Year A - Third Sunday of Advent (December 15, 2013)

Many commentators say today’s readings are about who Jesus is.  Isaiah, Mary in the Magnifcat and Jesus answering John the Baptist say who Jesus is.  John the Baptist tries to make sense of it from prison.  And, James urges us to remember who Jesus is and follow him patiently even when the kingdom seems far off.  On December 15^th it is hard to catch the attention of children with any of that.  Instead we will have to highlight aspects of the text that do speak to children and will also enrich the understanding of the adults.

''' If you light a pink candle in your Advent Wreath today, explain that it is pink for JOY.  Challenge listeners to listen in today's worship for Joy and for things that make us joyful.  Caution them that some people find joy in surprising places, not places we usually look for joy – especially at holiday times.

Songs for Joy Sunday

''' Celebrate the fact that even in the hard times we know that God is in charge and peace and joy will be the final words by singing “O Come, O Come, Emmanuel.”  The words are hard for children.  They get the message in the contrast between the sad music of the verses and the happy music of the chorus.  Emphasize that difference by having the verses and chorus sung by two different groups – two sides of the congregation, the choir and the congregation, or a soloist and the congregation.

''' On Joy Sunday sing “Angels We Have Heard on High” simply to enjoy singing the grand strung out Gloria chorus.  Practice the chorus before singing the hymn.  Translate it "Glory to God" or "Praise God,” but point out that people who speak all sorts of languages everyday have been singing these Latin words for centuries.  Then sing the song imagining yourselves singing with all those people.

''' Invite worshipers to sing “Joy to the World” imagining themselves behind prison bars like John the Baptist. Describe John remembering the vision of God’s kingdom.  Point out the first phrase of each verse putting them into your own words to emphasize God’s coming even when things look bleak.

Hurray, Jesus did come

God, not any king or bully, is always in charge of the world

Don’t let all the bad stuff get to you

Remember God does rule with truth and forgiveness

''' Even though it isn’t a Christmas song, “I’ve Got A Joy, Joy, Down in my Heart” fits the day’s theme.  To focus attention on patiently sticking with God’s vision when things are darkest, sing only the opening verse and “If the Devil doesn’t like it he can sit on a tack.”  It could be sung while lighting the Advent candles….

''' REMINDER: Many congregations have become sensitive to people for whom it is hard to rejoice at this time of year.  Remember that this group includes children as well as adults.  Children face the same problems that daunt the adults, but do so with different twists.  For one thing, they lack the experience of many Christmases that the adults can draw on to keep a sense of balance.  For another, they feel that as a child they should be totally into the season.  It feels even more unfair to them than to the adults that they are not going to have special gifts or fun family gatherings or decorations or…..

The Texts

 

Isaiah 35:1-10

This song is about the promised return of the people from Exile, but is filled with snippets that have become part of the Advent imagery related to waiting for the Lord.   Choose just one of these images to explore with children.

''' Verses 3-4 call on listeners to be strong and not be afraid no matter how bad things look at the moment because God will come to their rescue.  Explain briefly that the listeners were prisoners of war in a foreign country.  Life for them was lousy.  Isaiah urged them to be strong because God will always have the last word and it will be good.  Point out to the children that though we are not prisoners of war, we face lots of really hard situations and must deal with people who are really rough.  Isaiah’s promise is for us.  No matter how hard things seem at the moment, we know that God will eventually win and peace will come.  Knowing that, we can be strong and patient.

''' Verses 5-6, and maybe also verse 3, describe the healing of the lame and sick.  Bring out the big Bible in which to look up and read these verses.  Holding your place flip to Matthew 11:4-5.  Read that.  Together with the children compare the two lists.  Then ponder what Jesus might have been trying to tell John.
 

''' Follow this comparison by pointing out the snake on the tau cross among the Chrismons ornaments.  Explain that a snake on a pole is a symbol for medical help.  (I would save the wilderness story that explains why that is so for a day when there is less going on.)  Note that when you see that ornament you remember these verses and all the people Jesus healed and you remember all the ways your church works to heal people.  (Highlight one or two specific ministries the children might recognize as examples.)

Psalm 146:5-10

''' This is a psalm of praise.  The psalmist lists some of the wonderful things God does.  The NRSV translation begins each item in the list with “THE LORD.”  Before reading this version of the psalm, alert worshippers to listen for the things that THE LORD does.  As you read, emphasize THE LORD vocally and even with a raised finger each time you read it.  Or, invite the congregation to read with you reading the bolded lines in the script below.

d d d d d d d d d d d d d d d 

What God Does

Psalm 146:5-10

ALL:    Praise the Lord!

ONE:  Happy are those who have the God of Jacob to help them,

            And who depend on the Lord their God.

ALL:   The Lord created heaven, earth and sea

                    and all that is in them.

The Lord keeps every promise.

The Lord judges in favor of the oppressed.

The Lord gives food to the hungry.

The Lord sets prisoners free.

The Lord gives sight to the blind.

The Lord lifts those who have fallen.

The Lord loves righteous people.

The Lord protects the strangers who live in our land.

The Lord helps widows and orphans,

        but takes the wicked to their ruin.

ONE:  The Lord is king forever.

                   Your God, O Zion, will reign for all time.

ALL:    Praise the Lord!

                                                                   

d d d d d d d d d d d d d d d

James 5:7-10

''' The dictionary definition of patient is “able to endure waiting, delay, or provocation without becoming annoyed or upset”.  After reading the text, first ask children for their definitions of patient, then bring out the dictionary to look it up.  See what it says that is just like what you already said and what it adds. 

''' Or, bring the big Bible down to the steps to read these verses.  You might even get one of the children to read a sentence or two.    Then talk through a series of examples of patience moving from the hard enough waiting for what is delayed without getting annoyed or upset to the even harder enduring provocation (difficulties) without becoming annoyed or upset.

Note that the manger in the crèche is still empty.  It’s been up there two whole weeks and there are still ten days to go until Christmas.  That feels like forever.  But Jesus says be patient.  Be kind and good to each other while you wait.

Jesus talks about the farmer who plants seeds and has to wait months for them to grow.  That’s patience.  But, how many of you would like to be tall enough to really real slam dunk a basketball?  No matter how hard you practice, it is going to be years before you are tall enough to it!  Adults (people already tall enough to slam dunk) say it’ll come before you know it.  But, it is going to be YEARS!  You’ve got to be patient.  You’ve got to keep working on your basketball skills and waiting to grow.

And then there are the things that look like they will never change.  Your sister never cleans up her side of the room you share.  Her stuff is all over everything.  Even when your side is neat, her side makes the whole room look like a pig pen.  She might get neater as she grows up, but she might not.  Still, she’s your sister and you do have to share a room.  You have to be patient with each other just the way you are. 

''' Light the third candle of the Advent Wreath with a prayer for patience.

God, as we light the third candle of Advent, we ask for patience.

We pray for the ability to wait without getting grumpy.

We promise to keep working

     even when the goal seems a long way away.

Matthew 11:2-11

''' John the Baptist’s question to Jesus is a grown-up’s question that grows out of having worked hard for a long time for a vision that is looking shaky now.  Children will not appreciate that.  So with them explore some of the subplots and themes in this story.

''' John asks, “are you really the one we’re waiting for, are you really God With Us?”  Jesus replies, “Look at what I’m doing.  Doesn’t that look like God in action?”  The challenge for the next two weeks is to celebrate Jesus’ birthday by doing the things he did, i.e. care for those who need our assistance.  Talk with the children about birthday parties that feature things the birthday girl or boy really likes to do – skating, swimming,…   Point out that since Christmas is Jesus’ birthday we should be doing the things he likes to do.  Read verses 2-6 paraphrasing as you go.  Then, point out that what we should be doing is to take care of people who need it.  We may not be able to cure someone by touching them like Jesus did, but there is plenty we can do to help out.  Describe a couple of local possibilities like buying a gift for a child on an angel tree, buying an animal through Heifer project,…  Make your suggested projects ones that are easy for a family to do, then challenge the children and their families to do at least one thing Jesus likes to do between now and Christmas to celebrate his birth.

''' Jesus answers John’s question by asking him what he sees Jesus doing.  The carol “Do You Hear What I Hear?” points to a series of things (a star, a song in the night, and a child born in a stable) that could be normal but are very special if you really look at them.  Before it is sung, point out the conversations that are going on in each verse.  Emphasize them by having the two halves of each verse sung by two sides of the congregations, two choirs or two soloists.

''' Sing “O Come, O Come, Emmanuel” using the directions near the beginning of this post.

''' Light the third candle of the Advent wreath for Emmanuel to remind ourselves of the answer to John’s question - God was with us in Jesus and is with us every day.

''' Artist Jan Richardson created a wonderful layered paper collage in response to John looking through prison bars to see a dark world with hints of glory bleeding through.  Go to The Advent Door to see her masterpiece and read her thoughts about it.  This is more than children can understand, but….   Her work is very like the art children make by painting a beautiful picture which they color over with black crayon then scratch through to see some of the colors below.  I can’t get beyond the possibility of coloring over a bright yellow piece of construction paper while talking about all the awful things in the world, then scratching a star in it.  If anyone takes it further or comes up with another way to use this child art form to explore hope in bad times, I (and I’ll bet) others would love to hear about it in comments.

Luke 1:46b-55 (Alternate Reading)

The Magnificat

''' If you read the Magnificat in today’s worship, tell the story of the annunciation before it is read.  Since the Biblical version includes language about Mary being a virgin, read the story from a Bible story book or tell it in your own words.  (The key is to replace, “but I am still a virgin” with “but I am not yet married.”)  Then ask a well prepared teenage girl to read Mary’s song with appropriate power and possibly to move the crèche Mary figure from its current position to its place by the manger.  This could be done with the children in their pews.  Or, the children could be invited to the front to hear the story from you, listen to the teenager reading from wherever scripture is usually read, then return to their seats.  The teen’s reading should clearly be the gospel reading of the day and not just something done for the children.

''' If the focus is on Mar, light the third candle of the Advent Wreath for brave Mary ready to do what God asked.

Year C - Proper 16, 21st Sunday in Ordinary Time, 14th Sunday after Pentecost (August 25, 2013)

Of all the Year C August sets of lectionary texts, this is the one most filled with Back to School connections.  If this is not Back to School Sunday in your area, you might want to consider using these texts on the Sunday that is.

Jeremiah 1:4-10

This is the first of NINE! weeks of readings from Jeremiah.  That is a long series!  The thread that runs through it is the story of the changing self-understanding of the Jewish people as they lived through Exile.  That leads to fairly adult discussions about judgment and what it means to be God’s people – not easy for children to grasp.  Furthermore, the readings include few stories or easy to display objects.  So, there is little to suggest an ongoing banner or display linking the Sundays of the series.  I’d let each reading stand on its own and explore their fairly unique messages.  There is more in those individual messages for children than in the series of them.

%  This reading is best read by a teenage boy.  It is a good challenge for a guy with a dramatic flair.  Rehearse with him so he will read it well.  He might even thoughtfully touch his lips as he reads verse 9.  Read from the CEV to avoid the blush-inducing word “womb” and for the clear description of what lies ahead for God’s people.

I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I

Jeremiah 1:4-10

⁴ The Lord said:

    ⁵ “Jeremiah, I am your Creator,

and before you were born,

I chose you to speak for me

to the nations.”

⁶ I replied, “I’m not a good speaker, Lord, and I’m too young.”

⁷ “Don’t say you’re too young,” the Lord answered. “If I tell you to go and speak to someone, then go! And when I tell you what to say, don’t leave out a word! ⁸ I promise to be with you and keep you safe, so don’t be afraid.”

⁹ The Lord reached out his hand, then he touched my mouth and said, “I am giving you the words to say, ¹⁰ and I am sending you with authority to speak to the nations for me. You will tell them of doom and destruction, and of rising and rebuilding again.”

                                                               from the CEV

I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I  I

%  At the beginning of the school year, God’s words to Jeremiah speak to children clearly.  Children are not to say “I am only a kid.  I’ll be a disciple when I grow up.  I am in school now, and not yet ready to do God’s work in the world.”  Instead, we can tell them that God needs them exactly where they will be – in classrooms, on the bus, at the lunch table, on the playground, etc.  They are to be God’s people in those places.  God is depending on them.  They are the only people God has to work there.

%  God tells Jeremiah “Do not be afraid of them” (verse 8).  Identify who the THEM might be at the beginning of the school year, e.g. demanding teachers, kids who are smarter than you are, kids who are better athletes, bullies, etc.  Then read the whole verse including God’s promise to be with Jeremiah and help him.  Insist that the verse is a great Back to School verse and use it as a prayer.

%  This text could turn into a Back to School sermon addressed directly to the children knowing that adults will listen, resonate with it, and apply pieces of it to their lives at work and in their communities.  To build Christ-based self-esteem in children (and older worshipers) explore the fact that Jeremiah did not feel ready to do what God wanted.  “I’m just a kid!  No one will listen to me!  And I don’t know what to say.”  Insist that God sometimes calls us to do things we feel we are not ready to do or that we are not feeling brave enough to try.  That happens in classes and just hanging out at school.  When it does, our challenge is to remember what God told Jeremiah – that God had given him everything he needed and God would be with him helping him know what to do and say.

Yes, we usually preach to the adults hoping the children will catch ideas here and there.  But, it is possible to do the reverse – and back to school time is a great opportunity.  Every adult in the room recalls back to school experiences and can adapt your message to the students to their adult situations.  Most adults enjoy an occasional such sermon.  And, families with children feel they are a very real part of the church when they hear them.

%  Especially if you have been blessing the backpacks and need a fresh twist on it, this year bless the child rather than the backpack.  A hand on the head with words such as “NAME, God made you and knew you before you were even born.  God is with you every day at school.  God loves you and calls you to love people you meet each day.” 

%  Sing “God of Grace, God of Glory” to pray for the wisdom and courage to use our gifts to do God’s work.  Point out to the non-readers the repeated chorus “grant us wisdom, grant us courage” before singing.  Encourage all worshipers to sing it with Jeremiah and Jesus.

%  Before singing “Here I Am, Lord” teach the chorus to the children.  Then have the adults sing the verses and the children sing the chorus as a prayer for the new school year.

%  Turn Jeremiah’s call into charge and benediction –

Ask all who will be students to stand.  Say to them: Hear the word of the Lord.  I knew you before I gave you life.  I chose you before you were born.  I send you now to school.  Be my people there.  Share my love with everyone you meet there.  Stand up for my ways in classrooms, in locker rooms, on playgrounds, in lunchrooms, and on the bus.

Ask all who will not be students this year to stand.  Say to them: Hear the word of the Lord.  I knew you before I gave you life.  I chose you before you were born.  Do not say “I am only a housewife” or “I am the least important person where I work.”  Be my people.  Stand up for my ways.  Share my love with the people you meet every day.

Then addressing all worshipers say:  All of you, students, teachers, businessmen and business women, homemakers, remember God’s promise to Jeremiah and to you.  God says, “Do not be afraid.  I will be with you to protect you.  I will put my words in your mouth.”  So go in peace.  Amen

Psalm 71:1-6

%  These verses are filled with not-quite-everyday words about trusting God in dangerous situations.  To help children recognize the words and therefore follow the prayer of the psalmist, instruct the congregation to turn to the psalm in pew Bibles.  Point out the key words noting the change from the “help me” words and phrases at the beginning to “I trust you” words at the end.  Then, invite the whole congregation to read the psalm aloud together.

NRSV words: be my refuge, deliver me, rescue me, incline your ear (i.e. listen) to me, be my rock and fortress, rescue me (again), I hope, I trust, upon you I have leaned, and I praise

%  Introduce this as a prayer for all the students who are worried about going back to school.  Recall Harry Potter’s friends Hermoine who was an excellent student and totally excited about going back to school every year and Ron who was not a great student and rather dreaded the return to classes.  Note that most students are somewhere between Ron and Hermoine.  Read through the psalm connecting it to scary times at school and savoring the trust at the end of the prayer.  Then invite the whole congregation to read the psalm aloud together.

Isaiah 58:9b-14

This is one of those passages that requires so much explaining that by the time you get to the message behind all the words, the children have wandered off to more interesting thoughts.  So, I’d work with the other texts with them today.

Psalm 103:1-8

%  Hmmm.  I grew up saying “bless the Lord O my soul” and kind of understanding it.  But, I really like the CEV’s translation’s “With all my heart I praise the Lord and with all that I am I praise his holy name.”  So much easier for children!  Still the rest of that translation is filled with male pronouns for God.  The NRSV is so much better on that count!  It tempts me to read verses 1-2 from the CEV and 3-8 from NRSV.  Or, maybe it is better to simply read the CEV translation of verses 1 and 2 to clarify what the psalmist and we are doing here. 

 

%  Challenge young worshipers to follow the psalmist’s lead in order to create a psalm praising God for all the blessings of their summer.  Provide paper and markers.  Children begin by drawing a scribble pattern.  They then fill in each space with words and pictures about one blessing of their summer.  Brainstorm possibilities together – swim team, the vacation, a visit from friends or families from out of town, etc.  Then send children to their seats to create their prayers of summer blessings.  You could invite them to tape their prayers to the rail at the front (leave roll of tape handy) during the offering or simply talk with children individually about their psalms as they leave the sanctuary.
 

Go to Praying in Color, by Sybil MacBeth, for fuller directions for this method of praying with markers. 

%  Or go more verbal and provide a worksheet on which children can complete the phrase, “God I praise you for…” several times to create their own summer psalm.  Offer markers with which they can illustrate their psalm with summer scenes.  Invite them to post their psalm or to discuss it with you at the door.

R R R R R R R R R R R R R R

         My Summer Psalm

With all my heart I praise the Lord!

 

God, I praise you for

____________________________

God, I praise you for

____________________________

 

God, I praise you for

____________________________

With all my heart I praise the Lord!

R R R R R R R R R R R R R R

Hebrews 12:18-29

%  According to this text, what we do not see in the sanctuary is more important than what we do see.  So, identify all the things you do see in your sanctuary.  Then begin identifying what you do not see.  Consider everything from God, the love you each have for God and for each other, the stories you carry in your hearts, etc.  In the end imagine all the saints of all generations gathered with you, singing with you.  Insist that it is these things we cannot say that make worship so special and important.  When we worship we become part of something much bigger than just what we can see in the room.

%  Especially if you celebrate communion today and your liturgy includes the phrase “with all the angels, archangels and…,” highlight it.  Point it out in the liturgy and in your own words explain that communion is about more than just us eating a little piece of bread and sipping from a cup.  It is about being part of God’s big story that started before the world was created and will last beyond when the universe is over.  What we don’t see is more important than what we do see.

Luke 13:10-17

%  Invite children to stand bent over.  Ask what they can see from there.  Imagine how hard it would be to go to the grocery store or fix dinner this way.  Ask one of the bent over children to talk to you while you are standing up straight to see how it feels.  Then have everyone stand up, wiggle, stretch, and hop a bit.  Finally, announce that today’s gospel is the story of a woman who had been bent over for 18 years. 

%  Usually at the beginning of the school year there is a good bit of name calling as groups of children establish the pecking order for the year.  Sometimes the names are not mean to hurt, but simply to label another person.  Still, most name calling makes people look “less” in the eyes of people around them.  Jesus reverses that process here giving the woman a name that makes her “more.”  Before she was “old woman” and did not even rate a personal name.  After Jesus spoke she was “a daughter of Abraham” and so worthy of Jesus’ time and healing.  Explore this with children identifying some of the names like wimp, bully, jock, baby, sissy, cry-baby, bird brain, smarty pants, etc. that are hurled at others and how differently people look when we say instead “child of God.”

         PEOPLE = MORE IMPORTANT THAN RULES

% This text explores some fairly adult issues about the function of rules.  Children will not understand them.  Though children are not too interested in the rule in question in this story, they are keenly interest in following rules.  Rules are important to children as they learn how the world works and what is and is not allowed.  They struggle to grow through several stages of living with rules.  Preschoolers accept whatever rules the biggest person in the room (usually an adult, but sometimes the oldest child) decrees.  Those rules are not debatable.  Younger elementary school children begin to understand that a group can make its own rules.  Many of their classes and clubs take time shaping rules they will follow together.  Children at this stage frequently spend more time arguing about the rules of a game than they do playing the game.  They relish the details of the rules.  Once the rules are set, they demand that they be obeyed to the letter in all situations.  That way “it is fair!”  It is not easy to accept letting a younger child get more turns or stand closer to the goal.  It is even harder to get from accepting that “just this once” to realizing that in general everyone having fun playing together is more important than following the rules exactly.  Another source of conflict in families is different rules for children of different ages or rules for a younger child that are different than they were for an older child when she was that age.  Jesus challenges all these children to keep working though how they use rules.  Jesus knew the rule, “don’t do work on the Sabbath.”  But he saw a woman who was crippled and he had the power to heal her.  He decided that it was better to take care of the woman than to follow the rule.  Telling the story in this context challenges the children to grow in their use of rules.

It is frequently suggested that Deuteronomy 5:12-15 be read instead of the other Old Testament readings suggested for this passage.  That is an especially good idea for children because it clearly identifies Sabbath keeping as a VERY IMPORTANT RULE, i.e. one of the Ten Commandments.  That makes Jesus’ breaking it even more surprising and questionable to rule loving children.

There are several Back to School ideas related to today’s texts described in this post.  For more general ideas for recognizing the return to school in the congregation’s worship, go to Back to School - 2013.

Year C - Proper 9, 14th Sunday in Ordinary Time, 7th Sunday after Pentecost (July 7, 2013)

2 Kings 5:1-14

This story shows up several times in the RCL.  It appears again this year in Proper 23 (October 13, 2013) as the Old Testament lesson paired with the gospel story of Jesus healing the 10 lepers.  You may want to think about that Sunday as you decide how to work with this story today.  (FYI the stage directions below also appear in my post for The Sixth Sunday After Epiphany - Year B).

F This not very well known story begs for over the top storytelling.  There is a lot of action in these 15 verses.  (I, and several commentators I read, would add the first part of verse 15 to this reading.)  To help worshipers follow action, have it pantomimed as it is read.  A youth class could do the job.  But it would be more interesting to use players of the appropriate ages – maybe from one or two families.  Players might wear jeans and dark shirts or khaki pants with a white top.  Most characters have one defining prop. 

This could simply be the scripture reading for the day.  Or, you could ask the characters to stay in place on stage and move into the sermon by moving among the character, commenting on their actions.  With prepared players, you could even have conversation with the characters about what they did and how it felt.  Whichever you do, some rehearsal is required.

12345678901234567890123456789012

Players and Props/costumes:

Naaman

                   (military headgear – a costume helmet or a modern
                   military/police officer hat)

Naaman’s wife (hand held mirror)

Naaman’s wife’s servant girl (hairbrush)

Naaman’s servant

(burlap sack or black garbage bag stuffed with paper to look full)

King of Syria (crown and a rolled paper scroll)

King of Israel (crown)

Elisha (no prop)

Elisha’s servant (no prop)

Reader/Stage Manager:  Our story today is only fifteen verses long but involves eight characters, two kingdoms, and one river.  First, of course, the kings:  There is the king of Syria. 

Beckon deferentially for the King of Syria in his crown to take his place.

And there is the King of Israel – a much smaller country and so a less important king, but still a king. 

Beckon deferentially for the King of Israel in his crown to take his place, possibly on a lower step from the king of Syria.

And there is Naaman the general of the army of the King of Syria – another very important man. 

Grandly direct Naaman to a spot near the King of Syria.

Naaman has a wife - I forget her name.  And the wife has a young servant girl - who cares what her name was. 

Point dismissively to their spots.

Naaman also has a servant whose name we don't know, but who was sort of Naaman's right hand man. 

Point to a spot by Naaman for his servant.

That is the cast in Syria.  Over here in Israel, there is also a prophet named Elisha.  The prophet also has a servant.

Point to spots for Elisha and his servant. 

There are several large, beautiful rivers in Syria, but for our story the important river is the muddy little Jordan River in Israel.

Spread out the muddy river and show the river shakers where to stand or describe the muddy Jordan River pointing to where it is to be imagined.

Oh, our story involves a disease, a dreaded disease, called leprosy.  It was and is a horrible disease.  Its symptoms are sores that do not heal but do spread.  Eventually toes, fingers and even whole limbs fall off.  In the time at which our story takes place, people were so frightened of the disease that victims were sent away from their homes and communities.  They lived together in caves.  Some of their families or kind folk from town left food and clothes for them near the caves, but they never got very close.  When no food appeared the lepers had to call out to travelers begging for what they needed.  Today we have drugs to treat leprosy.  But, in the days of our story there were no cures.

Shiver and shake your head as you conclude this description.

Now, we are ready for our story.  It begins with Naaman at home in Syria.

Point to Naaman.

Naaman, the commander of the Syrian army, was highly respected and esteemed by the king of Syria, because through Naaman the Lord had given victory to the Syrian forces.

Naaman stands tall and folds his arms across his chest.

He was a great soldier, but he suffered from a dreaded skin disease.

Naaman inspects the back of his hand and hides it behind himself.

In one of their raids against Israel, the Syrians had carried off a little Israelite girl, who became a servant of Naaman’s wife. 

Servant girl pretends to brush mistresses hair.

One day she said to her mistress, “I wish that my master could go to the prophet who lives in Samaria! He would cure him of his disease.” 

Servant girl pantomimes speaking.  Mistress turns to listen, then turns toward Naaman and reaches out to him.

When Naaman heard of this, he went to the king and told him what the girl had said.  The king said, “Go to the king of Israel and take this letter to him.”

Naaman turns toward the king of Syria.  The king gives him a letter (rolled up piece of paper).

So Naaman set out, taking 30,000 pieces of silver, 6,000 pieces of gold, and ten changes of fine clothes.  The letter that he took read: “This letter will introduce my officer Naaman. I want you to cure him of his disease.”

Naaman bows to the king, picks up a large burlap sack or black garbage bag stuffed to look heavy and full,  hands the sack to his servant who hauls it as if it were heavy.  Naaman keeps the letter.  He then goes to the king of Israel.

When the king of Israel read the letter, he tore his clothes in dismay and exclaimed, “How can the king of Syria expect me to cure this man? Does he think that I am God, with the power of life and death? It’s plain that he is trying to start a quarrel with me!”

Naaman bows before the king of Israel and hands him the letter.  The king opens it, reads it, and puts his hands over his face or makes other signs of despair.

When the prophet Elisha heard what had happened, he sent word to the king: “Why are you so upset? Send the man to me, and I’ll show him that there is a prophet in Israel!”

Elisha puts his hand to his ear as if listening, then sends his servant to the king.  The servant bows to the king who sits/stands up and looks relieved.  As the servant backs up to take his place beside Elisha, the king looks at Naaman and points toward Elisha.

So Naaman went with his horses and chariot, and stopped at the entrance to Elisha’s house. 

Naaman and his servant go to Elisha. The servant pretends to knock on the door.

Elisha sent a servant out to tell him to go and wash himself seven times in the River Jordan, and he would be completely cured of his disease.

Elisha’s servant standing in front of Elisha, pretends to open the door and points toward the river, then closes the door.

But Naaman left in a rage, saying, “I thought that he would at least come out to me, pray to the Lord his God, wave his hand over the diseased spot, and cure me!  Besides, aren’t the rivers Abana and Pharpar, back in Damascus, better than any river in Israel? I could have washed in them and been cured!”

Naaman stamps his feet, scowls, and puts his hands on his hips.

His servants went up to him and said, “Sir, if the prophet had told you to do something difficult, you would have done it. Now why can’t you just wash yourself, as he said, and be cured?” 

Naaman’s servant, cautiously taps Naaman on the shoulder, pretends to speak reasoning with his master using his hands to suggest the possibility of trying the river.  Naaman listens, shrugs his shoulders, and turns toward the river.

So Naaman went down to the Jordan, dipped himself in it seven times, as Elisha had instructed, and he was completely cured. His flesh became firm and healthy, like that of a child. 

Naaman squats seven times pretending to pour water over his head each time.  His servant keeps count on his fingers for both Naaman and the congregation.  (Or, have muddy brown cloth fabric laying on the floor as a river.  People standing at the ends pick it and wave it in front of Naaman seven times as the servant keeps count.)  After the seventh dip Naaman looks at his hand in amazement, shows it to his servant.  Both show signs of joy (maybe a high five?)

He returned to Elisha with all his men and said, “Now I know that there is no god but the God of Israel…”.

Naaman and his servant return to Elisha’s door.   The servant knocks again.  Elisha pretends to open the door this time.  Naaman and his servant bow before Elisha.

(Biblical story is from Today’s English Version)

12345678901234567890123456789012

F God works through the powerless is the key idea of this story for children.  Children, who often feel powerless and sense their ideas are ignored, are delighted that a little girl is the heroine.  She speaks up and is listened to.  Naaman actually takes her idea to the king, who produces a letter of introduction to a second king, then travels to find the prophet she mentions.  Naaman’s powerless servant is the other hero who speaks up to convince his master that he ought to try following the prophet’s instructions.  All the “powerful” people in the story (General Naaman and the two kings) save the day by submitting to the advice of the “powerless.”  That preaches on many levels.  It assures children that God works through them now (not when they grow up) and encourages them to speak up and act boldly based on what they know about what God wants and does.

F The Man Who Took Seven Baths, by Joan Scheck (Archbook) is hard to buy today, but might be available in the church’s library for children.  It tells the story in simple straight language.  Omit the last lines on the last page about Naaman’s gift.

F Since Syria and Damascus are very much in the news at the moment.  Get out a map or globe and point out the countries and cities named in the story as well as the Jordon River. Speak briefly of the war going on in that area today and note that the story we are going to read takes place in the very same places that are still there today thousands of year later.  This gives the story a sense of reality to the children.

 

Psalm 30

F For children this is mainly a psalm that Naaman might have sung after he was healed.  To help them see that point to verses 11-12 before reading the psalm.  Imagine Naaman’s feelings.  (If a child raises the question of those who are not healed, note that there are 150 psalms.  This one is for those who are healed.  There are other psalms for those who are not.)  Then read the psalm.

F This psalm is filled with unfamiliar words (Sheol, the Pit, sackcloth, etc.) and word images that do not make immediate sense to literal thinkers.  The Good News Bible provides clearer language, but loses the beauty of the poetry in the NRSV.  Either choose the NRSV knowing the children will miss most of it, pick out a key verse or two in NRSV to unpack for the children, or use the TEV.

Isaiah 66:10-14

This is a reading for the grown-ups.  It requires that hearers be able to think about how we relate to Jerusalem – or our country, or the church.  This is advanced metaphorical thinking.

Psalm 66:1-9

Children will not catch the references to crossing from Egyptian slavery to freedom through the Sea and again across the Jordan River.  But they can hear most of the other phrases without explanation.  As a whole though, the psalm does not catch their attention in any particular way.

Galatians 6: (1-6), 7-16

F There is a connection (probably not intended by the RCL team) between this letter and the story of Naaman.  The subject of both is simple everyday “little things” that God uses to make a big difference.  Naaman’s cure is brought about through information from a little girl and a bath in a muddy river.  Paul sends his readers out to take care of each other promising them as they do they are living in God’s new creation.  This is a good message for children who tend to discount what they can do now and dream of doing something “special” or “heroic.”  God is at work in the little things we can do every day – if we just will.

F In Horton Hears a Who, by Dr. Seuss, an elephant named Horton goes to great lengths to “bear the burden” of the community of beings he hears on a dust ball even though no other animals can hear their cries for help and think Horton is crazy.  He says repeatedly, “Even though you can’t see them at all, a person’s a person no matter how small.”  The story is too long to read in worship, but is familiar enough that it can be told and used to illustrate the importance of caring for people you encounter day to day.

F Often we hold back on hospitality out of the fear that there will not be enough.  Always Room for One More, by Sorche Nic Leodhas, tells the story of a family that never asked that question.  When their house exploded because it was filled with so many singing dancing people taken in on a stormy night, all their guests simply helped them build a bigger house so there would be more room for more guests.  The book is written with lots of scots words and in rhyme.  If you or someone in the congregation is comfortable reading in this dialect, the story will be a special mid-summer celebration of hospitality.

 

F Highlight the Passing of the Peace in worship today.  Jesus sent the seventy out to share Christ’s peace eating and talking with people they met.  Paul sent his readers out to share Christ’s peace with people they met every day.  When we pass the peace in worship we are practicing for following both Jesus’ and Paul’s directions ring the rest of the week. 

F “Brother Sister Let Me Serve You” is a good song to explore and sing in connection with these verses.  Read through the first verse, pointing out that it is repeated as the last verse.  Suggest that worshipers identify those who will be as close as brothers and sisters to them this week.  That might include biological family, but also people we will work and play with lots this week.  Then sing the entire song with these people in mind.

F Especially if communion is part of worship today, sing “Let Us Talents and Tongues Employ.”  Before singing, walk through it with worshipers following along in their hymnals.  The first verse is about the Kingdom of Heaven being near when we gather in worship.  The second verse insists that God sends us out to live out what say and sing in worship (teaching people to live to bless, love in word and in deed express).  Verse 3 emphasizes the importance of both the inward gathering and the outward going.

Luke 10:1-11, 16-20

F Both Paul and Luke are interested in HOSPITALITY today.  Both insist that when we pay attention to the people around us, taking care of them when they need it, sharing what we have and know, and letting them do the same for us, God’s kingdom is very near to us.  Make a word poster to display.  Near the beginning of worship, define the word in the New Testament way and encourage worshipers to listen for it in all the readings, songs and prayers. 

Children packing food bags for pantry

F Jesus sent the seventy out to do fairly simple things – like eat and talk with people they met.  Yes, they also healed people, but I’d emphasize the relationships.   Luke said when they did those things the Kingdom of Heaven would come near.  Show pictures of people in your congregation doing those sorts of things and insist that as they do, they are bringing the Kingdom of Heaven close today.

F The seventy were largely successful, but Jesus sent them out prepared for failure as well as success.  In our success-obsessed culture it is wise to help children prepare for failure.  Compare Jesus’ “shake the dust from your shoes” to shrugging shoulders or saying “Oh well.”  (Maybe lead worshipers in shaking their shoes, shrugging their shoulders, and saying “Oh well” together.)  All of these are ways we can admit that we have not been able to do what we set out to do.  Instead of getting upset, we tell ourselves that we tried our best, but our best was not enough and that’s OK.  We don’t blame ourselves.  Nor do we blame other people.  We just let it go and move on to other things.  This is important to know when our team is turning out to be a lot less than champions, when a camp or trip or party to which we had looked forward turns out to be not so great, when we really tried to learn that instrument, or sports skill, or trick but could not get it, even when we really tried to make friends with the new kid down the block but he or she just did respond.

A list of failures for people of all ages could be turned into a responsive reading with the whole congregation shaking their feet or shrugging their shoulders in response to each failure.