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 - The Third Sunday of Easter (April 14, 2013)

U There are two important Easter people in today’s texts – Peter and Paul.  The stories about them for today are rich and not terribly familiar to children.  So, it would be wise to focus on one or the other.  The one theme that ties both stories and that speaks strongly to children is forgiveness.  Children are impressed that Jesus forgave both Peter, the best friend who had deserted him when he needed him most, and Paul who had been killing and imprisoning Christians.  If Jesus forgave them, children feel they can probably trust Jesus to forgive anything they might do.

 

Acts 9:1-6, (7-20)

U In children’s words, Paul was the biggest bully on the block.  He was turned into a leader of the church by Jesus and by the loving care of the Christians who welcomed him.  Talk about an Easter surprise! 

U Be careful about vocabulary when exploring this story with children.  They more readily understand that Paul “changed” or “turned around” than “converted”.  (Conversion is a football term to children unless they hear it frequently at church.) 

U Children are amazed that Jesus would choose someone as awful as Paul to be one of the most important church leaders of all times.  So, take time to clarify the details of what Paul was doing before Jesus spoke to him.  Reread what Ananias said to God about Paul and what he had been doing to Christians.  It is almost like God was playing a joke on the Christians – a great joke in which God was telling them that God can do things that they don’t believe possible.  “You know Paul?  I am going to make him a great Christian teacher and leader.  Just watch!”

U If you explore the amazing changes that are possible in people like Paul, recall The Great Gilly Hopkins, by Katherine Paterson.  Gilly is a “difficult” foster child with a difficult-to-her foster family and a school she does not like.  In the course of the book she changes in striking ways and understands the people around her in strikingly new ways.  This is a chapter book many middle and older elementary children have read.  If you haven’t read it you’ve missed a treat for your adult self.

U Children, like many adults, are jealous of Paul’s dramatic confrontation with Jesus.  They would like to see light, hear Jesus’ voice, even be blinded - but only for 3 days.  It helps them to hear that many adults share this feeling and to hear other ways God speaks to us today named, e.g. God speaks to us in the Bible, through other people, through experiences, etc.  It also helps children move past these feelings to point to the roles people as well as God played in changing Paul.  Paul could have stubbornly refused to hear what Jesus and Ananias said.  Ananias could have refused to heal Paul and talk to him about Jesus.  The other Christians could have decided that Paul was tricking them and that if they welcomed him even more of them would end up dead or in prison.  But, they all decided to risk trusting each other.  Finally, note that responding to Jesus today may not come with all the dramatics, but it is also - most of the time – a little safer.  Our challenge is to meet Jesus in the stories about him and figure out how to be his followers where we live today.

U Focus on Ananias’ role in Paul’s transformation.  Briefly outline what Ananias did for Paul focusing more on what he did than on his original response to the idea of doing it.  Then, invite worshipers of all ages to ponder who has been like Ananias for them.  Children might identify special teachers, coaches, or older friends.  To take it a step further ask whom they teach and serve as Ananias.  Children might identify younger siblings or friends.  If children make promises to the babies baptized in the congregation, this is a chance to think of ways children can show these younger children how to follow Jesus.

U Before singing “Open My Eyes” read through the first verse connecting it to Paul’s story.  Suggest that worshipers sing it imagining themselves as Paul waiting for Ananias after being blinded by Jesus on the road.

 

Psalm 30

U This psalm is filled with unfamiliar vocabulary (e.g. Sheol, the Pit) and ideas that make it hard for children.  The TEV does a good job of translating these words, but loses the poetic beauty of earlier translations.  Probably it is best to choose one or two verses to pray today and to imagine Peter praying after the resurrected Jesus forgave him and called him to back to being a leader.  See verses 11-12 below:

You have changed my sadness into a joyful dance;

you have taken away my sorrow

and surrounded me with joy.

So I will not be silent;

I will sing praise to you.

I will give you thanks for ever.

                                                   Today’s English Version

U Point out to the children that there is a difference in happiness and joy.  Happy and Joy are what we feel when everything is going great.  Happiness disappears when things start going badly (someone is sick, scary things are happening, things we want to happen don’t happen).  But, because we know God is with us even in the bad times, we still can have joy.  A monk named David Steindl-Rast says that joy is “that kind of happiness that doesn’t depend on what happens.”  Another person rephrased verse 5b “weeping and sadness come to spend the night, but joy moves in to stay.”  That is a challenging, but useful idea to children who are only beginning to learn that their feelings at any given moment don’t have to run their lives.

U Celebrate the changes God can make singing “O Sing to the Lord!” a light hearted Brazilian call to praise.  Or, follow the psalmist’s sturdy joy by singing the old favorite “I’ve Got A Joy, Joy, Joy Down in my Heart.”  I’ve got the love of Jesus, love of Jesus” and “I’ve got the peace that passes understanding” are good verses for this psalm and the other texts for today.

Revelation 5:11-14

U Today’s code figure is the Lamb.  Though there are deep atonement theology connections in this image, for children it is simply a code name for Jesus.  The bottom line of these verses is Jesus is worthy of worship.  Indeed he is right there by, almost on the throne of God. 

 

from Wikimedia Commons

U Point out any Lambs that are carved, painted, glassed or stitched into your sanctuary.  Point out that every time we see those lambs we remember Jesus.  If you do not have lamb imagery in the room, show some from other places.  The one in these photos is from the ceiling of San Vitale in Ravenna, Italy.  Christ the Lamb is pictured among the four angels of the text at the center of the ceiling of the church.  Imagine worshiping under this picture of Jesus.  Point out that when this fancy mosaic Lamb of God was made, it was safe to be a Christian.  Even the emperor was a Christian.  But, people still used the code symbol to remember Jesus.

The Lamb at the peak of the ceiling in San Vitale.
A postcard from a trip in 1974. 

U Join all the creatures around the throne and the Lamb singing Easter Alleluias using “Halle, Halleluia,” a different musical form of Alleluia than was probably sung on Easter Sunday.  Sound sample 

U Sing “Blessing and Honor and Glory and Power” after identifying the Lamb and throne words in it and connecting them to Revelation.  Invite worshipers to imagine themselves singing it with the persecuted Christians who first read Revelation.

John 21:1-19

Third Sunday of Easter Outside Worship and Brekky in Australia.  from
http://seedstuff.blogspot.com/2010/04/easter-3-c-april-18-resurrection-impact.html

U This story begs to be read and explored at an outside breakfast picnic.  If the weather allows, what about beginning worship with a congregational picnic and holding worship outside?  Or, simply sit around a fire outside for worship today.  If you must worship inside, consider passing out goldfish crackers to eat as the story is read.

U Peter’s experience from Maundy Thursday through Good Friday and Easter then the fish fry at the beach is the resurrection story that makes most sense to older children.  They understand the dynamics of Peter’s denials, the fears that followed and the relief that Jesus’ forgiving welcome brought.  But, it takes more than these verses to tell the entire story.  Consider presenting a series of readings or skits telling the story of the call to the fishermen, Peter’s confession and new name, the denials, and Peter’s role at the empty tomb, and then the fish fry.  It could almost become a lessons and carols on Peter’s life as a disciple.

U If you will read only today’s text, call out especially to the children to hear this story as you read it.  Gather them on the steps or simply speak to them in their pews.  Set the stage for them.  Peter, Jesus’ best friend had pretended he did not even know Jesus not once but three times as he was on trial.  Now Jesus was somehow, amazingly alive again.  Peter was scared.  What would Jesus think of him, say to him, even do to him?  Then read the story from the Bible or from Peter’s First Easter.

Peter’s First Easter, by Walter Wangerin, is hard to find, but is my favorite account of Easter told from Peter’s point of view.  Strong art and story make it an especially good book for older elementary boys.  Today after briefly recalling the call of the fishermen, Peter’s denials, the crucifixion and empty tomb stories, read “10. Fishing and Forgiveness.”  It takes about 6 minutes to read aloud.  (Order the book from one of the suppliers to Amazon.com.)

My sketches.  Feel free to copy to cut patterns.

U The number of fish – 153 – is an interesting detail.  I think a case can be made that they are sort of a promise about the future to the frightened disciples.  Jesus had called them to catch people.  Just as he helped them bring in the amazing catch of 153 fish, he will help them bring in lots and lots of people.  To explore this, display 153 fish (maybe cut out of paper, possibly in fishnet).  Or count out 153 goldfish crackers into a glass bowl and imagine what a pile of that many real fish would look like.  Marvel at how many that is and explain Jesus’ possible promise.

FYI This is 153 goldfish crackers in a one cup measuring cup.

U This story echoes the disciples’ original call from their boats to fish for people.  To explore this connection with the children reread Jesus’ question to Peter asking them who the “these” is.  Note that no one is sure, but suggest that it might be those 153 fish they just caught and that what Jesus was asking was, “Peter, do you love me more than you love fishing?  Are you ready to really leave the fishing behind and become disciple forever?”  Celebrate the fact that Peter answered that he was and that he did indeed spend the rest of his life leading the new church.

U Sing “Will You Come and Follow Me.”  Introduce it as a question Jesus was asking Peter on the beach and also one Jesus is asking us today.  The words are simple enough that older elementary children can read them with understanding.