Year C - Proper 7, 12th Sunday in Ordinary Time, 5th Sunday after Pentecost (June 23, 2013)

1 Kings 19:1-4, (5-7), 8 – 15a

F If you already built the cave into an Elijah display, there is nothing to add today.  Elijah wished there had been something spectacular.  He would have preferred that God speak to him in the earthquake or maybe some fireworks.  But God was there in sheer silence in a desert cave.  The point for the children is that often God does not come in flashy or dramatic ways, but in the silence that surrounds us.  If you add the mountain cave today, note how simple it is.  There is no color or any special object to add, just the cave to which Elijah ran when he was feeling really, really bad and alone.  Point to this cave before reading the text to alert listeners to where Elijah had gone and why he had run there.

F Elijah was having a very bad time.  He was afraid that Queen Jezebel was going to kill him.  He felt like he was the only one left who loved God.  He worried that everything he had done was not going to matter.  All together it made him wish he were dead.  Children don’t have enough life experience to understand Elijah’s situation in the way adults do.  But, they do have similar experiences of hopelessness and loneliness.  Friends desert them.  They move and have trouble finding new friends.  A bully targets them.  There is trouble at home that is poisoning everything and that the children cannot fix.  Even though it may not be true, they feel that everyone else at home is more loved than they are.  Like Elijah they want to run away.  This story reassures them that God is with them even when they feel this bad.

F Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst, or at least a couple of pages from it would be a good introduction to a sermon about times when everything is going wrong.  You could start here, then proceed to list Elijah’s woes in a similar fashion.

F The “timeouts” that many children experience when they get too upset or tired or overwhelmed to keep doing whatever they were doing are a good comparison to this story.  God gave Elijah a “timeout.”  Elijah left the place where all the trouble was, ran to a quiet place where God could meet him, and thus was prepared to return to his work.  Just as children sometimes give themselves a timeout when they know they need one, Elijah ran toward Mount Sinai.  (Avoid using the term “running away” to avoid suggesting to unhappy children that running away is a good solution to whatever is making them unhappy.  Even though it stretches the text a bit, insist that Elijah was not running away but running toward help at God’s holy mountain.)  God helped Elijah along on his timeout journey and then sent him straight back into the work he had been ready to abandon.

F To explore “sheer silence” start by inviting everyone to listen carefully.  Together identify sounds they hear in the supposedly silent worship space – outside noises, utility sounds, conversations in other parts of the buildings, etc.  Have worshipers put their hands over their ears or their fingers in their ears, then note that we still hear the sound of our muffles.  Imagine the silence of floating in the space – assuming the space suit makes no noise.  Note that even near-silence can be either very comforting or rather scary.  Give the whole congregation one full minute of near silence to experience.  Then reread verses 11 ff.  How far you read depends on where you are going next.  You could stop with “what are you doing here, Elijah?” to ponder the question God often asks us in our silences.  Or read to the end of the chapter to ponder God’s sending Elijah back to work.

F It is tempting for those of us who are easing into summer to talk about summer as a timeout and to raise questions about how we use that time.  If you go this way remember that children, who have not cycled through the year very many times yet, don’t feel that cycle the way adults do.  For them time is a straight line.  Summer is a period between this year and last year.  It is what is next and what is now rather than a timeout.

Psalms 42 and 43

Psalms 42 and 43 together are too long to keep the attention of children.  So select only Psalm 42, as the Methodist lectionary does, or select a few key verses here and there.

F Psalm 42:5 and 11 are the same verse and are the heart of the psalm for children.  Much of the rest of it requires life experience and understanding that is beyond most children.  But, when they list together times when they feel hopeless – everything from playing on a team that ALWAYS loses to feeling no one at all loves you to feeling horrible things are about to get you – children can then hear these words as a prayer for such times.  Walk through the words with them, putting them into words that will make sense for your children, then pray them together.

F Enjoy the fact that this psalm was already around when Elijah lived thousands of years ago.  Suggest that he might have prayed it as he walked across the desert to the cave on Mount Sinai.

Isaiah 65:1-9

This text is for the adult Bible students more than the children.  Listeners need to know about the return from Exile and all its problems to understand what Isaiah is saying.  The one possible connection for children is that Isaiah is telling the people to stop blaming other people or God for their problems, but to recognize the fact that they are responsible.  The problems are the consequences of their behavior.  Children struggle to accept that kind of responsibility for their own actions.  That said, this is a hard text with which to explore that fact with them. 

Psalm 22:19-28

Because this psalm is filled with so many unfamiliar images and references, it is not a good choice for children.  I’d go with the idea for Psalm 42:5 or 11 above.

 

Galatians 3:23-29

F As I’ve said before and will say again as we move through Galatians, children are not ready to hear Paul’s argument against living by rules.  They are currently living under the tutor of the Law and cannot see beyond it.  For them rules are good ways to understand what to do as they work their ways into the world.  Telling them that obeying rules is not the best way to live baffles them.  So, for them pick up on other aspects of this reading.

F To explore Paul’s insistence in verse 28 that all the everyday distinctions between people do not matter, get a show of hands on who supports which sports teams, goes to which schools, plays which sports or instruments, or was born in town rather than moved here from somewhere else.  Then note that all of that is interesting, but none of it is the most important thing about any of us.  The most important thing about each of us is that we are a child of God.  If you are sitting with a group of children to do this, point to individuals underlining this with phrases like, “John, I know you are a really big Eagles fan and that is cool, but even more important than that is that you are a child of God.”  Even, “John, you are an Eagles fan.  Erica, you are a Redskins fan.  But, you belong together because you are both children of God and that is way more important than what team you follow.”

F OR, reverse the process.  Start by putting a hand on each child’s head saying, “NAME, you are a child of God.”  After doing this with several children, interrupt yourself - “hey wait, you are an Eagles fan and you are a Redskins fan.  Can you both be a child of God?”  Talk your way back to the truth that all sorts of very different people can be a child of God.  Conclude by blessing the remaining children.

F Reread verse 27 and explore what it means to be “clothed in Christ.”  Laugh at the picture of wearing Jesus.  Then, point out some of the different clothes worshipers are wearing.  Have fun noting the differences and pointing out what clothes tell us about the person wearing them.  Finally, insist that it really doesn’t matter what we wear to worship or at any other time.  The most important thing about us is that we are the children of God.  In a way we are all wearing Jesus. 

F If you are exploring accepting all people for who they are, read the humorous story “Adam’s Animals” in Does God Have a Big Toe, Rabbi Marc Gellman’s book of stories about stories in the Bible.  It describes Adam’s failed attempts to name the animals, before a bear suggests that he asks the animals what they want to be called.  It can be read aloud in about 4 minutes. 

F If this text is leading you to talk about baptism, go to Dollar Store Children's sermons for an idea about using a birth announcement to talk about baptism as a sacrament of belonging. 

Luke 8:26-39

 

Instead of a sock use a frazzled
dust mop as a puppet to be healed.

F Scripture is meant to be enjoyed as well as just read.  So, retell this story with the children using lots of socks.  Before reading the story from the Bible warn the children to listen carefully because you are going to need their help retelling the story.  After the reading invite them forward.  Put a brown, black or beige sock over a hand on each child.  Tell them that they are the herd of pigs.  Imagine with them a very large lake in front of them.  Then put one sock for Jesus and one sock for the demoniac on your hands introducing them as you do.  Retell the story letting Jesus and the man do most of the talking.  Expect a little chaos when the pigs dive into the lake.  Enjoy it.  Then help children settle down, maybe dropping their socks in the lake then sitting down again.  This is one story all worshipers will remember.

Puppet note:  All the socks can just be socks.  But I would be inclined to weave some black yarn into the demoniac to form a wild appearance.  Jesus might be any other sock or could be a Jesus handpuppet, if you have one.

Cathedrale Sainte-Lazare (Autun)
from a 1970s trip postcard

F Demons are tricky.  What people thought about demons in Jesus’ day is largely replaced today by more metaphorical understandings and uses.  Since most children have little grasp of what mental illness is, explaining the earlier understanding is challenging.  At the same time for literal thinking children modern metaphoric uses are equally confusing.  So, if you are going to talk about demons at any length, introduce them with children in mind.  Show a picture of a demon from middle ages art.  Tell about the evil little things that people used to think caused mental illness and other problems AND about the way we talk about jealousy and greed or drugs and alcohol as demons today.  The connection between the two is that both refer to things that get us in trouble when we let them determine what we do and say.  And, in this story Jesus proves that he has power over the nastiest of demons.  So, we are safe.

F Animal loving children ask why the pigs jumped off the cliff.  Possible answers include but are not limited to

1. The demons drove the pigs over the cliff to get even with Jesus for kicking them out of the man.  (They knew the pigs’ owners would be angry with Jesus.)
2. The pigs were so frightened by the demons that they jumped over the cliff to get away from them.
3. The pigs, being smarter than most people expected, recognized the demons and finished Jesus’ work by drowning them in the lake.

 F Commentators and preachers make all sorts of points with this story, but for children it is mainly a story of Jesus healing a man in a rather spectacular way.  They enjoy Jesus’ power and his way of getting rid of the demons.  Probably the best lesson in it for them (if it needs a lesson) is that Jesus did not send the man out to a new place to do something dramatic, but sent him back home to live like the healed man he was every day.  Children can be challenged to do the same this week.

Year C - Fourth Sunday of Easter (April 21, 2013)

Le Breton, Jacques ; Gaudin, Jean. Jesus the Good Shepherd,
from Art in the Christian Tradition, a project of the Vanderbilt Divinity Library, Nashville, TN. 
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=51560 [retrieved March 15, 2013].
Original source: Collection of Anne Richardson Womack. 

 

U This is Good Shepherd Sunday.  All the texts have some connection to the shepherd image.  That makes it a good day to feature any Good Shepherd art that is painted, carved, glassed or stitched into your sanctuary.  Point it out, tell stories about its choice or creation, and encourage worshipers to connect it to your worship today.  If you have no such art, add some shepherd equipment to the room for the day.  Plunder Christmas pageant props or creches for shepherd’s crooks or staffs and shepherd and sheep figures.  Use them to describe the work of a shepherd.

U It is also the day before Earth Day.  Younger children can link the shepherd’s care of sheep with our care of animals – wild animals, farm animals, and pets.  Identify the way the shepherd cared for the sheep and the ways we care for a number of different animals – maybe a polar bear, a chicken, and a cat or dog. 

 

There is also a connection to Dorcas.  While Dorcas sewed clothes for the widows, some people work especially hard on taking care of the animals.  Recall stories of children who have saved endangered animals (think “Free Willy” or “Dolphin Tale”).  Or, tell stories about people who work on behalf of the animals at the local SPCA.  Some SPCAs invite families to volunteer together caring for the animals there.  If yours does, offer that to families as a service possibility.  To go all out bring one or more kittens or puppies from there for children to meet during or after worship.

 

Acts 9:36-43

U Children often call each other “Dorkas” as a friendly put down.  So, if your translation names this woman Dorcas, point out before reading it that there is no connection between her name and today’s put down name.

U This story is not so much about Peter as it is about Tabitiha/Dorcas, who is an Easter person.  She shares her love of God by spending lots of her time sewing clothes for those who need them.  The Bible mentions widows, but I’ll bet she probably also made clothes for constantly growing children.  Few children today have clothes that were made for them, but they often have special clothes that were given to them by a friend or relative.  Bring a piece of clothing that you love because it is such a gift to help worshipers imagine the mourners wearing and bringing what Tabitha/Dorcas made for them.  Then ask worshipers what people could bring or say to illustrate their loving care to them.  Point out that not all people sew, but all Easter people are called to care for the people around them in some way. 

U A conversation I had with a fifth grade girl in Sunday School recently reminded me that girls can be offended by Jesus choice of 12 male disciples.  Elise insisted that it simply did not make sense that Jesus who was supposed to love everyone would choose 12 people to be a special in group – kind of a clique – and that they would all be guys.  Luke clearly identifies Tabitha/Dorcas as a disciple.  She is the only woman so identified in the New Testament.  Other women of course play big roles, but at least this one is named a disciple.  Older elementary girls like Elise may especially appreciate that fact.

U If your congregation has a prayer shawl ministry, this is a good opportunity to highlight it.  Drape some shawls over the Table or rail.  Describe the ministry.  Even wrap a few children/folks in one briefly asking them to name one good thing about their shawl.  Then bless those shawls (and all others the group knits?) for their purpose. 

Possibility: Some older elementary children learn to knit and could be invited to knit a shawl for someone in need.  Maybe the knitting adults could sponsor a young knitters group to help each one knit one shawl for the ministry during the summer.

Psalm 23



Christ the Good Shepherd, from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN. 
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=49960
[retrieved March 15, 2013]. Original source: Wikimedia.

 

U Psalm 23 appears repeatedly in the lectionary.  Today it links to the Good Shepherd who calls the sheep by name in the gospel and protects those who wear robes washed in the blood of the Lamb in Revelation.  It is a great opportunity to share the first known painting of Christ which depicts him as a young strong shepherd.  It was painted by an unknown Christian in the catacombs under Rome.  In those days it was illegal to be Christian and Christians were thrown to the lions in the coliseum.  They were clearly among those wearing robes washed in the blood of the Lamb.  Imagine with worshipers walking quietly through the maze of tunnels lined with graves dug into the walls to meet a group of Christian friends at a certain grave to worship.  Listen for the clank of Roman armor and be ready to run if needed.  Note that in this situation people needed a strong good shepherd.

U There are many musical versions of Psalm 23.  Many, however, use the King James vocabulary that few children know.  Probably the first choice is “The Lord’s My Shepherd, I’ll Not Want” (Scottish Psalter) because the tune is familiar to the congregation and because the words are closest to today’s English.  “The Lord’s My Shepherd, All My Need” (Christopher L. Webber1986) has easier vocabulary but the tune is less familiar.  Finally, “He Leadeth Me, O Blessed Thought” is a meditation on the theme of the psalm with an easy to read and understand repeated chorus.  It is also a fact that each congregation has its favorite Psalm 23 hymn which is sung with a passion children hear.  If you select such a song knowing that children will have trouble with some of the vocabulary, in a brief introduction explain one or two key words or phrases before inviting the congregation to sing it.

U This YouTube video of Psalm 23 which presents the good shepherd as a woman is a good way to challenge worshipers of all ages to think of God’s shepherding in fresh ways and to honor Dorcas/Tabitha.

 

U Because many know it, love it, and so read it with feeling, have the congregation read this psalm in unison.  Print it in the bulletin or give worshipers time to find it in pew Bibles encouraging older children to read along.

U To link the psalm to the Revelation passage, identify all the scary stuff in the psalm – lack of food and water, wrong paths, the wolves and bears from which the shepherd’s rod and staff protect the sheep even as they feast on the grass, and the shadow of death.  Point out that Jesus the Good Shepherd does not make that scary stuff go away, but is with us in the middle of it.  Read the psalm together imagining yourselves with the Christians to whom Revelation was written worshiping in the catacombs under Rome.

Revelation 7:9-17

U This is a good text for congregational Bible study during worship.  Get worshipers to open the pew Bibles to the text.  Invite them to create in their minds a mental picture of the scene John is describing.  Stop as you read to add details and explain the significance of certain details.  Recall from last week that Lamb is a nickname for Jesus in Revelation.  When you get to the shouted phrases, shout them and then ask the whole congregation to shout them together to get the feel of the crowd shouting praise.  Ponder the fact that even when we face hard scary times, we are not alone.  We are part of the 144,000.  Illustrate the bowing with your whole body or at least with your arms.  Emphasize the conversation with the elder by turning in different directions to say each voice.  Explain the part about the white robes washed in the blood of the Lamb.  Finally, ponder John’s message that Christians can be brave during hard times because we know that there is a good ending.  Savor the promises in verses 15 – 17.   Then, reread the whole thing inviting worshipers to close their eyes and see in their heads what you are reading. 

U Cracking the key code for this week:  If you identified LAMB as a code name for Jesus last week, children may be able to figure out that the people who are who are wearing robes dipped in the blood of the Lamb are Jesus’ followers.  Help them make the connection by reminding them of the sweatshirts and caps worn by fans of athletic teams.  (Maybe bring or wear one of your own.)  Ask what story about Jesus has blood in it to begin unpacking why the robes are dipped in the blood of the Lamb.  Laugh about soldiers finding a copy of this book and trying to figure out why robes dipped in blood are white instead of red.  If you have this conversation just before reading the scripture, children will listen intently and get more of John’s message.

U Most children have to watch the ending of “The Wizard of Oz” many times before they can even stay in the room to watch the scary parts.  Once they trust the ending, they are not as frightened by the scary parts.  John was telling these Christians living in scary times that there is a good ending coming.  They can be brave knowing that.  (The same is true of Peter Pan, Harry Potter and any other book or story with really scary parts.)

John 10:22-30

U Verses 27-28 are the key verses of this text for children.  They say in straight words what the coded picture says in Revelation.  With older children read Revelation first and decode it. Then, turn to gospel.  Read these verses and note that they say the same thing.  Finally, ponder what John is saying to us today.  We are safe, even when things get really bad.  God still loves us and in the end we’ll be OK. 

U Use toy sheep, a cardboard pen and a small shepherd figure (maybe figures from a Christmas crèche?) to demonstrate the shepherd calling the sheep by name as they go out into the field to graze under the care of the shepherd and later return to the sheepfold.

 

If your congregation uses the Young Children and Worship program, borrow the figures for “The Good Shepherd.”  Children who have been through the program will grasp more fully the program’s connection to worship in the sanctuary when they recognize this story that is told in both places.

U In “Babe” (full length DVD) there are several good shepherds.  Mr. Hoggett understands and cares for Babe, the runt piglet.   Fly, the sheepdog, comforts Babe as he settles into the barn and teaches him about the sheep.   Babe, the pig, is the main good shepherd.  The film ends with championship sheepdog trials.  In one scene, a dog herds the sheep by nipping at them.  Then Babe (the Good Shepherd) speaks to the sheep respectfully telling them what needs to be done and they do it.  It is a great illustration of the Good Shepherd speaking and the sheep responding.

U To focus on the conversation about whether Jesus is really the messiah in the first verses, remember that children are often told, “Pay attention!” or, “notice what is happening around you and act accordingly.”  In answer to the question about whether he is the messiah Jesus basically says, “Pay attention!  Even dumb sheep listen to their shepherd, but you have seen all the things I have done and still do not realize who I am.  Some (like the disciples) do pay attention and understand what is going on.  They follow me and I give them eternal life.”

Year B - Proper 22, 27th Sunday in Ordinary Time, 19th Sunday after Pentecost, World Communion Sunday (October 7, 2012)

This week is World Communion Sunday in most congregations.  For children that means raising awareness that Christians all around the world are one big family.  We may have skin of different colors, wear different clothes, speak different languages, and do all sorts of different things, but we are all baptized and we all share communion.  Children enjoy imagining people in tropical jungles, way up in the mountains, on the beach, etc. all eating bread and drinking the cup to remember and honor Jesus.  Go to Proper 22 (Year A) for general ideas about drawing children into the congregation’s celebration of this day.

This week is also The Festival of Saint Francis.  Many congregations celebrate this day by blessing the pets on Sunday.  Next year (after I have completed the lectionary cycle J) I promise to do a post on this along with posts on the season of Creation.

Job 1:1; 2:1-10

L The Children’s Bible in 365 Stories, by Mary Batchelor, provides a children’s version of the story of Job in three sections that match the first, third and fourth readings in the RCL series.  (RCL has no account of the friends’ bogus comfort.)  These stories also fill in many of the details omitted by the lectionary readings.  I actually prefer this division of the story and would use it rather than the RCL divisions.  It would be possible to read them as the scripture lesson for each week.  It would also be possible to turn them into readers’ theater.  Create the script by assigning the paragraphs of it to the appropriate readers and omitting all the “he saids” and the one “she said”.  Staging could be as simple as readers standing in different spots in the chancel or include planned movements and a few simple props or costumes.  Presenting it is a good worship leadership assignment for a youth or adult class or a team of five thespians.  The Narrator, Job, God could be read by the same person each week.

“Troubles for Job” tells the story of all Job’s woes.  It can be read in 3 minutes and would need a Narrator, God, Satan, Job and Job’s wife. 

“Cheering Job Up?” summarizes the arguments of Job’s friends.  It can be read in 3 minutes and calls for a Narrator, Friend 1, Friend 2, Friend 3 (the fourth person) and Job.

“God Talks to Job” recounts Job’s conversation with God.  It can also be read in 3 minutes and would need only 3 readers – a Narrator, God, and Job.

L If you plan to worship around Job’s story only once, “The Story of Job” in The Family Story Bible, by Ralph Milton, condenses the entire story into two pages that can be read in 5 minutes.  If I were reading it, I would edit it here and there to reflect my understanding of the story.  But, the basic format is solid.

L Especially if you are going to make this into a worship series, children need to know a few things about the book of Job.

First, and most importantly, they need to be told straight out that this is not a story about real things that happened to real people.  It is a made-up story that people have told for thousands of years to think about why people suffer.  God would never kill children to test their father or make a person sick just to see what the person would do.  God is not like that.

One way to introduce this literary form is to point out that the Bible is a library of many kinds of literature.  There are letters, poems, court records, and important made up stories that people have told each as they try to understand the world. This is one of the latter.

Older children might understand the comparison to “The Tortoise and the Hare” or some other fable designed to make a point.

Satan needs an introduction.  To most children Satan is the same as the Devil and is evil.  Satan tries to lead people to do bad things.  Satan is also the “president of Hell.”  In Job Satan is not trying to lead people to do bad things.  Instead Satan is the tester, the evaluator.  He is like a sparring partner who boxes with an athlete to push him to do better.  His question in Job is whether Job will only love God so long as he has an easy life. 

Related point: Children see t shirts that say “the Devil made me do it” and recognize its claim that the wearer is not responsible for what he or she does.  The book of Job insists that the Devil can’t make us do anything.  We, like Job, are our own bosses and can decide what we do and say in any situation.

L Job knows what the writer of Hebrews also knows.  God/Jesus is awesome, bigger than anything we can imagine, and would be dangerous if God was not so loving.  Older children can be directed to this truth.  God is not like an over the top grandparent who will give whatever we want.  We don’t love God just when things are going great for us.  We can pray, “God I need…” and “God, thank you for…”, but must also pray “God, I don’t understand…” and “God, help me get through…”

L Children’s books that parallel Job’s story include:

Alexander and the Terrible, Horrible, No Good, Very Bad Day, by Judith Viorst, begins “I went to sleep with gum in my mouth and now there’s gum in my hair and when I got out of bed this morning I tripped on the skateboard and by mistake I dropped my sweater in the sink while the water was running and I could tell it was going be a terrible, horrible, no good, very bad day.”  And, he was correct.  The book recounts all the awful things that happened to this little kid in a single day.  In the end his mother reassures him that some days are just like that.  Most children know this book and love it.  Though Alexander’s woes are not as serious as Job’s, they can be a good introduction to Job’s woes and to the question about why there are days like that.  It is too long to read in its entirety in owrship.  But, citing one or two pages, and listing in your own words all the other things that went wrong gets the point across and piques children’s curiosity to listen to what happened to Job on his terrible, horrible, no good, very bad days.  This book is almost surely available in your public library – if it is in.

A Series of Unfortunate Events: The Bad Beginning, by Lemony Snicket, bears a letter to the reader on the back cover of the first of 13 books in the series.  It is a good introduction to the series and parallels the situation of Job for children.

Dear Reader,

I’m sorry to say that the book you are holding in your hands is extremely unpleasant.  It tells an unhappy tale about three very unlucky children.  Even though they are charming and clever, the Baudelaire siblings lead lives filled with misery and woe.  From the very first page of this book, when the children are at the beach and receive terrible news, continuing on through the entire story, disaster lurks at their heels.   One might say they are magnets for misfortune. 

In this short book alone, the three youngsters encounter a greedy and repulsive villain, itchy clothing, a disastrous fire, a plot to steal their fortune, and cold porridge for breakfast. 

It is my sad duty to write down these unpleasant tales, but there is nothing stopping you from putting this book down at once and reading something happy, if you prefer that sort of thing.

With all due respect,

Lemony Snicket

Psalm 26

If this is introduced as a prayer Job might have prayed while sitting miserably scratching his sores, children will catch an occasional phrase.

Genesis 2:18-24

AThis passage could be tied to the gospel discussion about divorce or to Psalm 8 and the Hebrews comments on human responsibility for the world. 

AIf you focus on human responsibility for the world, try one of two stories from Does God Have a Big Toe, by Marc Gellman. 

“Partners” describes how God got the world “almost finished” then told people to take over as partners.  Adam asked for and got a definition of partner that fits with the picture in psalm 8. 

“Adam’s Animals” is a somewhat longer story and explores Adam’s difficulties naming the animals with lots of comical missteps before he decides to let the animals tell him what they are.  Introduce this story with comments about how knowing a pet’s name gives you the power to call the pet and tell the pet what to do.  It also gives us the responsibility to care for the pet you named.  This story connects us to all the animals in the world in the same way.

AAsk young artists in advance to draw pictures of animals.  Make a collage of their pictures for the cover of the printed worship order.  You can even fill the margins of other pages with animals.

AIf you read this with Mark’s gospel, be careful.  Explain that this story tells what God’s plan for marriage is.  AND, note that we often fail to make that plan happen.  When we fail God still loves us.  More on this in the section on Mark below.

Psalm 8

Invite the whole congregation to echo the worship leader in reading this psalm with interspersed comments, song snippets, and hand motions. 

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Psalm 8 Echo Reading

O Lord, our Lord,

your greatness is seen in all the world!

“This is my father’s world” (sing this )

Your praise reaches up to the heavens;

Praise the Lord!  (LOUD)

It is sung by children and babies.

Praise the Lord! (LOUDER)

You are safe and secure from all your enemies;

You stop anyone who opposes you.

When I look at the sky (sweep the sky with arm),

which you (look up) have made,

at the moon (form circle around your head with arms) 

and the stars (sprinkle the sky with stars with your fingers), 

which you set in their places-

     

What are human beings, that you think of them; (make a questioning gesture)

What are men that you think of them? (point to boys)

What are women that you think of them? (point to girls)

mere mortals, that you care for them? (hands out to include all)

Yet you made them inferior only to yourself;

You crowned them (make yourself a crown with your hands) with glory and honor.

You appointed them rulers over everything you made;

In charge of everything you made

Responsible for everything you made,

You placed them over all creation:

sheep and cattle,

and the wild animals too;

the birds and the fish and the creatures in the seas.

Air we breathe and pollute (take a deep breath)

Food for many or a few (lick your lips with satisfaction)

Energy to keep us warm and moving (hug self to keep warm)

O Lord, our Lord, (throw hands up toward the sky)

your greatness is seen in all the world!

Amen.

                                     Based on the TEV translation

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Hebrews1:1-4; 2:5-12

V This text about Jesus the Christ needs a little organizing and restating for the children.  Basically it is saying that…

Jesus was one with God at the beginning of everything and will be one with God after everything ends.

Jesus worked with God on creating the whole world and keeps taking care of it.

In Jesus of Nazareth God lived among us as a person and allowed himself to be crucified.

Jesus is God in human skin.  Everything we know about Jesus tells us what God is like. 

Jesus Christ forgives us.

V Do a little worship education.  Instead of just reading the Apostles’ Creed in unison, focus on the phrases about Jesus in the Creed.  Read through those phrases commenting very briefly on each one.  Then reread the phrases pausing after each one for the congregation to respond, “Jesus is Lord!”

V Use this text to connect the story of the Old Testament with the New Testament.  Hold a Bible open to the Table of Contents, even ask worshipers to open their pew Bibles.  VERY briefly, point out familiar Old Testament stories about how God spoke to people, e.g. in Exodus we hear how God saved the people from slavery.  Then, point to the four gospels that tell us about how God spoke to us in Jesus, Acts that describes how the first Christians tried to follow Jesus, and the letters that show us what people were thinking about God and Jesus then.  Finally, direct everyone to Hebrews 1 and read the text for the day.  Close lifting the Bible saying, “The Word of the Lord” to which the people respond, “Thanks be to God.”

GLORY!

V To help the children grasp all the glory ascribed to Jesus in Hebrews begin a poster today that you add to each week you read from Hebrews.  Today’s word is GLORY!  This text summarizes Jesus’ glory.  Children often see Jesus mainly as their powerful friend and supporter.  This text insists that Jesus is also much bigger than just that.  Jesus was there at the beginning and will be there at the end, Jesus judges the whole world.  Print GLORY! in large letters somewhere on a banner or big poster in gold metallic pen.  Leave the center of the page open to add “LORD!” in the center in glitter pen on the last day of your series. 

Note from the end of this series:  If you try this growing poster/banner, look ahead now.  It got more complicated as I worked through all SEVEN weeks of Hebrews.  Here is what Lou Pennebaker ended up doing with it:

 

Last month I emailed you regarding your Hebrew Jesus poster idea. For the last 5 weeks I have been using one or two words each week for the children’s message in worship as we have followed the Lectionary through Hebrews. It has been a challenge and has taken me all 5 weeks to completely figure it all out! (I have changed the upcoming words several times.) Like you noted in your blog the verses get very repetitive. I appreciated all your notes each week in your blog and was able to incorporate some of them over the 5 weeks. I was able to use one or two words each week so that when we end this Sunday we will have spelled “Hebrews” (although I had to take a little creative license to do so).

For reasons specific to the life of our congregation we began a few weeks late with Hebrews 5:1-10 on 10/21 with High Priest. The following week (Heb. 7:23-28) we added Eternal. The third week was Communion Sunday (Heb. 9:11-14) so I used Broken (I had considered Blood but decided Broken was better for children and tied it into the words spoken at communion). After that I had to get creative. The 4^th week (Heb. 9:24-28) was foR Everyone. And this Sunday (Heb. 10:19-25) we will add Worship JeSus as our response to Jesus who is our Eternal High Priest who was Broken foR Everyone.

The final Poster looks like this:

    High Priest
    Eternal
    Broken
foR
    Everyone
   Worship
JeSus

Thanks for letting me share your plan, Lou!

V World Communion Sunday makes this a good day to point out that Christ is the host at the Table.  In the Presbyterian rite we say “this table is not my table, it is not your table, it is not the table of NAME OF CHURCH, it is not the Table of the Presbyterian Church.  It is the Table of Jesus Christ and…”  Perhaps have the children or the whole congregation echo each phrase with you.  Briefly expound on the privilege of the host to decide who to invite.  Name places and people around the world who are joining you at Jesus’ Table today.  If you use projectors in worship, project photos of people from all around the world as communion is served.

V “Come Christians Join to Sing” and “When Morning Gilds the Sky” are good ways to sing of Christ’s glory today.  Point out the repeated phrases and urge even non-readers to sing them.

V If you are worshiping around theme of the environment perhaps celebrating St. Francis, take time to point out and enjoy the connection between Hebrews and Psalm 8.  Read Hebrews 2:6 -8a emphasizing “as someone once said.”  Have worshipers hold one finger in their pew Bible and turn to Psalm 8  (I’d give them page numbers.)  Read verses 4-6 saying, "guess who is the someone who said that!"  Then invite the congregation to read all of Psalm 8 – possibly using the script above.

Mark 10:2-16

A This text includes two rather separate stories.  To emphasize that and to be sure both stories get heard, have them read by two separate readers.  Ask an older child to read verses 13-16 about Jesus blessing the children.

To add a visual element have several readers move through 3 scenes in the chancel.  Start at one side of the chancel with Jesus, a disciple or two, and a Pharisee or two for verses 2-9.  Jesus and the disciples then step to the center for verses 10-12.  A woman and some young children approach from the other side as the disciples step between them and Jesus.  Jesus steps through the disciples for verses 14-15.  A narrator speaking from the lectern can knit it all together.

A If you are going to speak at length about this hard teaching about divorce remember that children who have experienced divorce are listening too.  They are as hurt by divorce as the adults are – maybe more hurt.  And, they are even more likely than the hurting adults to hear Jesus’ statement as proof that they are no good.  So, it is critical to make two points to them.

<!--[if !supportLists]-->1.      <!--[endif]-->God intends for marriage to be permanent.  Refer to the marriage vows.  Help children aspire to permanent marriages for themselves. 
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<!--[if !supportLists]-->2.      <!--[endif]-->Divorce is a failure.  Children need to be constantly told that their parents’ divorce is their parents’ fault not theirs.  (Many children at some point feel they are to blame.)  Once they are clear that divorce is their parents’ failure, they then get defensive for them.  So, the church needs to help them understand and live with what their parents have done.  We can tell them that divorce is just one more sin – like greed and lying.  One way we know divorce is wrong is that it causes so much hurt for everyone involved.  But, we are humans and we all sin in lots of ways.  We know it is wrong to be greedy, but we all have greedy, grabby moments.  We know it is wrong to lie, but we all do.  All marriages start with high hopes of lasting forever, but some just do not make it.  That is sad, but true.  The good news is that God forgives us for being greedy and for lying and for our divorces. 

COMMENT: I am certain I’ve not got this last paragraph right for all people.  It’s my best stab at it.  I trust you to gather from it what looks right to you and go from there.  This is hard stuff in today’s world!

N Children hear in verses 13-16 that Jesus likes children.  They enjoy the fact that while adults tell them to grow up every day, Jesus tells the adults to be like children.  There is a lot more going on in the story for the adults, but for children it is that simple.

N This is a good day to pray for the children of the church – and to do so in a way that the children will hear.  A general prayer for the precious children of the congregation stuck in the middle of lots of other petitions will be missed entirely by those children.  So, in smaller congregations name all the children.  In larger congregations offer a prayer for each way or group in which the children participate in the church, e.g. “Lord, be with the children as they read the Bible with their teachers.  Help them listen and understand the important stories in it.”

N And of course, it is a great day to sing “Jesus Loves Me”  If you do, remember that older children consider it a baby song and resent being asked to sing it with just children.  So, invite the whole congregation to sing the song together from the hymnal.  Doing so helps them begin to reclaim the song as worthy of keeping as they continue to grow up.