U These are not easy texts for children. That makes me inclined to celebrate the Ascension of the Lord which could be
celebrated either on Thursday of this week or on this Sunday. It is also a fact that the Ascension story
both completes the Easter Season and sets the stage for Pentecost next Sunday. Go to Year B - Ascension of the Lord for Ascension Day suggestions.
U Whether you use the Seventh Sunday of Easter texts or
Ascension texts, enjoy the final Sunday of Easter with lots of alleluias in
songs and prayers. “Come
Christians Join to Sing” is one choice with a repeated chorus of
alleluias for the young readers and verses that praise the risen, ascending Christ
in simple words for the older readers.
Acts 1:15-17, 21-26
U The end of the school year is all about
achievement. Awards are given for
academic achievements. Grades are
reported. Even the fun stuff like the
annual field day is all about winning ribbons and trophies. Add to that the pressure to be chosen to be
on the team and get off the bench to play in summer sports and to be accepted
for special summer camps and May becomes a month of wanting
to be chosen. We know
nothing about either Matthias or Justus except that Matthias was chosen and
Justus was not. Ouch. Shortly thereafter there was an election of
deacons and Justus didn’t make that list either. Double ouch.
After pondering Justus’ unchosen-ness, go back to Matthias. Point out that though he is the chosen one
here, we don’t hear a single thing about what he did. You might also run down the list of the 12
disciples pointing out how many of them we know nothing about. Then point out that these un-famous, unknown
people started the church that spread across the entire world. God seems to use average, un-special,
un-famous disciples (like us?) to do important work. From there you can go straight to praying
for everyday disciples or explore the places everyday disciples will be needed
every day this summer at pools, on sports fields, in the back seat of cars, at
home, etc.
Sing
“Guide My Feet” with its repeated phrases
to prepare to be God’s everyday disciples every day this summer.
Psalm 1
U The over simplification of the difference between
good people and bad people in this psalm appeals to children who do not yet
realize that almost no one wears a totally white or black hat. So direct the psalm to them. The adults, who struggle with the nuanced
differences between the good and evil, will listen and get the psalmist’s point
too.
U Visualize the major images in the psalm with a
display that juxtaposes a lush leafy
plant and a vase of dry brittle weeds/straw. (BTW, talk in advance with the flower
arranger so the weeds aren’t an elegant display!) Point to the displays before reading the psalm
or talk about them during the sermon to explore the psalmist’s message.
U Scornful, scoffers, and chaff are unfamiliar words to most children, so choose your
translation carefully and point out strange words before reading if needed. (There is no translation that includes none
of these words. So, choose the one that
fits you congregation and introduce its “hard words.”)
U The psalm becomes clearer when read
by two readers – one “the good” and the other “the wicked.” They begin standing back to back. Each one turns to face the congregation to
read their verses, pivots back into place.
For maximum effect, “the good” wears white and “the wicked” wears dark
colors. Go to Year A - Proper 25, 30th Sunday in Ordinary Time and scroll down to Psalm 1
for the script.
U Alice in Wonderland is not all that familiar to children today. But, Alice’s problems with choosing the bad
advice of signs that said “EAT ME” and “DRINK ME” could be explored as examples
of what happens when we follow the advice of the wicked.
1 John 5:9-13
U Discussion of John’s message about eternal life has
to begin with children by exploring the possibility
of being physically alive but feeling dead. To children to be alive is to be breathing,
eating, and active. If you describe the
possibility of being physically alive, but being so mean, crabby, sad, unhappy,
and greedy that you might as well be dead, older children will catch the
difference, but the younger ones will not.
U To further explore eternal life, present a series of pairs of mini posters. Each pair offers an example of being alive
but dead and an example of being eternally alive. Present each pair citing examples and
comparing how it feels to live in each one.
(Younger children appreciate the clue offered if the life words are
printed on bright yellow paper with a glitter pen and the death words are
printed in black on gray paper.) The
conclusion of this discussion is that Jesus came to bring us real life, eternal
life.
It
is MINE! – Let’s share it
I
hate you! – Let’s be friends
ME! (what
I want and need)– You? (what do you want and need)
John 17:6-19
U Children will quickly get lost in John’s convoluted
version of Jesus’ prayer. They count on
worship leaders to tell them what is going on and to
summarize Jesus’ prayer.
What is going on is that when Jesus knew that he was going to be killed
very soon, he prayed not for himself but for his friends. He loved them. He told God that he had taught them
everything God sent him to explain to them.
He asked God to protect them. The
protection he wanted was not that they have easy lives, but that they not get
trapped into evil.
U Invite children to pray for their
friends as Jesus prayed for his.
The youngest can draw pictures of their friends (maybe even of them playing
with a particular friend) talking to God about that friend as they draw. The oldest children may prefer to write
prayers for friends thanking God for what is special about each one and writing
out prayer wishes for that person. For
them it might be the beginning of a “praying for friends notebook.”
Another
way to pray for friends is to make a large scribble on a sheet of paper, write
the name (or draw a picture of) a friend in each section, then decorate each
section with parking pens as you tell God about that friend. Children could take these prayers home, drop
them in the offering plate, or mount them at a designated spot after worship.
U Continue Jesus’ prayer for disciples by
praying for groups or individuals in your congregation and around the world with the congregation responding to each petition
with Jesus’ prayer, “Holy Father, keep them safe in your name.” To help the children participate in this,
point out the prayer response in Jesus’ prayer, note it’s meaning, and practice
saying it together once before praying together.
U To introduce the phrase “in
the world” list with children all the places they will go during
the coming week. Then identify those
places as “the world.” Explain that Jesus
knew that it is sometimes hard to be God’s people in those everyday places so
he prayed that God would be with and protect his friends “in the world.”
To
do some worship education go from this conversation to “lead
us not into temptation but deliver us from evil” in the Lord’s
Prayer. Identify this as a way we pray
for God to be with us and protect us everyday “in our world.” Conclude by simply praying the Lord’s Prayer
together or by praying a responsive prayer in which you name some of the places
people will be this week and ask God to be with us and protect us from evil as
we work and play there. The congregation
responds to prayers about each spot by praying aloud the phrase from the Lord’s
Prayer.
U Especially if you are a Methodist, this may be a day
to explore the phrase “sanctify them”. Make the word sanctify or
sanctification the sponsor of the day - ala Sesame Street. At the beginning of worship present it on a
large poster which will remain displayed throughout the service. Enjoy saying the impossibly long, complicated
word together. Briefly define it and
encourage worshipers to listen for it in your songs and prayers. Does somebody have a good, child-friendly
definition of this word?
