Year A - Second Sunday after Epiphany, Second Sunday in Ordinary Time (January 19, 2014)

Isaiah 49:1-7

> Reading this text in which the speaker is telling a story and within the story quoting God extensively requires practice.  The reader needs to imagine himself (or herself, but in this case probably himself) speaking dramatically before a large crowd. 

>  In verse 6 the task of the servant Israel is to be a light to the nations.  Explaining to literal thinking children what it means for either God or people to be light is not easy.  Describing the difference lanterns, flashlights, even candles make in a dark room or at night is easy enough.  But, connecting that difference with the difference kind words and deeds of love and mercy make is quite a stretch.  Children’s brains simply have not developed the necessary transference ability to do this. 

>  Instead use this as an opportunity for some worship education about the use of candles in worship.  If you did not do so on Epiphany Sunday, describe how your congregation uses candles in worship and the significance of what you do.  If you involve acolytes in lighting the candles describe their leadership role.  If you do this before the call to worship, have a special candle lighting liturgy for today, maybe –

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Leader:  Isaiah said “the people who lived in darkness have seen a great light.”  Jesus said, “I am the light of the world.” 

Congregation:  We light this candle /these candles to remind us of God’s love and presence with us. 

All:  Let us worship God.

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>  Without getting tangled up in the “light to the nations” image, explore Isaiah’s insistence that God doesn’t want us just to look out for ourselves, our church, and our community, but to be concerned for everyone in the whole world.  Reread just verse 6, putting some of the ideas into your own words.  Then,

Describe at least one way your congregation reaches out to people far away.  If possible select an activity in which children are involved, such as packing disaster relief kits.

Think together of a prayer to offer for the people who live on each continent.  (Trace your prayer journey on a globe or world map.)  Then offer those prayers.

 

Psalm 40:1-11

>  Children quickly get lost in this long song.  The important thing for them is that the psalmist promises to sing God’s praises and to talk about what God has done.  Readers are invited to join in.

Like the psalmist children can sing God’s praises.  Singing songs praising God with others at church and singing songs praising God on their own are important disciplines to cultivate.  Today children are more likely to listen to music than to sing it.  Encourage them to sing by telling stories in which singing is important and by doing a lot of congregational singing during worship today.  Assign worshipers a familiar hymn (maybe the Doxology) you have sung and discussed in worship today to sing in the car on their way home.  (Encourage them to do this whether they are singing a solo or with a “choir”.)

Children can also speak up on God’s behalf every day.  Tell the children “a secret you think the psalmist knew.”  Saying something out loud to other people makes it more real than just thinking it.  As examples describe telling someone you love them rather than just thinking it, saying “this is a really great dinner!” rather than just thinking it, or talking with others you are with about how beautiful a spot (maybe the Grand Canyon or a cozy fire in your own fireplace or a clear starry night) is rather than just thinking it to yourself.  Then, talk about what happens when you tell friends something you know about God or Jesus or when you insist that you know something the group is thinking of doing is either wrong or very right. 

>  This weekend the psalmist reminds us of Martin Luther King who spoke to the American nation on God’s behalf of the injustices being endured by African Americans.   He said, “I have a dream…” but he meant “God has a dream and will make it come true.”   His words about this dream inspired people to make difficult changes to right the injustices.  King and his followers also sang songs, spirituals that echoed his words.  Together the speaking and singing of God is powerful.  King spoke to and sang with millions of people.  Few of us do that.  But, we can sing songs for God and we can speak up among our friends.  We can stand up for God’s ways and point out when people are starting to do things that are wrong.  Martin Luther King had to be brave to speak up for God and so do we. 

Sing one or more of the spirituals that were sung during the civil rights movement such as “We Shall Overcome,” “Go Tell it On The Mountain,” “This Little Light of Mine,” and “We Shall not be Moved.”

 

1 Corinthians 1:1-9

>  For the next seven weeks we will be reading from 1 Corinthians.  This may be the first generation of children who need to learn what a letter is.  Strange, but true!  They are increasingly used to communicating in short emails, tweets, or IMs that are sent quickly, read and generally deleted.  They have little experience with a several page letter that was carefully composed, read and reread, and then kept to be read repeatedly in the future.  So before reading from this letter, take time to explore what the letter was and meant to the early Christians.

Bring a stamped envelope containing a several page handwritten letter, a smart phone displaying an email or text message, and the pulpit Bible opened to the beginning of 1 Corinthians.  You might even mention the way Harry Potter and other wizards communicated with messages carried by owls.  Talk about the similarities and differences in each one.  Some take more time to write.  Some are harder to deliver and take longer to reach the receiver.  Some are considered more worth saving to reread and to share with others.  Explain that Corinthians is a letter sent from Paul to the Christians in Corinth and that they thought it was so important that they saved it, copied it, and shared it with others.  

 

From Wikimedia Commons

Display pictures of Corinthian ruins and modern day Corinth and have a map on hand to point out where Corinth is.  Ask if anyone in the congregation has been to Corinth.  The point is simply to realize that Corinth is a real place with real people. 

Briefly introduce Paul telling how he knew the people in Corinth.  Point out some of his other letters to other churches in the Bible.

Read verse 2 that tells to whom the letter is sent.  Stop as you get to the parts that describe the saints beyond Corinth.  “Hey, wait!  That is us.  We are….  You and you are…   We have mail!”

Then invite worshipers to listen to what Paul says as the letter begins.

>  If you are going to explore the gifts Paul recognized in the members of the church in Corinth and in us, offer children a worksheet printed with a large gift box.  Invite them to write about or draw into the boxes some of the gifts/abilities/talents God has given them.  Point out that God wants them to use those gifts to love other people in the world.  Invite them to drop their drawings into the offering plates as a way of thanking God for those gifts or to share them with you as they leave the sanctuary.  Suggest that in one part of the box they draw a cross or a heart for the gift of God’s love.

Feel free to use this or create your own on this pattern

 

John 1:29-42

>  Next Sunday’s gospel is Matthew’s account of the call of the fishing disciples.  Attentive children will be surprised by these apparently contradictory accounts and ask questions about which is true.  Rather than dig into that in the sanctuary, it might be better to read only one of these versions of the story this year.

LAMB OF GOD   SON OF GOD   MESSIAH   RABBI

> Names are important to children.  In this story John gives Jesus 3 names – Lamb of God, Son of God and Messiah.  Andrew gives him another one – Rabbi (or Teacher).  At the end Jesus gives Simon a new name – Cephas or Peter.  With their new names both Jesus and Simon Peter start out on something very new.  It is almost like Harry Potter being told he is not a stupid kid who lives under the stairs, but is a wizard and being invited to learn the skills that will make him a great wizard.

> Lamb of God is a nickname or a symbol for Jesus.  But, it is a hard one for children to understand.  To understand the Passover connection it will be necessary to retell that story.  To make the connection to the thank offerings, it will be necessary to explain the thinking behind that practice to children to whom it tends to sound cruel and weird.   Instead, simply introduce Lamb of God as a nickname or mascot for Jesus.

If your sanctuary includes Lamb of God images, point them out and simply say that they remind us of Jesus. 

Point out in the worship bulletin the places you will pray, say or sing “Lamb of God” today.  Maybe suggest that children underline the name every time they find it in the bulletin.  Then instruct them to think “Jesus” as they use the term.
 

> Eyes are important.  Using them well to really see is even more important!  John the Baptist saw and knew who Jesus was when he came to be baptized.  When Andrew and another of John the Baptist’s disciples asked to join Jesus, Jesus replied “Come and see.”  And they saw a lot in the years that followed!  Use this story to urge children to really see or pay attention to people and to what is happening around them.  Point out that many people saw Jesus.  At first only John the Baptist saw who Jesus really was.  Several people heard John point Jesus out and tell who he was, but only 2 of them went after Jesus.  Likewise, hundreds of people saw Jesus heal people and feed the crowd, but only a few stayed around to live the way Jesus wanted them to live. 

At the end of this discussion touch the eyes of each child saying “God, bless NAME’s eyes.  Help him/her really see you.”  Or, have the entire congregation bless each other’s eyes in the pews.

> This is a story about people who told others what they knew and introduced their friends to important people.  John pointed out Jesus to his disciples.  Andrew brought his brother to meet Jesus.  They each about Jesus in everyday situations to people they knew.  Challenge children to be like them and to speak up to their friends and siblings at home or school or wherever they are.

Year C - Proper 26, 31st Sunday in Ordinary Time, 24th Sunday after Pentecost (November 3, 2013)

There are choices to be made by worship planners this weekend.

Halloween was on Thursday night, but will probably be celebrated in many communities on Friday and on into the weekend.  The Habakkuk reading and the format of Psalm 119 provide great opportunities for meditating on our fears.

All Saints Day was on Friday, but will be celebrated in many churches on Sunday.  If you are one of those, go to All Saints Day - Year C.  But also check out these texts since there are some interesting connections.  Another possibility to consider is the gospel text about life after death found in Proper 27.  It could be moved here saving Zaccheus for next week.  Go to Proper 27 (Year C) to see the details.

And, if you live in the USA it is time change Sunday.  So no matter what texts you select, remember to set your clock back an hour to claim that wonderful extra hour of sleep.

The Texts

Habakkuk 1:1-4, 2:1-4

F  Habakkuk complains about the violence and injustice that are causing so much pain in the world.  He speaks in generalities about what everyone fears and then delivers God’s promise that the violence and evil will not be the final word.  On Halloween we practice facing up to our fears.  We tell scary stories, walk through haunted houses, and dress up as monsters.  Children’s Halloween picture books range from tales in which heroes rise above their fears and in the process prove the scary thing or place is not so scary after all to tales in which monsters are shown to be just like us.  (There is even a take-off on Good Night Moon called Good Night Goon in which a young monster says goodnight to all the scary-to-us stuff that is part of his everyday life and a similar take off on Runaway Bunny called Runaway Mummy.) 

F  Display a not-too-scary mask (remember it doesn’t take much to scare the youngest).  Handle it, describe how it might frighten you but then point out that it is just a mask and not all that scary.  Use this as an entry to identifying the things we really fear – that bullies at school will go after us, that something bad will happen to someone we love, that we will get lost, that there will be a war where we live, that we will never be able to do what we want most to do….   If the children’s fears lead to talking about adult fears about jobs, the economy, world conflicts, etc., the children learn that fear is part of life.  They will then be ready to hear God’s promise to Habakkuk and us in Habakkuk 2:2-4. 

GOD SAYS

“Those who are evil will not survive,

but those who are righteous will live

because they are faithful to God.”

F  The TEV provides the translation of verse 4 that makes most sense to children: “Those who are evil will not survive, but those who are righteous will live because they are faithful to God.”  Write it in large letters on a big poster.  Have fun seeing if someone running up the aisle can read it while running.  Then, note that God’s goal in asking Habakkuk to write the message so big was that God wanted everyone to read it and know that God was on the side of the faithful and against the evil.

F  Suggest that everyone in the congregation hold hands because you are going to talk about scary things.  Then start with Halloween-y things and progress to the violent scary parts of everyday life for people of all ages.  Read Habakkuk 2:2-4 again, explaining some of its meaning related to the fears you have named.  Shake hands loose or clap hands to celebrate not having to be afraid because God is with us and will not all the bad things have the last word.
 

F  Some Things Are Scary, by Florence Parry Heide, is a random collection of things that scare children.  Turn to some of them to be sure the things that scare children as well as the things that scare adults get attention today.  

 

F  Display a large poster or some other item with an Alpha and Omega on it (maybe a stole or parament).  Explain its meaning and connect it with Habakkuk’s message.  Just as God was in charge at the beginning, God will be in charge at the end, so we don’t have to worry.  We can trust God.

F  Sing “A Mighty Fortress is Our God” after Halloween and in response to Habakkuk’s list of all the things that are going wrong.  It was written by Martin Luther while he was hiding in castle from people who wanted to kill him.  Tell this brief story of its writing before singing it and encourage worshipers to watch for fear and trust words. 

Psalm 119:137-14

F  Psalm 119 is an acrostic, that is an alphabet poem.  Each line in each section starts with a word beginning with the same letter.  The lines in this section start with the Hebrew letter zade/tsade (צַ).  If possible show a Hebrew Bible opened to this psalm or print this passage in Hebrew in your worship bulletin and help people recognize the repeated letter. 

When reading the psalm, have the congregation say the Hebrew letter zade before each line is read.

F  Each line says something about the value of God’s Word.  Hebrew poets rhyme ideas rather than sounds.  So, they say the same thing over and over again in slightly different ways.  For example,

It is a beautiful day.

The sun is bright and there is not a cloud in the sky.

It is wonderfully warm and there is a pleasant breeze.

I wish every day were just like this one.

Then, read one or two of the lines about God’s Word to show their similarity. 

F  Challenge children (and others) to write an alphabet psalm praising God on Halloween weekend or on other days when we are afraid.  Below is an activity sheet for doing this using words that begin with the letter H in honor of Halloween. 

N N N N N N N N N N N N N N N

Try some of             Write a psalm prayer about fear. 

these words            Make each line begin with H in honor of Halloween.

 

Help

H_______________________________

Have

 

Hope

H_______________________________

Heal

 

Hallelujah

H_______________________________

Hear

 

Hide

H_______________________________

Happy

 

Hold

H_______________________________

How

 

Horrible

H_______________________________

 

 

N N N N N N N N N N N N N N N

Isaiah 1:10-18

To understand Isaiah’s message one needs detailed information about worship in Old Testament times and then be able to connect that message to our different form of worship today.  That is a tough task for children.  So I would tend to use the other Old Testament texts.  If you do work with this one, go straight to verses 17 and 18 with the children.  They are more direct and use more familiar words. 

F  If your congregation regularly uses the language about sins as scarlet being made white as snow, this is a good chance to explain what we are saying when we say that and then to use it in the usual way.  Bring something rough and deep red (even a wadded up ball of red Christmas foil) and something soft and white (maybe a white sweater or piece of white cotton).  As you discuss the colors, remember that most children would prefer red over white.  For them the stark difference between red (think red ribbons, Christmas, valentines..) and white (think white paper, white shirt, OK, maybe also snow, but… white is generally boring) is more important than the colors themselves.  Tie the difference in the colors to the different feelings we have when we are hiding sins and when we admit them in Psalm 32. 

Psalm 32:1-7   SIN  TRANSGRESSION  INIQUITY  DECEIT  GUILT

F  Psalm 32 in the New Revised Standard Version is a collection of words about sin used often in worship but nowhere else.  So, before reading it, list the words and encourage listeners to watch for them in the psalm and in other parts of worship today.  If this will be the focus of worship, give children red pencils with which to underline all the sin words they find in their printed order of worship.

2 Thessalonians 1:1-4, 11-12

Because there is so much for children in the other texts and themes for this day and because a preacher is likely to go many different ways using this text, I am going to leave it with you.  If you find a great connection for children, please share it with the rest of us in the Comments.

Luke 19:1-10

F  This is another text that can take worship leaders many different directions.  Themes that speak especially clearly to children include:

• People CAN change.  Zacchaeus changed.  You can change.  People around you can change. 
• The best way to deal with a troublesome person or enemy is to become a friend.  We can follow Jesus’ example by eating with the lonely ones or inviting them to eat with us in the school lunch room.
• Giving away money or stuff can save you (or bring happiness).  Jesus told Zacchaeus that returning the money he stole and giving half of all he had to the poor was going “to save his life.”  Take time to define “save his life” to include bring happiness, peace, and a place among God’s people as well as eternal salvation.

F  Jesus and Zacchaeus get most of the attention in this story.  But the crowd is us and is worthy of our attention.  To explore their responses, enlist the help of a few youth or adults.  Their job is to show the crowd’s response at key points in the story using their faces and their whole bodies.  The script below could be used to prepare a rehearsed pantomime.  Or, it could be the beginning of a more free-wheeling interaction between members of the crowd as the worship leader helps them and the congregation explore the response of the crowd to what happened.

MNLOMNLOMNLOMNLOMNLOMNLOMNLO

Luke 19:1-10

 19:1 He entered Jericho and was passing through it.

 

19:2 A man was there named Zacchaeus; he was a chief tax collector and was rich

Zacchaeus stands proudly to one side.

 

19:3 He was trying to see who Jesus was, but on account of the crowd he could not, because he was short in stature.

Jesus stands to the other side.  The crowd steps between the two and they jostle with each other with knowing smiles to keep Zacchaeus at the back of the crowd.

 

19:4 So he ran ahead and climbed a sycamore tree to see him, because he was going to pass that way.

Zacchaeus climbs a short step ladder.

 

19:5 When Jesus came to the place, he looked up and said to him, "Zacchaeus, hurry and come down; for I must stay at your house today."

Jesus calls Zacchaeus down. 

 

19:6 So he hurried down and was happy to welcome him.

Zacchaeus comes down smiling happily and heads off with Jesus.

 

19:7 All who saw it began to grumble and said, "He has gone to be the guest of one who is a sinner."

At this point a worship leader steps in and works with the crowd actors to show with their faces and bodies how they might be feeling.  Feelings might range from  disbelief (Zacchaeus couldn’t change!) to disgust with Jesus for reaching out to such a sinner or maybe amazed acceptance of what happened.

 

19:8 Zacchaeus stood there and said to the Lord, "Look, half of my possessions, Lord, I will give to the poor; and if I have defrauded anyone of anything, I will pay back four times as much."

Zacchaeus stops, turns to Jesus as this is said.

 

19:9 Then Jesus said to him, "Today salvation has come to this house, because he too is a son of Abraham.

Jesus reaches out to Zacchaeus.  Putting an arm around Zacchaeus’ shoulder, walks off the stage with him.

 

19:10 For the Son of Man came to seek out and to save the lost."

                                                                                    NRSV

MNLOMNLOMNLOMNLOMNLOMNLOMNLO

F  It’s another opportunity to point out the invitation to the Lord’s Table and stress that it is open.  People who look hopeless like Zacchaeus (and sometimes us) are welcome. 

 

F  If it’s still Stewardship Season in your congregation, take a look at Miss Fannie’s Hat, by Jan Karon.  Elderly Miss Fannie gives the best of her grand collection of hats to raise money to fix up the church.  When she goes to church hatless on Easter morning, she finds the church surrounded by blooming rose bushes purchased with funds from the sale of her hat.  She and those all around her find great happiness in her gift.  One hopes that Zacchaeus and some of the folks he refunded will share similar happiness.

Year C - The Fifth Sunday in Lent (March 17, 2013)

Today’s texts share themes of gift giving.  Isaiah speaks of God’s gifts and action in the world.  Paul evaluates several of God’s gifts to him and declares God’s love in Jesus so wonderful that Paul responds with giving back to God.  Mary and Martha both give loving gifts to Jesus.  All of these gifts point to the biggest gift that will be celebrated as Holy Week starts next Sunday.

 

U  If you have been presenting a different heart each Sunday of Lent, today’s heart is a gift.  It could be a heart shaped gift box or a heart wrapped with a ribbon.  Either one connects to the loving gifts that Paul and Mary gave in today’s texts and reminds us of Jesus’ gift of forgiving love on the cross.  It also calls us to think about the gifts we give God and give people for God.  Present it at the Call to Worship challenging worshipers to watch for gifts in today’s worship and to think about gifts God gives them and they might give God.  Display it prominently for the rest of the service.

U  The petition “hallowed be thy name” in the Lord’s Prayer underlies both Mary’s lavish gift and Paul’s total commitment to Jesus.  Both give and live as they do because they know God/Jesus is hallowed.  Unfortunately, few children know the word hallowed.  So before they can pray the prayer with understanding they need to learn that hallowed is another word for holy and explore the meaning of that word.  Try some of the following:

Define words such as awesome, special, and wonderful.  Hear some of the people and things to which each can be applied.  Then introduce the words holy and hallowed.  Explain that they mean the same thing. Define them as the very, very, very best and insist that they can be applied only to God.  Then translate the prayer, “God you are holy, the very best there is in the whole universe.”

Sing “Holy, Holy, Holy.”  Children will not understand all the images in the verses, but they can be challenged to sing “holy, holy, holy” each time it appears.  Call on parents to help the youngest readers by pointing with their finger or giving a little nudge each time you sing the phrase.

If you celebrate Communion today and will sing a Sanctus together as part of the Great Prayer of Thanksgiving, point it out just before the communion liturgy.  Practice it and put it into your own words.  Then, invite worshipers to listen for it and to imagine themselves joining everyone who ever lived, lives now, and is already in heaven in saying together that God is holy.  

If the word holy is carved into the Table, written in glass windows, stitched into banners or paraments, or displayed in other ways in your sanctuary, point it out and briefly say what it means.

Immediately after any of these discussions, pray together only the beginning of the Lord’s Prayer, “Our father who art in heaven, hallowed be thy name.”

U  Mary’s gift and Paul’s statement are their ways of answering the question “what is most important in the world to you?”  Mary either used her most special possession to show Jesus how important he was to her or she took most of the money she had to buy the special anointing oil for him.  Paul insisted that though he had been and done some really cool things, none of them was as important as knowing God.  He became a preacher and missionary because knowing God was the most important thing to him and he thought that was what God wanted him to do.  While children cannot grasp the full impact of the question, they can be taught early that it is an important question and that told they will have to live out their answers to it throughout their lives.

 

Isaiah 43:16-21

U  Children for whom everything is new do not get too excited about Isaiah’s vision of God doing “a new thing.”  So,

explore these verses today as a look ahead to the Holy Week stories.  Remind the children of the bad part when Jesus was whipped and killed and the good part when he was alive again.  Note that God was doing a new thing in both the bad and the good parts of the story.  Invite the children to come walk through that story during Holy Week.

Or, look behind the promise of God doing a new thing to the belief that God is always at work in the world and in our lives every day.  Invite the children forward for the reading of this text.  Begin by telling them the back story.  God’s people had been captured and taken away as prisoners of war.  Years later when the king said they could go back home they were so very happy.  They were sure God was working with them on this.  When they got back home they found their old town in ruins.  It was like a desert.  Finding food and even water was hard.  But, even then they believed God was with them and working with them in the hard times as well as the good ones.  Finally, read the passage dramatically before sending the children back to their seats.

U  If this passage is the focus of worship today, you might want to explore with the children ways we work with God on bringing water to dry places.  If your congregation has a well digging project or if your Lenten offering supports water missions, talk about them today. 

Psalm 126

If you told the back story to the Isaiah text, children can follow the psalm a little bit when it is presented as the prayer of God’s people as they were both happy to be back home and sad about how hard life was there.  Have half of the congregation read verses 1-3 to celebrate the happiness and the other half read verses 4-7 to remember that God was still with them in the hard times.

Philippians 3:4b-14

U  Avoid adult sqeamishness about using certain forbidden four letter words for excrement by using a child’s acceptable and clear four letter word –  poop.  Paul says his impressive life resume isn’t worth poop when compared to God’s love for him.

U  Even though some of their parents are obsessing about building resumes for them that will get them into college, most children are not too impressed with resumes in general or Paul’s resume in particular.  But, they can understand that Paul thought he was and had done a lot of good stuff and that the very most important thing in his life was God and doing the job God had given him.  In a conversation make a list of things children value being and doing (riding a bike, being on a travel sports team, playing a musical instrument, getting more than halfway through their current grade in school, etc.).  Then, insist that knowing God and doing what God made them to do is more important than any of those things – wonderful though they be.

U  Since today is St. Patrick’s Day, tell Patrick’s story connecting it to Paul’s story and claim that he gave up much to be Christ’s person and was glad to do so.  Patrick’s story is simply that he was kidnapped from his noble home in Britain as a child and taken as a slave to Ireland.  After 6 miserable years, he escaped and made his way back home.  Later he had a dream in which God told him to go preach in Ireland.  He did and became patron saint of Ireland.  Patrick, Patron Saint of Ireland, by Tomie dePaola, tells the story and several of the legends about Patrick.  The book is too long to read in worship, but can enable a worship leader to tell the story in his or her own words and offers some beautiful art of St. Patrick.  The book is available in many public libraries.  If you cannot get it, learn about Patrick on Wikipedia or some other source.

U  Sing “Take My Life and Let It Be” with all its references to using the parts of our bodies to give gifts to God or “Lord, I Want to be a Christian” to recommit yourselves to loving God like Paul did.

John 12:1-8

U  Before reading this story point out to the children that this Mary is not Jesus’ mother but another Mary who was his friend.  Enjoy the fact that there were lots of girls named Mary then, just as there are lots of girls named Mary today.



For the sake of the boys, choose
one with a not too sweet smell.

U  John says the smell of Mary’s gift filled the house.  So just before reading the story or at the beginning of a sermon focused on the story, squirt small dabs of lotion into the hands of children or all worshipers.  (If children are likely to be wearing open shoes, they could rub the lotion on their feet.  In colder climates they can rub the lotion into their hands.)  Rub some into your own hands.  Sniff them and enjoy the smell.  Challenge worshipers to try to catch the smell of the lotion in the whole room.

 

If you use incense in worship, cense the room before reading the gospel noting as you do the verse about the smell filling the whole house and maybe talking about why you use incense in worship.  (I don’t know much about this and would love to hear about possible connections from someone who does.)

My drawing.  Feel free to print it or create one of your own.

 

U Mary’s gift gets all the attention here.  But, John also notes that Martha prepared a meal for Jesus.  That was a gift too.  Challenge children to think of a gift they can give God between now and Easter.  List some possibilities such as a money contribution to a mission project or something they can do to love a person who needs loving right now.  Give them paper and crayons with which to draw or write about their gift.  Invite them to place their drawing in the offering plate as it is passed.

U  Children appreciate that Jesus defended Mary’s gift when Judas made fun of it.  On a day when we are thinking about Mary’s gift, Paul’s gift, and our own it is good to be reminded that Jesus values all our gifts.