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 A - The Baptism of the Lord (January 12, 2014)

Because it is “Baptism of the Lord” Sunday the first obvious worship theme is baptism, both that of Jesus and our own.  (If you are going this way, jump to the Matthew text below.)  But the texts also call for a review of Jesus life.  And, they introduce the Epiphany emphasis on Jesus being for all people everywhere rather than just those like us.  So there are lots of choices here.

For a totally different take on these texts:  Laura Dykstra at Voices of Truth insists that today’s texts are all about voices and using them to tell what we know.  So before the call to worship urge listeners of all ages to listen for voices in today’s readings, songs and prayers.  Even distribute lists of voice references to listen for and check off as they are heard – sort of a worship treasure hunt.  Gather the children near the end of worship to discuss what they have heard, restate the basic message, and encourage them to use their voices well during the coming week.

The Texts

Isaiah 42:1-9

> The Roman Catholic lectionary omits verses 5, 8, and 9.  The result is a shorter more focused reading.  If you are willing to make a totally Christian interpretation of this Old Testament text, read it immediately after the gospel story introducing it is as God’s “proud parent speech” about Jesus.

from Wikipedia Commons

> Use these verses to explore God’s amazing approach to bringing justice.  God does not stomp on the “bad guys” or those who make life difficult for everyone else.  God works gently with them to change them.  Celebrate this about God AND insist that God wants us to use the same plan when we deal with “bad guys” or unfair situations.  (As I write this, the news is full of remembrances of Nelson Mandela.  Certainly, he was a man who exemplified this approach.  His story makes immediate sense to children.)

> Isaiah’s description of the Suffering Servant of God can be seen as a either a description of or a job description for Jesus.  Walk through it verse by verse with children helping them understand some of the poetic images and connecting those images to stories about Jesus.  Point out that these were verses Jesus knew and may have thought about as he decided to be baptized and begin the work God asked him to do.

 

Psalm 29

Like many psalms this one needs to be experienced rather than explained.  So, try one of the reading plans that have been posted as this psalm appeared in the lectionary to date.  (It is popular with the lectionary creators!)

> Go to Baptism of the Lord (Year B) for a script that emphasizes the question “How strong is the Lord?”

> Go to Baptism of the Lord (Year A) for suggestions that explore this storm.  There are directions for creating a stormy coloring sheet and suggestions for accompanying the reading with small percussion instruments or people using their hands to make a sequence of storm sounds.  (If you sit on wooden backed pews, the second produces a truly awesome sound!) 

> Or use the script below to include the whole congregation in following the coming of the storm, its full power and its receding into the distance.  Before reading it, remind people of scary storms and the quiet afterward when we can reflect on God’s power that is even greater than the power of a storm.

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Psalm 29

A Very Stormy Psalm

ALL GROUPS

¹     Ascribe to the Lord, O heavenly beings,

ascribe to the Lord glory and strength.

²     Ascribe to the Lord the glory of his name;

worship the Lord in holy splendor.

GROUP 1

³     The voice of the Lord is over the waters;

the God of glory thunders,

the Lord, over mighty waters.

⁴     The voice of the Lord is powerful;

the voice of the Lord is full of majesty.

GROUPS 1 and 2

⁵     The voice of the Lord breaks the cedars;

the Lord breaks the cedars of Lebanon.

⁶     He makes Lebanon skip like a calf,

and Sirion like a young wild ox.

GROUPS 1, 2, and 3

⁷     The voice of the Lord flashes forth flames of fire.

⁸     The voice of the Lord shakes the wilderness;

the Lord shakes the wilderness of Kadesh.

GROUPS 1, 2, and 3 even louder

⁹     The voice of the Lord causes the oaks to whirl,

and strips the forest bare;

and in his temple all say, “Glory!”

PAUSE

ALL GROUPS VERY QUIETLY

¹⁰   The Lord sits enthroned over the flood;

the Lord sits enthroned as king forever.

¹¹   May the Lord give strength to his people!

May the Lord bless his people with peace!

                                                        NRSV

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Acts 10:34-43

> A couple of answers to the “how much do I read” question:

The Roman Catholic lectionary calls for only verses 35-38 which makes the reading shorter for children and more focused on Jesus’ concern for whole world.

Both these readings stop before Peter baptizes Cornelius and his household.  Add verses 44-48 to provide a second baptism story to the day.

> This sermon was preached as Peter met, ate with, and baptized the gentile Cornelius.  The whole story is more concisely presented in Acts 11:1-18.  Go to Fifth Sunday in Easter (Year C) for lots of ideas about presenting and exploring the whole story with its emphasis on Jesus being for all people of all races and cultures.

> The context of Peter’s summary of the gospel is preaching to the gentiles for the first time.  Peter prefaces his summary with “I realize that God has no partiality” or “I know now that God treats everyone the same” or “God doesn’t play favorites.”  There are better texts to explore this truth with children.  But, if that partiality is to be the focus of worship, explore it with children as follows:

Ask who God loves more

- students with good grades or those with not-so-
   good grades
- rich people or poor people
- people who wear cool clothes or people who always
  look weird
- athletes or nerds

Conclude that God made and loves all these people equally.  These people are God’s loved children.  We are to treat every person we meet as God’s loved child and we are to remember that we are God’s loved child.  (This could be developed into a low key anti-bullying pitch and/or “remember who you are when you are being bullied” pitch.)

> Dr. Seuss tells the story of a silly division between the star bellied sneetches and the plain bellied sneetches.  Both kinds of sneetches, like Peter, had to learn that they were all valuable.  Find this tale at the public library in Sneetches: And Other Stories, by Dr. Seuss.

> For children, today is the hinge between all the Advent/Christmas/Epiphany of Jesus the Baby and the stories of Jesus the adult that will dominate worship from now until Easter.  They both enjoy and need help stringing the stories together so that they feel they know all of Jesus.  Peter’s sermon offers a good summary.  If you did not do this on the First Sunday After Christmas, today present a series of pictures of Jesus including birth, baptism, teaching, healing, calling fishermen or Zacchaeus, the cross, and resurrection.  Pictures may come from the church school teaching picture file, enlarged pictures from Bible story books or projected images collections.  As you present each picture ask who is in it and what they are doing.  This is both a chance to rehearse the whole story of Jesus and an opportunity for a little worship education about the seasons of worship.  Note how you celebrated birth at Christmas, will celebrate resurrection on Easter and will be telling stories about Jesus every Sunday between Christmas and Easter.  (If you do this, look ahead to Jesus stories during the next few months to include in your summary story this morning.)

> “O Sing A Song of Bethlehem” and “I Danced in the Morning” are songs that trace Jesus' life and celebrate all of Jesus' life on the day of his baptism.  Before singing one of them, point out the connection to Peter’s sermon and invite worshipers to follow the story of Jesus’ life in the verses.

> If you use the Apostle’s Creed in worship, this is a good day to highlight the section on Jesus.  Walk through the words adding brief comments about each phrase as you go.  Then, invite worshipers to claim the phrases with a litany.  A worship leader reads each phrase with the congregation responding, “I believe in Jesus.”

Matthew 3:13-17

Reading about Jesus’ baptism often leads to exploring baptism in general.  There are lots of interesting ways to do that with children in the sanctuary.

> One minister emailed the entire congregation asking them to talk about the baptism of each person in their household before coming to church on this Sunday.  Those stories formed a personal context for each worshiper as they explored baptism together during worship.

 

> If you hang curtains of blue ribbons in the doors to the sanctuary on baptismal Sundays, hang them today in honor of Jesus’ baptism.  At the very least they provide an introduction to the story of Jesus’ baptism that connects his baptism to that of each worshiper.  It is also a chance to suggest to worshipers that as they pass through those curtains every time they appear people can remember and thank God for their own baptism.  In the charge and benediction, remind worshipers to do so as they leave the sanctuary today.  If you have a children’s time, explain the practice and lead the children out the doors and back through the curtains. 

> During the sermon walk through and comment on your congregation’s baptismal rite.  Even use a doll and adult volunteers to take the various roles in both infant and adult baptisms.  Show several baptismal certificates for members of the congregation.

> Sing a baptismal hymn for Jesus today.  If your congregation regularly sings one at baptisms, talk about its meaning and then sing if for Jesus today.  Two baptism hymns that are child accessible:

“Child of Blessing, Child of Promise” - Read verse 1 noting how it is true for Jesus and for every person baptized.  Then read verse 4 noting the same is true.  Jesus had to learn to listen for God’s call and to love and laugh and trust God more than all.  So do we.  (I’d skip verses 2 and 3 to focus everyone’s attention and for the sake of brevity.)

 

Feel free to copy this.

“Christ When For Us You Were Baptized” – To point out the connection of the first three verses to the story of Jesus’ baptism in Matthew, give each child a sheet of paper with the hymn words printed in the middle.  Point to the highlighted words and phrases promising that they will hear them in the story of Jesus’ baptism.  Read (or reread) the biblical story challenging them to raise a hand each time they hear one of the phrases each time they hear it.  Point out that the first three verses are about Jesus’ baptism and the fourth is about ours.  Repeat the highlighted phrase in the fourth verse and briefly discuss what that means.  Then challenge the children to illustrate all those words about Jesus’ baptism around the edges of the sheet.  Invite them to post their sheets at an agreed upon place (baptismal font, altar rail, door to sanctuary, even your office door) at the end of the service.  This could be done as a children’s time or could be tied to the reading of the gospel for the day.  In either case the congregation should sing the song shortly thereafter.

 

 

from Wikipedia Commons

> What is different and the same with Jesus’ baptism and ours.  Meet at the font, show a photo of Jordan River.  Note all the differences in where Jesus was baptized and where most of us are baptised.  Then read “You are my beloved Son” and note the sameness of what God said to Jesus and says to us at our baptisms.

> Invite worshipers to dip their fingers into the water of the font saying “I am the beloved child of God.”  Or, place a mirror in the baptismal font and have children (or all worshipers) look into it saying the phrase.

> Challenge children to do as Martin Luther did - when they wash their face each morning, say “I am God’s loved child.” You might demonstrate with a bowl of water for a children’s time, and invite one or two children to do the same.  (Remember to provide towels.)

> Water Came Down: the Day You Were Baptized, by Walter Wangerin, Jr. describes how sun, cloud, rain, wind, and water are involved in a child’s baptism.  The idea is lovely, but a little over the top.  The whole universe seems to revolve about the child rather than the child taking his or her place among God’s people and the universe.  One way to use it in worship would be to read only the end of the book beginning with “Your family was there that holy day…”after walking through your congregation’s infant baptism rite.  Can anyone point us to other good baptism books to read in worship to children?

> If your congregation practices infant baptism and most baptisms are infant baptisms, this story introduces the idea that older folks can be baptized, too.  Tell the story of Jesus’ baptism.  Then, tell about an adult being baptized.  Note that when babies are baptized they do not understand what is going on.  Everyone else remembers that God loves us even before we can know it.  When youth and adults are baptized, they know what they are doing.  They decide to become followers of Jesus.  Be sure to point out that people who were baptized as babies, get their chance to say publicly that they want to follow Jesus when they are older and explain when that happens, e.g. in the Presbyterian church it is at confirmation .  (Do this for idealistic older children who are looking for a chance to take a public stand.  Be sure these children know that their parents have not robbed them of that opportunity and tell them when it will come.)

> In this story God gives Jesus a new name – Son.  Explore the importance of this and all names by listing “bad names” you have been called.  Invite worshipers to add to the list silently or aloud.  Describe the power of those names to make us “less.”  Then insist that God says the same thing to each of us that God says to Jesus, “You are my beloved Son/Daughter/Child.”  In prayer a worship leader might leave silence for people to recall bad names they have been called and bad names they have heard hurled at others.  Then, thank God for giving us the good name and pray for help in finding good names for everyone we meet.

> In many congregations, new officers are installed in early January.  In this case, Jesus’ baptism links to their installation (maybe ordination too).  Jesus in being baptized is telling God and the people around him that he is ready to undertake God’s mission.  Officers are agreeing to undertake missions to which the church is calling them. 

Year C - The Baptism of the Lord (January 13, 2013)

The Baptism of the Lord offers an excellent opportunity to explore the sacrament of baptism with worshipers of all ages.  Try some of the following ideas some of which appeared in Years A and B:

a One minister emailed the entire congregation asking them to talk about the baptism of each person in their household before coming to church on this Sunday.  Those stories formed a personal context for each worshiper as they explored baptism together during worship.

a If you hang curtains of blue ribbons in the doors to the sanctuary on baptismal Sundays, hang them today in honor of Jesus’ baptism.  At the very least they provide an introduction to the story of Jesus’ baptism that connects his baptism to that of each worshiper.  It is also a chance to suggest to worshipers that every time they pass through those curtains they can remember and thank God for their own baptism.  In the charge and benediction, remind worshipers to remember their baptisms as they leave the sanctuary through the ribbons today.  If you have a children’s time, explain the practice and lead the children out the doors and back through the curtains. 

NOTE: Many rites say "remember your baptism."  That is hard to do if you were baptized as an infant.  "Remember that you are baptized" captures the intent of the original and makes more sense, especially to children.
 

a During the sermon walk through and comment on your congregation’s baptismal rite.  Even use a doll and adult volunteers to take the various roles in both infant and adult baptisms. 

a Invite the congregation to recall and celebrate their baptisms by coming forward, dipping their fingers into the baptismal font, and saying silently, “I belong to God,” “I am baptized” or some similar phrase. 

a If you include renewal of baptism in the service and your congregation practices infant baptism, provide a chance for parents and the congregation to recall and renew their vows to the children.  Parents can stand in place with their children to hear and answer the questions.  This is an opportunity for children to hear their parents renew their commitments to them, for preachers to offer a few specific suggestions about how to keep those promises to growing children, and for parents to reclaim their commitments made to infants in the presence of those children as they grow.  Follow it with time for hugs – or passing the peace, if you want to stay within the liturgy.

a Sing a baptismal hymn for Jesus today.  If your congregation regularly sings one at baptisms, talk about its meaning then sing it for Jesus today.  Two baptism hymns that are child accessible can be sung and explored as follows:

“Child of Blessing, Child of Promise” -  Read and comment on the words of verses 3 and 4 before the congregation sings the song.

“Christ When For Us You Were Baptized” – Note that the first 3 verses are about Jesus’ baptism.  Read verse 1 emphasizing Spirit and dove from Luke’s story.  Point to the “My Beloved Son” at the beginning of verse 2.  Read through verse 3 simply noting that Jesus obeyed after he was baptized.  Then, explain that verse 4 is about us and our baptisms.  We ask to be empowered by God’s Spirit as Jesus was and to serve obediently as Jesus did.    

a Water Come Down: the Day You Were Baptized, by Walter Wangerin, Jr. describes how sun, cloud, rain, wind, and water are involved in a child’s baptism.  The idea is lovely, but a little over the top.  The whole universe seems to revolve about the child rather than the child taking his or her place among God’s people and the universe.  One way to use it in worship would be to read only the end of the book beginning with “Your family was there that holy day…”after walking through your congregation’s infant baptism rite. 

Texts for Today

Isaiah 43:1-7

Two phrases in this passage speak to children.  “I have called you by name, you are mine” (verse 1) and “Do not fear, I am with you” (verse 5).  Those phrases will have to be presented specifically because the children will not hear them as the passage is read.

a To explore “I have called you by name, you are mine”

Talk about our “whole names.”  Tell your whole name and ask several worshipers to tell theirs.  Note that most days we are called by parts of our whole names or even by nicknames, but that on special occasions we are called by our whole names.  When we are in trouble we are often called by our whole names so we know it is us, nobody else, who is being called to explain what we have done.  At weddings, the bride and groom are addressed by their whole names to make sure everyone knows for sure who is making the important promises.  Also discuss what forms of names your congregation uses at baptism and confirmation and what they signify.  Then go back to Isaiah’s promise that God knows our whole names, God knows each of us completely and says that we belong to God.

Suggest using this phrase as a breath prayer.  Breathe in while saying, “I have called you by name.”  Breathe out while saying, “You are mine.”  Practice saying it together.  Imagine saying it when you have done something really fine or are having a great day.  Also, imagine saying it when things are going really badly.  If it is report card time in your community, imagine praying it when you get straight As and when you get really lousy grades.    

Remind the children (and worshipers of all ages, maybe especially parents)  of David who had 7 older brothers.  Imagine together how he felt when all his older brothers went off to fight together and he had to stay home to take care of the sheep and when all his older brothers went to the feast with the prophet Samuel and he had to stay home to take care of the sheep – again!  Then briefly tell how Samuel asked if there wasn’t another brother and refused to eat until David was brought to him.  When he saw David, Samuel anointed him to be the next king.  Note that God knew David and claimed him even when he was just the kid brother who got left behind with the sheep to everyone else.

a Isaiah says that because we belong to God we don’t just take it easy, we are brave and active.  Our courage comes from trusting God's love.  To explore Isaiah's instruction “Do not fear, I am with you.” (vs 5)…

Read all or part of The Kissing Hand, by  Audrey Penn.  To give her child courage to go off to school a mother raccoon kisses his hand and tells him that whenever he feels lonely or frightened he can put his hand to his face and feel her love.  He returns the gesture to give his mother courage to get through the day without him.   See it read aloud with book illustrations on YouTube at The Kissing Hand Video.   

Sign each of the children or have all worshipers sign each other with the cross saying, “I have called you by name, You are mine.  Do not be afraid.”

No matter which hemisphere we live in January can be a time of frightening storms – cyclones, thunderstorms, blizzards, etc.  They seem to be getting more frequent and more violent.  Connect Isaiah’s insistence that we not be afraid with Psalm 29’s description of a big storm.  You might even turn the psalm into a responsive reading with the congregation responding “Do not be afraid, for I am with you” after each verse or phrase of the psalm.

To explore other situations in which we are called to be brave, check the note about If I Never Forever Endeavor near the end of this post.

Psalm 29

Like many psalms this one needs to be experienced rather than explained.  So, try one of the reading plans that have been posted as this psalm appeared in the lectionary to date.  (It is popular with the lectionary creators!)

a Go to Year B - Baptism of the Lord for a script that emphasizes the question “How strong is the Lord?”

a Go to Year A Baptism of the Lord for suggestions that explore the storm.  There is a word sheet to illustrate and suggestions for accompanying the reading with small percussion instruments or people using their hands to make a sequence of storm sounds. 

a Go to Year B - Trinity Sunday for a suggestion about featuring storm sounds before the reading and directions for a congregational reading that gets louder and louder, then breaks, and concludes in quiet meditative tones.

Acts 8:14-17 and Luke 3:15-17, 21-22

a Both these texts are about baptism and the power of the Holy Spirit.  Children make quicker sense of Luke than of Acts.  The Holy Spirit is actually more important than the water in these baptism stories.     

a To explore the role of the Holy Spirit in our baptism and in our lives, try some of the following:

Decorate the sanctuary with a large dove mobile or banner.  Near the end of the service, give smaller doves to worshipers to take home to display where they will see it frequently and be reminded of God’s Spirit empowering them.

If there are flames in your denominational logo, display that logo.  Identify all the places you use it - on the printed order of worship, letterhead, web site, even the sign out front.  Then, point to the flames and explain why they are there.

If you use the Apostles’ Creed regularly in worship, point out the phrase “I believe in the Holy Ghost.”  Explain that Holy Ghost is another name for God’s Spirit or Holy Spirit.  When we say this phrase we are saying that we can feel God with us taking care of us and empowering us to do important work.  Tell stories about sensing God with us in worship, while doing mission work, in happy times and in hard times.  Practice saying the phrase several times, then say the entire creed.  This could be done in a children’s time or with the whole congregation just before reciting the creed.

Child friendly hymns about the Spirit that go well with today’s theme include:

Breathe on Me Breath of God

Spirit of the Living God

a  “You are my Son, the Beloved.  In you I am well pleased” echoes Isaiah’s “I have called you by name.  You are mine.”  Children like that God says this about Jesus before he has taught anybody, healed anyone, or died on the cross.  At the beginning of a new year, this especially reminds children that God loved Jesus and loves us not because of anything we do but just because God loves us.  Period.

a But, this is also the beginning of Jesus ministry.  He knows who he is and that God is with him, so he goes to work.  Like him, we know who we are and that gives us the power to go to work.

If I Never Forever Endeavor, by Holly Meade, is one of those picture books for all ages.  A young bird tries to decide whether to attempt flying.  He worries about what might happen if he fails and wonders what will happen if he succeeds.   Finally he tries and after a thud or two succeeds.  Everyone who has ever been afraid to try something new understands.  Today read it and connect to trying to walk, jump off the diving board, go on a mission trip,  go to kindergarten, take on a being a church officer for the first time, go to college, help at a homeless shelter with your family, etc.  The point is that being called by God means we have to brave enough to try to do all the things God made us able to do – just as the bird must be brave enough to fly.

NOTE:  Do define “endeavor” as “try” before reading the book.

a If you are installing new church officers, connect their new ministries with Jesus undertaking his ministry.