Worshiping With Children

Year B - The Second Sunday of Easter (April 15, 2012)

2012-03-08T17:25:00.000-05:00

I have a friend who practicesHolyHumor Sunday in his congregation on the Sunday after Easter. I thought he invented it, but discovered heis part of a movement in which congregations are reclaiming a medieval practiceof laughing at Satan’s defeat and reveling in Christ’s victory. Proper Holy Humor Sunday worship services arefilled with jokes, funny stories, even pranks and costumes. The Easter reasoning for celebrating HolyHumor Sunday on the week after Easter is that “Humor is not the opposite ofseriousness. Humor is the opposite ofdespair.”(Conrad Hyers). Google “Holy HumorSunday” to find a plethora of links to all kinds of resources, including somecomplete liturgies. Two of my favoriteare:

“TheJoyful Noiseletter” at LINK http://www.joyfulnoiseletter.com/hhsunday.asp

The entry aboutthis day in Ralph Milton’s blog “Rumors.” Go to http://ralphmiltonsrumors.blogspot.com/2009/04/preaching-materials-for-april-19th-2009.html . Scroll down to“Mirabile Dictu!” for wonderful collection of international jokes. Also check out the reader’s theater idea forreading the gospel and epistle with a sense of humor.

If you have celebrated HolyHumor Sunday, tell the rest of us about it in Comment here or on the Worshiping With Children Facebook page.

Especially if you buried the Alleluia!for Lent, remember to include lots of them in today’s singing and praying. If there was not time to allude to Alleluia!banners in Easter Sunday worship, do so today. Practice saying the word together, define it, explain why it is on thebanners and how long the banners will stay in place.

ConnectAlleluia! to both Easter and Holy Humor Sunday with, Hallelujah, the Clown,by Kathy Long. A court jester namedHallelujah tries to be good at a series of things (juggling, dancing, singing,etc) but everyone laughs at him. In theend God tells him that his gift is making people laugh and that it is animportant gift.

Acts 4:32-35

U Because theywill not get all tangled up in adult concerns about socialism, children can use these verses to explore the wayspeople in the church take care of each other. Identify specific ministries of your congregation that are your way ofdoing what the first Christians did. Interview one or more individuals who participate in some of theseministries.

U Read thepassage just before the offering. Note the connection between what the earlyChristians did and the offering you collect every week. Tell about ways your congregation uses themoney in the plate to love and care for others. Then, take up the offering.

Psalm 133

U Children lovethis psalm simply because it is the shortest psalm in the Bible. To highlight that fact, invite worshipers tofind the psalm in their pew Bibles. Readit together.

U Children arealso grossed out by the idea of pouring oil over someone’s head andletting it run over his beard and down onto his collar. YECH! To get past this, explain that people in different times and places likedifferent things. The psalmist likedusing oil on his head. We prefer to rubgood smelling lotion into our hands. Ifthe children are gathered around you, squirt a small bit of lotion into theirhands for them to rub in as you talk. Enjoy smelling one or two of the hands, then reread the psalm.

U With olderchildren try your hands at creating new psalms comparing livingin peace and harmony as God’s people to things and activities we enjoytoday. For example,

Goodsmelling lotion on our hands

Sittingaround a campfire on a cold night

Awarm coat on a cool day

Runningbarefoot through fresh grass

1 John 1:1-2:2

U This is thefirst of six consecutive epistle readings from 1 John. So introduce the book. Using the New Testament table of contents inyour pew Bibles, identify the four books named John in the New Testament (5books if Revelation includes John’s name). Briefly, tell how the books are alike and different. One is a gospel telling the story ofJesus. The others are letters or communicationsto other Christians. Explain that thoughwe do not know much about the church to which John’s letters are addressed, wedo know that they were having a fight. We’re not 100% sure what they were fighting about, but we know thatJohn’s suggestions to these fighting Christians make sense in any fight – thenor now.

U If you aregoing to deal with John’s ideas about the incarnation in this text, take timeto explore the significance of the name Jesus Christ. Point out that Christ is not Jesus “lastname.” Jesus is an earthly humanname. Jesus’ full earthly name would have beenJesus of Nazareth. Christ is a heavenlyname or title. When we speak of JesusChrist we are saying that Jesus was both fully human and fully God.

U If verses 7and 8 (If we say that we have no sin, wedeceive ourselves, and the truth is not in us. Ifwe confess our sins, he who is faithful and just will forgive us our sins andcleanse us from all unrighteousness.)areused regularly in your prayers of confession, highlightthem today. Point out where, how and whyyou use them. Describe every worshiperin the congregation as a sinner coming with sins to admit to God. Walk through your ritual – the prayer ofconfession, maybe silence for personal confession, assurance of pardon andcongregational response. Use some ofJohn’s ideas in this text to explain what each part of the liturgy means. Then, invite worshipers to join youconfessing your sins to God and hearing about God’s forgiveness.

John 20:19-31

JESUS MAFA. Jesus appears to Thomas, from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN.
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=48302
[retrieved March 8, 2012].

U This text isthe gospel reading for the Second Sunday of Easter in all three years of thelectionary cycle. (Other readings varyfrom year to year.) Go toSecond Sunday of Easter (Year A) to find suggestions for linking the forgiveness inthis story to the forgiveness phrases in the Lord’s Prayer, a great quote fromLaurel Dykstra, and suggestions for using some great art depictions of Thomasand Jesus.

U This passageis not that long, but a lot of different things go on. To help children follow it, try the followinggroup reading

? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? !? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ?

John20:19-29

Reader One (probably you) invites the children to come forward tohelp with the gospel reading. Imaginewith them that they are the disciples on Easter Sunday night hiding out in a locked upper room,wondering about what the women said about Jesus’ tomb being empty, and stillafraid the soldiers would come for them too.

Reader One: When it was evening on that day, the first dayof the week, and the doors of the house where the disciples had met were lockedfor fear of the Jews, Jesus came and stood among them and said, “Peace be withyou.” ²⁰After he said this, he showed them his hands and his side.Then the disciples rejoiced when they saw the Lord. ²¹Jesus said tothem again, “Peace be with you. As the Father has sent me, so I send you.” ²²When he had said this, he breathed on them and said to them, “Receive theHoly Spirit. ²³If you forgive the sins of any, they are forgiventhem; if you retain the sins of any, they are retained.”

Thomas joins thegroup off to one side to read this line. Then sits with the group as Reader One continues.

Thomas Reader: But Thomas (who was called the Twin),one of the twelve, was not with them when Jesus came. ²⁵So theother disciples told him, “We have seen the Lord.” But he said to them, “UnlessI see the mark of the nails in his hands, and put my finger in the mark of thenails and my hand in his side, I will not believe.”

Reader One: A week later his disciples were again in thehouse, and Thomas was with them. Although the doors were shut, Jesus came andstood among them and said, “Peace be with you.” ²⁷Then he said toThomas, “Put your finger here and see my hands. Reach out your hand and put itin my side. Do not doubt but believe.” ²⁸Thomas answered him,

ThomasReader: “My Lord and my God!”

ReaderOne: Jesus said to him, “Have you believed becauseyou have seen me? Blessed are those who have not seen and yet have come tobelieve.”

New RevisedStandard Version

? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? !? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ?

U This passageoffers several clues to what Jesus was like after the resurrection– he can appears inside a locked room, he can be touched (he is not ghostly), hestill has the wounds, and still loves them and explains what is going on tothem. Next week he will eat fish. Children are curious about all this. Take time to ponder with them what they thinkJesus was like after the resurrection, being open to new ideas and affirmingthe mysterious part of it all.

Eitherinclude this discussion/reflection in the sermon. Or, introduce it before reading thescripture. In the latter case listeners areinstructed to listen for clues about Jesus after the resurrection raising ahand each time they hear one. In aninformal setting stop at each one to clarify the clue and ponder it briefly.

U If want toencourage children to ask their questions, we must not label Thomas a doubter. No amount of explaining can make doubter intoa positive adjective – especially in this story. So describe Thomas as a curious person whowanted to see for himself what others had already seen. Recall what it is like when everyone istalking about an exciting event that you were not at. Insist that Jesus welcomed Thomas’ questionsand ours. There is no honest questionGod/Jesus cannot handle.

Indescribing Thomas, remember that he was the disciple who cared enough tointerrupt Jesus when he did not understand what Jesus was saying (John 14:5). He really wanted to understand Jesus. Thomas was also the one who after tellingJesus he was nuts to go to Jerusalem where his enemies were out to get him,replied to Jesus’ insistence that he was going anyway, “Let us go and die withhim” (John 11:7-16). He was thatloyal. Finally, upon seeing Jesus’wounds after the resurrection, Thomas replies, “My Lord and my God!” That was his statement of faith.

Thomaswasn’t the only confused, questioning disciple after Easter. List the responses of Mary, Peter, John, andthe others as they encounter the risen Christ. Everyone was so confused that they were frightened.

U To celebrateThomas’ questions turn this into Questions Sunday. Collect questions about the Easter storiesand God from the whole congregation. Take them verbally or invite people to write them on pieces of paper toput in the offering plate. Today readthrough the questions. Celebratethem. Elaborate on them adding relatedquestions. Even, ask for clarificationon questions. Do NOT answer any of them– even if you can. Instead promise todeal with them during the coming weeks. If there is high interest in this, you might even print the questions inthe newsletter or on the website. As youwork through the Easter season, point to the question/s that you are workingwith at any given point.

Iknow there are some good books about God questions children ask, but can’tthink of any right now. Someone outthere, speak up!! OK what about WhyDid God Make Bugs and Other Icky Things, by Kel Groseclose?

In this short passage Jesus gives thedisciples (and us) two Easter gifts (the Holy Spirit and peace) and one Eastertask (forgiving others as God has forgiven us).

U If yourcongregation regularly passes the peace in worship, beforeyou do so today connect the ritual with this story. We are being like Jesus passing peace toother people. We don’t just say“Hi.” We say, “The peace of God be withyou.” It is a wish or prayer for theother person. We can say it because weknow God loves and forgives both of us. Then invite people to pass the peace to their neighbors.

U Go to Second Sunday of Easter (Year A) for ideas about tying “forgive us our debts as we forgive ourdebtors” to Jesus’ Easter task of forgiving others.

How the Cross-A-Week Plan Came Out

2012-03-03T20:01:00.000-05:00

Now that I have finishedthe Sundays of Lent and Easter Day, I have stopped to see how featuring a crossevery week played out. I said it might morph some. Was I everyright about that! The main thing that quickly became clear was that whichcross you would use on any given Sunday depended on where you were going withwhich text. So, most weeks ended up with several suggested crosses and several crosses were suggested multiple times.

For what it might beworth to you as you plan the rest of Lent, here is a summary of what finally got posted. I would love to know ifanyone tries this, how it works out, and which crosses you used on whichSundays.

Lent 1: Identify all the crosses inthe sanctuary

Give cross trinkets to carry or post

Lent2: The cross on communionware

(it is a communion Sunday)

Cross stickers to remind us to take up

our cross and follow Jesus

Cross jewelry and tattoos – to explore the

difference in just wearingthem and

letting them shape us

Lent 3: Plain wood cross

Nail cross

Picture of crucifixion

– to discuss what happened

Lent 4: Crucifix

Central American people cross

Paper cross on which to write

names of all who Jesus loves

Lent 5: Central American people cross

Crucifix

Biggest cross at the front of your

sanctuary

Palm-Passion Sunday

Palm crosses

Nail cross

Good Friday

Nail cross

Easter: Empty cross for the resurrection

Year B - The Fifth Sunday in Lent (March 25, 2012)

2012-03-02T14:03:00.000-05:00

Thinking ahead: If you will observe Palm Sunday next week andchildren will not be at Maundy Thursday or Good Friday services, this may bethe Sunday to focus on the crucifixion. If you will celebrate mainly Passion Sunday next week, work with the OldTestament texts about “hearts.”

There are several potential crosses for today. (Yes, you’ve seen some of these beforebecause there have been several suggestions for each Sunday. I hope there is at least one you have notused yet.)

CentralAmerican cross covered with faces (see John)

Crucifixif you focus on the crucifixion (see both John and Hebrews).

The central cross in your sanctuary. That crosscould be used as an example of a cross that is lifted up and draws all peopledo it (It is the center of the sanctuary. Everyone who comes into the room sees it.) Or, it could be used to explore the idea thatJesus (whose symbol is a cross) is our high priest. Just as we can see that cross without askingsomeone to show it to us, so we can talk directly with God without tellingsomeone else (a priest) to tell God for us. The cross/Jesus/God is right there in front of our faces.

Jeremiah 31:31-34

U “Heart” is a metaphor, or even a code. Literal thinkers hear “I will write mycovenant on their heart” as “God will cut me open and write with a pen on myheart.” So enjoy this yucky picture,then talk about the hearts we exchange on valentines and “I HEART New York” (orone of a zillion other places) bumper stickers. In your own words redefine the heart as “the real me,” “who I really am,” even “what I really loveand want.” It is that very heart of usthat God wants to be near.

U Childrenunderstand rules and think they are important. To get at what Jeremiah meant when he said God would write the Law ontheir hearts, compare rules you have to follow with thoseyou want to follow. Describe a checkers game during which players spend more time arguingabout the rules than they do playing the game. They have to check the rule book and argue about what each rule means oneach play. Then describe a soccer gamein which players on both teams know the rules so well that they can use them toplay the very best game possible. Whichgame is more fun? Jeremiah is promisingthat one day everyone will know God’s rules as well as championship soccerplayers know the rules of their game. Because of that life will be full of peace and joy for everyone.

Anotherexample is Scout Laws. Most scouts wantto be a good scout and so really do try to keep the scout laws.

U If you havebeen following the Old Testament covenants carefully, note that each week that the covenants have gotten closer and closer. The rainbow with its promise is way up in thesky. The Ten Commandments are ruleswritten on stone tablets kept in the holy of Holies in the Temple. But Jeremiah says that one day God will writea covenant on our hearts.

U Tattoos fascinate children. They lovesporting stick-on tattoos from birthday parties or community fairs. Talk about using tattoos to identifyyourself. (In my town most children haveworn a UVA tattoo and would not consider wearing a VT one if it was the last tattooavailable!) Note the difference in howlong stick-on and permanent tattoos last. We can try out stick on tattoos. But when you get a permanent tattoo it is going to be there the rest ofyour life. It will become part ofus. Jeremiah is saying that God’s Lawwill be tattooed on us, it will become part of us forever.

Toread a sermon built on the theme of tattoos and branding as signs of identityand permanence go to LINK http://www.religion-online.org/showarticle.asp?title=2032. It is aimed at adults, but may giveyou some ideas about developing this idea.

Psalm 51:1-12

U FYI- This psalm showed up in the lectionary on Ash Wednesday and will appear withthe David and Bathsheba back story on Proper 13(18) –August 5^th ofthis year.

U Use verses 1-4and 10-12 as the prayer of confession for theday. Before praying them, with thecongregation (or children) identify all the sin words (sin, iniquity,transgression, and evil) in verses 1-4. Haveeach word printed on a piece of poster board and displayed in turn. Briefly tell that David who first prayed thisprayer had just had a man murdered so that he could marry his wife – that IS..list each of the words for sin!. Note that most of us have not done anythingthat bad. Then, list specific examples of sin of which your worshipers might beguilty (lying to get out of trouble, saying mean words to or about someone,making another person’s life really unhappy by the way you treat him or her, beinggreedy, selfish, etc.) Finally, readverses 10-12, putting several phrases into your own words. Only, then invite the congregation to praythe prayer with you.

Rememberliteral thinkers hear “create in me a clean heart, O God” as “cut out my heartand wash it.” Acknowledge this. Note that “heart” is Bible code for “the realme” then reread the line - “Clean me up God. Help me clean up my act.

Psalm 119:9-16

Hebrew letter Bet
I am not a Hebrew scholar.
So, correct me if I am wrong.

U Enjoy theacrostic format of this psalm. Everyverse is a separate, rhyming thought about God’s Law. Each verse begins with the Hebrew letter Bet. Invite achildren’s class or a collection of worshipers of all ages to read thescripture. They stand in aline each one reading one of the verses in order. In a smaller room, they can read from theirplace in line. In a larger room they canstep in turn to the microphone to read. Either will require one rehearsal inthe sanctuary.

U Afterexplaining the acrostic format, challenge young worshipers to create a stanzaof their own praising God. The rule isthat every line must begin with a B (like the Hebrew letter bet). Get them started with a worshipworksheet like this one. Ask children to show you theirs as they leave or invite them to posttheir work on the altar rail or a bulletin board after the service.

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Be Praised,O God!

Becauseyou love me I praise you, O God.

Brownsoil grows food with which you feed us.

Brokenpromises do not stop you from loving us, O God. Thank you.

B_________________________________________________

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

U To connectJeremiah’s use of “heart” focus on verse 10a, “Iwill seek you with my whole heart.” Define “heart” as “deep down inside, the realme” and put the verse into your own words. Then ask how you would go about doing that – identifying very specificthings such as worship, church school, choir practice, prayers at home withyour household, etc..

Hebrews 5:5-10

This text makes almost nosense to children. All the sacrificial languagetakes more explaining than its message merits – for children. One way to unpack it a little is point to the largest cross in your sanctuary. Remind worshipers that the cross is Jesus’most important symbol. Then note thatseeing that cross reminds us that Jesus was not just someone who lived longago. Jesus is here for us now. Jesus, not the ministers or priests oranybody else, is the leader of the church – the great high priest.

John 12:20-33

Children are caught by acouple of isolated phrases in this passage.

U “WhenI am lifted up from the earth, I will draw all people to myself.” If you havenot already featured a Central American cross painted with happy faces, do sotoday. Also bring out a world map orglobe pointing out all the places there are Christians in the world and notethat all these people know the story of Jesus on the cross and are drawn toit. Jesus was right. His death did draw all people to him. (This discussion may lead to prayer forpeople from all around the world who are drawn to the cross.)

U Display a crucifix to ponder what Jesus meant by “Iwill be lifted up.” Point to thephysical ways Jesus was lifted up and how many people saw him die there. Tell very briefly some of the stories of thecross emphasizing those in which Jesus forgives people. Acknowledge that it hard to look at such apainful cross, but it also makes us realize how much God loves us. We are drawn to that love. (If the crucifix is not part of yourtradition, feature it today to explain a cross they may see in churches oftheir friends or in their friends jewelry.)

U “Unless a grain of wheat falls into the earthand dies, it remains just a single grain; but if it dies, it bears much fruit.” This is an object lesson. Children tend to understand the part aboutwhat happens with the seed, but not quite grasp what Jesus is saying abouthimself – and us. For now they canexplore the seed image fully and hear hints about its meaning.

U TheGreatest Power, by Demi, the Chineseemperor seeking a new Prime Minister, challenged all of the children to bringin the greatest power in the world. Somebrought weapons. Others said that the beautifulhave the power to get whatever they want and spent the year making themselvesas beautiful as possible. The brainychildren pointed to the power of technology bringing examples of importantChinese inventions. And, of course onegroup saw money as the path to greatest power. Little Sing, after thinking long and hard, brought a lotus seed. When the emperor asked her why, she explainedthat when it is planted a seed produces a wonderful plant which produces foodfor now and more seeds for future plants. It contains life which is the strongest power in the universe. Of course she became the new PrimeMinister. The book is too long to readin worship, but the story could be quickly retold to explore the life cycle ofa seed and the power of a seed when it is planted. (Probably available in the public library.)

U TheCarrot Seed, by Carol Kraus, is amuch simpler picture book about a little boy who plants and cares for a carrotseed. Everyone says it will never grow,but he keeps tending it and it does grow! After the reading, if you ask, “what happened to the seed?” childrenwill say that it is gone. It has turnedinto a carrot which is much better. Thisis a start on understanding what Jesus meant.

U In theNorthern Hemisphere, this may be a good time to bring out some bulbs (or otherseeds) and some flowering plants. Comparethe two. Maybe even shakea plant out of its pot to see what has happened to the seed. Often all that is left is the shell. All the rest of the seed is gone, dead. But, the plant is alive!. “I wonder” questions work best here e.g.

I wonder what Jesus was trying to tell usabout himself?

I wonder when Jesus stopped being a seed and became aplant?

(Don’task children such questions in front of the congregation unless you can trustthe congregation to respond respectfully to whatever they say.) Younger children will be fairlyclueless. Some older children may havesome ideas. If no one comes up with aclose to correct answer, offer an “here’s one thing I think…” answer. That gives the older ones something to thinkabout.

U An un-seedyidea about losing your life to find it is what happens whena child graduates from one grade to the next. The first grader is over, dead, no more. Instead there is a brand new secondgrader. Sometimes it is scary tograduate and leave behind teachers and schools you love, but when you do youusually grow into your new school and teachers and friends.

Year B - The Fourth Sunday in Lent (March 18, 2012)

2012-02-25T11:38:00.000-05:00

In highly liturgical churchesthe fourth Sunday of Lent is Laetare Sunday(or Rejoice Sunday) because of its focus on God’s grace. To highlight this and look forward to Easterin just three weeks, take a peek at the buried “Alleluia!” and note that it isstill there. Even practice an alleluiasong (Praise Ye the Lord Alleluia?) in whispers.

There are at least twocrosses that might be featured this week:

This comes from the web page of a
Catholic diocese. I suspect they would be
glad for any of us to use it in our worship.

A crucifix (crosswith Christ hanging on it) reminds us that God loved us enough to live among asJesus and to forgive when we killed Jesus. Every time we look at it we remember how very much God loves us and all people. In many protestantcongregations this is an opportunity to introduce a cross that is important toCatholic and many other Christians. Ifyou don’t have one, borrow one (crucifix jewelry is an option) or display apicture of one (I found this one Googling “crucifix images"). If the crosses in your church are empty,compare them with their message that God raised Jesus from death to thecrucifixes noting the valuable message in each one.

This is my photo.
Feel free to use it.

Artistsin Central America paint crosses withpictures of lots of people on them. Display one of these crosses and ponderJohn’s insistence that when Jesus was raised up (on the cross) he drew all thepeople of the world to him.

Numbers 21:4-9

U This is a verysimple healing story AND when combined with the other readings for the day isan invitation to identify all the snakeythings in our lives. Display a stop sign and a warning sign and a danger sign noting the meanof each. Next, show a picture of a snake and explain that for many people justseeing a snake says warning, danger, stop! Recall the snake in the Fall in Eden and note that from then on snakes have been symbols of bad things, evil. The snakes in this story are sent by Godbecause the people were not trusting God and were complaining to Moses that Godwasn’t doing enough for them. God sentsnakes, symbols of evil, to bite them and remind them of their snakeyevil. Identify some of the snakey thingswe do to ourselves and each other today. Then recall the end of the story. God saved the people. He healedthem from both the snake bites and their complaining. That will set the stage for John’s commentsabout Jesus being like the snake on the pole. Jesus saves us from all the snakiness.

Doremember that some children, especially some boys, really like snakes. Assure them that snakes are not bad, but thatthey are used as a symbol of evil.

Psalm 107:1-3, 17-22 (RC = Psalm 137:1-6)

U This is apsalm pilgrims sang as they climbed the long steep hill to Jerusalem to worshipat the Temple. It was like some of thesongs we sing on long car trips today. Point out the introduction and the format of each verse. Identify the people in each stanza: travelerslost in the desert, prisoners, the sick, and sailors on the sea. Then inviteworshipers to read with you the parts the whole group of pilgrims travelingtogether would have sung with one reader reading the verse aboutthe sick. To really get into the roadtrip aspect of the psalm have the congregation stand and walk in place as theyread.

All: verses 1-3

One: verses 17-20

All: verse 21-22

U Readthese verses after reading the Numbers story. Suggest thatsome of the pilgrims might have thought about the snake-bit people looking atthe bronze snake on the pole and being healed. It is also a psalm those snake-bit folks might have recited after being cured. And, a good prayer for us when werecover from illness.

Ephesians 2:1-10 (RC = 4-10)

Needless to say children willnot follow this as it is read. It isfilled with abstract words that are connected in long complicatedthoughts. But there are ideas in it olderchildren appreciate when unpacked for them by worship leaders.

U Evenchildren know what it feels like to be “stuck,” to feel like or wish you weredead, to be hopeless. They get stuck in ongoing arguments withsiblings, caught in the crossfire of changing friendships, listen fearfully asparents fight, worry about finances if the main money maker is unemployed,survive an endless difficult school year, sense that everyone else is somehow“more” than me, and more. Without beingsuicidal, they can say “I wish I was dead.” With help older children can even recognize that their deadness is asmuch their own fault as the fault of those around them. And, they can admit that they can’t make thechanges needed.

Trya confession in which ways we are stuck in evil and feel dead are described oneby one, e.g. the lies we tell, the mean things we say without even meaning to,etc. After each one, the congregationresponds, “It makes us feel dead.” Theassurance is “God, loves us and brings us new life, new possibilities, waysout. Thanks be to God.”

U Two child-accessiblehymns that capture this text and the general theme of the day are:

“There’s A Wideness In God’s Mercy” – This short hymn includes difficult words forchildren. Point out the very similarwords mercy and love asking worshipers to find them in the song. Then put the verses into your own words andinvite everyone to sing. With thisintroduction, children are able to follow and begin knowing this hymn.

“Help Us Accept Each Other” expresses Jesus’ and Paul’s ideas in terms ofacceptance rather than salvation. Everychild knows about the desire to be accepted by God and other people. Point out “acceptance” everywhere it appearsin the hymn. Or, direct people to verse3 which summarizes the rest of the song. Read it together and/or walk through it putting it into your words. With this help children will try to sing atleast verse 3.

“LetYour acceptance change us.

Sothat we may be moved

in living situations to do the truth inlove;

topractice Your acceptance until we know by heart

the table of forgiveness and laughter’shealing art.”

John 3:14-21

U John 3:16 maybe the most famous verse in the Bible, but unless your congregation encourageschildren to memorize verses, don’t count onthem recognizing it.

U Today’s crossesare most helpful in unpacking these verses for children.

The crucifixinvites us to explain that there was nothing magic about the cross, but thatGod loved us so much that Jesus died on a cross and forgave us for it.

Displaya Central American cross to talk about howGod loved and drew to God all the people in the world.

Giveeach worshiper a paper featuring a large empty cross shape. (Maybe it is the back page of the order ofworship handout.) During the sermoninvite them to draw pictures of or write the names ofpeople Jesus died for on the cross. Identify and challenge them to identify avariety of people including themselves and some people they don’t particularlylike.

U Childrenfeel judged by many adults in their lives – coaches, parents, teachers, even worship leaders. Especially this late in the school yearstudents who do not do well in school feel trapped and judged by many of theirteachers. It is a very “stuck,” hopelessplace to be. John assures children thatGod is not interested in judging them. That is very good news.

U Children’s literatureexplores unlimited love in several classic books in which children repeatedlyask a parent whether the parent would still love them if they did a variety ofbad deeds. The parents, like God, allinsist that they would love the children no matter what. That is grace.

The Runaway Bunny, by Margaret Wise Brown, is a conversation between a young bunny andhis mother in which the child threatens to run away in all sorts of ways. To each plan the mother describes how shewould come after him. In the end thechild decides that he might as well stay home. (Reading time: 3 minutes). I onceheard a fine preacher give a very erudite sermon about God’s grace which heconcluded by reading this story and saying “That is grace. Amen.”

In Mama, Do You Love Me? , by Barbara Joosse,an Inuit girl describes all sorts of terrible things she might do and hermother insists that she would love her. The same story is told in the Maasai culture between a father and son inPapa, Do You Love Me?. (For some reason, I prefer the Inuit version– maybe because I read it first or love the art.)

U Childrenunderstand about hiding under the covers or in a dark closet to do somethingthey should not do. In North America onthe first Sunday after the change to Daylight Savings time they are also awareof being able to be outside in the evening light longer they could during thewinter. All this gives them good connections to the light and dark in verses 19-21.

Year B - The Third Sunday in Lent (March 11, 2012)

2012-02-22T11:50:00.000-05:00

Remember today is Time ChangeSunday in the USA. Prepare to lose anhour’s sleep and get to the church on time!

Zurbarán, Francisco, 1598-1664.
Crucifixion, from Art in the Christian Tradition,
project of the Vanderbilt Divinity Library, Nashville, TN. http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=47447
[retrieved February 22, 2012].

Today’s cross is a plain wood, nail cross (if you will not feature it onGood Friday) or a picture of the crucifixion. (The one here comes from the VanderbiltDivinity School library with permission to use non-commercially. You may have other images hung on the wall inthe church or in great art books.) Displaythe cross in order to talk about the facts of crucifixion and to highlightJesus’ courage in facing crucifixion. Facts need not be as gory as Mel Gibson’s film, but do need to insistthat this was a very painful way to be killed and was meant to make fun of theperson being killed. If you are using awooden or nail cross, pass it among worshipers to handle as you talk aboutcrucifixion. If you use a picture, pointto details in it, describe what they meant and how they felt to the one beingcrucified. (In the posted piece I’dpoint to the nails in the hands and feet, the fact that most of the crucifiedone’s clothes have been removed, and the sign over Jesus head.) All this information helps childrenunderstand crucifixion in general and today impresses them with Jesus’ standingup to people (the Temple authorities) who could do that to him. One preacher said to children, “Jesus lovedyou so much that he would die rather than stop loving you.” That is love and courage children canrespect.

Both the Ten Commandmentsand Psalm 19 appear on World Communion Sunday in the lectionary. Go to Year A World Communion Sunday for a children’s version ofthe commandments, suggestions for children reading both in worship, directionsfor making a set of tables to display in worship, an idea using honey flavoredhard candies, and notes about how children understand rules.

Exodus 20:1-17

U Go to the World Communion Sunday helps at thelink just above.

U Turn the Ten Commandmentsand 1 Corinthians 1:25 into a responsive reading withleader reading each commandment individually and the congregation responding toeach one with the Corinthians verse (For God’s foolishness is wiser than humanwisdom, and God’s weakness is stronger than human strength.) Practice the verse with the congregationbefore the reading. Briefly explore how wiseor foolish it is to keep one of the rules (maybe one about telling lies). Then challenge worshipers to listen for howwise or foolish each of the other rules are.

Thiscould be the Old Testament reading for the day or could be done at thebeginning of the sermon as an interactive part of the sermon.

U Create opposites for the Ten Commandments andimagine a world lived by those rules. This connects to the Epistle question about what is really wise andfoolish. The list below is a starter, suggest others in comments.

X X X X X X X X X X X X X X X X X X X X X X X X X X

1. You are your ownboss. Do whatever you want to dowhenever you feel like it.

2. Decide who and whatis important to you. Pay attention onlyto those people and things.

3. It does notmatter when or how you say God’s name. You can use it to swear or cuss or to get what you want (as in “God ison my side” statements).

4. It doesn’t matterif you worship with God’s people on Sunday/regularly. If there are other things you’d rather do, godo them.

5. Parents don’t getit. Ignore them whenever you can.

6. Kill whatever orwhoever gets in your way. The strongestlive longest.

7. Don’t worry aboutyour family. Think only about yourselfand what you want.

8. Finderskeepers!
Toddler’s Rule of possession: I see it,I want it, it’s mine!
If you want it, figure out how to get it.

9. Lie if you haveto get out of trouble.

Lie to getwhat you want.
Lie to make yourself look good – even if it makes someone else look bad.

10. The one who dies with most toys wins.

The world isfull of wonderful things. Get yourshare.

X X X X X X X X X X X X X X X X X X X X X X X X X X

U Ifyou are recognizing Scout Sunday,talk about the importance of the scout laws to scouts. Living by rules or laws helps us know who weare and how we want to live.

Totake it to another level that will be a stretch for younger children: Just as scouts do not have to earn the rightto become a scout by proving they can live by the scout laws but work at livingby the laws because they are a scout and want to be a good scout. So, God’s people don’t live by the 10Commandments to earn God’s love, but live by them because they show them how tobe God’s happy, loving people.

Psalm 19

See the note and link at thetop of this post for ideas about using the psalm linked with the TenCommandments.

1 Corinthians 1:18-25

U See the crosssuggestions at the top of the page and the suggestion for a responsive readingintermingling the Ten Commandments with verse 25.

U Children areintrigued by Paul’s discussion about what is wise and what isfoolish. Is it wise toshare the fries or to keep them all for yourself? Is it foolish to risk being laughed at by thepopular kids if you sit with an outcast? Linking this text with the Ten Commandments to explore the wisdom andfoolishness of individual commands draws children’s attention.

U Go back to thefeatured cross of the week to ask whether allowingJesus to be crucified was a wise or foolish move on God’s/Jesus’ part. After looking at the details of crucifixion,ask “What was God thinking? Was Godnuts? People wanted a leader, someone who can get through any situation and getus through any situation, not someone who gets killed! On a cross!”

John 2:13-22

John is always working onseveral levels of meaning. In this sceneone level is about the moneychangers. Another is about Jesus replacing the sacrificial system of the Temple,and even the Temple, entirely. The firstmakes more immediate sense to children. The second requires some care.

U To unpack whatwas going on with the moneychangers at the very beginning of John’s gospel.

Twospecific things about the Temple scene made Jesus so angry that he went intoaction. The first was that the Templehad been divided into sections for different types of worshippers. The Jews got the best section. The foreigners got the section furthest fromthe altar. Imaginewith worshipers different parts of your sanctuary set aside for different kindsof worshipers. If you arean old Southern US church, this is a good opportunity to point out the historyof a slave balcony and slave doors. Tomake matters worse, Temple leaders had allowed business people to set up boothsin the foreigners section – really disrupting their ability to pray in peace!

Usesome play money or foreign coins and some daily coins to demonstratewhat the moneychangers did. Show the “different” coin and explain that the Temple leaders haddecided that only this money could be put in the offering boxes at theTemple. Act out the purchase of thesespecial coins from money changers who charged “a small fee” for each coin.

Aftersetting this scene in Temple take time to identify what about it made Jesus soangry. (Don’t count on the childrengetting it on their own.) Point out thatJesus did not just “lose it” and act out in way he would later regret. He knew exactly what he was doing and he knewthat it would make powerful people very, very angry with him. But, he still did it. Describe Jesus’ actions not so much as wildlyangry, but brave and courageous.

Beforesinging “God of Grace and God of Glory” point to the “Grantus wisdom, Grant us courage” chorus noting both the repeatedwords and the words that are different in each verse. Practice singing it together. Then invite worshipers to sing it. The vocabulary of the verses is difficult forchildren to follow, but even the youngest can sing the repeated “grant uswisdom, grant us courage.”

U If you want toexplore John’s insistence that Jesus is turning over thewhole Temple sacrifice system, talk about the sellers of animalsrather than the money changers. Namesome of the animals sacrificed and very briefly describe the altar ritual inwhich they were killed as an offering to God. Most children are deeply offended by the idea of killing an animal toshow that you love God or to ask God to forgive you for the bad things youdo. They are happy to hear Jesus insistthat the whole idea was wrong. All weneed to do is praise God with words and songs and the way we live everyday. When we mess up, God will forgive uswhen we say you are sorry.

WARNING: John sets up Jesus as the new sacrificiallamb for all times. This made sense inJohn’s world. In today’s world,especially among today’s children, it makes God look highly suspect. If God needs some animal or Jesus to die apainful death in order to forgive us, God looks a little weird and rathermean. I know it is the base of classicalatonement theology, but I’d stay away from it. It makes more sense to simply say Jesus said killing animals tocommunicate with God was nuts.

Year B - The Second Sunday in Lent (March 4, 2012)

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Today’s featured cross may bemetal crosses on communion ware or the verbal ones in the communionliturgy. Or, it may be cross stickersreminding wearers to take up their crosses to follow Jesus. Look for them all below.

Genesis 17:1-7, 15-16

Have this text read by the oldest member or by the oldest man (vss1-7) and oldest woman (vss 15-16) in the congregation. If needed take a Bible and microphone tohim/her/them in the pews so that they can read from there. If you had a boy read the story of Samuel afew weeks ago, ask that boy to come forward. Recall God’s call to Samuel while he was a young boy. Then call the elder/s forward or send the boyto hold the microphone for them as they read about God’s call to some very oldpeople. Thank all three of them and sendthem back to their seats. This sets youup to explore God’s call to us at all ages of our lives.

Edwina, the Dinosaur WhoDidn’t Know She Was Extinct, byMo Willems, tells of a loving dinosaur who bakes cookies for everyone and isgenerally happy and loved. Reginald VonHoobie-Doobie, however, insists to everyone that she is extinct. No one will listen to him – except gentlekind Edwina, who hears him out and says he is right, but simply doesn’t care. The two leave together to bake more cookies. This might be the beginning of a sermon aboutfaith. Abraham and Sarah should haveknown they couldn’t have a baby at 100. And, we should know that God can’t change this world into a kingdom ofpeace and love. Some people say thechurch is extinct – but…. Abraham, Sarah, and we move on in faith. From this light hearted start, a preachercould delve into more complicated concerns. But it is one good starting place. (Reading time: a minimum of 4 minutes, but probably a bit longer becausesome of the pictures have no words but do tell part of the story.)

This is thesecond covenant for Lent. (Recall what a covenant is bringing out the word poster from last week.) In today’s covenant God promises Abraham andSarah that they will be parents of a great family that will actually grow intomany nations. For children the promiseis that we will always be part of a family or community. We will not be on our own. Point out some of the ways the church is afamily welcoming babies, telling and celebrating the stories, taking care ofeach other when life gets hard (casseroles, visits, driving help, and otherspecifics make this real), being with us and our families when we die. God promises this big family is always therefor us. The only way we can end uptotally alone is to choose not to participate.

Abraham and Sarah arefeatured the second week of Lent each year. Go to Year A - The Second Sunday in Lent for additional ideas about their faith.

Psalm 22:23-31

Verses 27-31 provide a worship education opportunity. Read the verses stopping as you go to putinto your own words who will praise the Lord (all the families of all thenations living on the earth today, those who have died, generations yet to beborn). Then, point out that during theprayers before communion we re-enact praising God with all those people. If you follow a prayer book, point out

“Wepraise you, joining our voices with the heavenly choirs and with all thefaithful of every time and place, who forever sing to the glory of your name:” Then practice the song orspoken chorus your congregation will use this morning. Urge worshipers to listen for the phrase and toimagine themselves singing with all people who have ever praised God, praiseGod today, and will praise God in the future. (This could be done as a children’s moment just before the sacrament or be embedded in the sermon – even the practicing!)

Romans 4:13-25 or 8:31-39

There are two big words GRACEand FAITHthat preachers tend to use in combination in single sentences while unpackingthis text. Both are complex, abstract theologicalconcepts and are hard for children to understand. Help them by picking one to define and usetoday. (You’ll have opportunities to usethe other later.)

Ifyou choose grace, remember that to children grace is first a girl’s name, theprayer said before eating, or the ability to move beautifully. You will have to introduce the biblicaldefinition of grace as God’s love as a free gift with no strings attached.

Ifyou choose faith, remember Edwinathe dinosaur described under the Genesis text. She lived on faith.

The Episcopalian and RomanCatholic lectionaries set Romans 8:31-39 with its insistence “thatnothing can separate us from the love of God, neither……” It is a good balance to Mark’s call to carryour crosses.

Mark 8:31-38 or 9:2-9

Talk about the crosses
worn in worship with robes
AND those worn everyday

Because children thinkliterally, they need help with Jesus’ call to take up our cross and followhim. Crossjewelry and cross tattoos are good discussion starters. Wearing them is one way of saying that I am aChristian. But, simply wearing them,doesn’t make me a Christian. I have tolive like Jesus. I have to love Godevery day and love the people around me even when it gets hard.

Go to Let The Children Come - Second Sunday in Lent Year B for a children’ssermon that uses riddles as a set up for exploring what it means to lose lifein order to find it. Children may notfully understand what the preacher says, but they will get glimpses of it andthey will hear her admit to not fully understanding Jesus’ instructions either.

For older children Harry Potter and Voldemort are the mostfamiliar examples of giving up your life. Voldemort kills others in an attempt to gain everlasting life and powerfor himself. He ultimately fails and iskilled by his own killer curse. HarryPotter on the other hand, willingly dies in order to save the lives of hisfriends. His love saves him and he lives. Go to Harry potter and the July Worship Planner for more details and/or read HarryPotter and the Deathly Hallows, the final book in the series in which thefinal confrontation between the two takes place.

This text and thecelebration of communion on this day provide several crosses to feature:

U After recalling that it was Valentine’s Day last monthand that we celebrated love with cards, candy, and flowers, offer eachworshiper a cross sticker pointing outthat love is not always sweet and easy. God loved us so much that Jesus was whipped and killed on a cross. God calls us to love each other even when itis not easy. It is one thing to give ourbrother a valentine card and another to give up playing your video game to playhis stupid little kid board game. Thiscould be done during the offering time with some ushers passing plates tocollect our money love gifts and others (maybe a children’s class) passing outthe cross stickers reminding us to love God and others even when it hurts.

U If you serve communion to people in their pews, thereis often a cross on the lid of each stack of cup trays. Point to that cross or lift one of the lidsto display it to the whole congregation. (This could be the cross of the day.) Briefly recite what is said about what is in those cups – the blood ofChrist – and what is actually in those cups – wine or grape juice. Briefly explain that there is nothing magicabout what is in the cups. We drink itto remember that God loved us enough to get beat up and killed on a cross forus.

BarbaraBrown Taylor tells of a polite six year old at the altar rail who responded toher priest’s words about the body and blood of Christ by saying, “I don’t wantany, thank you.” This is your chance toavoid any such misgivings among the children in your congregation.

U Another worship education opportunity would be topoint to the cross on the communion trays and then to introduce the congregation’schorus “Christ has died, Christ has risen, Christwill come again.” Practice it together. Briefly recount the wholecrucifixion-resurrection story and encourage worshipers to sing/say the wordswhen they come up in Eucharist.

Transfiguration,
from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library,
Nashville, TN.
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=49145
[retrieved February 15, 2012].Add caption

If you read Mark 9:2-9 (thetransfiguration story) today, go to Year B - Transfiguration of the Lord Sunday for ideas about sharing it with children.

Year B - The First Sunday in Lent (February 26, 2012)

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For children and adults whodo not attend Ash Wednesday services, this is thebeginning of Lent. Sotake time to define the word Lent (sounds a lot like lint, but is not),identify its purpose, point to Lenten paraments and highlight ways your congregationwill keep Lent as a congregation and individuals of all ages. If you haven’t checked out Year A - Observing Lent and Celebrating Easter click on it now for ideas.

Children enjoy all today’s 40 days – 40 days of rain on the ark,Jesus’ 40 days in the wilderness, and the 40 days of Lent. A well read child might even make theconnection to the 40 years in the wilderness. Savor the 40s and invite worshipers to remember the 40s each day of Lentand to think of everyone still on the ark and Jesus still in the wilderness oneach of the days between now and Easter.

As we settle into the 40 daysof Lent the texts of Year A and C are sober and rather demanding. The texts forYear B are basically good news. God saves us from the flood, claims us in baptism, and is with us in thewilderness. That is a good place tostart Lent. We are not earning God’slove with our disciplines with fear of failure. We are responding to God’s love by being the very best we can.

A couple of weeks ago inSunday School I said, “when Jesus was killed…” and a first grader who is aregular went wide-eyed and said in alarm “Jesus is dead?” I quickly told her that “yes Jesus had beenkilled, but that God had not let him stay dead. He is very alive – we’ll be hearing more about that as Eastercomes.” This conversation reminded methat many children have not heard or at least not caught the Passionstories. Featuring a different cross tied to the gospel reading each week during Lent is one way to helpthem understand the central symbol of our faith and its story. There are several crosses and ways to explorethem this week:

U With the children’s help identify allthe crosses in your sanctuary. If there is a cross closely tied to your denomination or congregation,display it and explain its meaning in simple terms.

U Give each worshiper across trinket to carry in a pocket, a cross bookmark to use in their Bible, ora paper cross to display on a mirror or the refrigerator door during Lent. Tell the whole crucifixion resurrection storyin the briefest of terms – maybe something like this…

Godhas kept the rainbow promise. People,however, have done all sorts of evil things and ruined the world in manyways. Still, God has not destroyed the earth again. Instead God became Jesus and came to liveamong us to show us how we are meant to be. Some people got so very angry with Jesus that they killed him on across. Even as he was dying on theircross, Jesus forgave them for what they were doing to him. The day Jesus was killed was a horribleday. Jesus’ friends thought nothing inthe world ever be right again. Then, onthe third day Jesus was alive. They sawhim and talked to them. He told themthat he would always be with them and would love them and forgive them. Every time you see or touch this cross duringLent, remember that story and God’s great, forgiving love.

U And yes, in the article about keeping Lent and Easterduring Year B, I did suggest an anchor cross“for the fishing disciples” for today. I wrotethat weeks ago and have no idea what I meant then. All I can figure is that I read too far and met the fishing disciples there. Duh.

On the first Sunday of Lent,undertake Lenten disciplines singing “Here I Am Lord.” If it isnot familiar in your congregation, learn or practice the chorus together beforesinging the whole hymn. Even non-readerscan learn and sing this simple important promise to God.

Genesis 9:8-17

To present the whole Noahstory rather than just the rainbow ending, turn to children’sliterature.

Read“God Sends A Rainbow” from The Family Story Bible, Ralph Milton. It startsafter the flood and assumes knowledge of the ark story, but explains covenantand focuses on the rainbow. (3 minutesto read aloud)

Noah’sArk, by Peter Spier, tells the storyin a poem at the front. The rest is allpictures. I’d skip the poem and use someor all of the pictures to tell the story in my own words at my own speed. Avoid the pictures of the animals leftbehind. (The elephants up to their tailsin water is too sad and raises questions you probably don’t want to deal within front of the whole congregation.) Because the pictures are so detailed, this book is best used with asmall group so everyone can see. This CaldecottMedal winner is available in many public libraries.

Noah’sArk, by Jerry Pinkney, is a CaldecottHonor Book. Start with the words aboutcreation on the inside cover, then read through the next to the last page to“Noah and his family turned their faces p to the sun and sang praise toGod.” (4 minutes to read aloud) Instead of reading the last page about therainbow (the weakest page in this fine book), announce that the story did notend there. Go to the pulpit Bible orpull out a Bible where you are to read Genesis 9:8-17.

Covenant appears six or seven times in this passage dependingon your translation. Covenants will alsoappear in the next two Old Testament readings (covenant with Abraham and Sarahand the 10 Commandments). But the wordis unfamiliar to most children. So printit on a large poster to help people say and own the word.

Forchildren a covenant is a set of promises. The Bible is full of covenants between God and people. God always promises first. Then peoplerespond with promises. God promises tokeep that promise, even if we don’t keep ours. We can count on God.

Therainbow promise God makes is not to destroy the world again, no matter how badpeople are.

Invite the children to listenfor the word covenant as you read from the Bible keeping count on theirfingers.

Children love rainbows! Add a rainbow tothe sanctuary for the day.

Coverthe doors into the sanctuary with rainbows of crepe paper streamers. Simply tape the streamers in rainbow color order on a tensioncurtain or shower rod. They might fallall the way to the floor requiring worshipers to enter through them or be cut into a high rainbow-y arch under which worshipers enter.

Aska children’s class to make a large rainbow banner. They can sponge paint or brush paint or chalkbetween lightly drawn penciled stripes of the rainbow on paper or bluecloth. They might bring it in as part ofthe open processional or after the reading of the story. Or, it might be inplace at the beginning of the service.

The following prayer came from “God’s Big Story Box”(Faith Alive Christian Resources, Dwell Curriculum).

DearGod, thank you for promising to never again destroy the world with aflood. Thank you for sending Jesus totake away our sins instead. We ‘re sorryfor times we are mean and selfish. Please forgive us through Jesus. Amen.

Remember the camp song “Rise and Shine” that retells the wholeNoah story with lots of humor. Even ifyou don’t want to sing the whole song during worship, you might mention one ormore of the verses.

Psalm 25:1-10

On the first Sunday of Lentverses 4-5 or 10 make most sense to children. If you make a rainbow banner, add some brownfoot prints under the rainbow either before or duringworship. Then read the selected segmentof the psalm to celebrate living as God’s loving, good people under therainbow.

1 Peter 3:18-22

Needless to say, childrenwill not make any sense of this complex reasoning as it is read – no matter which translation is read. Even the comparison ofbaptism in which people get wet and Noah who was saved from getting wet is notobvious to children. If worship is builtaround this text there are a few baptismalconnections that children might get.

IfNoah is mentioned in the prayers over thewater at baptisms, read those phrases, put them into your ownwords, and explain what they mean when said over water to be used in baptism.

Afterthe prayers of confession but before the assurance of pardon, pour a pitcher of water into a big bowl near a microphone. Before praying, tell worshipers what willhappen and urge them to listen and remember the water of their own baptism andeven the water raining on the ark in which God kept Noah, his family and theanimals safe.

OR, since this is the firstSunday of Lent, consider skipping this text in favor of 1Corinthians 9:24-27 which is filled with athletic trainingimages that help children understand Lent and Lenten disciplines. Go to Year B - Sixth Sunday After Epiphany and scroll down to this text for detailed ideas.

Mark 1:9-15

Mark’s terseness is obvioushere. Two big stories (Jesus’ baptismand his 40 days in the wilderness) are reduce to a few phrases and thebeginning of his ministry is a generality. That makes it not very attractive to children. So what to do?

Save the wilderness story for Year A or C in which Matthew and Luke tell detailed interestingstories.

Read the gospel for the Baptism of the Lord (especially if you had to skip that day because ofthe calendar crunch this year). Go toYear B - Baptism of the Lord for ideas.

If you read this text,subtitle it “how Jesus got his start.” He was baptized and spent time thinking about who he was and what heneeded to do. Connect this to yourcongregation’s confirmation practice notingthe similarities to what Jesus did as he started.

A very simple Easter Play

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Even if you do not usually check out the Facebook page, check it now if you are looking for a simple Easter pageant/play. Bonnie McCubbin turned my Easter monologue/story (Sharing the Easter Faith With Children) into a simple pageant for the children of her small church. There are few speaking parts and most parts can be acted by one or more children. The main prop is a cave tomb. Costumes can be as simple or elaborate as you wish. Bonnie is using it to let the children tell the Easter story to a community that does not know it that well. She also posted it on the church's website (http://deercreekcharge.wordpress.com/media/) with an invitation to the rest of us to use it and maybe give it another adaptation. Thank you for sharing, Bonnie.

Year B - Easter Sunday (April 8, 2012)

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ALLELUIA!

JESUSISN’T DEAD ANYMORE.

HEIS ALIVE AND ALWAYS WILL BE!

I care so much about helping children get intothe Easter story that I wrote a whole book about. In the post for Easter Sunday for Year A Idid my best to distill the book into specific suggestions. Start there clicking on Year A - Easter Sunday. Below are a few new general ideas andmaterial related to the texts that are unique to Year B.

Don’t assume children (or anyone else) will notice and understandall the Easter flourishes in today’s sanctuary and liturgy. Before the call to worship, take a moment tolook around in happy wonder. Point outthe flowers and paraments, briefly telling why they are there. Point out additional instruments and notethat the choir has prepared special music. Say the word “alleluia!” Invitepeople to say it with you. Challenge children to count all the alleluias inworship today promising a treat (hard candy from your pocket) to all who cantell you how many there were as they leave the sanctuary. Point to anything “out of the ordinary” inthe order of worship. If you arebeginning with a “this is the day…” call to worship, practice it together onceurging people to join in with Easter joy. Then, invite children and all worshipers to sing and pray and listentogether.

If you have been featuring crosses throughout Lent,today’s cross is a beautiful, golden one. The key message is that on Friday the cross was an ugly, bloody wooden cross on which Jesus was killed. OnSunday Jesus was alive and from that day on crosses were beautiful remindersthat God is more powerful than any other power in the universe – even death andthat God loves us and forgives us always – even when we don’t deserve it. There are several ways to highlight thismessage.

U Identifyall the crosses in the sanctuary. Pondertheir similarities and differences, e.g. the shiny brass cross on the centraltable, the cross in a stained glass window, the shape of the floorplan, evenlittle crosses painted or carved in the walls or tables. A girl sporting a new cross necklace might pointto it. Celebrate their beauty and theamazing story to which they point.

U Bringout all of the crosses of Lent. Reviewtheir meanings. Then, point to or bringout the shiny Easter cross. Insist thatit is the best of the crosses and even makes all the other crosses possible.

U Ifyou have a free standing brass cross, begin the service with it still coveredwith a black drape. Recall the cross storyon Friday, then announce that the story did not stop there. Jesus is alive! With that pull off the drape and move into anEaster hymn.

U Onething I would not do is offer children wrapped chocolate Easter crosses or crossshaped lollipops. These are increasinglyavailable. To my mind they cheapen thisstory. The day that changed historycannot be reduced to candy. It isdisplayed in our best art and architecture and lead us to ponder the storybehind it.

Isaiah25:6-9

I suspect that this text is here today becauseof the reference to “this mountain.” Ifyou read it, be sure to encourage listeners to listen for the mountain in it andtell them that today the unnamed mountain is the mountain where Jesus was killed onFriday. For the children the otherreadings of the day have much more power. So, I’d choose the other readings.

Psalm118:1-2, 14-24

If your sanctuary has a cornerstone with a cross on it,be sure to include that cross in the your discussion of the Eastercrosses. Ponder the fact that an Eastercross is what makes your church possible. (This will be easier if you have discussed the cornerstone previously. There is too much going on during and Easterservice to take time to introduce cornerstones and explain their significance.)

1Corinthians 15:1-11

One commentator said that worship plannershave 3 choices today: two speeches about the event and one story about theevent. He suggested that the story wasthe best choice.

Several other preacher helps suggested thatthe liturgy on Easter carries more of the message than any sermon evercould. So rather than unpacking Paul’slist of resurrection appearances which are unfamiliar to children (and lots ofother worshipers), focus on the phrases about Jesus in the Apostles’ Creed. Print the entire creed for worshipers. Before calling the congregation to read ittogether, point out the phrases about Jesus. Take time to recall details of each story possibly illustrating each phrasewith a picture, e.g. a nativity for “born of the virgin Mary.” Then, invite worshipers to say the creedtogether.

Gospel: John 20:1-18

Because Mark’s account is so very short andbecause John’s account of Mary Magdalene offers children a simple, emotionalstory, I’d go with it. Go to Year A - Easter Sunday for ideas.

Mark16:1-8

Because the John account is so much richer forworshipers of all ages, I’d tend to go with it. If you do read Mark’s account….

Help the children pay attention to the story. Bring a Bible, maybe the big Bible,forward. Announce that today we read themost important story in the whole Bible. Set the story context in words children will hear.

On Friday Jesuswas whipped and then killed. It was a horrible,sad, bloody day. Jesus’ friends couldhardly believe what happened. They couldhardly breathe. Friday evening Josephbravely claimed Jesus’ dead body. He anda few of the women quickly wrapped the body in a sheet and put it in a cave tomb. There was a law that you couldn’t tend oreven touch a dead body on the Sabbath. So, everyone went home to hide and cry and try to figure out whathappened. The women gathered supplies towash Jesus’ body and some good smelling spices to wrap into the sheet when theyrewrapped it. That is where our storybegins. Listen.

Then read the story from the Bible there. Close the book, maybe even hugging it, and gostraight into the congregational response to scripture.

Older children are fascinated by the “theytold no one” original ending and the shorter and longer additional endings. It would be possible to have differentreaders read the two endings with the preacher pondering between the readings whyeach was added and why the original couldn’t be left as it was. It would also be possible to have worshipersfind Mark 16 and the different endings in their Bibles.

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

I’m reprinting this reminder from Year A because it is so importantand so easily lost in all the other preparations for Easter. Stop everything right now. Make whatever contacts are needed to be surethe Easter nurseries are being as thoughtfully prepared as the sanctuary.

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

Year B - Good Friday (April 6, 2012)

2012-01-26T10:49:00.000-05:00

The Good Friday texts are thesame for all three years of the lectionary. So go to Year A - Good Friday to get commentary on those texts, materials abouthow children understand those stories, and ideas for sharing the stories withthem in worship on this day. Below isone new idea.

If you have been featuring adifferent cross each week of Lent (even if you have not), this is a good day tofeaturea cross made of nails.

The nails in this cross remind usof all the very painful, mean, hurting things that happened to Jesus. So display (in your hand or projected) a nailcross and briefly present the following points. Conclude each point with “ouch” or “that hurt!” After this introduction, invite worshipers ofall ages to hear the stories of that awful, wonderful day.

Oneof Jesus’ 12 closest friends led the people who wanted to kill Jesus straightto him. Judas even kissed Jesus to showhis enemies who to go after.

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

Soldierswhipped Jesus and hammered nails through his hands and his feet to hang him ona wooden cross. He died there.

Whilehe was dying on the cross his enemies spit on him and jeered at him.

Itwas an awful day. The Bible says it wasso awful that clouds covered the earth with deep darkness.

Butit was also an amazing day. It wasamazing because Jesus actually forgave all those people. He forgave Peter and the soldiers and all thepeople who teased him while he was dying. That is why we call this GOOD Friday. If Jesus forgave all those people, we know that Jesus will forgiveus, too. And, that is very good news!

Facebook Update

2012-01-23T20:17:00.000-05:00

Slowly but surely I am figuring out what to do with a Facebook page. There is a new plan. I'll keep posting material as it is ready on the blog keeping as far ahead as I can. Then on Facebook I will post each Sunday evening the material for the following Sunday. In the middle of the week I'll add something new - who knows what. I'll write it after I attend my lectionary study group which usually forces me to rethink or clarify all sorts of things. Thanks to Allison in Pennsylvania who suggested a much more ambitious plan. Who knows, Allison, I may grow into your plan! Anyway, if you are on Facebook, check me out there and "like me." And, whether you are on Facebook or not, give me feedback on the plan. It's a whole new world and we all need all the help we can get.

Year B - Holy or Maundy Thursday (April 5, 2012)

2012-01-23T10:04:00.000-05:00

This is another service forwhich the texts are the same for all three years of the lectionary. So go to Year A - Holy or Maundy Thursday. Then, find two additional ideas below.

This book appears in different
covers. This is the most recent.

Instead of reading John’s complicatedaccount of this meal, stay with Mark or, even better, readan account from a children’s Bible story book. My favorite is in The Children’s StoryBible in 365 Stories, by Mary Batchelor. The 3 stories about the meal include “Preparing the Passover Meal” whichexplains why it was important to Jesus to celebrate Passover without going intogreat detail about Passover, ”Looking After Others” which fills in very humandetails about the significance of Jesus washing his disciples’ feet, and “ThePassover Meal” which says “As they went on eating the meal, Jesus did somethingnew and wonderful. He changed the oldJewish Passover into a supper with special meaning, that Christians have keptfrom that day to this” connecting what Jesus did with the sacrament wecelebrate today. To read all 3 storiestakes about 8 minutes. To read John’sversion takes 5 minutes. Mark’s takes 3minutes.

Hand washing is for us what foot washing was for people in Jesus’day. Walking around barefoot or insandals, they worried about dirty feet. We worry about germs on our hands. So consider reading about washing feet, but inviting people to havetheir hands washed. This is actually ayear-round tradition in the Mayan culture. Hosts pour water over the hands of honored guests and dry them off witha towel before serving a meal.

Greeters at the door of the sanctuary could use moist towelettes to gently wash the handsof each entering worshiper before handing him or her a printed order ofworship. One or two families or an olderchildren’s church school class could provide this service.

Worshipers could also stop at a hand washing station on theirway to receive communion at the front of the sanctuary. The handwashers could be adult leaders or families or a children’s church school class.

If worshipers are seated around tables to share a meal as well as communion, have smallpacks of moist towelettes spread among the tables. Invite worshipers to use one to wash thehands of at least one of their neighbors. Encourage them to wash hands gently, thoroughly, and with love.

Thisis a new idea to me. I’ve never seen itdone. But it seems promising. I, and I’ll bet others, would love to hearfrom those with experience how it works. Also, if anyone knows of a way to do this with real water and towelswithout raising concerns about germs, please tell us.

Year B - Palm or Passion Sunday (April 1, 2012)

2012-01-20T10:11:00.001-05:00

All the texts forPalm-Passion Sunday except the gospels are the same for all three years of theRCL. So, go to Year A Passion-Palm Sunday for generalideas about celebrating the day with children in the sanctuary and thefollowing specific suggestions.

Choosingand using palm Leaves

Thisyear I add a link to ecopalms.org where you can order sustainably grown fair tradepalms. They cost a wee bit more, but itseems the only way to celebrate on Palm Sunday

Usingtwo crowns to explore the kind of king Jesus was and is

Movementdirections for Philippians 2:5-11

A scriptfor reading Psalm 118

Introductionto a storybook that could be used in part in Passion services.

Since Year A Palm PassionSunday got far and away the most traffic of any post to date, I assume some ofyou have not seen my reference to Sharing the Easter Faith with Childrenin other posts and mention it once again. It includes detailed information about how children understand the storyof Holy Week, commentary on the Holy Week texts from children’s point of view,and lots of detailed plans for celebrating each of the days of Holy Week withchildren.

Challenge households to read part ofMark’s story of the events of Holy Week each day this week. Provide abookmark with readings. The readingsbelow are chosen with families with children in mind, but would be appropriatefor all-adult households.

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Sunday Mark 11:15-19 Jesus Attacks in the Temple

Monday Mark 12:28-34 The Greatest Command

Tuesday Mark14:12-25 The Last Supper

Wednesday Mark 14:43-50 Jesus is Arrested

Thursday Mark15:1-15 Pilate condemns Jesus

Friday Mark 15:21-39 Jesus is Crucified

Saturday Mark15:42-47 Jesus’ Body isBuried

Easter Mark 16:1-8 The Tomb is Empty

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Ifit is spring break in publicschools and many families will be traveling and so miss Holy Week services, encouragethem to take their bookmarks with them and to take a picture of themselvesreading the Bible together at the beach, in the mountains, in their den athome, or wherever they spend Holy Week. Post their photographs on a bulletin board titled something like “FirstChurch families read THE STORY during Holy Week.” This is one way to resource families to dohome worship and to encourage them to pay some attention to the Holy Week storyeven if they do not come to the church during the week.

To continue your emphasis oncrosses this Lent, follow the directions to make a palm cross ( go to Making Palm Crosses)while you review the amazing fact that the same people who had waved palms towelcome Jesus on Sunday called for him to be crucified on Friday. For children it boils down to loyalty. Good friends stay your good friends whereveryou go and whatever happens. On PalmSunday we remind ourselves to be good friends to Jesus every day and everywherewe go.

Somecongregations have projected the directions and invited people to fold palmcrosses during worship. Many people,however, find it difficult to follow the directions. So try it before you project it.

Order air-trade produced nail crosses from
http://www.globalhandcrafters.com/index.php?cPath=35

If you are more focused onPassion Sunday and do not plan to use nail crosses on Good Friday, feature nailcrosses today. Use one tointroduce the Passion readings. Pointout why these crosses are made with nails. Speak briefly of how terrible the stories that we will hear this morningare. There is a lot of hurt feelings anda lot of very real, very bad pain. Admitthat it is hard to listen to the stories. But, insist that they are important stories to hear. Finally, promise that Jesus’ story does notend where we stop reading today. Thevery best story won’t be read until next Sunday. We have to wait for it. But, we know it is coming. That helps us live with the sad stories thisweek.

Mark 11:1-11

This is another gospel inwhich there is no mention of the parade involving children. It was an adult inspired and led event. I’m sure children got into the act, but theywere joining the adults. That is morereason to make palm processionals intergenerational. Gather as many of the congregation as arewilling in the hall or some other convenient place for the call toworship. Then process into the sanctuarytogether waving palms and singing. Whenthey participate with their parents and leaders of the church, children knowthat this is one very important parade. To keep the music going strong choose a short familiar chorus (“Preparethe Way of the Lord!”) that worshippers can sing repeatedly rather than a PalmSunday hymn whose words they probably do not know by heart and thus cannot singas they walk up the aisle with their palm branch.

Speaking of Palm Sundayhymns: there are not many of themand they are sung only one Sunday a year. They lack the easy to join in on “alleluia” choruses of the Easter hymnsand their language is difficult for children. Unless the children learn them in choir, I wouldn’t expect children tosing them in worship with much enthusiasm. There are clearer ways to rehearse the story.

If you will be reading thePassion using a variety of readers, choose an older childto read the Palm Sunday story from either Mark or John.

John 12:12-16

John’s account has nochildren and barely mentions the donkey. John is clearly focused on what kind of king Jesus is. Check out the directions in Year A PalmSunday for using two crowns to talk about John’s points.

Mark 14:1- 15:47 or 15:1-39 (40-47)

Many congregations devote thesermon time this day to reading theentire Passion story. Forthose who know the stories well, it is a powerful review. But those of any age who are less familiar withthe stories find it very long and tend to tune out. Help them stay tuned in by breaking it up,using a variety of readers and adding little movement. Add a visual element by movingrelated props around the sanctuary as the stories are read. The readers could place the props or acolytesor a youth class could do it. Thoughchildren are capable of carrying the props, many adults would be uncomfortableseeing children carry these particular props. The children benefit from watching the props and hearing the stories.

Choose the readers carefullyand hold a group rehearsal so all are comfortable with their assignments.

Reader1 – older male to read about the religious leaders’ effort to

get rid of Jesus

Reader2 – woman or older teenage girl to read about Mary of

Bethany

Reader3 – excellent, dramatic reader to read the Last Supper

and the Garden ofGethsemane stories

Reader4 – young adult male to read about Peter

Reader5 – older man to read about Pilate

Readers6 and 7 – older teenage males to read the crucifixion as

soldiers

Reader8 – woman to read about women at the cross

Reader9 – young adult male to read about Joseph of Arimathea

U U U U U U U U U UU U U U U U U

Mark 14:1 –15:47 Readers Script

Reader 1sits near and reads from a lectern or music stand on one side of thesanctuary. Readers 2, 3, 4 and 8 sitnear and read in turn from a lectern or music stand on the other side of thesanctuary. Readers 5,6,and 7 enter fromthe rear of the sanctuary and leave after their scene. Reader 8 is seated in the congregation nearthe front where he can easily get out and come to the front to read. Acolytes or prop carriers come up the centralaisle bearing their props, then leave by the side aisle.

Reader1: It was two daysbefore the Passover and the festival of Unleavened Bread. The chief priests andthe scribes were looking for a way to arrest Jesus by stealth and kill him; for they said, “Not during the festival,or there may be a riot among the people.”

Reader 2: (Acolytecarries a burning scented candle up the central aisle and out the side OR, ifincense is part of your tradition, acolyte comes up central aisle swinging thecenser and leaves while the story is read.) While he was at Bethany in the house of Simon the leper, as he satat the table, a woman came with an alabaster jar of very costly ointment ofnard, and she broke open the jar and poured the ointment on his head. But some were there who said to one another inanger, “Why was the ointment wasted in this way? For this ointment could have been sold formore than three hundred denarii, and the money given to the poor.” And theyscolded her. But Jesus said, “Let heralone; why do you trouble her? She has performed a good service for me. For you always have the poor with you, and youcan show kindness to them whenever you wish; but you will not always have me. She has done what she could; she has anointedmy body beforehand for its burial. TrulyI tell you, wherever the good news is proclaimed in the whole world, what shehas done will be told in remembrance of her.”

Reader 1: Then Judas Iscariot, who was one ofthe twelve, went to the chief priests in order to betray him to them. When they heard it, they were greatly pleased,and promised to give him money. So he began to look for an opportunity tobetray him. (Acolyte drops a bag of money on the Table)

Reader 3: (Acolytebrings in a loaf and chalice to set on the Table OR appropriate worship leadersset the Table for the Sacrament later in the service) On the first day of Unleavened Bread,when the Passover lamb is sacrificed, his disciples said to him, “Where do youwant us to go and make the preparations for you to eat the Passover?” So he sent two of his disciples, saying tothem, “Go into the city, and a man carrying a jar of water will meet you;follow him, and wherever he enters, sayto the owner of the house, ‘The Teacher asks, Where is my guest room where Imay eat the Passover with my disciples?’ He will show you a large room upstairs,furnished and ready. Make preparations for us there.” So the disciples set out and went to the city,and found everything as he had told them; and they prepared the Passover meal.

When it was evening, he came with the twelve. And when they had taken their places and wereeating, Jesus said, “Truly I tell you, one of you will betray me, one who iseating with me.” They began to be distressedand to say to him one after another, “Surely, not I?” He said to them, “It is one of the twelve, onewho is dipping bread into the bowl with me. For the Son of Man goes as it is written ofhim, but woe to that one by whom the Son of Man is betrayed! It would have beenbetter for that one not to have been born.”

While they were eating, he took a loaf ofbread, and after blessing it he broke it, gave it to them, and said, “Take;this is my body.” Then he took a cup,and after giving thanks he gave it to them, and all of them drank from it. He said to them, “This is my blood of thecovenant, which is poured out for many. TrulyI tell you, I will never again drink of the fruit of the vine until that daywhen I drink it new in the kingdom of God.”

Reader 4: When they had sung the hymn, they went out to the Mount of Olives. And Jesus said to them, “You will all becomedeserters; for it is written,

‘I will strike the shepherd,

and the sheep will be scattered.’

But after I amraised up, I will go before you to Galilee.” Peter said to him, “Even though all becomedeserters, I will not.” Jesus said tohim, “Truly I tell you, this day, this very night, before the cock crows twice,you will deny me three times.” But hesaid vehemently, “Even though I must die with you, I will not deny you.” Andall of them said the same. (Acolyte places a large rooster statue –maybe pottery, a piñata, or a colorful small banner on a stand - near thefront)

Reader 3: They went to a place called Gethsemane; and he said to his disciples,“Sit here while I pray.” He took withhim Peter and James and John, and began to be distressed and agitated. And he said to them, “I am deeply grieved,even to death; remain here, and keep awake.” And going a little farther, he threw himselfon the ground and prayed that, if it were possible, the hour might pass fromhim. He said, “Abba, Father, for you allthings are possible; remove this cup from me; yet, not what I want, but whatyou want.” He came and found themsleeping; and he said to Peter, “Simon, are you asleep? Could you not keepawake one hour? Keep awake and pray thatyou may not come into the time of trial; the spirit indeed is willing, but theflesh is weak.” And again he went awayand prayed, saying the same words. Andonce more he came and found them sleeping, for their eyes were very heavy; andthey did not know what to say to him. Hecame a third time and said to them, “Are you still sleeping and taking yourrest? Enough! The hour has come; the Son of Man is betrayed into the hands ofsinners. Get up, let us be going. See,my betrayer is at hand.”

Reader 1: (Acolyte brings in a sword orclub, shows it to the congregation and leans it against the Table) Immediately, while he was still speaking,Judas, one of the twelve, arrived; and with him there was a crowd with swordsand clubs, from the chief priests, the scribes, and the elders. Now the betrayer had given them a sign,saying, “The one I will kiss is the man; arrest him and lead him away underguard.” So when he came, he went up tohim at once and said, “Rabbi!” and kissed him. Then they laid hands on him and arrested him. But one of those who stood near drew his swordand struck the slave of the high priest, cutting off his ear. Then Jesus said to them, “Have you come outwith swords and clubs to arrest me as though I were a bandit? Day after day I was with you in the templeteaching, and you did not arrest me. But let the scriptures be fulfilled.” All of them deserted him and fled. A certain young man was following him, wearingnothing but a linen cloth. They caught hold of him, but he left the linen cloth and ran off naked. They took Jesus to the high priest; andall the chief priests, the elders, and the scribes were assembled.

Reader 4: Peter had followed him at a distance,right into the courtyard of the high priest; and he was sitting with theguards, warming himself at the fire.

Reader 1: Now the chief priests and the whole councilwere looking for testimony against Jesus to put him to death; but they foundnone. For many gave false testimonyagainst him, and their testimony did not agree. Some stood up and gave falsetestimony against him, saying, “We heardhim say, ‘I will destroy this temple that is made with hands, and in three daysI will build another, not made with hands.’ ” But even on this point their testimony did notagree. Then the high priest stood upbefore them and asked Jesus, “Have you no answer? What is it that they testifyagainst you?” But he was silent and didnot answer. Again the high priest asked him, “Are you the Messiah, the Son ofthe Blessed One?” Jesus said, “I am; and

‘you will see the Son of Man

seated at the right hand of thePower,’

and ‘coming with the clouds ofheaven.’ ”

Then the highpriest tore his clothes and said, “Why do we still need witnesses? You have heard his blasphemy! What is yourdecision?” All of them condemned him as deserving death. (Acolyte carries wooden gavel to the Table and bangs on it like a judgepronouncing sentence) Some began tospit on him, to blindfold him, and to strike him, saying to him, “Prophesy!”The guards also took him over and beat him.

Reader 4: While Peter was below in the courtyard, one of the servant-girls of thehigh priest came by. When she saw Peterwarming himself, she stared at him and said, “You also were with Jesus, the manfrom Nazareth.” But he denied it,saying, “I do not know or understand what you are talking about.” And he wentout into the forecourt. Then the cockcrowed. And the servant-girl, on seeinghim, began again to say to the bystanders, “This man is one of them.” But againhe denied it. Then after a little while the bystanders again said to Peter, “Certainlyyou are one of them; for you are a Galilean.” But he began to curse, and he swore an oath,“I do not know this man you are talking about.” At that moment the cock crowed for the secondtime. Then Peter remembered that Jesus had said to him, “Before the cock crowstwice, you will deny me three times.” And he broke down and wept. (Acolytecarries the rooster out the central aisle.)

Once therooster is out, Readers 5, 6, and 7 march together up the central aisle. Reader 5 turns to face the congregation atthe center of the front. Readers 6 and7stand to either side of him with authority. All carry black folders from which they read.

Reader 5 : As soon as it was morning, the chief priestsheld a consultation with the elders and scribes and the whole council. Theybound Jesus, led him away, and handed him over to Pilate. Pilate asked him, “Are you the King of theJews?” He answered him, “You say so.” Thenthe chief priests accused him of many things. Pilate asked him again, “Have you no answer?See how many charges they bring against you.” But Jesus made no further reply, so thatPilate was amazed.

Now at the festival he used to release aprisoner for them, anyone for whom they asked. Now a man called Barabbas was inprison with the rebels who had committed murder during the insurrection. So the crowd came and began to ask Pilate todo for them according to his custom. Thenhe answered them, “Do you want me to release for you the King of the Jews?” For he realized that it was out of jealousythat the chief priests had handed him over. But the chief priests stirred up the crowd tohave him release Barabbas for them instead. Pilate spoke to them again, “Then what do youwish me to do with the man you call the King of the Jews?” They shouted back, “Crucify him!” Pilate asked them, “Why, what evil has hedone?” But they shouted all the more, “Crucify him!” So Pilate, wishing to satisfy the crowd,released Barabbas for them; and after flogging Jesus, he handed him over to becrucified. (Pilate readers walks out the central aisle.)

Reader 6: (Acolytecarries a crown of thorns up the central aisle holding it high, then places iton the Table.) Then the soldiers ledhim into the courtyard of the palace (that is, the governor’s headquarters);and they called together the whole cohort. And they clothed him in a purple cloak; andafter twisting some thorns into a crown, they put it on him. And they began saluting him, “Hail, King ofthe Jews!” They struck his head with areed, spat upon him, and knelt down in homage to him. After mocking him, they stripped him of thepurple cloak and put his own clothes on him. Then they led him out to crucifyhim.

Reader 7: They compelled a passer-by, who was coming in from the country, to carryhis cross; it was Simon of Cyrene, the father of Alexander and Rufus.

Reader 6: Then they brought Jesus to the place calledGolgotha (which means the place of a skull). And they offered him wine mixed with myrrh;but he did not take it. And theycrucified him, and divided his clothes among them, casting lots to decide whateach should take.

Reader 7: It was nine o’clock in the morning when theycrucified him. The inscription of thecharge against him read, “The King of the Jews.”

Reader 6 : And with him they crucified twobandits, one on his right and one on his left. Those who passed byderided him, shaking their heads and saying, “Aha! You who would destroy thetemple and build it in three days, save yourself, and come down from thecross!” In the same way the chiefpriests, along with the scribes, were also mocking him among themselves andsaying, “He saved others; he cannot save himself. Let the Messiah, the King of Israel, come downfrom the cross now, so that we may see and believe.” Those who were crucified with him also tauntedhim.

Reader 7: When it was noon, darkness came over the wholeland until three in the afternoon. Atthree o’clock Jesus cried out with a loud voice, “Eloi, Eloi, lemasabachthani?” which means, “My God, my God, why have you forsaken me?” When some of the bystanders heard it, they said,“Listen, he is calling for Elijah.” Andsomeone ran, filled a sponge with sour wine, put it on a stick, and gave it tohim to drink, saying, “Wait, let us see whether Elijah will come to take himdown.” Then Jesus gave a loud cry andbreathed his last. And the curtain ofthe temple was torn in two, from top to bottom. Now when the centurion, who stood facing him,saw that in this way he breathed his last, he said, “Truly this man was God’sSon!”

Reader 8: (Taking place inthe lectern) There were also women looking on froma distance; among them were Mary Magdalene, and Mary the mother of James theyounger and of Joses, and Salome. Theseused to follow him and provided for him when he was in Galilee; and there weremany other women who had come up with him to Jerusalem.

Reader 9: (Comingup from the congregation to stand where Pilate reader stood) When evening had come, and since itwas the day of Preparation, that is, the day before the sabbath, Joseph of Arimathea, a respected member of thecouncil, who was also himself waiting expectantly for the kingdom of God, wentboldly to Pilate and asked for the body of Jesus. Then Pilate wondered if he were already dead;and summoning the centurion, he asked him whether he had been dead for sometime. When he learned from the centurionthat he was dead, he granted the body to Joseph. Then Joseph bought a linen cloth, and takingdown the body, wrapped it in the linen cloth, and laid it in a tomb that hadbeen hewn out of the rock. He then rolled a stone against the door of the tomb. Mary Magdalene and Mary the mother ofJoses saw where the body was laid.

Depending on what happens next in worship all readersexit and props are removed or readers exit but the props remain in place.

NRSV

U U U U U U U U U UU U U U U U U

LookingAhead into Holy Week…

As you make announcementsabout Holy Week services and ifyou really do want children to attend them, tell them and their parents so verydirectly. Give them a hint about onething that will be particularly interesting or important for the children aswell as for the adults. For example, “OnThursday evening we will celebrate the Lord’s Supper on the night Jesusinvented it. We will hear the story ofhow it came to be. This is a night forchildren and parents and grandparents, for kids and teenagers and adults, forall Christians who love and follow Jesus.”

Year B - Ash Wednesday (February 22, 2012)

2012-01-16T13:05:00.000-05:00

The texts for Ash Wednesday are the same forall three years of the lectionary cycle. Go to Year A - Ash Wednesday to explore how children understand andrespond to this day and to find the majority of suggestions for this day. Below are some additional ideas.

U Becausechildren are fascinated by the ashes, take time to introduce them. Jan Richardson offers this introduction foradults.

They are a curious thing, ashes; they are terrible and remarkableby turns.

Ashes come as a reminder of the ways that humans across historyhave been horrible to one another, of how we have, with an awful finesse,reduced to literal ashes one another’s homes, buildings, cities, histories, andvery bodies.

Ashes can also be a thing of wonder. This day in the Christian year,this day of ashes, tells us that ashes—dust, dirt, earth—are the stuff fromwhich we have been made, and to which we will return. This day, and the seasonit heralds, seeks to ground us, to make us mindful of the humus,the humility, the earthiness of which our bones and flesh are made. And yet, inthe midst of this, the season calls us to open ourselves to the God who bringslife from ashes, who works wonders amid destruction, who cries out and grievesin the presence of devastation and terror, and who breathes God’s own spiritinto the rubble. It is this God who breathes into us, calling our awfuland glorious ash-strewn selves to speak words of life and freedom and healingamid violence and pain. Like Sojourner. Like Jesus.

Read the whole post at Painted Prayer Book, Jan Richardson

For children this means that ashes remind us ofall the horrible things we do to hurt each other. They look like burned buildings. They remind us of all the war pictures wesee. And, they remind us of all the wayswe make war on each other every day with hitting, name-calling, telling liesabout others, and so much more. Writesome of these words on a piece of white paper with a finger dipped in theashes. Try to erase it making a smudgymess and note that once we start doing those things it is almost impossible toget them cleaned up. It’s a realmess. It leaves its mark on each one ofus. Only God can get us out of our mess. On this day we wear ashes to admit that weare messed up sinners, but we make those ashes in the shape of a cross toremind ourselves that God loves and works with us to do better no matter how wemess up.

Avoid thetemptation to turn this into an object lesson about sin and forgiveness. Children will not follow you. Instead leave it as a meditation on how messywe and our sins are.

U Create a responsive prayer of confession withthe leader offering confessions of sin and the congregation responding to each “Forgive us our sins/trespasses/debts”from the Lord’s Prayer. Before praying pointout the response and its place in the Lord’s Prayer which we pray everyweek. Include confessions about sinschildren will recognize near the beginning of the prayer e.g.

God, we can bereally mean to each other. Even when wedon’t plan to we say unkind words, we call people nasty names, we hit, we hurt.

God we want toalways tell the truth, but we don’t. When we are caught in something that will get us in trouble, welie. When we want to pass a test, it iseasy to cheat. When we get mad at afriend, we tell awful lies about them.

U Give children and all worshipers a simple prayer to pray as they wash their face at the end of the day.

“God wash away mysin and help me live like your child.”

Year B - Observing Lent and Celebrating Easter

2012-01-12T20:18:00.000-05:00

I have reformatted thegeneral article “Observing Lent and Celebrating Easter” enlarging the print andmaking a few changes. Click on it atObserving Lent and Celebrating Easter - Year A to get the basics that apply to all three years of the lectionary cycle. Below is an idea for the season that relatesparticularly to Year B.

This year’s gospel readings for Lentinclude lots of cross references. It would be a good year to explore themeaning of the cross, the main symbol of the Christian faith. Gather all sorts of crosses (especially thosein your sanctuary) to display and discuss. This could be a children’s time series or be worked into the “real” sermoneach week. Look for detailed suggestionsin the posts for each of the Sundays of Lent. The overview is:

Lent1: anchor cross (calling the fishing disciples)

Lent2: cross jewelry or tattoo (take up your cross and follow me)

Lent3: very plain cross (money changers chased from Temple)

Lent4: Latin American cross painted with lots of people

(Iwill be lifted up and draw the whole world to me)

Lent5: golden cross from worship center (this is what I came for)

PalmSunday: (palm cross)

Note: I am putting this idea and list out based on a “see what is there”reading of the texts and before working through all the details. So, it might morph as the weeks go on. But, I thought those of you who are alreadyplanning Lent might want the idea now. We’ll see what I develop when I get to the Sundays of Lent. I also hope you will share what you plan assoon as you pull it together.

You might invite membersof the congregation to bring unusual or special crosses for a display near thesanctuary. Ask each contributorto write on an index card their name and what this cross says to them.

Year B - Transfiguration of the Lord (February 19, 2012)

2012-01-11T20:32:00.000-05:00

T R AN S F I G U R A T I O N

The word transfiguration is long, strange and used only on this day for thisstory. Given that it may be simplest notto use it with children (or even adults) at all. If you do use it print it on a large posterto use in sounding out the word. Pointout the two key parts “Trans” (change) and “figure” (shape or form) to definewhat happened in this story.

Recallthe mild mannered Clark Kent who changed into Superman. No one ever saw him make the change or knewthat Clark Kent was Superman. In thisstory three disciples actually see Jesus changed into who he really is. Jesus of Nazareth is God’s son. He knows important long dead people likeElijah and Moses. And, he shines!

Mark 9:2-9

Prominently display in agroup all the candles you use in worship duringthe church year: Advent wreath, Christ candle, baptism candles,altar candles, small candles used in Advent/Christmas candle lightingservices. As you light them recall howthey are used referring to the light they represent. Then note that in today’s gospel readingJesus shines brighter than any of them or all of them together. Encourage worshipers to listen for Jesusshining. Then, read the text.

In many ways this story is a dose of God’s glory and a hint of the resurrection for Jesus, his disciples,and Mark’s readers before settling in for the long hard trip to Jerusalem. For children it is achance to hear Jesus’ whole story - especially it’s glorious ending - beforesettling in to hear the frightening parts that are coming. There areseveral ways to do this:

Ø Be honest. Tellthe children that Jesus’ story is not always happy. There are sad and scary times in it. During Lent we will be reading and thinkingabout some of those times. Knowing howthe story ends helps us get through the sad scary parts. Then tell or read abrief summary of the gospel. My summary story is

Jesuswas born in a stable

Jesustaught people how to live good lives

Jesustold stories that made people think hard.

Jesushealed people

Jesusalso made some people very angry

Soangry they decided to kill him on a cross

Thatwas the very worst day.

Butit wasn’t the end of the story.

Threedays later he was alive again and is still alive today.

Ø The Easter Story, by Patricia Pingry, is the best readily available short book tellingthis story. My copy is a boardbook. If I read it I would omit hertheological interpretations of the story on the first and last pages and simplyread the parts that tell the story.

Ø If you have a teaching picture file in the churchschool area, select pictures that tell the majorevents in Jesus’ life. Displaythem in order as you tell the story in your own words.

Ø Before the congregation sings the story with “O Sing a Song of Bethlehem,” point outthe locations at the beginning of each verse and challenge worshipers to thinktheir way through Jesus’ life as they sing.

Ø Since this is the halfway point between Christmas andEaster, display the crèche and a free standinggolden cross. Remindpeople of the baby Jesus, then point out that during the coming weeks you willbe thinking about the man that baby grew into. Summarize Jesus ministry. Then,pointing to the cross note that Jesus was killed on a cross that was not goldenand beautiful, but splintery wood covered with his blood. Because Jesus did not stay dead but was aliveon Easter morning, we now make gold crosses. These crosses remind us how much God loves us. The transfiguration story which is abouthalfway between the crèche and the cross reminds us of that love before welisten to all the sad, angry stories of Lent.

This is the last“Alleluia!” day until Easter. Alleluia is a word the disciples might have said after seeing Jesustransfigured and is a good word to say, sing, and pray repeatedly today as weremind ourselves of who Jesus really is. Display “Alleluia!” banners. Ifyou are going to bury an Alleluia poster or banner next week for the beginningof Lent, display and talk about it in worship today. Sing a “Come Christians Join to Sing” or“When Morning Gilds the Sky” challenging even non-readers to join in on theirrepeated praise choruses.

The voice from heaven says,”This my Son, the Beloved. LISTEN TO HIM.” Listening could be a key Lenten disciplinefor all worshipers, but especially for children and their families. They can be urged to

1. listento stories of Jesus. The gospel readings are not stories aboutsweet, gentle Jesus, but about strong, brave Jesus who calls us to be likehim. When we talk simply but truthfullyto children about these stories we call them to fuller discipleship and we oftenspeak to adults who are listening too.

Encourage the congregation to listen toMark tell us about Jesus by giving everyone a bookmark with readings for eachday (or for each week, if that is more realistic) to read at home duringLent. Households can read together. Or, older children (5^th and 6^thgraders) can be encouraged to read on their own. Check in during worship frequently duringLent to see how many are practicing this reading of listening.

2. listento God, i.e. pray.

Challengeeach household to pray the Lord’s Prayer together each day during Lent. Explore different times when it might be done– before or after meals, bedtime, even in the car (if that is when you havequality time together). Check in duringLent to see who is trying the challenge. Tell stories about prayer and praying.

3. Listento other people around you and around the world. Jesuslistened and responded to the people around him and calls us to listen to thepeople around us and those all around the world who need us to hear them.

Select at least one sharing-serving project in whichworshipers of all ages can participate during Lent. Many denominations take up a Lenten offeringfor disaster relief and third world hunger and health assistance. These come with educational materials andcoin boxes for the children. This yeartalk about the offering each week as a way of listening with Jesus to the needsof the world and responding.

Go to Year A - Transfiguration of the Lord for additional Transfiguration ideas that might work with Year B as well as Year A.

2 Kings 2:1-12

For children this is mainly astory about another fiery scene. In thisone Elijah doesn’t fade away in death, but is carried away in a flamingchariot. It raises all sorts ofquestions like, “Why did Elijah get this showy treatment while others do not?” “Why did the disciples see Jesus all lit upand Elisha got to see Elijah go to heaven in a flaming chariot and I never seeanything like that at all? Am I too bad?” So, when the story is mainly a companion tothe gospel story, I’d leave it out.

Several commentators insistthat this is really a story about passing the mantle to the nextgeneration. Elisha sticks with hismentor Elijah until the very end, then lets him go and takes up his work ofprophecy. That is not very meaningful tochildren either.

Bottom line: in spite of all the wild pyrotechnics, thisis not a story that can be shared meaningfully with young children. Save it for later.

Psalm 50:1-6

This is the beginning of apsalm in which God summons the people for a trial in which God will judge them. For children to follow it they need tounderstand the trial image and be told these verses are about the power of theJudge. On the Sunday before Lent, itmight be used to call worshipers to Lenten repentance. I suspect, however, thatby the time you got the trial scene and the glory vocabulary explained, no oneof any age would care much. So, simply readthis encouraging children to listen for words aboutGod’s power and glory.

2 Corinthians 4:3-6

This is another text childrenwill not understand as it is read. In itare two ideas that might be of interest to them.

First, it ispossible to not see God’s glory when it is right in front of you. We can pay so much attention to toys, videogames, our friends, our sports that we miss God. There were people who lived at the same timein the same place Jesus lived and ignored him completely. They really missed out! God is at work in our world today. We don’t want to miss out on that the waythey missed out on Jesus.

Second, verse 6 summarizesthe whole Epiphany season. We do see God’s glory in Jesus, not justat the transfiguration but in everything he says and does.

Facebook Page Still In Process

2012-01-08T19:34:00.000-05:00

I told you it would take a while for me to get it all as it should be. Well, the first improvement is a simpler title, "Worshiping With Children". For some reason I thought I needed the full web address as the title. Thanks to those of you who let me know that was making things difficult to navigate. (See, I am listening and learning!) And, I hope this won't present a problem to those of you who already Liked it (thank you!) under the old title. Please, hang with me and expect to see some more changes as I implement some of your great suggestions.

Year B - 6th Sunday After Epiphany, 6th Sunday in Ordinary Time (February 12,1212)

2012-01-04T11:04:00.000-05:00

Go to the end of this post forValentine’s Day ideas.

2 Kings 5:1-14

This is the more interestingof the two stories today about healing lepers. It is also unfamiliar for most children and adults. This makes it a good day to pull out all thestops on storytelling.

There is a lot of action in these 15 verses. (I, and several commentators I read, wouldadd the first part of verse 15 to this reading.) To help worshipers follow action, have it pantomimed as it is read. A youth class could do the job. But it would be more interesting to use ofplayers of the appropriate ages. Playersmight wear jeans and dark shirts. Mostcharacters have one defining prop.

This could simply be the scripture reading forthe day. Or, you could ask the characters to stay in place on stage and move into thesermon by moving among the character, commenting on their actions. With prepared players, you could even haveconversation with the characters about what they did and how it felt. Whichever you do, some rehearsal is required.

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Placing the Characters on the Stage

Playersand Props/costumes:

Naaman

(militaryheadgear – a costume helmet or a modern military/police officer hat)

Naaman’s wife(hand held mirror)

Naaman’s wife’sservant girl (hairbrush)

Naaman’s servant

(burlap sack orblack garbage bag stuffed with paper to look full)

King of Syria(crown and a rolled paper scroll)

King of Israel(crown)

Elisha (no prop)

Elisha’s servant(no prop)

Reader/StageManager: Ourstory today is only fifteen verses long but involves eight characters, twokingdoms, and one river. First, ofcourse, the kings: There is the king ofSyria.

Beckondeferentially for the King of Syria in his crown to take his place.

And there is the King of Israel – a muchsmaller country and so a less important king, but still a king.

Beckondeferentially for the King of Israel in his crown to take his place, possiblyon a lower step from the king of Syria.

And there is Naaman the general of the army ofthe King of Syria – another very important man.

Grandlydirect Naaman to a spot near the King of Syria.

Naaman has a wife - I forget her name. And the wife has a young servant girl - whocares what her name was.

Pointdismissively to their spots.

Naaman also has a servant, sort of his righthand man.

Pointto a spot by Naaman for his servant.

That is the cast in Syria. Over here in Israel, there is also a prophetnamed Elisha. The prophet also has aservant.

Pointto spots for Elisha and his servant.

There are several large, beautiful rivers inSyria, but for our story the important river is the muddy little Jordan Riverin Israel.

Spreadout the muddy river and show the river shakers where to stand or describe themuddy Jordan River pointing to where it is to be imagined.

Oh, our story involves a disease, a dreadeddisease, called leprosy. It was and is ahorrible disease. Its symptoms are soresthat do not heal and spread. Eventuallytoes, fingers and even whole limbs fall off. In the time at which our story takes place, people were so frightened ofthe disease that victims were sent away from their homes and communities. They lived together in caves. Some of their families or kind folk from townleft food and clothes for them near the caves, but they never got very close. When no food appeared the lepers had to callout to travelers begging for what they needed. Today we have drugs to treat leprosy. But, in the days of our story there were no cures.

Shiverand shake your head as you conclude this description.

Now, we are ready for our story. It begins with Naaman at home in Syria.

Pointto Naaman.

Reader:

Naaman, thecommander of the Syrian army, was highly respected and esteemed by the king ofSyria, because through Naaman the Lordhad given victory to the Syrian forces.

Naaman standstall and folds his arms across his chest.

He was a greatsoldier, but he suffered from a dreaded skin disease.

Naaman inspectsthe back of his hand and hides it behind himself.

In one of theirraids against Israel, the Syrians had carried off a little Israelite girl, whobecame a servant of Naaman’s wife.

Servant girlpretends to brush mistresses hair.

One day she saidto her mistress, “I wish that my master could go to the prophet who lives inSamaria! He would cure him of his disease.”

Servant girlpantomimes speaking. Mistress turns tolisten, then turns toward Naaman and reaches out to him.

When Naaman heardof this, he went to the king and told him what the girl had said. The king said, “Go to the king of Israel andtake this letter to him.”

Naaman turnstoward the king of Syria. The king giveshim a letter (rolled up piece of paper).

So Naaman setout, taking 30,000 pieces of silver, 6,000 pieces of gold, and ten changes offine clothes. The letter that he tookread: “This letter will introduce my officer Naaman. I want you to cure him ofhis disease.”

Naaman bows tothe king, picks up a large burlap sack or black garbage bag stuffed to lookheavy and full, hands the sack to hisservant who hauls it as if it were heavy. Naaman keeps the letter. He thengoes to the king of Israel.

When the king ofIsrael read the letter, he tore his clothes in dismay and exclaimed, “How canthe king of Syria expect me to cure this man? Does he think that I am God, withthe power of life and death? It’s plain that he is trying to start a quarrelwith me!”

Naaman bowsbefore the king of Israel and hands him the letter. The king opens it, reads it, and puts hishands over his face or makes other signs of despair.

When the prophetElisha heard what had happened, he sent word to the king: “Why are you soupset? Send the man to me, and I’ll show him that there is a prophet inIsrael!”

Elisha puts hishand to his ear as if listening, then sends his servant to the king. The servant bows to the king who sits/standsup and looks relieved. As the servantbacks up to take his place beside Elisha, the king looks at Naaman and pointstoward Elisha.

So Naaman wentwith his horses and chariot, and stopped at the entrance to Elisha’s house.

Naaman and hisservant go to Elisha. The servant pretends to knock on the door.

Elisha sent aservant out to tell him to go and wash himself seven times in the River Jordan,and he would be completely cured of his disease.

Elisha’s servantstanding in front of Elisha, pretends to open the door and points toward theriver, then closes the door.

But Naaman leftin a rage, saying, “I thought that he would at least come out to me, pray tothe Lord his God, wave his handover the diseased spot, and cure me! Besides,aren’t the rivers Abana and Pharpar, back in Damascus, better than any river inIsrael? I could have washed in them and been cured!”

Naaman stamps hisfeet, scowls, and puts his hands on his hips.

His servants wentup to him and said, “Sir, if the prophet had told you to do somethingdifficult, you would have done it. Now why can’t you just wash yourself, as hesaid, and be cured?”

Naaman’s servant,cautiously taps Naaman on the shoulder, pretends to speak reasoning with hismaster using his hands to suggest the possibility of trying the river. Naaman listens, shrugs his shoulders, andturns toward the river.

So Naaman wentdown to the Jordan, dipped himself in it seven times, as Elisha had instructed,and he was completely cured. His flesh became firm and healthy, like that of achild.

Naaman squatssever times pretending to pour water over his head each time. His servant keeps count on his fingers forboth Naaman and the congregation. (Or,have muddy brown cloth fabric laying on the floor as a river. People standing at the ends pick it and waveit in front of Naaman seven times as the servant keeps count.) After the seventh dip Naaman looks at hishand in amazement, shows it to his servant. Both show signs of joy (maybe a high five?)

He returned toElisha with all his men and said, “Now I know that there is no god but the Godof Israel…”.

Naaman and hisservant return to Elisha’s door. Theservant knocks again. Elisha pretends toopen the door this time. Naaman and hisservant bow before Elisha.

(Biblicalstory is from Today’s English Version)

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God works through thepowerless is the key idea of thisstory for children. Children, who oftenfeel powerless and sense their ideas are ignored, are delighted that a littlegirl is the heroine. She speaks up andis listened to. Naaman actually takesher idea to the king, who produces a letter of introduction to a second king,then travels to find the prophet she mentions. Naaman’s powerless servant is the other hero who speaks up to convincehis master that he ought to try following the prophet’s instructions. All the “powerful” people in the story(General Naaman and the two kings) save the day by submitting to the advice ofthe “powerless.” That preaches on manylevels. It assures children that Godworks through them now (not when they grow up) and encourages them to speak upand act boldly based on what they know about what God wants and does.

The Man Who Took SevenBaths, by Joan Scheck (Archbook) ishard to buy today, but might be available in the church’s library forchildren. It tells the story in simplestraight language. Omit the last lineson the last page about Naaman’s gift.

Psalm 30

For children this is mainly a psalm that Naaman and the healed leper in Mark mighthave sung. To help themsee that point to verses 11-12 before reading the psalm. Imagine the healed lepers feelings. (If a child raises the question of those whoare not healed, note that there are 150 psalms. This one is for those who are healed. There are other psalms for those who are not.) Then read the psalm.

This psalm is filled with unfamiliar words (Sheol, the Pit, sackcloth,etc.) and word images that do make immediate sense to literalthinkers. The Good News Bible providesclearer language, but loses the beauty of the poetry in the NRSV. Either choose the NRSV knowing the childrenwill miss most of it, pick out a key verse or two in NRSV to unpack for thechildren, or use the TEV.

If you “bury the alleluiafor Lent,” this Sunday (andTransfiguration Sunday next week) are good opportunities to savor the word anduse it frequently in worship. Display“Alleluia!” banners. Sing songs withlots of Alleluias! Alleluia! is a wordwe use to express the joy described in Psalm 30. Reread verse 5 explaining that even whenthings are going very badly, we know that the bad stuff is not the finalword. Alleluia! is.

Pointout to the children that there is a difference inhappiness and joy. Happyand Joy are what we feel when everything is going great. Happiness disappears when things start goingbadly (someone is sick, scary things are happening, things we want to happendon’t happen). But, because we know Godis with us even in the bad times, we still can have joy. A monk named David Steindl-Rast says that joyis “that kind of happiness that doesn’t depend on what happens.” That is a challenging, but useful idea tochildren who are only beginning to learn that their feelings at any given momentdon’t have to run their lives.

Sing “I’veGot the Joy, Joy, Joy Down in My Heart.” For today I’d use the first verse and add,

I’vegot the wonderful love of my blessed Redeemer way down in the depths of myheart

I’vegot the peace that passes understanding….

1 Corinthians 9:24-27

I think this passage comes aweek or two early for children. One waychildren understand and practice Lent is as Spring Training forChristians. It is a time to practice ourChristian living skills so that we can become better disciples all year long. So, I’d tend to savethis passage for introducing Lent and the Lenten practices towhich you are calling them this year.

We are a bit between the seasons in sports in NorthAmerica. The Super Bowl is amemory. The big basketball tournament isstill ahead. And, the Summer Olympics inLondon in July is barely on the radar. So, it’s a good time to talk about athletes in training getting in shapeand honing their skills. They work hardevery day to be prepared for events that are months away. Adults appreciate this. Children are less enthusiastic. They have to be urged to practice during theoff season, preferring to play games and dream of making “the big play” withoutpracticing the skills that will make that play possible.

Warning: Because children think literally they can concludefrom this that we are in some sort of game with God and only those who playwell can win God’s favor. Be specificabout the Christian living skills we practice (Bible study, prayer, etc.) andhow we use them not to gain God’s favor but to play on God’s team.

Good hymns for children pondering this text include “Take MyLife and Let It Be Consecrated” (with all its body references) and “I’m Goingto Live So God Can Use Me.”

Mark 1:40-45

As a healing story, the 2Kings account of Naaman with all its rich detail offers more to both childrenand adults. Mark’s story reverses theusual lectionary pattern and is really the companion story to the Old Testamentstory.

Some children are puzzled by the leper’s disobedience. After healing him, Jesus clearly instructshim to tell no one. The leper, however,tells everyone who will listen. Preachers often speak at length about knowing something so wonderfulthat you cannot keep it to yourself. Adults understand that and forgive the leper easily. But for children obedience is more importantthan it is to most adults. So, beforeyou praise the leper for disobeying Jesus, figure out what you will say to thechildren about it – and share what you do with the rest of it in comments!

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Tuesday is Valentine’s Day. That is a big deal among children. They are making valentines for their familyand friends and looking forward to parties. I don’t find any easy connections to today’s texts. If you do, please share in the Comments!

One way to note Valentine’sDay in worship is to introduce worship as avalentine we share with God. In our songs, prayers, and readings we tell God of our love and we hearhow much God loves us. Call the childrento the front before the Call to Worship to point this out and give them each asmall sheet of heart stickers with which to decorate their printed orders ofworship. Older children can place aheart sticker by each song or prayer that speaks of this love. Younger children will simply decorate thepage with them. As they leave thesanctuary after worship look at their bulletins and comment briefly.

Instead of giving outstickers, give each child a small bag with a few large paper hearts and somemarkers with which they can make valentines forGod during worship. Theycan put their valentines in the offering plates as they are passed or beinvited to tape them to a rail or table up front at some point during theservice.

Valentine’s Day is also agood opportunity to remind children of Jesus’ two big rules: love God and loveeach other. Give children (or allworshipers) a small red paper heart to put in their shoeas a reminder of both of these loves. Or, give them one heart printed “love God” to put in one shoe andanother printed “love each other” to put in the other shoe.

One of my favorite books forValentine’s day is Somebody Loves You, Mr. Hatch,by Eileen Spinelli. Mr. Hatch lives adull colorless life until a giant box of chocolates is delivered. In response he reaches out to people aroundhim loving and being loved by them. Whenit turns out that the candy was mis-delivered, his neighbors convince him thatlots of people do indeed love him. It takes almost 15 minutes to read aloud and would not be easy to condense or read in part. So, it would have to be a significant part of a sermon.

If you have a favorite book that could be read in less than 5 minutes in worship onValentine’s Day, how about telling us about it in Comments.

Look! I'm on Facebook - I think

2011-12-30T21:28:00.001-05:00

In response to several suggestions, I am going into the new year with a Facebook page. I hope... I hope a lot of things. At the moment after spending most of the last two days getting "on," I hope it works. If any of you more Facebook proficient folks see things that need fixing, I'd love to hear from you. We dinosaurs need all the help we can get!

And, whether on Facebook or off,

Happy New Year!

Year B - 5th Sunday After Epiphany, 5th Sunday in Ordinary Time, February 5, 2012

2011-12-26T15:49:00.001-05:00

Isaiah 40:21-31

For the sake of the children read this from the Contemporary EnglishVersion (CEV) or Today’s English Version (The Good News Bible or TEV) ratherthan the NRSV. The simpler language ofthe first two is easier for children to follow.

To explore God with useven when it doesn’t feel that way, read only verses27-31. Before reading it, brainstorm alist of “what’s wrong in my world” – sort of the opposite of counting yourblessings. You might provide the listencouraging worshipers of all ages to make silent additions (be sure to addchildren’s woes such as miserable teachers, siblings who make you lifedifficult, etc.) In a more informalsetting you might invite worshipers to call out additions to the list. To avoid cutsey pitfalls, do not do this withjust the children on the steps. Nextbriefly list the woes of the Jews in Exile. Only then, read or have the congregation read Isaiah 40:27-31 with you.

If you read the entirepassage, start by making a list of themost powerful groups and people in the world. Then,read the passage urging worshipers to listen for who Isaiah said was mostpowerful and how that One compares to all the others on the list.

Children grasp mainly the chorus of thefamiliar song “On Eagle’s Wings,” by JoshGroban. Teach it withsimple motions. Then, use it as the benediction perhaps invitingall worshipers to do the motions with you as you say or the choir sings it. (Google the title to find several YouTubevideos illustrating the music.)

And He will raiseyou up on eagle's wings,

Liftup hands then gently flap arms like wings

Bear you on thebreath of dawn,

Bring hands together in front of mouth and blow like

blowing dandelions

Make you to shinelike the sun,

Hands out to the side of smiling facewith fingers like

rays of the sun

And hold you inthe palm of His Hand.

Hold hands out palms up rubbing eachone in turn

with the other

Psalm 147:1-11,20c

This psalm is a collection of praises of God that beg for illustration. Ask an older children’s or youth class toread the psalm in worship. Each readerflips up an illustration of each verse as it is read. Either,

Askeach reader to illustrate his/her verse in bright colors or paste a magazinepicture that illustrates the verse on a sheet of poster paper. The verse can be printed on the back for thereader.

Havea set of illustration posters prepared by an older artist. Then ask the children or youth to read theposter for each verse.

I offer the generic script below because the languageof the NRSV is too male but the more gender inclusive language of the PresbyterianBook of Common Worship is too flowery for children to understand. (I am hard to pleaseJ.) If you canfind a translation you like for children, do share it with the rest of us!

& & & & & & & & & && & & & &

Psalm147:1-11, 20c

All: Verse 1

Reader1: Verse 2.

Reader2: Verse 3

Reader3: Verse 4

Reader4: Verse 5

Reader5: Verse 6

Reader6: Verse 7 – Instead ofillustrating this one, provide a
tambourine or rattle to shake as the
verse isread

Reader7: Verse 8

Reader8: Verse 9

Reader9: Verse 10-11

All: Verse 20c

& & & & & & & & & & & & & & &

“All Creatures of Our Godand King” is a good parallel hymnbecause it names so many of the creatures God made and because it includes lotsof “Alleluias.” Ifyou generally “bury the alleluia” for Lent, point out that in three weeks there will be nomore Alleluias until Easter and encourage worshipers of all ages to sing everyone of them in this hymn.

1 Corinthians 9:16-23

Children will not get Paul’spoint about being all things to all people as this text is read. They more easily grasp it in current examples such as

Ø girls and women who usually go hatless covering theirheads when they visit Arab countries,

Ø people who usually wear their shoes in the house takingthem off at the door when visiting an Asian home where that is the practice, or

Ø refugee sponsors bravely eating barbecued goat offeredby the refugee family they support.

Do however take time to pointout the subtle but important difference between this and going along withwhatever the crowd is doing.

Mark 1:29-39

There are three separate stories in these 10verses. To make sure children hear eachof them, have each one read by a different reader. The first is best read by on older woman.

Verses29-31 Jesus heals Peter’s mother-in-law

Verses32-34 The whole town brings the sick toJesus

Verses35-39 Jesus goes off to pray, theninsists on moving on

There are lots of hands in action in this passage. Jesus reaches out his hand to heal Peter’smother-in-law. She reaches out her handto Jesus to get his help and then uses her hands to feed Jesus and thedisciples and to welcome her neighbors who are bringing the sick to her doorfor Jesus to heal them by laying his hands on them. Jesus folds his hands in prayer, and finally (withhis hands I imagine) points to the next village where he is going. Before reading the text have everyone look attheir hands. List together some of thethings you can do with your hands (hit, pat, hug, hold hands, dribble a ball,etc). Then, encourage people to listenfor the hands in this story.

Invite worshipers to pray with their hands making the obvious motionsas the leader prays the following prayers of confession and intercession. It helps if the leader also makes the handmotions in a very easy to see manner.

I I I I I I I I II I I I I I I

Godyou created our hands beautiful and capable but…

Toooften we use them to grab what we want

Weball them up into fists to hit.

Weuse them to hug only ourselves.

We hidethem behind our backs pretending there is nothing we could do to help when weknow there is.

So,we turn our hands up to you asking for forgiveness. Forgive all the bad we have done with ourhands. Wash our hands and make themclean. Lead us to use our hands well.

Teachus to open our hands to share with others.

Giveus the power to shake hands with our neighbors.

Showus how to join hands with our neighbors to build your kingdom of love.

Wepray in Jesus’ name and remembering his loving hands.

Amen

I I I I I I I I II I I I I I I

All this talk of hands maylead to singing “He’s Got the Whole World in His Hands”or “Jesus Hands Were Kind Hands.”

When Peter’s mother-in-lawwas healed she immediately went to work welcoming others in need of healing toher home. A comparison childrenunderstand is people who are cured of a disease then work hard to raise moneyso that others can be cured. Cite all thewalks for different diseases.

If you focus on the healingstory, tell about some of yourcongregation’s healing ministries and show pictures of thesehealers in action today. Then, pray forthem together.

Year B – 4th Sunday After Epiphany, the 4th Sunday in Ordinary Time (January 29, 2012)

2011-12-19T10:45:00.001-05:00

Deuteronomy18:15-20

The first question to thistext is “what is a prophet?” The adults who think they know will benefitfrom listening in as you tell the children what a prophet is. First,help the older children differentiate between a prophet and a profit. Then introduce a prophet as someone who speaksfor God, someone who tells others God’s message. A prophet does not predict the future so muchas tell the truth about the present from God’s point of view. The child who stands up to friends saying“that is not right,” “someone is goingto get hurt,” or “we’ll get in trouble” is a prophet. So, it is possible to encourage children toboth listen for prophets and to be prophets for God.

Ifyou used a crèche figure to represent John the Baptist during Advent, displayit again. Recallpeople asking John the Baptist if he was a prophet. Explain that what people wanted toknow is whether John spoke for God. Notethat when Jesus taught in the synagogue, everyone was very impressed, butwanted to know if Jesus spoke for God. Both John and Jesus did.

Haveworshippers of all ages turn to the table of contents in their pew Bibles. Pointout the prophetic books of the Old Testament. Explain that each has the name of the prophetwho wrote it. For fun, try reading allthe names together. Note that these arenot the only books in the Bible about people who speak for God. Prophet’s stories are everywhere. The four gospels at the beginning of the NewTestament are about Jesus, who spoke and lived God’s message.

Afterexploring what a prophet is and does, read Deuteronomy 18:18 and wonder aloud if God is raising up prophets among them.

Psalm 111

The structure of this psalmof praise suggests two different readings. First, one can highlight thefact that it is an alphabet poem by providing 22 children (orworshipers of all ages or choir members) with cards bearing the Hebrew letterand English alliteration that goes with each phrase. Each one is read aloud before thecongregation reads the corresponding phrase. Readers could stand at the front and flip their card up so thecongregation can see it as they read it. Verse 1 is read in unison to get the praises started.

Alleluia! Alleluia! Alleluia! Alleluia! Alleluia! Alleluia!

Psalm 111

¹Alleluia!

Aleph
I give thanks to Yahweh with all my heart,

Bet
in the meeting–place of honest people, in the assembly.

Gimel
²Great are the deeds of Yahweh,

Dalet
to be pondered by all who delight in them.

He
³Full of splendour and majesty his work,

Waw
his saving justice stands firm for ever.

Zain
⁴He gives us a memorial of his great deeds;

Het
Yahweh is mercy and tenderness.

Tet
⁵He gives food to those who fear him,

Yod
he keeps his covenant ever in mind.

Kaph
⁶His works show his people his power

Lamed
in giving them the birthright of the nations.

Mem
⁷The works of his hands are fidelity and justice,

Nun
all his precepts are trustworthy,

Samek
⁸established for ever and ever,

Ain
accomplished in fidelity and honesty.

Pe
⁹Deliverance he sends to his people,

Zade
his covenant he imposes for ever;

Qoph
holy and awesome his name.

Resh
¹⁰The root of wisdom is fear of Yahweh;

Shin
those who attain it are wise.

Taw
His praise will continue for ever.

Fromthe New Jerusalem Bible

Alleluia! Alleluia! Alleluia! Alleluia! Alleluia! Alleluia!

Since emphasizing the lettersat the beginning of each phrase breaks up the praise thoughts, it is alsopossible to have a group of worshipers (maybe a children’sclass) read the psalm with one person reading each verse. Before they read, point out to the congregationthat this psalm is a collection of praises about God.

Invite children to createtheir own praise of God by filling in the spaces on a Praise Sheet with either words about or pictures of theirreasons for praising God. I would fill one section of mine withsnowflakes because it so amazing that God makes no two snowflakes alike.

1 Corinthians 8:1-13

The problem the Corinthiansfaced, whether to eat meat that had been sacrificed to idols, makes no sense tochildren. The underlying message aboutacting in ways that take care of the weaker or younger makes sense whenpresented with plenty of current examples such as

- giving extrastrikes to younger ball players,

- going to bedearlier than you need to so younger siblings who do need the sleep will go tobed,

- sitting at achildren’s table when you could act right sitting at the grown table, and soforth.

Mark 1:21-28

On the simplest level thispassage introduces what Jesus is going to do. He is going to teach and heal. You might point out to children some of thethings Jesus taught (golden rule) and some of the people he healed (the blind,the lepers, etc.) and encourage children to watch for things Jesus did andpeople he healed as you continue reading Mark this year.

If this passage leads you tospeak of Jesus’ power and authority,remember that while the word authority may be beyond them, children are intenselyinterested in power. They want to knowwho has it and how they use it. Markinsists that Jesus has great power. Hehas powerful understanding of what God means for people to be and he can sharethat understanding in ways that make people want to be more like God wants themto be. That’s powerful! Jesus also has the power to heal people fromdiseases and he uses that power to help people.

Connectthese stories to “thine is the kingdom and thepower and the glory forever” in the Lord’s Prayer. Have the congregation repeat the prayertogether, stopping them on the last line, repeating it, and commenting thatJesus had God’s power and authority. Noone or no thing (like the demons) are a match for Jesus.

There are two ways to explain demon possession.

One,is that it is a “used to think,” i.e.something that we once understood in a way that we have learned is wrong. For example, people used to think the worldwas flat and the sun moved around it. Todaywe know that the world is round and that the earth moves around the sun. In Jesus’ day people “used to think” thatwhat we now call mental illness was caused by invisible evil spirits that tookover our bodies making us do and say things that make no sense.

Thesecond way is to identify demons as evil urges we all have,e.g. jealousy, greed, success, hatred. The Eugene Peterson paraphrase, TheMessage, has the demons cry out, “What business do you have here with us,Jesus? Nazarene! I know what you’re up to! You are the Holy One of God and you’ve cometo destroy us!” and notes that as people talked after this event they said, “Heshuts up defiling, demonic spirits and sends them packing!”

Where the Wild Things Are, by Maurice Sendak, tells of a little boy who acts up, is sent to hisroom from which his imagination takes him to romp in the land of the WildThings, who make him their king. It isfun for a while, but then he decides to go home where he is known and loved. The Wild Things try to persuade him to stay,but he goes back to his room and finds his supper laid out for him “and it isstill warm.” If you begin by identifyingthe demons as evil urges, reading this book could capture the sense of healingand coming home that is possible when we walk away from our demons. This is a stretch for most children. The youngest will simply enjoy hearing awell-known children’s story read to the whole congregation. For this reason I would be more likely toincorporate it in the real sermon than read it during a children’s time.

This is my drawing.
Feel free to use it or to pass it
to another artist for improvements.

Displaya poster of a demon – like greed – to helpchildren understand how evil urges can take over our lives. Brainstorm with them other demons we facetoday. Challenge them to draw one ofthese demons to post in a designated place or to show you after worship. (This is an activity for older rather thanyounger children.)

Year B - 3rd Sunday After Epiphany, 3rd Sunday in Ordinary Time, (January 22, 2012)

2011-12-09T11:11:00.001-05:00

This is one of those embarrassmentof riches weeks. There are at least twoand possibly three call stories, encouragement from Paul to respond to our owncalls to discipleship and a psalm about trusting God when daring to bedisciples. All of them can bemeaningfully presented to children!

Jonah 3:1-5

_ If you read only the verses suggested, you have the story of the Ninevites, the peopleJonah despised and the national enemy of the Jews of that day, hearing God’smessage, repenting, and being saved by God. No one, especially Jonah, expected that – or even wanted it. The clear message is that God loves and callspeople we do not like, the people we label as THEM. To explore that message:

Brainstormlists of THEMS for your congregationtoday: national enemies, the opposite political party, rival sports teams,certain people in your class/office/neighborhood who are just so out of it,even certain ethnic groups. Involveworshipers by giving them small sheets of paper on which to write or drawpictures of some of their THEMS. Whenlists are complete, remind them that God loves each of those people. Instruct them to remind themselves of this bydrawing a heart around each name or picture. Just as Jonah would have had trouble drawing that heart around the Ninevites,worshipers may struggle to draw hearts around their THEMS. That is good discipleship work. Doing this with the whole congregation ratherthan just with the children, helps children see that such discipleship work isa life-time challenge.

January23-27, 2012 is the ninth annual No Name CallingWeek. It is aimed atfifth through eighth graders with the goal of raising awareness about thedamage done by ostracizing others, calling them names and bullying them. In other words it aims to help children notlabel anyone as “them” and to stand up to those who do. Go to No Name Calling Week for a wealth of interestingresources.

_ But there areactually two call stories in this book - God’s call to theNinevites and God’s call to Jonah. Sincereadings from Jonah appear only twice in the lectionary (today and Year A –Proper 20), this might a good Sunday to look at the entire book and compare theresponses of Jonah and the Ninevites.

Goto Year A - Proper 20 for the details of three ways to present the whole book in worship.

1. Read it all fromthe Bible with the congregation reading the psalm in the whale.

2. Have threereaders work from Jean Marzolla’s children’s book of it.

3. Have one readerread Ralph Milton’s 2 page version of the story

I found these 4 inch tall figures
at a craft shop - maybe a Ten Thousand Villages shop.

Afterpresenting the whole story, compare Jonah’sresponse to God with that of the Ninevites using several people figures(borrow figures or small dolls from the preschool toy box or a young worshiper). Set one off to one side of the pulpit,identifying it as Jonah. Set two orthree others off to the other side, identifying them as the people ofNineveh. Point to the figures or pickthem up as you recall what God said to each and how each responded. Be amazed that Jonah who was a Hebrew and aprophet didn’t do nearly as well as those Ninevites he and all Jewsdespised. Use the Ninevite figures toidentify the THEMS in our world. (Thiscould be done in a children’s sermon, but could also be done within the realsermon giving it structure and a visual element while suggesting to childrenthat the real sermon might be for them as well as for the adults.)

Jonah’sstory laughs at Jonah, but it also reassures us that Goddoesn’t punish Jonah as he deserves. God doesn’t let Jonah drown in the sea andwhen he is spit up on the beach, God gives him a second chance. God even provides the vine in an attempt toget through to Jonah who still doesn’t get it. This is a good balance to the Ninevites and the fishing disciples whorespond promptly and correctly. So, wecan hope that God will give us second chances when we need them too.

Psalm 62:5-12

In just the first threeverses Godis rock, fortress, and refuge. Help children list ways God is like a rock, a fortress, and a refuge by displayingpictures of each and discussing their function. After identifying the function of each one, ask or tell how God works inthe same way. Conclude “God is like a….when God…..”

Ifthis discussion of rocks leads you to sing either “Rock of Ages” or “A MightyFortress Is Our God” notice that the words are not all child friendly. (Actually, “Rock of Ages” has been omittedfrom many recent hymnals because the language is difficult even foradults.) But if you must sing them, before singing, point to oneor two key phrases saying what it means to sing them while answering God’s call.

1 Corinthians 7:29-31

_ While adults need to hear about the world view thatunderlies Paul’s message, it won’t make much sense to children. What is important to all worshipers is Paul’sinsistence that NOW is the time to act. NOW is the time to live like God’speople. We can’t wait until we grow upor until we feel like it or until don’t have something else to do or until weare braver.

_ Paul gave his readers specific examples of ways theycould act. Children need specific examples of ways they can be God’s people today,e.g. being kind to all – even those they don’t particularly like, refusing tojoin in things they know are wrong, standing up against name-calling andbullying, etc.

_ Especially for children a bell is a call to dosomething – go to school, change classes, go home. Emphasize the urgency of responding to God’scall by interspersing the phrases of the familiar hymn “LordI Want to be a Christian” with a ringing bell. (The bell needs to be piercing and insistentrather than mellow.) Before singing thehymn, tell the congregation what will happen and suggest that each time thebell rings they think the word NOW!

Lord,I want to be a Christian in my heart, in my heart.

Lord,I want to be a Christian in my heart.

Inmy heart BELL

Lord,I want to be a Christian in my heart. BELL

Repeatwith Lord, I want to be more loving, like Jesus,….

Mark 1:14-20

_ The first 2 verses connect to the call to act NOW inthe 1 Corinthians text. The suggestionsthere apply here also.

_ The story of the call of the fishing disciples appearsin Matthew, Mark and Luke- with Luke including most details – and appearsduring Epiphany each year of the lectionary. Go to Year A - Third Sunday After Epiphany for suggestions that work with all theaccounts.

_ Today it is amusing and worthwhile to note that the fishing disciples get up and follow in six verses. Jonah takes four chapters and then we are not sure he has really got ityet.

_ Clarify the focus of this service with a matching call to worship and closing.

________________________________

Call toWorship

Leader: For just this hour,

People: Follow me

Leader: Listen to my word

People: Follow me

Leader: Think about your life as my discipleevery day

People: Follow me

Leader: Pray

People: Follow me

Leader: Sing

People: Follow me

Leader: Come, let us worship God!

Closing

Leader: As you go out into the world

People: Follow me

Leader: At home with your household

People: Follow me

Leader: At school and work

People: Follow me

Leader: In everything you do this week

People: Follow me

Leader: And as you do, remember that I amwith you always,

even to the end of the world.

________________________________

A Last Minute Advent Christmas Worship Present

2011-12-08T14:38:00.001-05:00

Here is a YouTube Video that is good for the soul, even if you do not include it in worship. But, it could also be shown as the congregation and/or choir sings the Hallelujah Chorus in the days leading up to Christmas. In a light-hearted Christmas day service it would be perfect.

Alaskan Village Hallelujah Chorus

Year B - 2nd Sunday After Epiphany, 2nd Sunday in Ordinary Time (January 15, 2011)

2011-12-05T13:20:00.001-05:00

This is a good week to peak ahead as you plan. This week features the stories of Samuel’scall and Nathanael’s call. Next weekfeatures the after-the-fish part of the Jonah story in which Jonah preaches tothe Ninevites and they repent and Mark’s account of Jesus’ calling thefishermen (another unlikely choice) to follow him. All these call stories are similar ANDdifferent. Planning is required to avoidusing up all your good points this week.

ISamuel 3:1-10, (11-20)

This is one of the few stories in the Bibleabout children. So, involve the childrenin reading it during worship.

He is not reading scripture,
but can't yo see this boy reading
the whole story or just the part of Samuel!

F Atthe very least ask a 10-12 year old boy to read the story. If possible let him, like Samuel, assist in other parts of worship. He could carry in the Bible, light candles, etc.

F Havean older boy and white haired man pantomime the story asit is read. (This may bea good assignment for a grandfather – grandson duo.)

F Usethe readers theater script below for a dramatic presentationof the text. Samuel could beread by a young boy and Eli by a white haired man. The Narrator might be the usual worshipleader or another man in the congregation. The readers could stand in place or move around as they read followingthe action of the story. I included someof the movement directions, but assume readers don’t need many directions to dothe back and forth between Samuel and Eli.

dddddddddddddddddddddddddddddddd

1 Samuel 3:1-20

Narrator: Now the boy Samuel was ministering to the Lord under Eli. The word of the Lord was rare in those days; visionswere not widespread. At that time Eli,whose eyesight had begun to grow dim so that he could not see, was lying downin his room; (Eli takes place at one sideof area) the lamp of Godhad not yet gone out, and Samuel was lying down in the temple of the Lord (Samuellies down in front of the central table) where the ark of God was. Then the Lordcalled, “Samuel! Samuel!” and Samuel said,

Samuel: “Here I am!” (sitting up)

Narrator: and ran to Eli,

Samuel: “Here I am, for you called me.”

Eli:“I did not call; lie down again.”

Narrator: So he went and lay down. TheLord called again, “Samuel!” Samuel got up and went to Eli,

Samuel: “Here I am, for you called me.”

Eli: “I did not call,my son; lie down again.”

Narrator: Now Samuel did not yet know the Lord, and the word of the Lord had not yet been revealed to him. The Lordcalled Samuel again, a third time. And he got up and went to Eli,

Samuel: “Here I am, for you called me.”

Narrator: Then Eli perceived that the Lord was calling the boy. Therefore Eli said to Samuel,

Eli: “Go, lie down;and if he calls you, you shall say, ‘Speak, Lord,for your servant is listening.’ ”

Narrator: So Samuel went and lay down in his place. Now the Lordcame and stood there, calling as before, “Samuel! Samuel!” And Samuel said,

Samuel: “Speak, for your servant is listening.”

Narrator: Then the Lordsaid to Samuel, “See, I am about to do something in Israel that will make bothears of anyone who hears of it tingle. Onthat day I will fulfill against Eli all that I have spoken concerning hishouse, from beginning to end. For I havetold him that I am about to punish his house forever, for the iniquity that heknew, because his sons were blaspheming God, and he did not restrain them. Therefore I swear to the house of Eli that theiniquity of Eli’s house shall not be expiated by sacrifice or offeringforever.” (Samuel lies down.)

Samuel lay there until morning; then he openedthe doors of the house of the Lord.(Samuel might rise and push openimaginary doors, then move off to the side away from Eli) Samuel was afraid to tell the vision toEli. But Eli called Samuel and said,

Eli: “Samuel, my son.”

Samuel: “Here I am.”

Eli: “What was it that God told you? Do not hideit from me. May God do so to you and more also, if you hide anything from me ofall that he told you.”

Narrator: So Samuel told him everything and hid nothingfrom him. Then Eli said,

Eli: “It is the Lord; let him do what seems good tohim.”

Narrator: As Samuel grew up, the Lord was with him and let none of his words fall to theground. And all Israel from Dan toBeer-sheba knew that Samuel was a trustworthy prophet of the Lord.

From the NRSV

dddddddddddddddddddddddddddddddd

In a sermon, a preacher (not one of thereaders) could direct the readers in re-presenting the story, freezing them at certainpoints to make comments.

Samuel’s call offers several ideas to discusswith children.

F God speaks to children and asksthem to share the message with others. You don’t have to wait until you grow up.

F Listeningto God is not easy. Samuelneeded Eli’s help to realize that God was speaking for him andto get ready to listen. (Nathanaelneeded Philip’s urging before he paid any attention to Jesus.) Identify people who teach us how to recognizeGod’s voice – teachers, special friends or relatives, camp counselors, evenother kids. This may be the time toshare a story of someone who suggested to you that God might be calling you tobe a minister – or to be part of the church in some other way.

F Listening to God is not easy. Byrd Baylor’s picture book The Other Kindof Listening tells about a young Indian girl learning from an older man howto really listen to the world around her. It is too long to read it all. But you could read several of the opening pages about listening, thenskip to the page on which she nearly gives up but finally hears the hillssing. True the girl is listening tonature, but there are real similarities to listening for God.

F Identify ways God speaks. In this story Godspeaks through a voice that Samuel can hear with his ears. But God speaks in other ways too. Sometimes we read something in the Bible andknow it is meant for us. Sometimes whenwe are scared or sad, we feel God very close to us helping us be brave. Sometimes when we are outside, we seesomething God has made and feel God loving us. Sometimes we have a feeling deep inside that God wants us to dosomething to take care of another person. Identify some of those ways to suggest that God speaks to each of usthrough all these ways as well as to Samuel.

F We tend to stop this story before the judgmental message for Eli that God gives Samuel. But, when that message is clarified – becauseyou sons have been bad priests and you did not stop them, no one in your familywill ever be a priest again – and the morning-after story is dramatized(imagine Samuel tip-toeing around the Temple and avoiding Eli), childrenunderstand and are impressed. God hasentrusted a difficult message to a kid and Eli listened to the kid withrespect. (I imagine Samuel must haveremembered Eli’s response to the message with awe for the rest of hislife.) The story as a whole is one ofthe best arguments I know for intergenerational ministry in all parts of thecongregation’s life.

The chorus of the hymn “HereI Am, Lord” is based on Samuel’s response to God’s call. Today introduce the hymn with a boy soloistsinging the chorus before the congregation sings the entire hymn. Or, sing the hymn responsively with the choirsinging the verses and the congregation singing the chorus. The latter could be a sung Affirmation ofFaith.

Psalm139:1-6,13-18

This well known psalm is a series of shortrelated messages. Tohelp children understand them invite a group of children (maybe a children’sclass) to read the psalm in worship. In preparing help the children puteach message into their own words. In worshipreaders stand in a line stepping up to a microphone to read their verses ifamplification is needed. There are enoughverses for 11 readers. Smaller groups ofreaders read two or more if needed verses.

dddddddddddddddddddddddddddddddd

Psalm 139:1-6, 13-18

Reader 1: Lord, you have examined me and you knowme.

You know everything I do;

from far away you understand all mythoughts.

Reader 2: You see me, whether I am working or resting;

you know all my actions.

Reader 3: Even before I speak,

you already know what I will say.

Reader 4: You are all round me on every side;

you protect me with your power.

Reader 5: Your knowledge of me is too deep;

it is beyond my understanding.

Reader 6: You created every part of me;

you put me together in my mother’swomb.

Reader 7/1: I praise you because you are to be feared;

all you do is strange and wonderful.

I know it with all my heart.

Reader 8/2: When my bones were being formed,

carefully put together in my mother’swomb,

when I was growing there in secret,

you knew that I was there-

you saw me before I was born.

Reader 9/3: Thedays allotted to me

had all been recorded in your book,

before any of them ever began.

Reader 10/4: O God, how difficult Ifind your thoughts;

how many of them there are!

Reader 11/5: If Icounted them,

they would be more than the grains of sand.

When I awake, I am still with you.

GoodNews Bible (TEV)

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1Corinthians 6:12-20

Adults and teens may want to explore Paul’smessage that though all things are lawful, they may not be helpful. Children will however be more interested inwhat Paul has to say about care and use of our bodies. There are several points to explore.

FGodmade each of our bodies. They are a giftand are good. This is an opportunity tocounter cultural insistence that only certain sizes and shapes are OK. Point out allthe different kinds of eyes, hair, or noses. Insist that God made and likes each one. Remember that children often begin hatingtheir bodies at very early ages. Do besensitive to children with birth defects that are very real problems.

F To help children understand what Paul means when he says ourbodies are God’s temples, identify allthe ways we use and maintain the sanctuary. Then, compare those to the ways we use and take care of our bodies. This is obvious to adults but a stretch forliteral thinking children.

F Ifyour congregation does such things, hand out children’sflyers about eating well, good health practices, avoiding drugsand alcohol, etc. The public healthdepartment can provide these. As you do,clearly connect taking good care of your body to being a good disciple or thankingGod for their body.

F Anybodyknow any great books about bodies that could beread in worship?

After discussing care of bodies with children,anoint each forehead with oil saying, “Take care of thisbody which God has given you.” (This may be just for children, but I wonderif body conscious teens, stressed out middle aged adults, and older adultswhose bodies are falling apart would also appreciate this anointing.)

Sing “Guide My Feet”or “Take My Life and Let It Be Consecrated” withall their mention of body parts to celebrate God’s awareness of our bodies, connectto the call stories of the day, and even recall Psalm 139.

John1:43-51

Given the more interesting story of the callof Samuel this week and the call of the fishing disciples next week, I’d tendto downplay this story with children. But, it does have several interesting possibilities to explore.

F First,Nathanael is a nobody. He appears in the Bible only in the two listsof the names of the twelve disciples. Inone he is Nathanael. In the otherBartholomew. Children who feel they areoften unknowns in groups (maybe especially in groups at larger churches),appreciate the fact that Jesus knew Nathanael immediately, saw value in him,and called him to be one of the twelve. Jesuspaid attention to Nathanael just as God called Samuel when he was just a kid togive Eli a really difficult message.

F Second,on Martin Luther King’s birthday, it is worth noting thatNathanael had to get past his prejudice about people from Nazareth before hecould follow Jesus. Nathanael couldn’t believe that anyone fromNazareth could say anything worth listening to. Only because his friend Philip insisted that Jesus was worth meeting,did he pay any attention at all to Jesus.

You might compare this to feelings about sports rivals. When my Hokie (Virginia Tech) sister-in-law toldher sixth grade students that she was going to spend Thanksgiving inCharlottesville (home of UVA), they were aghast. She had to explain to them that she hadfamily in Charlottesville. It helpedthat none of us are connected to UVA. (If you use a similar story, be sure to follow it by challengingworshipers to identify other more significant groups of people whom it is easyto ignore.)

Friendscan help people get past their prejudices. Just as Philip insisted that Nathanael meetJesus, friends can insist that others step past their prejudices to meetothers. (There has got to be a goodchildren’s story in which a child resolves a prejudice situation, but I can’tthink of one. Anyone know one? )

F Takinga slightly different tack, friends can alsohelp friends know God better. Eli taught Samuel what to say when God called. Samuel told Eli what God had told him, eventhough he knew Eli would not like it. Philipgot Nathanael to listen to Jesus even though Nathanael did not believe anyonefrom Nazareth would have anything important to say. So, name some ways people help each other getto know God in your congregation. Alsopoint out the possibility that each person has the potential to be such afriend to others.