Year C - The Ascension of the Lord (Thursday May 9 or Sunday May 12)

The Ascension of the Lord is always on a Thursday which means most people never worship around that story.  Thus, The Revised Common Lectionary suggests that worship planners might want to use the texts for that day on the Seventh Sunday of Easter at least occasionally.  This is an especially good option for children for two reasons:

1. The Ascension story answers the child’s question, “where is Jesus now?”  His life walking around on the earth is over, but he lives with God and continues to love the whole world from there.  As he left, he clearly passed the baton to his disciples – and to us.
  
2. As you complete the cycle of liturgical seasons about Jesus’ life and passion (Advent, Epiphany, Lent, and Easter), Ascension Day is a chance for worship review (How did we follow and celebrate Jesus in each season?) and a peek ahead to the rest of the liturgical year.

 The texts for the day are the same all years of the lectionary cycle.  I have gathered ideas from other years in this blog and even added one possible suggestion for those in the United States for whom it is also Mother’s Day this year.  So, there is no need to search for other posts on this blog.  What I have to offer is here.

Acts 1:1-11 and Luke 24:44-53

 

Copley, John Singleton, 1738-1815. The Ascension,
from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN. 
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=50177
[retrieved March 31, 2013]. Original source: http://www.mfa.org/. 

 

U  The Vanderbilt Divinity Library’s great on-line art collection includes a variety of artist’s depictions of the Ascension – with directions on using them without fee for non-commercial purposes if you print their attribution.  The art ranges from a classic painting of Jesus rising into the air to a very abstract twirling tower of metal bars.  Before reading the ascension story, briefly display a variety of these noting with amazement that each one is one person’s idea about the same event.  Read the story.  Then, revisit the pictures pondering the similarities and differences.  Enjoy the mysteriousness of the event.  No one today can know exactly what it looked like.  Then, provide children (all worshipers?) with paper and colored pens or crayons with which to create their own picture of what happened.  Invite them to post their pictures in a prepared space or tape them to the altar rail at the close of the service.



Tonkin, Mike and Liu, Anna. Singing, Ringing Tree (Panopticons),
from Art in the Christian Tradition,
 a project of the Vanderbilt Divinity Library, Nashville, TN.
 http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=54919 [retrieved March 31, 2013].
Original source: http://www.flickr.com/photos/paperpariah/4271795395/. 

 

U  Display pictures of Jesus’ birth, healing, teaching, Palm Sunday, Crucifixion, Empty Tomb, and Ascension.  With the children review Jesus’ life, death and resurrection.  Then tell the story of the Ascension in your own words.  Stress that during his life on earth, his disciples knew Jesus as a very special person, after Easter Jesus was different.  He appeared and disappeared sometimes in locked rooms but still ate fish and bread.  Thomas could touch him.  Since the Ascension, people have seen Jesus only in visions and dreams.  Jesus is still alive and is not just with God, but part of God. 

U  Instead of using pictures, bring out seasonal paraments from Advent through Easter.  If you have seasonal banners, hang them all in sequence and walk your way through them.  Or, lay out your stoles in order and match them to their seasons.  Recall things you did during each season to remember that part of Jesus’ life.  Even add them (or let a different child add each one) to your robe as you talk about their seasons and then wear all of them for the rest of the service. 

U  Sing the review of Jesus’ life with “O Sing a Song of Bethlehem” or “I Danced in the Morning.”  The first is easier for children to follow.  But before singing either, walk worshipers through it in their hymnals.

U  Both accounts of the Ascension make it clear that Jesus passes his ministry to his disciples.  Near the end of school many elementary schools have field days featuring, among other events, relay races.  Describe or ask some children to help you demonstrate the passing of a baton in a relay race.  Children could run the perimeter of the sanctuary, carrying a baton which they pass to the next child at the front of the sanctuary.  Then explain that though Jesus did not actually pass a baton to his disciples, he did tell them very clearly that they were to take up his ministry on earth.  His earthly part of the race was complete, but theirs was just starting. 

If you have a wood worker in the congregation, ask him or her to prepare a baton for each child or each worshiper.  Dowels can be cut into 8 inch lengths and the ends sanded.  Wood burn or draw with a marker a cross on each baton.  As you give one to each child say, “NAME, Jesus needs you to be his disciple.”  At the benediction raise a baton in one hand offering it to the whole congregation with words of challenge.  With the other hand bless them, reminding them that God will be with them as they carry their baton.

U  Tell the story with movements which you invite the children to do with you.  Begin with hands and faces looking up (as Jesus ascends).  Drop your hands to your sides (as you ponder what the angels said).  Then, go into marching pose pumping your arms (as the disciples take up the task).  Repeat these motions and the angels words during the benediction.

U  The Mothers’ Day connection:  As we studied together a member of my lectionary group noted that the word blessing appears repeatedly in it.  Jesus blesses the disciples and they in turn bless God creating a circle of blessing.  She connected it to God’s promise to Abraham that his family would be blessed and would be a blessing to all the world (Genesis 12:1-3).  Jesus was the fulfillment of that promised blessing and calls us to follow him in blessing others.  On Mothers’ Day this could lead to exploring how families can be both blessed and a blessing.  Mothers may or may not be a blessing to their children.  Children likewise may or may not be a blessing to their mothers.  We can be grateful for those who bless us and we can choose to be a blessing to others. 

If blessing rites are often part of your worship, create an opportunity for family members to bless each other by putting hands on each other in turn and saying, “May the Lord bless you and make you a blessing to others.”   (Yes, you must be sensitive to those without family members present or whose families are “broken” in some way.  This is a seed idea for you to grow into something that works in your situation.)

Introduce the practice of parents blessing children each day.  Parents may sign a child with the cross or simply put a hand on their head and say something like, “Remember always that God loves you and I love you.”  (Parents are often surprised and blessed when their children spontaneously bless them with the same prayer.)  Go to The Blue Room Blog and scroll all the way down to "God is With Me - Practicing Families" for a way to bless children as they leave for school each day. 

 

Acts 1:1-11

U  Have children bring pew Bibles with them to the front before the scripture reading.  Help everyone find the Table of Contents, then the list of New Testament books.  Together read the names of the first four books aloud.  Briefly note that these books contain all the stories about Jesus.  Then read aloud “The Acts of the Apostles” and introduce it as the story of the beginning of the church.  Without reading all the long complicated names of the letters, point out that all the rest of the books, except the last, are letters that people wrote to each other during the stories that are told in Acts.  Then, help the children find Acts 1:1 (give the page number) and read it stopping immediately after “In the first book, Theophilus.”  Identify Luke as “the first book” and introduce Luke – Acts as a two book set that was written for a friend named Theophilus (maybe Theo today).  Then read the rest of verses 1-5.  Briefly summarize the big change that is happening here as the disciples move from being with Jesus to becoming the church.  Send them back to their seats with their fingers holding the place to follow along as you read the whole text for the day.  (This will obviously work only when most of the children are readers.)

Psalm 47

U  Psalm 47 begins with a call for applause.  After pointing this out, teach the congregation a simple short clapping pattern which they then repeat after a worship leader or the choir says each verse or after verses 1, 4, 7, and 9.  You might try clapping the rhythm of the first line of “Peoples, Clap Your Hands!” (Genevan 47 which is # 194 in The Presbyterian Hymnal) or enlist the aid of a music leader in selecting another good pattern. 

U  Tie Psalm 47 psalm to the Ascension by reminding people that Jesus was God in human skin.  That makes this a fitting praise for Jesus as he acends.

 

Psalm 93

U  Psalm 93 celebrates God who is more powerful than the flood waters or the sea surf.  If you have a sound team, work with them to produce a recording of powerful water sounds to play as the congregation reads the psalm aloud – loudly to be heard over the recording.  (Hint, hint: if you produce such a recording, could you post it, and let the rest of us know where to find it, the less technically able among us would be oh so grateful J.)

Verses 1,2,5 any water sounds

Verse 3          rushing water sounds (flood or big waterfall)

Verse4           heavy surf sounds

Go to the comments on Year A - The Sunday of the Ascension of Christ for a resource and idea about how to do this. 

Ephesians 1:15-23

I think the Contemporary English Version (CEV) may offer the best translation of this text for children.  Today verses 19-23 can be heard as Paul’s comments to the Christians in Ephesus about the Ascension.

U U U U U U U U U U U U U U U U U U U U U U U U U U U

^19 I want you to know about the great and mighty power that God has for us followers. It is the same wonderful power he used ^20 when he raised Christ from death and let him sit at his right side in heaven. ^21 There Christ rules over all forces, authorities, powers, and rulers. He rules over all beings in this world and will rule in the future world as well. ^22 God has put all things under the power of Christ, and for the good of the church he has made him the head of everything. ^23 The church is Christ’s body and is filled with Christ who completely fills everything.

U U U U U U U U U U U U U U U U U U U U U U U U U U U

 

Verses 19-21 describe Jesus' Ascension power.  Verse 22-23 then describe the passing of Jesus’ ministry to the church.  Jesus is the Lord of the church.  The church is Jesus body present to do his ministry in the world.

U  Spin out specific examples of today’s “forces, authorities, powers, and rulers” and celebrate the fact that Christ is more powerful.  For the children, list all armies (whether ours or theirs); terrorists who kill people to get their way; all presidents, prime ministers, and kings (the ones we like as well as the ones we don’t), any bully, etc.

U  The church as the body of Christ is a metaphor.  To help children explore both sides of the metaphor identify ways different people and groups in your congregation serve as different parts of the body.  This would be an easy way to draw children into the “real” sermon.  Laugh with everyone about the idea that the minister might be the mouth of the church.  Then, point out that your mouth will not be around at the swimming pool or at the office this summer when someone needs to stand up for Jesus’ ways or say Jesus’ kind, loving words.  Insist that each of them must be Jesus’ mouth where they are.  As you imagine people doing the work of each part of the body be sure to include children serving as hands and so forth.  (Hmmm, I wonder how Jesus’ feet would play soccer?)  Offer children a sermon worksheet with outlines of the body parts you will explore.  Invite them to write or draw in each part at least one way they can be that part of Jesus’ body.

Get someone to improve on this and adapt it
to feature the parts of Jesus’ body discussed in the sermon
or as a last resort copy it with my permission and print as is.

Year C - 3rd Sunday after Epiphany, 3rd Sunday in Ordinary Time (January 27, 2013)

One common theme that runs through most of these texts is the reading of the Word in community.  It’s a great day to pay attention to why we read the Bible together and how we use the Bible in worship.  Try some of the following:

& Feature the large Bible that is used regularly in worship.  Invite children to come forward to see it close up.  Tell any interesting stories about it.  Read and elaborate on any inscriptions in it.  Explain the reasons it is carried into the sanctuary each week or is always left open in place.  

& If there are words that are always said before or after reading scripture in worship, practice them and discuss what they mean before using them today.  If the congregation stands for one of the readings explain why.

& At the very beginning of worship inform children that today we are paying special attention to how we use the Bible in worship.  Give them Bible stickers to put in their printed order of worship every time they sing, pray, hear or say something from the Bible.  Older children will be more diligent about putting stickers in the right places.  Younger children will mainly use them to decorate their page.  As they leave look at what the children have done and comment on what an important part of worship the Bible is.

& Invite people of all ages to read scripture in worship today and plan to read it in ways that will catch the attention of all worshipers.  (There are several scripts below.)

& Compare the details about the reading of scripture in the Nehemiah story, Luke’s account of Jesus reading the scripture in the synagogue, and your congregation reading scripture today.  How are they alike and different? Who is there? Are they standing or sitting?  How is the text explored with or interpreted for the worshipers?  What they all share is that all the listeners pay close attention because they know the Word is very, very important.  

The Texts for Today

Nehemiah 8:1-3, 5-6, 8-10

& Include the whole congregation in the reading of this story.  Briefly summarize what happened then invite the church officers to come stand at the front of the sanctuary.  Bring the Bible forward, open it, and read from the center.  Have all worshipers stand as you read. 

& To avoid getting side-tracked with discussions about Law being more than just rules, introduce the word Torah.  Point to the Torah books in the Table of Contents in a Bible.  List the main stories in those books, e.g. God created the world, Noah’s Ark, God tells Abraham and Sarah that they are the beginning of a great family, God leads that family out slavery in Egypt across the desert to the Promised Land, etc.  Imagine not knowing any of those stories, then hearing them all at once.  Then, read story in Nehemiah.

& To explore the summons to joy instead of tears with older children, dig into specific things the people heard when Torah was read.  Suggest that the first thing they really heard was the Ten Commandments.  Imagine how it felt to hear some of them (like no stealing and honor your parents) knowing you did not keep them.  It would be scary and sad.  No wonder the people began to cry.  Then take the role of one of the interpreters.  Remind the people of the story that says God created them and said they are good.  Remember that God told Abraham and Sarah that they would be the parents of a great nation and that each of the people listening was part of that nation.  Insist that now that they know who they really are, they can keep God’s commandments and live more like God’s people.  Finally, conclude that knowing who you are and what God wants is a reason to be happy rather than sad.

Psalm 19

& Exploring both the opening section about seeing God in creation and the second part praising God for the Law which also helps us know God is more than children can follow on one day.  Given the other passages for the day, I’d be inclined to read only verses 7-14 or even verses 7-11.

LAW   DECREES   COMMANDMENTS

PRECEPTS   ORDINANCES   FEAR

& No matter which translation you use, verses 7-9 verses feature big words that are synonyms for Law.  To help children recognize these words and follow the praises of the psalmist, print each one in large letters on a separate piece of stiff paper.  Read each one briefly defining it as needed and give it to a worshiper who is invited to stand at the front.  Give the more complicated words to older worshipers – maybe “ordinance” goes to a lawyer – and simpler words to younger worshipers.  Instruct them to raise their poster as they hear that word in the psalm.  As you read the verses, pause when you come to each poster word. 

1 Corinthians 12:12-31a

& To make this detailed passage easier to follow and to include older children in the reading, use this script for three readers.  The usual worship leader is Reader 1.  Readers 2 and 3 are older children or youth who stand on either side of Reader 1 to read.  (I have deleted verses 28-31 which are a little repetitious.)

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

1 Corinthians 12:12-27

Reader 1:  Christ is like a single body, which has many parts; it is still one body, even though it is made up of different parts.  In the same way, all of us, whether Jews or Gentiles, whether slaves or free, have been baptized into the one body by the same Spirit, and we have all been given the one Spirit to drink.  For the body itself is not made up of only one part, but of many parts.

Reader 2:  If the foot were to say, “Because I am not a hand, I don’t belong to the body,” that would not keep it from being a part of the body.

Reader 3:  And if the ear were to say, “Because I am not an eye, I don’t belong to the body,” that would not keep it from being a part of the body.

Reader 2:  If the whole body were just an eye, how could it hear?

Reader 3:  And if it were only an ear, how could it smell?

Reader 1: As it is, however, God put every different part in the body just as he wanted it to be.  There would not be a body if it were all only one part!   As it is, there are many parts but one body.

Reader 2:  So then, the eye cannot say to the hand, “I don’t need you!”

Reader 3:  Nor can the head say to the feet, “Well, I don’t need you!”

Reader 1:  On the contrary, we cannot do without the parts of the body that seem to be weaker;

Reader 2:  and those parts that we think aren’t worth very much are the ones which we treat with greater care;

Reader 3:  while the parts of the body which don’t look very nice are treated with special modesty, which the more beautiful parts do not need.

Reader 1:  God has put the body together in such a way as to give greater honour to those parts that need it.  And so there is no division in the body, but all its different parts have the same concern for one another.  If one part of the body suffers,

Readers 1, 2, and 3:  all the other parts suffer with it;

Reader 1:  if one part is praised,

Readers 1, 2, and 3:  all the other parts share its happiness.

Reader 1:  All of you are Christ’s body, and each one is a part of it.

    Today’s English Version

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

& Having just done a church school lesson about Jesus’ parables with a group of bright fifth and sixth graders, I have been freshly reminded that child brains do not do metaphor.  They hear exactly what is said nothing more or less.  So, even as familiar a metaphor as the body of Christ does not make sense without a lot of help.  It helps to work on both sides of the metaphor.  Older children slowly begin to see the connections.  Younger children will at least gather information about a mystery that is obviously important to the adults.

Tell a mini story about a grandfather asking a grandchild to bring him a book, then thanking the child by saying, “Thank you for being my feet.”  Invite the children to say in their own words what the grandfather was saying.  Then read the phrase “You are the body of Christ” from an open Bible and together try to put that phrase into words that make sense.  If you have this conversation before reading the text, encourage children to listen to the reading for what Paul is telling us about being the body of Christ.

Identify several people in the congregation who are different parts of a body.  For example, the preacher and choirs are both mouths, teachers are brains (thinkers), people who deliver Meals on Wheels are legs, etc.  Imagine a church without one or two of these groups to emphasize the importance of all of us working together using our different gifts.

Since my church is hosting the community winter overnight shelter for men for whom there is no space in the permanent shelters soon, I’d describe people who are cooking meals, playing games during the evening, decorating the room and tables to welcome our guests, etc.  Together we are like a body taking care of our guests.   You may have a similar church mission to describe.

Luke 4:14-21

& Invite a leader from a local Temple or synagogue to bring a scroll (Isaiah if possible) to show the congregation.  Interview the guest about how the scrolls are used in Jewish worship and compare it to how you use the Bible in worship.  Hear the guest read (in Hebrew?) the Isaiah passage that Jesus read.  Then read Luke’s story for the day.

This is an idea I have never tried.  I am not at all sure that a scroll could be taken away from the Temple.  But if it could, seeing a scroll would fascinate worshipers of all ages and could build a relationship with your Jewish neighbors.  I imagine it would be easier if the leaders in the two congregations already have a relationship.  If anyone has clearer knowledge of what is involved here, please share it in the comments.  And, if anyone does this, I’d love to hear about it.

& Before reading Luke’s story, instruct worshipers to find it in their pew Bibles (give the page number to help them find it quickly J).  Then have them hold a finger or marker there and find Isaiah 61:1-2 (again give them the page number).  Read the Isaiah verses aloud.  Then, turn back to Luke and read that story.  Point out that Jesus was doing what we do.  He was reading the Bible.  Not only that, he was living out what he read in the Bible, i.e. he was making it come true.  This could be done as the scripture is read or as part of the sermon in which you go from here to explore how Bible study shaped Jesus’ life and can shape ours.

& List some heroes and heroines from books that people of different ages would recognize – Spiderman, Harry Potter, Dora the Explorer, etc.  Note how you would like to be like each one.  Then, name one or two people from the Bible who you would like to be like.  Describe ways you try to be as brave or faithful or strong as…   Then, read the gospel after pointing out that Jesus also tried to live like someone he read about in the Bible.  Thank God for people in books, especially people in the Bible, who show us how to live.

& The tasks on Jesus’ list are at best generalities and some are metaphors.  To help children understand them and claim them, match each one to something your congregation does.

& One way to introduce this story to children is as Jesus’ answer to the question, “what will you be when you grow up?”  Children frequently hear that question and are sometimes at a loss for an answer.  Jesus was an adult when he went back to the synagogue where he had grown up.  He knew everyone was curious about what he was doing and saying.  So he said, this who I am and what I want to do now that I am grown up.