inserted as each of the hurts below are identified.  (To make this easier cut small slits through which the nails will be pushed.)   The hurts may be identified in conversation during a children’s time.  Or, they may be identified in a story telling sermon with nails added as the sermon progresses.  For children, the hurts are identified somewhat as follows:

One of Jesus’ 12 closest friends led the people who wanted to kill Jesus straight to him.  Judas even kissed Jesus to show his enemies who to go after.  That hurt.

Jesus’ best friend Peter got so scared that he pretended he did not even know Jesus.  That hurt.

Soldiers whipped Jesus and hammered nails through his hands and his feet to hang him on a wooden cross.  He died there.  All of that hurt terribly for hours and hours.

While he was dying on the cross his enemies spit on him and jeered at him.  That hurt, too.

It was a day of terrible hurting.  But even all those hurts could not kill Jesus’ love.  Jesus still loved all those people and forgave them for all the horrible ways they hurt him.  He forgave Peter and the soldiers and all the people who teased him while he was dying.  That is why we call this GOOD Friday.  Because Jesus loved all those people so much that he forgave them, we know that Jesus loves us and will forgive us, too. 

U If you feature nail/s through a red heart, you might recall what Simeon said to Mary when he blessed Jesus in the Temple when he was eight days old.  Simeon said to Mary, “and a sword will pierce your own soul (or heart) too.”  (Luke 2: 34-35)  Briefly imagine how hard it must have been for Mary to watch Jesus die on the cross.   Note that loving can hurt both when we watch people we love suffer and when the people we love hurt us.  We are to keep loving just as Mary and Jesus kept loving on that Friday.

U If you did not use the broken heart patched with a band-aid on Palm/Passion Sunday, use it today to describe Jesus who kept loving even when his heart and body were broken.  List all the ways his heart was broken using the list above.  Then insist that Good Friday is about God’s love that never gives up on us or anyone.

Year C - Holy or Maundy Thursday (March 28, 2013)

This is one of those Holy Days on which the lectionary readings are the same for all three years.  So even within this blog there are several sources of ideas for this night.

Go to Year A - Holy or Maundy Thursday to find
     - Suggestions for celebrating the sacrament around tables
     - Ideas about how to explore the meaning of foot-washing
      with children 
     - Suggestions about explaining the Passover connection on
      this night
     - Description of tenebrae

Go to Year B - Holy or Maundy Thursday to find
      - A guide to reading the story of the night from
      The  Children’s Bible in 365 Stories instead of the Bible
      - Suggestions for hand rather than foot washing

In my book Sharing the Easter Faith with Children find
     - More suggestions about worshiping around tables on this night
     - A child-friendly tenebrae script
     - A script for a children’s tenebrae that includes a prop for
      each story

 

Detail from the mural of Jesus washing the disciples' feet,
from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN. 
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=54318
[retrieved December 17, 2012].

Especially, if you are following the sacrificial love theme …

U One of the lectionary surprises is that the gospel reading for this night is from John and includes no account of the bread and cup.  Since for children Maundy Thursday is all about celebrating communion on the very night Jesus invented it,  I’d often substitute the account from the synoptic gospel for that year to get the table story.  But this might be a good year to read John’s account of the night and focus on the Jesus’ new commandment, “love one another as I have loved you.” 

Even if you do not actually do a foot-washing service, talk about Jesus washing the disciples’ feet.  You can almost see all the disciples looking at their feet, knowing that someone needs to do the washing, thinking that if they don’t make eye contact with anyone maybe it won’t be them.  Then Jesus does it.  He washes the feet of the people who will desert him.  He even washes the feet of Judas who will turn him in and tell his enemies where to find him.   

When washing feet is compared to yucky jobs that must be done every day – taking out the garbage, cleaning the cat’s litter, turning the compost pile, cleaning the bathrooms, dealing with a diaper pail – it calls children to join Jesus in practicing every day self-giving love.  The first challenge is to do these jobs for people we love and who love us back.  As we do we imagine doing them for someone who mistreats us and we remember that Jesus washed Judas’ feet.

U After washing their feet Jesus gave the disciples and us a new rule, “Love one another as I have loved you.” How do we love one another?  We wash their feet and do whatever else is needed (even the yucky jobs) to take care of them.

If your congregation uses the term Maundy Thursday (rather than Holy Thursday),  explain the origin of Maundy in the Latin “Mandatum.”  Mandatum means command or mandate.  Maundy Thursday is the day Jesus gave us a new commandment.  Then identify the commandment and explore its significance.

U After washing the disciples’ feet and sending Judas away to do his deed, Jesus announced, “Now the Son of Man has been glorified, and God has been glorified in him.”  Or, “if you want to see the glory of God, watch me wash feet.  If you want to share in the glory of God, wash feet like I do.” God’s glory is not seen in people walking on red carpets or standing on championship stands.  God’s glory is seen in people taking loving care of those around them – even washing their feet when needed.  This definition of God’s glory is a hard sell with children and worshipers of all ages, but it closely ties God’s glory with down and dirty everyday loving.

Sidebar:  Peter was offended by Jesus’ offer to wash his feet.  Youth and adults today understand his feelings.  But, children are used to being tended in many personal ways.  So, Peter’s issue isn’t their issue - yet.

 

U If you have been displaying hearts throughout Lent, display one near the major symbols of this night.  Display a towel with a large red hear lying on it.  Or, place a heart on or near the loaf or cup for communion.  You might even have the loaf that will be broken during communion baked in a single large heart shape.

U Go to Maundy Thursday Service in the Emergent Mode to see a more informal service.  The repeated “this is the night of love” throughout the liturgy is a good fit for the Lenten sacrificial love theme.  Children could be included in the “lectio, reflectio, collection” readings if challenged to draw a fresh picture after they listen to the reading each time.  Their pictures could be shared and discussed among the adult comments.  

 

U If you must do a children’s story on this night and the focus is on foot washing, go to Children's Sermon for Maundy Thursday for a children’s story presenting a crown and a towel with a conversation about what kings do and don’t do.

U “Jesu, Jesu, Fill Us With Your Love” is a hymn choice that fits the night and is familiar to many children these days.

Just in case some of you are thinking past Christmas Eve/Day to December 30 or even Epiphany ....

From Wikipedia - in public domain

This morning I came across Christingles.  They come from Europe, are big in the UK, and are  totally new to me.  But if you google them there are lots of articles and  a fairly huge collection of pictures of them ( go to Christingle images).   So, I’ve been missing out.  Though they are often used during Advent, I think they could be introduced just after Christmas when we are maybe more inclined to think about the meaning of Christmas than we are during the last days before the Day.

Basically a christingle is a symbol God’s light for the world present in Jesus Christ.  The orange is the world.  The skewers of dried fruits (or fruit gumdrops) are for the four seasons of fruits and the benefits of the world God created.  The candle is for God’s light shed over all the world.  And, a red ribbon (or red tape for easy application) for the blood Christ shed for us.   That is a lot of symbols for young children, but it may work.

The world and its fruits are easy to grasp.

The light that God brings to the world could simply recall the Bethlehem star (especially if you use your christingles on Epiphany).  Or, it could be the light of God’s love that Jesus showed us as he grew and taught and healed and made friends among us (especially if you use your christingles on December 30).

Don’t let the red ribbon lead you into talk of atonement.  Instead make it a reminder that the baby in the manger grew up, loved and taught, was killed on a cross, and rose again.  The point is simply to connect the baby with man who died and rose on Easter.  You might even look ahead with the children to the events of Holy Week and the coming Easter celebrations.

As I said, this is new to me.  But, it looked interesting and worth sharing.  Apparently some congregations prepare them in advance to give out.  Others invite the children to make them during worship.  The latter might be possible on December 30 when numbers are usually smaller for most of us.  If any of you have used christingles in worship with children, how about sharing with the rest of us how you use them and alerting us to problems we may not see at first.

What Do We Say to the Children When Kids Are Killed with their Teachers at School?

 

I am reposting this article because it disappeared from the blog.  Who knows why? 

 

Wendy asked what we say to the children on Sunday.  As I have pondered that, it seems to me that the first thing we must do is separate what we say to the adults – and there is lots to talk about! – from what we say to and with the children around us.      

What happened at Sandy Hook school in Connecticut today will affect children differently.  Some will be quite frightened.  Others will not have even heard about it.  The coming of Christmas will quickly overtake this event for children who are not closely involved.  That is why it is more important for the adults to LISTEN than to have a set of talking points.  Find out what the children have heard.  Ask what questions they have about it.  Ask how they feel when they think about it.  Talk with them simply and in a matter of fact, “this is sad, but we can manage it” way.    And, if they are not interested in the topic as a group, move on.

Some themes that might come up …

Fear.  Children need to hear from us that this was a very, very unusual event.  One way kids know that is that it is on TV and everyone is talking about it in very emotional tones.  Even the President wept when he talked about it.   Most kids and their teachers are safe at school.  These generally safe kids need to be reassured of that safety.  The kids who are not safe at school on the best of days, already know that.  I hope that some of you who work with these children can give the rest of us ideas about what they need to hear.

It may take more than the usual courage for children who are keenly aware of this event to go to school on Monday.  Admit to these kids that even when we know with our heads that we are safe, it can be scary.  If you are dealing with the “Fear nots” of the Advent-Christmas stories in worship, think together about how the shepherds and Mary felt and imagine what they did to feel braver.  Talk about ways to help ourselves be brave.   Be specific.  For fearful children…

Offer small cards with “Fear not” written on them to put in bookpacks, pockets, or even shoes. 

Plan a breath prayer to say when you feel frightened.  (Breath prayers are one line prayers.  As we breathe in we say a name for God.  As we breathe out we say a pre-planned request.  For example, “Strong God, keep me safe.”)

Why didn’t God stop this?  That is not the way God works.  God does not stop us when we decide to do something mean or hurt other people.  God made us able to say and do whatever we want.  It is our job to use that gift well.  God is sad when we hurt each other.   

A person did this – not God.  That person was very angry and upset.  All of us get angry and upset at times.  It is important to remember that no matter how angry and upset we are, hurting or shooting the people we are mad at is not a good solution.  It will make nothing better for anyone.  When we are really angry and upset we need to find someone to talk to.  We need to tell them how we feel and what is wrong.  We need to ask them to help us get things straightened out.    

Simple suggestions for parents:

LISTEN!  Let the children tell you what they know and feel.  Talk about their concerns, not yours.  Straighten out any misconceptions.

LOVE – lots of hugs are needed when children are frightened.  Expect younger children especially to become a little clingier.  It may be a good time to dig out that old stuffed animal or “bankie.”

PRAY !  Together pray for the families of the people who died, for the school as they find the courage to get back to school, and for the shooter.

DO SOMETHING!  Identify the helpers in the scary pictures – the police leading children from the school, the doctors and nurses.  Then become helpers like them.  Together buy a bag of groceries to take to the local food bank.  Bake cookies to take to neighbor.  Make Christmas cards to send friends in other towns.  Make a card or treat for your child’s teachers.

KEEP LISTENING!  Expect the event or your children’s feelings about what happened to show up in surprising ways over the coming weeks, even months.  “What makes you think that?”  “Why do you say that?” and other such questions help them articulate their concerns for discussion.

Why Children Need to Get to Church on Christmas Eve

In most families Christmas Eve and Day are busy, chaotic times.  It is not easy to get a family that includes overly-excited children to church.  But, it is worth the effort.  Children (and their parents) actually need it.  The church helps when it  articulates for parents clear reasons to make the effort.  Here is my starter list of reasons. 

To hear the story read or told in an important way on the “night it happened” – Children like hearing the story of their birth on their birthday and celebrating other big events on “the very day it happened.”  So, the story which may have been acted out in a pageant and discussed in church school and read at home, feels more “real” when read on Christmas Eve or Day in the sanctuary.

To go to church at night – These days children are at church most often during the day.  To go at night to a decorated, even candle-lit church is almost magical.  When the family makes this an important part of Christmas – even in the middle of the chaos – just being there reminds children what is most important about Christmas.

To be with a crowd telling the  story – Joining church friends in a packed sanctuary reminds children that this story is something bigger than just their family traditions.  They are part of a huge family of families who celebrate Jesus’ birth.

To sing the carols at least one more time – Not many families sing together at home and not many children’s groups sing religious carols any more.  That means we need to be intentional about singing with the carols with the children.  And, who would want to miss singing “Silent Night” in the Christmas Eve sanctuary while hugging your child!

To create a context in which to discover the truth about Santa – If Santa is all there is to Christmas Eve once children learn “the truth,” Christmas is just a greedy gift grab.  But, if Christmas Eve has always circled around the story of Jesus told in the sanctuary, the truth about Santa can be fit into that context and the  Christmas celebration gets richer.

To create memories - Worshiping on Christmas Eve or Day as a family creates over the years a treasure trove of memories.  Some of them shine with wonder.  Others make for eye-rolling stories that are retold every Christmas.  These memories are precious for both the children as they mature and the parents as they age.

What would you add?

Year C - Passion/Palm Sunday (March 24, 2013)

The readings, except for the gospel, for this Sunday are the same all three lectionary years.  Go to the links below to explore what has been posted for years A and B, then read on for additional ideas for all the texts based on the Year C Lenten themes.

U Go to Year A - Palm/Passion Sunday to find

Information about making palm crosses during worship

A script with motions that trace the up and down movement of the Philippians hymn to Christ

A Psalm 118 script with readers scattered around the sanctuary in a way that recalls the Palm Sunday praise filled parade

An answer to the child’s question, “Why did they hate Jesus so much?”

A passion narrative script based on Matthew’s account and edited with children’s presence in mind (mainly changing readers reading in short sections)

U Go to Year B - Palm/Passion Sunday to find

 A passion script based on Mark’s account with suggestions for readers of different ages and props to go with each section of the story

U When you order palms consider ordering from Eco-Palms at Ecopalms.org.  Eco-Palms are harvested in a sustainable manner and workers are paid a fair wage. Many denominations endorse them and your green-conscious children will be pleased!


If you have been exploring the phrases of the Lord’s Prayer… 

Today’s phrase is “For thine is the kingdom, the power, and the glory, forever.”

U “Thine” is an old word for “yours” that children will not understand unless you define it for them.  Rephrase this line, “all the power and glory in the world belong to you, God.” 

  

 

U Make a word poster for each key word in this phrase.  Kingdom features the word under a big crown.  Power is printed in big black letters like the POWER in a comic book.  Glory is printed in gold glitter pen.  To explore the meaning of the phrase, present and discuss each poster in sequence.  Then produce pictures of events in Holy Week  - Palm Sunday parade, Last Supper, Crucifixion, etc.  (Find pictures in church school picture files or in great art collections on line.)  Challenge children/all worshipers to match the pictures to the word posters.  Ponder together the fact that there are no obvious to us matches.  During Holy Week Jesus changed our ideas about kingdom, power, and glory look like.  Walk through the pictures using the three words to describe what Jesus was showing us about these.  Finally, put into your own words what we are saying when we pray this line of the Lord’s Prayer.  (This could be a rather complex children’s sermon aimed at older children or it could be the beginning of the real sermon on power.

U When children think of power and glory, they often think of super hero/ines.  Explore the difference in Jesus’ ideas about power and those of these characters.  Display pictures of several super hero/ines – Spiderman, Batman, Wonder Woman, etc.  Identify their efforts to “save the world” from different bad guys and the special powers they use to do this.  Then, present a picture of Jesus on the cross.  Ask what Jesus was doing here and how he was doing it.  Identify forgiveness as Jesus’ super power.  Name some of the people he forgave during Holy Week (Peter, the soldiers who whipped and killed him, the people who teased him while he was dying, and us).    Then, either

ponder Jesus’ insistence that forgiving is more powerful than fighting or leaping tall buildings – not as cool, but way more powerful. 

OR

           

insist that while we do not have the powers of the superheroes, every one of us has the power to forgive.   We can use that power to save the world and the people around us every day. 

IF YOU FEEL BRAVE ENOUGH TO FACE DOWN SOME ADULTS, name some adult superheroes like James Bond who win the day with violence and explore the fact that fighting violence with violence is not Jesus’ way.

U After exploring the meaning of Jesus’ power and glory during Holy Week, have the congregation pray the phrase in response to a series of situations in the world and in our lives.  For example,

When friends have said words that hurt and we want to hurt back…

When we are facing a bully at school or work…

When our nation is being bullied by other nations and people…

When people are taking unfair advantage of others…

When we want to use our power to get what we want even when it hurts others…

If you have been pursuing a love theme during Lent…

U Use the pictures in a children’s storybook about the events of Holy Week to tell the story in your own words putting the focus on Jesus’ continuing to love people throughout the events of the week.  Make the following points…

On Palm Sunday Jesus enjoyed the parade with people singing their love for God, but he was sad when he got to the Temple and found it filled with people selling things instead of praying.  That is love – both happy and sad love!

On Thursday, Jesus ate with his disciples.  He knew it would be his last meal with them.  When no one washed the disciples' feet, Jesus did the job.  He even washed the feet of Judas who would turn him in to the soldiers and Peter who would pretend he did not even know Jesus later that night. That is love!

On Friday, Jesus endured whipping and being nailed to a cross.  He forgave the soldiers who did the job.  He endured the crowds who teased him as he died and forgave them.  He watched his mother watch him die on the cross and asked John to take care of her.  That is love! 

By the time he died on Friday, his heart was broken by his enemies, by the crowds, and even by his friends.  But Jesus kept on loving them all.  That is love – God’s love!

U After exploring the Holy week stories, display a large red valentine heart that has been cut into two jagged pieces and held together by a big band-aid (or piece of wide masking tape cut to look like a band-aid) with a red heart drawn on it. 

Looking Ahead into Holy Week…

U Challenge households to read part of Luke’s story of the events of Holy Week each day this week.  Provide a bookmark with readings.  The readings below are chosen with families with children in mind, but would be appropriate for all-adult households.  Last year one person shared her beautifully illustrated bookmark on the Facebook page.  Share what you do this year to inspire others.

eeeeeeeeeeeeeeeeeeeeeeeeeeeeee

The Holy Week Story

Sunday             Luke 22:24-27     Who is the greatest?

Monday            Luke 22:7-20       The Last Supper

Tuesday           Luke 22:47-53      Jesus is arrested

Wednesday      Luke  22:54-62     Peter denies Jesus

Thursday          Luke 23:13-25      Pilate condemns Jesus

Friday               Luke 23:33-49      Jesus is Crucified

Saturday           Luke 23:50-56      Jesus is Buried

Easter              Luke 24:1-12        The Tomb is Empty

eeeeeeeeeeeeeeeeeeeeeeeeeeeeee

If it is spring break in public schools and many families will be traveling and so miss Holy Week services, encourage them to take their bookmarks with them and to take a picture of themselves reading the Bible together at the beach, in the mountains, in their den at home, or wherever they spend Holy Week.  Post their photographs on a bulletin board titled something like “First Church families read THE STORY during Holy Week.”  This is one way to resource families to do home worship and to encourage them to pay some attention to the Holy Week story even if they do not come to the church during the week.

U As you make announcements about Holy Week services and if you really do want children to attend them, tell them and their parents so very directly.  Give them a hint about one thing that will be particularly interesting or important for the children as well as for the adults.  For example, “On Thursday evening we will celebrate the Lord’s Supper on the night Jesus invented it.  We will hear the story of how it came to be.  This is a night for children and parents and grandparents, for kids and teenagers and adults, for all Christians who love and follow Jesus.”

The Texts for the Day

Psalm 118:1-2, 19-29

This psalm of praises echoes the parade into Jerusalem and makes most sense to children when used by today’s worshipers to join the praising.  Go to Year A - Palm/Passion Sunday and scroll down to Psalm 118 for a script in which readers scattered throughout the sanctuary yell one verse each.  Or, simply use verse 24 “this is the day the Lord has made…” as a call to worship. 

Isaiah 50:4-9a and Psalm 31:9-16

On a day with so much story, both of these prayers will go past most children.  To those who do hear them, they are mainly prayers Jesus might have prayed as he faced the coming week.  One of them is probably enough for any service.

Philippians 2:5-11

U Go to Year A - Palm/Passion Sunday and scroll down to Philippians for a script including motions for this great hymn.  It could be used as a children’s time or the children could be invited forward to lead the congregation in moving through it as the Epistle for the day.

U Children (like all of us) work hard to get their fair share of all the goodies.  They speak about it in terms of what is my fair share and justice, but underneath it is the drive to get what I deserve and want.  Jesus came from God and should have been treated royally.  He deserved that treatment.  Instead he ignored what was rightfully his and spent all his time and energy caring for others.  That is love!  Use this to explore the down and up theme of this hymn.

Luke 19:28-40

U Though Luke doesn’t say anything about the presence of children in the parade, most worshipers will assume it.  That makes it a good passage to be read by an older child.  Because it is a rather long story, a good rehearsal in the sanctuary helps a child prepare to read it well.

U A reminder about Palm Sunday processionals.  Luke’s account says nothing about the presence of children.  It was an adult inspired and led event in which I’d bet some children joined!  To be accurate a processional should be intergenerational.  It is also true that children quickly feel “silly” walking down the aisle waving a palm branch while the congregation sings a song they do not know.  So, either plan for an intergenerational processional with all singing a repeated short song of praise they have just learned together or instruct a children’s choir or class to enter carrying their palm in a stylized way (held in one hand across their chest and over their shoulder).   Or, try the idea below that was left as a comment by “Allison in Pennsylvania” last year….

 “My church has “always done” a Palm Sunday parade with the kids during the first hymn which is usually, “Hosanna, Loud Hosanna, the Little Children Sang” (which I think the adults like better than the kids.)

So to liven things up, last year I made sure that the inside and outside aisle seats had palms (since not everyone takes a palm on their way in). And I put the robes we use at Christmas on the inside aisle too.  As the kids did a circuit around the outside of the sanctuary, people waved their palms at them as they went by and they waved back (minor sword fighting ensued, but they were moving so it didn’t last long).

As the kids prepared to come down the middle aisle, the grown-ups sitting on the end threw down the robes to cover the aisle and threw down the palm branches too.

It ended up being much more dramatic than usual, which I count as a blessing ! :0)  This year, I may not do it during the hymn but rather as part of reading the Scripture… so people can watch what is going on instead of burying their faces in the hymnal!”

U For a different palm processional, save the palm processional until the end of worship when worshipers will have heard and explored the story together.  Just before the benediction give out the palms and send people out to declare God’s presence in the world.  Leave singing a Palm Sunday hymn or some other praise chorus.  Encourage households to display their palms on their dining table or some other prominent place this week.

Public Domain from Wikipedia article

U Year A suggests comparing a costume kings crown with a crown of thorns to talk about what kind of king Jesus is.  IF you have already used the crowns, today talk about kingship by comparing two pictures, one of a king or soldier riding a large horse and the other of Jesus riding the donkey.

Luke 22:14 – 23:56 or Luke 23:1-49

U This very long Passion Narrative is filled with conversation between Jesus and both his friends and enemies.  Point this fact out to the congregation before reading it.  Then, to help children (and all listeners) keep up with the conversations and the action, use Rev. Jim Taylor’s reader’s theater script based on The Message.  (Go to Rumors and scroll way down the post to find the script.)    Or, use the script below which reworks his plan a little using the NRSV.

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

The Passion Story

Luke 22:14 – 23:56

The Narrator and Jesus remain the same throughout the five scenes.  The same reader should read Peter in Scenes 1 and 3.  The Narrator probably reads from the lectern.  Other readers may read different parts in different scenes.  They read from scripts in black folders and stand as directed for each scene.  There can be as many as 14 readers, or a lot fewer.  Provide chairs for those not in a given scene and/or times between the scenes.  At least one good rehearsal will be essential.

SCENE ONE: The Last Supper

Jesus stands at the center behind the Table.  Three readers stand to his sides facing the congregation.  One reader reads Peter’s part and responds with the other disciples.  Other readers read the “Disciples” lines in unison.

Narrator:  When the hour came, he took his place at the table, and the apostles with him.  He said to them,

Jesus:  I have eagerly desired to eat this Passover with you before I suffer; for I tell you, I will not eat it until it is fulfilled in the kingdom of God. 

Narrator:  Then he took a cup, and after giving thanks he said,

Jesus:  Take this and divide it among yourselves; for I tell you that from now on I will not drink of the fruit of the vine until the kingdom of God comes.

Narrator:  Then he took a loaf of bread, and when he had given thanks, he broke it and gave it to them, saying,

Jesus:  This is my body, which is given for you. Do this in remembrance of me. 

Narrator:  And he did the same with the cup after supper, saying,

Jesus:  This cup that is poured out for you is the new covenant in my blood.  But see, the one who betrays me is with me, and his hand is on the table.  For the Son of Man is going as it has been determined, but woe to that one by whom he is betrayed!

Narrator:  Then they began to ask one another which one of them it could be who would do this.  Pause.   A dispute also arose among them as to which one of them was to be regarded as the greatest.  But he said to them,

Jesus:  The kings of the Gentiles lord it over them; and those in authority over them are called benefactors. But not so with you; rather the greatest among you must become like the youngest, and the leader like one who serves.  For who is greater, the one who is at the table or the one who serves? Is it not the one at the table? But I am among you as one who serves.

You are those who have stood by me in my trials; and I confer on you, just as my Father has conferred on me, a kingdom, so that you may eat and drink at my table in my kingdom, and you will sit on thrones judging the twelve tribes of Israel.  Pause turning to Simon Peter.

Simon, Simon, listen! Satan has demanded to sift all of you like wheat, but I have prayed for you that your own faith may not fail; and you, when once you have turned back, strengthen your brothers.  

Narrator:  And Simon Peter said to him,

Peter:  Lord, I am ready to go with you to prison and to death!

Jesus:  I tell you, Peter, the cock will not crow this day, until you have denied three times that you know me.

Narrator:  Then he said to all of them,

Jesus:  When I sent you out without a purse, bag, or sandals, did you lack anything?

Disciples:  No, not a thing. 

Jesus:  But now, the one who has a purse must take it, and likewise a bag. And the one who has no sword must sell his cloak and buy one.  For I tell you, this scripture must be fulfilled in me, ‘And he was counted among the lawless’; and indeed what is written about me is being fulfilled.

Disciples:  Lord, look, here are two swords.

Jesus:  It is enough.

SCENE TWO: The Garden of Gethsemane

Jesus stands in the center surrounded by several disciples only one of whom reads the disciple line.  Several other readers come forward with their backs to the congregation as the crowd to confront the disciples.

Narrator:  He came out and went, as was his custom, to the Mount of Olives; and the disciples followed him.  When he reached the place, he said to them,

Jesus:  Pray that you may not come into the time of trial. 

Narrator:  Then he withdrew from them about a stone’s throw, knelt down, and prayed,

Jesus:  Father, if you are willing, remove this cup from me; yet, not my will but yours be done.”

Narrator:  Then an angel from heaven appeared to him and gave him strength.  In his anguish he prayed more earnestly, and his sweat became like great drops of blood falling down on the ground.  When he got up from prayer, he came to the disciples and found them sleeping because of grief, and he said to them,

Jesus:  Why are you sleeping? Get up and pray that you may not come into the time of trial.

Narrator:  While he was still speaking, suddenly a crowd came, (a few readers silently rise from their seats and stand facing Jesus with their backs to the congregation) and the one called Judas, one of the twelve, was leading them. He approached Jesus to kiss him; but Jesus said to him,

Jesus:  Judas, is it with a kiss that you are betraying the Son of Man? 

Narrator:  When those who were around him saw what was coming, they asked,

Disciple:  Lord, should we strike with the sword?

Narrator:  Then one of them struck the slave of the high priest and cut off his right ear.  But Jesus said,

Jesus:  No more of this!

Narrator:  And he touched his ear and healed him.  Then Jesus said to the chief priests, the officers of the temple police, and the elders who had come for him,

Jesus:  Have you come out with swords and clubs as if I were a bandit? When I was with you day after day in the temple, you did not lay hands on me. But this is your hour, and the power of darkness!

SCENE THREE: At the Chief Priest’s House

Peter stands at the center surrounded by the Servant Girl and 2 men.  All read in place.

Narrator:  Then they seized him and led him away, bringing him into the high priest’s the middle of the courtyard and sat down together, Peter sat among them.  Then a servant-girl, seeing him in the firelight, stared at him and said,

Servant Girl:  This man also was with him. 

Narrator:  But he denied it, saying,

Peter:  Woman, I do not know him. 

Narrator:  A little later someone else, on seeing him, said,

Man 1:  You also are one of them.

Narrator:  But Peter said,

Peter:  Man, I am not! 

Narrator:  Then about an hour later still another kept insisting,

Man 2:  Surely this man also was with him; for he is a Galilean. 

Narrator:   But Peter said,

Peter:  Man, I do not know what you are talking about!

Narrator:  At that moment, while he was still speaking, the cock crowed.  The Lord turned and looked at Peter. Then Peter remembered the word of the Lord, how he had said to him, “Before the cock crows today, you will deny me three times.” And he went out and wept bitterly.

SCENE FOUR: Jesus’ Trial

Jesus stands between 2 priests on one side and a soldier and Pilate on the other side.  When Herod’s line comes up the Herod reader steps forward to read from the side with Pilate and the soldier.

Narrator:  Now the men who were holding Jesus began to mock him and beat him; they also blindfolded him and kept asking him,

Soldier:  Prophesy! Who is it that struck you?

Narrator:  They kept heaping many other insults on him.  Pause.   When day came, the assembly of the elders of the people, both chief priests and scribes, gathered together, and they brought him to their council.    They said,

Priest 1:   If you are the Messiah, tell us.

Jesus: If I tell you, you will not believe; and if I question you, you will not answer. But from now on the Son of Man will be seated at the right hand of the power of God. 

All of them asked,

Priest 2:  Are you, then, the Son of God?

Jesus:  You say that I am.

Priest 1:  What further testimony do we need? We have heard it ourselves from his own lips!

Narrator:  Then the assembly rose as a body and brought Jesus before Pilate.  They began to accuse him, saying,

Priest 2:  We found this man perverting our nation, forbidding us to pay taxes to the emperor, and saying that he himself is the Messiah, a king. 

Narrator:  Then Pilate asked him,

Pilate:  Are you the king of the Jews?

Jesus:  You say so. 

Narrator:  Then Pilate said to the chief priests and the crowds,

Pilate:  I find no basis for an accusation against this man. 

Narrator:  But they were insistent and said,

Priest 1:  He stirs up the people by teaching throughout all Judea, from Galilee where he began even to this place.

Narrator:  When Pilate heard this, he asked whether the man was a Galilean.  And when he learned that he was under Herod’s jurisdiction, he sent him off to Herod, who was himself in Jerusalem at that time.

Herod (coming from a seat to stand on the side with Pilate and the soldier):  When Herod saw Jesus, he was very glad, for he had been wanting to see him for a long time, because he had heard about him and was hoping to see him perform some sign.  He questioned him at some length, but Jesus gave him no answer.  The chief priests and the scribes stood by, vehemently accusing him.  Even Herod with his soldiers treated him with contempt and mocked him; then he put an elegant robe on him, and sent him back to Pilate.   That same day Herod and Pilate became friends with each other; before this they had been enemies.

Narrator:  Pilate then called together the chief priests, the leaders, and the people, and said to them,

Pilate:  You brought me this man as one who was perverting the people; and here I have examined him in your presence and have not found this man guilty of any of your charges against him.  Neither has Herod, for he sent him back to us. Indeed, he has done nothing to deserve death.  I will therefore have him flogged and release him.

Narrator:  Then they all shouted out together, “

Both Priests:  Away with this fellow! Release Barabbas for us! 

Narrator:  This was a man who had been put in prison for an insurrection that had taken place in the city, and for murder.  Pilate, wanting to release Jesus, addressed them again; but they kept shouting,

Both Priests:  Crucify, crucify him! 

Narrator: A third time he said to them

Pilate:  Why, what evil has he done? I have found in him no ground for the sentence of death; I will therefore have him flogged and then release him.

 Narrator:  But they kept urgently demanding with loud shouts that he should be crucified; and their voices prevailed. So Pilate gave his verdict that their demand should be granted.  He released the man they asked for, the one who had been put in prison for insurrection and murder, and he handed Jesus over as they wished.

SCENE FIVE: Jesus is crucified

Jesus stands at the center.  Criminals enter and take places on either side of Jesus. A crowd of 2 stand off to one side facing Jesus a level below Jesus if possible.  The soldiers stand on the other side of Jesus facing him.

Narrator:  As they led him away, they seized a man, Simon of Cyrene, who was coming from the country, and they laid the cross on him, and made him carry it behind Jesus.   A great number of the people followed him, and among them were women who were beating their breasts and wailing for him.  But Jesus turned to them and said,

Jesus (looking to one side):  Daughters of Jerusalem, do not weep for me, but weep for yourselves and for your children.  For the days are surely coming when they will say, ‘Blessed are the barren, and the wombs that never bore, and the breasts that never nursed.’   Then they will begin to say to the mountains, ‘Fall on us’; and to the hills, ‘Cover us.’  For if they do this when the wood is green, what will happen when it is dry?”

Narrator (criminals take places on either side of Jesus):  Two others also, who were criminals, were led away to be put to death with him.  When they came to the place that is called The Skull, they crucified Jesus there with the criminals, one on his right and one on his left.  Then Jesus said,

Jesus:  Father, forgive them; for they do not know what they are doing.

Narrator:  And they cast lots to divide his clothing.  And the people stood by, watching; but the leaders scoffed at him, saying,

Crowd of Two(standing opposite the soldier and maybe below Jesus):  He saved others; let him save himself if he is the Messiah of God, his chosen one!

Narrator:  The soldiers also mocked him, coming up and offering him sour wine, and saying,

Soldiers in unison:  If you are the King of the Jews, save yourself! 

Narrator:  There was also an inscription over him, “This is the King of the Jews.”   One of the criminals who were hanged there kept deriding him and saying,

Criminal 1:  Are you not the Messiah? Save yourself and us! 

Narrator:  But the other rebuked him, saying,

Criminal 2:  Do you not fear God, since you are under the same sentence of condemnation?   And we indeed have been condemned justly, for we are getting what we deserve for our deeds, but this man has done nothing wrong.   (Turning toward Jesus) Jesus, remember me when you come into your kingdom. 

Jesus:  Truly I tell you, today you will be with me in Paradise.

Narrator:  It was now about noon, and darkness came over the whole land until three in the afternoon, while the sun’s light failed; and the curtain of the temple was torn in two.   Then Jesus, crying with a loud voice, said,

Jesus:  Father, into your hands I commend my spirit.

Narrator:  Having said this, he breathed his last.  When the centurion saw what had taken place, he praised God and said,

Soldier 1:  Certainly this man was innocent.

Narrator:   And when all the crowds who had gathered there for this spectacle saw what had taken place, they returned home, beating their breasts.  But all his acquaintances, including the women who had followed him from Galilee, stood at a distance, watching these things.

Now there was a good and righteous man named Joseph, who, though a member of the council, had not agreed to their plan and action. He came from the Jewish town of Arimathea, and he was waiting expectantly for the kingdom of God.  This man went to Pilate and asked for the body of Jesus.  Then he took it down, wrapped it in a linen cloth, and laid it in a rock-hewn tomb where no one had ever been laid.  It was the day of Preparation, and the sabbath was beginning.  The women who had come with him from Galilee followed, and they saw the tomb and how his body was laid.  Then they returned, and prepared spices and ointments.  On the sabbath they rested according to the commandment.

Man enters from the side to lead Jesus out the central aisle.  Other readers leave quietly by side doors.

Narrator:  This is the Word of the Lord.

Congregation:  Thanks be to God.

UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU

U Some children may be hearing this story for the first time or at least understanding parts of it for the first time.  They may not know or remember that the story does not end here with Jesus dead.  They need to be told very clearly that at this point the story seems very sad but that the story does not end here.  Indeed, the story has a wonderful surprise ending  which we will read and celebrate with flowers and happy songs next Sunday.  Without this reassurance, children can leave the service quite alarmed by what they have heard. 

HOSANNA!     CRUCIFY HIM!    ALLELUIA!

U Trace the events of the week by reviewing crowd responses to the them.  With children or the whole congregation practice saying each one and talk briefly about its significance.

“Hosanna!”  The cheer with which the people welcomed Jesus on Sunday.

“Crucify him!”  The angry demand they made on Friday.

“Alleluia!”  Our shout on Easter morning at the empty tomb – today just practice  whispering this one to remind yourselves of the surprise that is coming.