Burying the "Alleluia!" for Lent

In an Aglican Church the children all drew
alleluia posters which were put in this chest
 and set under the altar until Easter.

 

Many congregations ban the use of the word “Alleluia!” in the congregation’s worship during Lent.  For children the reason for this is simply that Lent is a time for thinking and getting ready for Easter.  During Advent we wait for the presents that come at Christmas.  During Lent we wait for all the “Alleluias!” that come with Easter.  One young boy was so into this ban that he reported to his priest that a friend “had used the A word.”

To highlight the banning of the Alleluia, create (or get young or older artists to create) a beautiful poster of the word.  Display it and highlight all the places you sing, say and pray “Alleluia!” in worship the week or two before Lent.  Then, on the first Sunday of Lent display the poster at the beginning of the service before burying it.  Burying it may mean putting it in a hole dug in the yard or it may mean putting it in a box and tucking the box somewhere in the sanctuary.  Leave it there until Easter where young children can check that it is still there, but not get into it.  On Easter morning, bring it out and enjoy shouting and singing “Alleluia!”  Some congregations have a fancy box that they use every year.  Others make a new box each year, one that can be sealed tight at the beginning of Lent and is destroyed as it is opened on Easter.  If you have pictures of yours, what about sharing them?

Instead of hiding an “alleluia” poster for Lent, fold away a beautiful banner featuring the word “Alleluia.”  Parade it around on a pole and sing lots of Alleluias on the Sundays just before Lent.  Then, on the first Sunday of Lent, fold it away perhaps in a fine box that is stored in full view under the communion table.   On Easter morning shake it out and parade it around with Alleluia songs.  Also parade it around and display it prominently on each of the Sundays of Easter.  Unless you have Pentecost banners, tie red ribbon streamers onto it for Pentecost Sunday.

Year C - Transfiguration of the Lord (February 10, 2013)

R The liturgical color for Transfiguration Sunday is white – usually decorated with shiny gold.  It is the color for the days we see God’s glory brightest – like Christmas, Easter and today.  Before the call to worship point out all the white and gold paraments.  Imagine the whole sanctuary filled with floaty gold glitter swirling around you (rather like being inside a snow globe).   Urge worshipers to listen for stories about God’s incredible more than we can ever understand power in the Bible readings and in the songs and prayers.  Then invite the congregation to join you in a Call to Worship composed of selected phrases from Psalm 99.  (The first four lines of the one below could stand alone.  Adding the rest gives a little more content.)

RRRRRRRRRRRRRRRRRRRRRRRRRRRR

One:   The Lord is king!

All:      The Lord is mighty!
One:   Everyone praise his great and majestic name.
All:      The Lord is the Holy One!
One:   Mighty king, you love what is right.
All:      You have brought righteousness and fairness.
One:   Praise the Lord, our God.
All:      The Lord is Holy!

                                     Based on selected phrases from the TEV

RRRRRRRRRRRRRRRRRRRRRRRRRRRR

R Display all the candles of the liturgical year (Advent candles, little candle lighting services candles, regular Sunday candles, paschal candle, baptism candles, etc.)  Name them and light them telling what each one says to us as we light it. Then urge worshipers to watch for God’s glory and light in worship today.

 

R Especially if you are going to bury the Alleluia for Lent, use lots of Alleluias today.

Create a call to worship in which the congregation replies “Alleluia” to selected phrases from Psalm 99.

Work through the section of the Apostles’ Creed about Jesus one phrase at a time with worshipers responding "Alleluia" to each phrase.  (This could be a children’s time reviewing Jesus life or an affirmation of faith following a sermon about Jesus’ glory.)

Choose hymns with lots of alleluias.  Point them out and encourage even non-readers to sing the alleluias if they can’t sing the other words."Come Christians Join to Sing" is in many hymnals.  There is also a Taize chant of Alleluias that could be used during communion. 

TRANSFIGURATION

R It would be possible to fully celebrate this day without using the word “transfiguration.”  The dictionary defines it only with reference to this story.  And since it is used only one day a year at church, it is not word children need to know.  So, I'd avoid using the word at all.  There is however one connection that might make me bring it up.  In the Harry potter books transfiguration is a required class at Hogwarts.  There it is a matter of changing one thing into another using your wand, charms, and spells.  Go do Harry Potter Wiki for detailed information about the course including a video clip of a raven being turned into a goblet before the amazed young Harry and Ron.  Unlike the bird, Jesus was not changed into something else (say a goblet).  Jesus became more who he really was.  He shone with the glory of God.

 

Exodus 34:29-35

R Read this story and the gospel story back to back, maybe with different readers.  Before reading them, point out that these stories are very similar.  In one Moses who lived way back at the beginning of the Old Testament spent time with God and came away with a face that shone.  In the second Jesus who lived hundreds of years later became shiny all over while he talked with God.

To make this the “real” reading for the morning, have the readers stand beside each other and pass the Bible or flip the pages of the lectern Bible between readings.  Or, invite the children forward for the readings.  Take the big Bible with you to the steps.  Introduce and read the stories there, briefly asking the children

      * was the same and different about the stories

                 * how do they think Jesus and Moses looked like when
                     they were shiny, and
                 * why do they think they were shiny.  

There are no right or wrong answers to these questions.  They are simply ways to imagine together something that was very mysterious.

 

Psalm 99

This psalm is a series of short phrases praising God who is the glorious king of the universe.  Unfortunately it is filled with the names of people and references to Biblical stories that will not make immediate sense to children (or many adults).  Use selected phrases that are clear in the call to worship like the one at the top of the post and responses throughout worship. 

 

2 Corinthians 3:12 – 4:2

R There is no way children will get any of this text as it is read.  In fact, a group of seminary professors suggested not reading it all and concentrating instead on the two stories for the day.

R To explore Paul’s message that we can refuse to see what is right in front of us, begin with a couple of examples.  You can see the dog sitting by the door looking at you with anxious eyes and just see the dog or you can see that the dog needs to go for a walk.  Or, you can see a child eating alone in the lunchroom without seeing that the child needs someone to be a friend and eat with her.  Then go to the transfiguration story noting that disciples had been living with Jesus for a long time.  They knew he was special.  He said wonderful things, he told important stories, he healed people, and even walked on water once.  But, in this story, God is telling them Jesus is more than just a special person.  Jesus is part of God.  He shines like no person ever has or will.  Finally, go to Paul’s insistence that though we do not live with Jesus like the disciples did, we still have all the stories about him.  We know who Jesus is and what he is teaching us.  We can either ignore him and do whatever we want to do.  Or, we can who he is and try to be who he wants us to be.

R Create a responsive prayer in which worshipers use their hands to cover and uncover their eyes.  A leader describes a series of things we would rather not see while worshipers hold their hands over their eyes.  Worshipers reply by removing their hands and saying a set phrase.  For example,

Leader:   God, when we see a person begging by the side of the road, we try not to see them.

People:   Open our eyes.  Help us see clearly.

Leader:   Creator of the world, when we see mountains and beaches and trees sometimes we just see stuff we can use.

People:   Open our eyes.  Help us see clearly.

 R “Open My Eyes” is filled with images children understand especially after exploring Paul’s message here.

 

Luke 9:28-36, (37-43a)

R Omit verses 37-43 for the sake of the children.  Focus instead on the first story.



Angelico, fra, ca. 1400-1455.

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=47774

[retrieved January 23, 2013].

R Before reading this story, note that something very mysterious happens in it.  Invite worshipers to close their eyes as it is read and to see with their imaginations what happens.  Display several rather different artist’s drawings of what they thought happened.  (Google “transfiguration images” and choose from the many pictures there.)  Then, challenge the children to draw their own pictures of what they think happened.  Make sure lots of white and gold crayons are available.  Encourage children to post their drawings in a designated spot.  Talk with children about any drawings they have with them as they leave the sanctuary.

R To celebrate the “more than we can understand” glory of God and Jesus, sing “Immortal, Invisible, God only Wise.”  Read through the first verse briefly defining some of the really big words and ideas before inviting the congregation to sing the whole song. 

R Or to praise Jesus in more concrete language that also describes his awesome glory, sing “Fairest Lord, Jesus.”

 

R This is a good Sunday to look more carefully at the hymn “Holy, Holy, Holy.”  It describes the glory of God that shone all around Jesus at the transfiguration.  Ask worshipers to open their hymnals and follow with you as you explore some of the song.  Start with verses 1 and 4 that describe us singing to God who has done wonderful things.  Then go to verse 2.  Note that all the saints in heaven and the heavenly seraphim and cherubim bow before God who is forever.  (Reminds us of Moses and Elijah joining Jesus on the mountain.)  Before reading verse 3 aloud, recall the awestruck, somewhat confused disciples who were trying to figure out who Jesus really was and note that we are sometimes just as confused about who Jesus is.  Conclude by going back to the first three words of every verse, “Holy, Holy, Holy” that describe God and Jesus.  Then invite everyone to sing it.  Encourage even non-readers to sing the most important words in the hymn, “Holy, Holy, Holy.”    

(Close-up of the Disciples) Angelico, fra, ca. 1400-1455. 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=47774

[retrieved January 23, 2013].

 

R To unpack this story with children, show them a transfiguration picture that includes the disciples watching at the side.   Tell them that God did this not for Jesus, but for the disciples.  Note that the disciples had been living with Jesus every day for several years.  They went everywhere with him, even slept near him.   Recall some of the things they had seen him say and do.  Looking at their faces in the picture, point out that they looked that puzzled and amazed.  Insist that they looked that way most of the time.  They knew Jesus was special, but they were never quite sure what that meant.  By wrapping Jesus in a shiny cloud and incredible clothes, God was telling the disciples, “Jesus is more than a special person.  Jesus is God with you.”   Conclude with a WOW or some ALLELUIAS.

R If you are focusing on God’s command to “Listen to him,” go to Transfiguration of the Lord (Year B) for ideas about unpacking this on this day and possibly as a Lenten theme.

Year C - Easter Sunday (March 31, 2013)

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

 

Good News!  He Is Alive!  Alleluia! 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

 

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

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

Year C Easter Texts

Acts 10:34-43

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

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

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

Psalm 118:1-2, 14-24

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

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

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

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

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

 

Isaiah 65:17-25

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

How long will people live?

What does God wish for people and their houses?

What does God promise people with gardens and orchards?

How often will people talk to and hear from God?

What does God say about the lion and the lamb?

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

 

1 Corinthians 15:19-26

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

John 20:1-18

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

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

 

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

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

Luke 24:1-12

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

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

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

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

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

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

 

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

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

 

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

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

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

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

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

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

Information about making palm crosses during worship

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

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

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

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

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

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

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


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

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

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

  

 

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

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

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

OR

           

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

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

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

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

When we are facing a bully at school or work…

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

When people are taking unfair advantage of others…

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

If you have been pursuing a love theme during Lent…

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

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

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

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

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

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

Looking Ahead into Holy Week…

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

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The Holy Week Story

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

Monday            Luke 22:7-20       The Last Supper

Tuesday           Luke 22:47-53      Jesus is arrested

Wednesday      Luke  22:54-62     Peter denies Jesus

Thursday          Luke 23:13-25      Pilate condemns Jesus

Friday               Luke 23:33-49      Jesus is Crucified

Saturday           Luke 23:50-56      Jesus is Buried

Easter              Luke 24:1-12        The Tomb is Empty

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

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

The Texts for the Day

Psalm 118:1-2, 19-29

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

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

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

Philippians 2:5-11

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

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

Luke 19:28-40

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

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

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

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

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

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

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

Public Domain from Wikipedia article

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

Luke 22:14 – 23:56 or Luke 23:1-49

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

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The Passion Story

Luke 22:14 – 23:56

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

SCENE ONE: The Last Supper

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

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

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

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

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

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

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

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

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

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

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

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

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

Narrator:  And Simon Peter said to him,

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

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

Narrator:  Then he said to all of them,

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

Disciples:  No, not a thing. 

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

Disciples:  Lord, look, here are two swords.

Jesus:  It is enough.

SCENE TWO: The Garden of Gethsemane

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

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

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

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

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

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

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

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

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

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

Disciple:  Lord, should we strike with the sword?

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

Jesus:  No more of this!

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

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

SCENE THREE: At the Chief Priest’s House

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

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

Servant Girl:  This man also was with him. 

Narrator:  But he denied it, saying,

Peter:  Woman, I do not know him. 

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

Man 1:  You also are one of them.

Narrator:  But Peter said,

Peter:  Man, I am not! 

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

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

Narrator:   But Peter said,

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

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

SCENE FOUR: Jesus’ Trial

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

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

Soldier:  Prophesy! Who is it that struck you?

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

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

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

All of them asked,

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

Jesus:  You say that I am.

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

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

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

Narrator:  Then Pilate asked him,

Pilate:  Are you the king of the Jews?

Jesus:  You say so. 

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

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

Narrator:  But they were insistent and said,

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

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

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

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

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

Narrator:  Then they all shouted out together, “

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

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

Both Priests:  Crucify, crucify him! 

Narrator: A third time he said to them

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

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

SCENE FIVE: Jesus is crucified

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

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

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

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

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

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

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

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

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

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

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

Narrator:  But the other rebuked him, saying,

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

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

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

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

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

Soldier 1:  Certainly this man was innocent.

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

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

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

Narrator:  This is the Word of the Lord.

Congregation:  Thanks be to God.

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

HOSANNA!     CRUCIFY HIM!    ALLELUIA!

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

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

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

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