Year C - Second Sunday in Lent (February 24, 2013)

Genesis 15:1-12, 17-18

U There are important nuanced differences between covenants and promises, but children will not grasp them.  For children this is a story about a promise God made to Abram.  Children do have experiences with promises.  They make promises about being at practices and sportsmanship when they join a sports team, learn and say the scout promise if they are a scout, and hear people make promises to God when babies are baptized and couples are married.  These examples can serve as points of reference with which to explore the importance making and keeping promises.

I found this by searching "starry night images."

U Point out that Abram had trouble believing God’s promise that he, who was almost 100 years old, would have a son.  Tell the story about the stars.  Since many urban and suburban children do not often see star-filled skies, describe night skies you have seen or show pictures of starry night skies.  Note the impossibility of counting that many stars and the fact that there are even more stars that we cannot see.  Then put a star sticker on the back of the hand of each child (if the children are close to you) or pass baskets of star stickers through the pews for all worshipers to claim a star to stick on the back of their hand.  As you do, note that we are the proof that God kept the promise to Abram.  We are Abram's family living thousands of years later and on the other side of the globe from Abram and there are lots of us.  Name other churches in your town.  Recall groups of God’s faithful children in different parts of the world.  And, conclude we are here and there are LOTS OF US.  We are as many as the stars in the sky.  Then return to Abram’s trouble believing God could keep the promise and note that if God could keep that promise, we can count on God to keep other promises.   

U OK, the animal sacrifice sounds gross to adults  and offends animal loving children.  But the children are also fascinated by it.  Remember this is the age of blood brother pacts and secret club rituals.  To express a solemn commitment children say, “cross my heart and hope to die.”  (I even saw the phrase “poke a needle in my eye” included in this oath according to one author.  That is new to me, but it fits the meaning.)  The bottom line is that with this elaborate ceremony God was proving to Abram that God was totally serious about and committed to this promise.

 

Psalm 27

U This psalm includes praise, lamentation, prayers for help and beneath them all a deep trust of God.  To emphasize all these different life situations in which people continue to trust God, have readers of many ages read different sections of the psalm concluding by reading the last verse together.  Rehearse with the readers to help them show the feelings underlying their verses. 

I have chosen the TEV because it uses the word trust instead of words and phrases that make less sense to children.  Trust is also a key word for Jesus who trusts God and God’s plan as he goes to Jerusalem and for Paul who encourages the Philippians to trust God.

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Psalm 27

Reader 1:

The Lord is my light and my salvation;

I will fear no one. The Lord protects me from all danger;

I will never be afraid.

When evil people attack me and try to kill me,

they stumble and fall.

Even if a whole army surrounds me,

I will not be afraid;

even if enemies attack me,

I will still trust God.

Reader 2:

I have asked the Lord for one thing;

one thing only do I want: to live in the Lord’s house all my life,

to marvel there at his goodness,

and to ask for his guidance.  

Reader 3:

In times of trouble he will shelter me;

he will keep me safe in his Temple

and make me secure on a high rock.

So I will triumph over my enemies around me.

With shouts of joy I will offer sacrifices in his Temple;

I will sing, I will praise the Lord.  

Reader 4:

Hear me, Lord, when I call to you!

Be merciful and answer me!

When you said, “Come and worship me,”

I answered, “I will come, Lord;

            don’t hide yourself from me!”

 

Reader 5:

Don’t be angry with me;

don’t turn your servant away.

You have been my help;

don’t leave me, don’t abandon me,

O God, my saviour.

My father and mother may abandon me,

but the Lord will take care of me.  

Reader 6:

Teach me, Lord, what you want me to do,

and lead me along a safe path,

because I have many enemies.

Don’t abandon me to my enemies,

who attack me with lies and threats.

I know that I will live to see

the Lord’s goodness in this present life. 

All:

Trust in the Lord.

Have faith, do not despair.

Trust in the Lord.  

                                              From TEV

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U This week’s phrase from the Lord’s Prayer is “Deliver us from evil.”  To help children claim this phrase of the prayer, define “evil” as bad stuff.  List together all the bad stuff from which we might want to be saved, e.g. bullies, disease, war, getting lost, anger, being greedy.  Bring pictures from papers and magazines to trigger ideas.  When the list is complete restate the phrase with the particular evils listed, “God save us from diseases and wars…..”

Remember that for most children pizza is what is “delivered.”  Explain that here “delivered” means “saved.”   The best child’s translation of this prayer is “Lord, save us from all the bad stuff that happens.” 

If you are devoting time to the mother hen image in the gospel, a psalm with a reference to that image might be a good alternate choice.  Psalm 57 is my favorite among them for today.  Use the whole psalm to explore trust or just the first verse to feature the care of the mother hen. 

Be merciful to me, O God, be merciful,

because I come to you for safety.

In the shadow of your wings I find protection

until the raging storms are over.

                                TEV

  

 Philippians 3:17- 4:1 

U The bottom line message here is “stand firm” for Jesus.  Our allegiance is to God and we trust God’s power.  Give children small red paper hearts to put in their shoes as a reminder to stand firm for Jesus.  Encourage them to put the heart in their shoes each day this week.

 

Put a heart on a sandal as you talk about Jesus standing firm for God when he went bravely to Jerusalem.  Laughingly note that it would be harder to keep a heart in a sandal than in a tennis shoe.  Also, note that it was probably harder for Jesus to walk bravely in his sandals into Jerusalem than it will be for any of us to stand for Jesus in our tennies this week.  If you have an ongoing heart display during Lent, add a shoe with a heart on it to the display. 

U Standing firm for Jesus leads to singing “Lord, I Want to Be A Christian” which many children know and which is simple enough for young readers to follow if they do not already know the song. 

U If it also leads to singing “Be Thou My Vision,” walk through the first verse before singing it.  Point to all the “thou”s and “thy”s noting that they were old ways of speaking to and about God.   “Be thou my vision” means “Be my idea of what is best and what I want most for my life.”  Translate “naught” as “nothing” and rephrase the line “may nothing be more important to me than loving you, God.”  The last two lines claim God is my best thought and God is my light whether I am awake or asleep (in other words, God is my light all the time).  One verse is enough for most children.  Older ones who get this verse are often able to puzzle out the others.  But, you might also plan to work through them another Sunday.

 

Luke 13:31-35 or Luke 9:28-36, (37-43a)  

U The second reading is the transfiguration story that was the main reading the week before Lent in many congregations. Go to Year C - Transfiguration of the Lord for ideas for this story.

U The first reading features Jesus’ confrontation with Pharisees who are warning him there is trouble ahead.  There are references to two animals in this story.  First Jesus compares King Herod to a fox.  Then, he compares himself to a mother hen.  The hen has more to offer children.  Jesus says that he loves each of God’s children as much as a mother hen loves her chicks.  To explore the mother hen’s care of her chicks, read Five Little Chicks, a picture book by Nancy Tafuri.  It tells of a mother hen directing her chicks to appropriate food and pulling them under her wings to snuggle and sleep.  The book can be read in 2 minutes maximum.  To help children get the message, discuss the problems with some of the “food” the chicks first want and the corn to which the hen directs them.  Ask how it felt to sleep snuggled under their mother’s wings and why the mother kept them so close to her at night.  Then reread Jesus’ claim that he loved the people of Jerusalem as much as a mother hen loved her chicks.

U Or, explore Jesus’ courage in going to Jerusalem where he knew there was going to be trouble.  Point out that Jesus did not need any magical powers to see that he was making some very powerful people very angry.  It was easy to see that if he went to Jerusalem there was going to be trouble.  But, Jesus also knew that was what God wanted him to do.  So, he did it.  Remembering how often Jesus is portrayed as gentle and kind and is therefore often taken as a wimp especially by young boys, ponder the bravery it took for him to walk into Jerusalem facing death threats.

U Connect Jesus to the heart theme using the phrase “his heart is not in it.”  Explain what it means when applied to an athlete not giving his or her all to a game.  Then go to this story.  Jesus says his heart is in it.  He is going to Jerusalem because he loves the people there as much as a mother hen loves her chicks.  His heart is so in it that a king with an army threatening to kill him will not stop him.  He is willing to face danger, to be hurt, even to die.  In other words, his heart is in it.  The heart on the sandal is a good prop for this.

Year B - The Fifth Sunday in Lent (March 25, 2012)

Thinking ahead: If you will observe Palm Sunday next week and children will not be at Maundy Thursday or Good Friday services, this may be the Sunday to focus on the crucifixion.  If you will celebrate mainly Passion Sunday next week, work with the Old Testament texts about “hearts.”

There are several potential crosses for today.  (Yes, you’ve seen some of these before because there have been several suggestions for each Sunday.  I hope there is at least one you have not used yet.)

Central American cross covered with faces (see John)

Crucifix if you focus on the crucifixion (see both John and Hebrews).

The central cross in your sanctuary.  That cross could be used as an example of a cross that is lifted up and draws all people do it (It is the center of the sanctuary.  Everyone who comes into the room sees it.)  Or, it could be used to explore the idea that Jesus (whose symbol is a cross) is our high priest.  Just as we can see that cross without asking someone to show it to us, so we can talk directly with God without telling someone else (a priest) to tell God for us.  The cross/Jesus/God is right there in front of our faces.

Jeremiah 31:31-34   

U  “Heart” is a metaphor, or even a code.  Literal thinkers hear “I will write my covenant on their heart” as “God will cut me open and write with a pen on my heart.”  So enjoy this yucky picture, then talk about the hearts we exchange on valentines and “I HEART New York” (or one of a zillion other places) bumper stickers.  In your own words redefine the heart as “the real me,”  “who I really am,” even “what I really love and want.”  It is that very heart of us that God wants to be near.

U  Children understand rules and think they are important.  To get at what Jeremiah meant when he said God would write the Law on their hearts, compare rules you have to follow with those you want to follow.  Describe a checkers game during which players spend more time arguing about the rules than they do playing the game.  They have to check the rule book and argue about what each rule means on each play.  Then describe a soccer game in which players on both teams know the rules so well that they can use them to play the very best game possible.  Which game is more fun?  Jeremiah is promising that one day everyone will know God’s rules as well as championship soccer players know the rules of their game.  Because of that life will be full of peace and joy for everyone.

Another example is Scout Laws.  Most scouts want to be a good scout and so really do try to keep the scout laws.  

U   If you have been following the Old Testament covenants carefully, note that each week that the covenants have gotten closer and closer.  The rainbow with its promise is way up in the sky.  The Ten Commandments are rules written on stone tablets kept in the holy of Holies in the Temple.  But Jeremiah says that one day God will write a covenant on our hearts. 

U   Tattoos fascinate children.  They love sporting stick-on tattoos from birthday parties or community fairs.  Talk about using tattoos to identify yourself.  (In my town most children have worn a UVA tattoo and would not consider wearing a VT one if it was the last tattoo available!)  Note the difference in how long stick-on and permanent tattoos last.  We can try out stick on tattoos.  But when you get a permanent tattoo it is going to be there the rest of your life.  It will become part of us.  Jeremiah is saying that God’s Law will be tattooed on us, it will become part of us forever.

To read a sermon built on the theme of tattoos and branding as signs of identity and permanence go to LINK  http://www.religion-online.org/showarticle.asp?title=2032 .  It is aimed at adults, but may give you some ideas about developing this idea.

Psalm 51:1-12

U  FYI - This psalm showed up in the lectionary on Ash Wednesday and will appear with the David and Bathsheba back story on Proper 13(18) –August 5^th of this year.

U  Use verses 1-4 and 10-12 as the prayer of confession for the day.  Before praying them, with the congregation (or children) identify all the sin words (sin, iniquity, transgression, and evil) in verses 1-4.  Have each word printed on a piece of poster board and displayed in turn.  Briefly tell that David who first prayed this prayer had just had a man murdered so that he could marry his wife – that IS..list each of the words for sin!.  Note that most of us have not done anything that bad. Then, list specific examples of sin of which your worshipers might be guilty (lying to get out of trouble, saying mean words to or about someone, making another person’s life really unhappy by the way you treat him or her, being greedy, selfish, etc.)  Finally, read verses 10-12, putting several phrases into your own words.  Only, then invite the congregation to pray the prayer with you.

Remember literal thinkers hear “create in me a clean heart, O God” as “cut out my heart and wash it.”  Acknowledge this.  Note that “heart” is Bible code for “the real me” then reread the line - “Clean me up God.  Help me clean up my act.

Psalm 119:9-16

Hebrew letter Bet
I am not a Hebrew scholar.
So, correct me if I am wrong.

U  Enjoy the acrostic format of this psalm.  Every verse is a separate, rhyming thought about God’s Law.  Each verse begins with the Hebrew letter Bet.  Invite a children’s class or a collection of worshipers of all ages to read the scripture.  They stand in a line each one reading one of the verses in order.  In a smaller room, they can read from their place in line.  In a larger room they can step in turn to the microphone to read. Either will require one rehearsal in the sanctuary.

U  After explaining the acrostic format, challenge young worshipers to create a stanza of their own praising God.  The rule is that every line must begin with a B (like the Hebrew letter bet).  Get them started with a worship worksheet like this one.  Ask children to show you theirs as they leave or invite them to post their work on the altar rail or a bulletin board after the service.

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

Be Praised, O God!

Because you love me I praise you, O God.

Brown soil grows food with which you feed us.

Broken promises do not stop you from loving us, O God.  Thank you.

B _________________________________________________

B _________________________________________________

B _________________________________________________

B _________________________________________________

B _________________________________________________

BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB

U  To connect Jeremiah’s use of “heart” focus on verse 10a, “I will seek you with my whole heart.”  Define “heart” as “deep down inside, the real me” and put the verse into your own words.  Then ask how you would go about doing that – identifying very specific things such as worship, church school, choir practice, prayers at home with your household, etc..

Hebrews 5:5-10

This text makes almost no sense to children.  All the sacrificial language takes more explaining than its message merits – for children.  One way to unpack it a little is point to the largest cross in your sanctuary.  Remind worshipers that the cross is Jesus’ most important symbol.  Then note that seeing that cross reminds us that Jesus was not just someone who lived long ago.  Jesus is here for us now.  Jesus, not the ministers or priests or anybody else, is the leader of the church – the great high priest.

John 12:20-33

Children are caught by a couple of isolated phrases in this passage.

U  “When I am lifted up from the earth, I will draw all people to myself.”  If you have not already featured a Central American cross painted with happy faces, do so today.  Also bring out a world map or globe pointing out all the places there are Christians in the world and note that all these people know the story of Jesus on the cross and are drawn to it.  Jesus was right.  His death did draw all people to him.  (This discussion may lead to prayer for people from all around the world who are drawn to the cross.)

U  Display a crucifix to ponder what Jesus meant by “I will be lifted up.”  Point to the physical ways Jesus was lifted up and how many people saw him die there.  Tell very briefly some of the stories of the cross emphasizing those in which Jesus forgives people.  Acknowledge that it hard to look at such a painful cross, but it also makes us realize how much God loves us.  We are drawn to that love.  (If the crucifix is not part of your tradition, feature it today to explain a cross they may see in churches of their friends or in their friends jewelry.)

U  “Unless a grain of wheat falls into the earth and dies, it remains just a single grain; but if it dies, it bears much fruit.”  This is an object lesson.  Children tend to understand the part about what happens with the seed, but not quite grasp what Jesus is saying about himself – and us.  For now they can explore the seed image fully and hear hints about its meaning.

U  The Greatest Power,  by Demi, the Chinese emperor seeking a new Prime Minister, challenged all of the children to bring in the greatest power in the world.  Some brought weapons.  Others said that the beautiful have the power to get whatever they want and spent the year making themselves as beautiful as possible.  The brainy children pointed to the power of technology bringing examples of important Chinese inventions.  And, of course one group saw money as the path to greatest power.  Little Sing, after thinking long and hard, brought a lotus seed.  When the emperor asked her why, she explained that when it is planted a seed produces a wonderful plant which produces food for now and more seeds for future plants.  It contains life which is the strongest power in the universe.  Of course she became the new Prime Minister.  The book is too long to read in worship, but the story could be quickly retold to explore the life cycle of a seed and the power of a seed when it is planted.  (Probably available in the public library.)

U  The Carrot Seed, by Carol Kraus, is a much simpler picture book about a little boy who plants and cares for a carrot seed.  Everyone says it will never grow, but he keeps tending it and it does grow!  After the reading, if you ask, “what happened to the seed?” children will say that it is gone.  It has turned into a carrot which is much better.  This is a start on understanding what Jesus meant.

U  In the Northern Hemisphere, this may be a good time to bring out some bulbs (or other seeds) and some flowering plants.  Compare the two.  Maybe even shake a plant out of its pot to see what has happened to the seed.  Often all that is left is the shell.  All the rest of the seed is gone, dead.  But, the plant is alive!.  “I wonder” questions work best here e.g. 

I wonder what Jesus was trying to tell us about himself? 

I wonder when Jesus stopped being a seed and became a plant?

(Don’t ask children such questions in front of the congregation unless you can trust the congregation to respond respectfully to whatever they say.)  Younger children will be fairly clueless.  Some older children may have some ideas.  If no one comes up with a close to correct answer, offer an “here’s one thing I think…” answer.  That gives the older ones something to think about.

U  An un-seedy idea about losing your life to find it is what happens when a child graduates from one grade to the next.  The first grader is over, dead, no more.  Instead there is a brand new second grader.  Sometimes it is scary to graduate and leave behind teachers and schools you love, but when you do you usually grow into your new school and teachers and friends.