Year B - The Second Sunday of Easter (April 15, 2012)

I have a friend who practices Holy Humor Sunday in his congregation on the Sunday after Easter.  I thought he invented it, but discovered he is part of a movement in which congregations are reclaiming a medieval practice of laughing at Satan’s defeat and reveling in Christ’s victory.  Proper Holy Humor Sunday worship services are filled with jokes, funny stories, even pranks and costumes.  The Easter reasoning for celebrating Holy Humor Sunday on the week after Easter is that “Humor is not the opposite of seriousness.  Humor is the opposite of despair.”(Conrad Hyers).  Google “Holy Humor Sunday” to find a plethora of links to all kinds of resources, including some complete liturgies.  Two of my favorite are:

“The Joyful Noiseletter” at LINK  http://www.joyfulnoiseletter.com/hhsunday.asp

The entry about this day in Ralph Milton’s blog “Rumors.”  Go to http://ralphmiltonsrumors.blogspot.com/2009/04/preaching-materials-for-april-19th-2009.html .  Scroll down to “Mirabile Dictu!” for wonderful collection of international jokes.  Also check out the reader’s theater idea for reading the gospel and epistle with a sense of humor.

If you have celebrated Holy Humor Sunday, tell the rest of us about it in Comment here or on the Worshiping With Children Facebook page.

Especially if you buried the Alleluia! for Lent, remember to include lots of them in today’s singing and praying.  If there was not time to allude to Alleluia! banners in Easter Sunday worship, do so today.  Practice saying the word together, define it, explain why it is on the banners and how long the banners will stay in place.

Connect Alleluia! to both Easter and Holy Humor Sunday with, Hallelujah, the Clown, by Kathy Long.  A court jester named Hallelujah tries to be good at a series of things (juggling, dancing, singing, etc) but everyone laughs at him.  In the end God tells him that his gift is making people laugh and that it is an important gift.

Acts 4:32-35

U  Because they will not get all tangled up in adult concerns about socialism, children can use these verses to explore the ways people in the church take care of each other.  Identify specific ministries of your congregation that are your way of doing what the first Christians did.  Interview one or more individuals who participate in some of these ministries.  

U  Read the passage just before the offering.  Note the connection between what the early Christians did and the offering you collect every week.  Tell about ways your congregation uses the money in the plate to love and care for others.  Then, take up the offering.

Psalm 133

U  Children love this psalm simply because it is the shortest psalm in the Bible.  To highlight that fact, invite worshipers to find the psalm in their pew Bibles.  Read it together.

U  Children are also grossed out by the idea of pouring oil over someone’s head and letting it run over his beard and down onto his collar.  YECH!  To get past this, explain that people in different times and places like different things.  The psalmist liked using oil on his head.  We prefer to rub good smelling lotion into our hands.  If the children are gathered around you, squirt a small bit of lotion into their hands for them to rub in as you talk.  Enjoy smelling one or two of the hands, then reread the psalm.

U  With older children try your hands at creating new psalms comparing living in peace and harmony as God’s people to things and activities we enjoy today.  For example,

Good smelling lotion on our hands

Sitting around a campfire on a cold night

A warm coat on a cool day

Running barefoot through fresh grass

1 John 1:1-2:2

U  This is the first of six consecutive epistle readings from 1 John.  So introduce the book.  Using the New Testament table of contents in your pew Bibles, identify the four books named John in the New Testament (5 books if Revelation includes John’s name).  Briefly, tell how the books are alike and different.  One is a gospel telling the story of Jesus.  The others are letters or communications to other Christians.  Explain that though we do not know much about the church to which John’s letters are addressed, we do know that they were having a fight.  We’re not 100% sure what they were fighting about, but we know that John’s suggestions to these fighting Christians make sense in any fight – then or now.

U  If you are going to deal with John’s ideas about the incarnation in this text, take time to explore the significance of the name Jesus Christ.  Point out that Christ is not Jesus “last name.”  Jesus is an earthly human name.  Jesus’ full earthly name would have been Jesus of Nazareth.  Christ is a heavenly name or title.  When we speak of Jesus Christ we are saying that Jesus was both fully human and fully God.  

U  If verses 7 and 8 (If we say that we have no sin, we deceive ourselves, and the truth is not in us.   If we confess our sins, he who is faithful and just will forgive us our sins and cleanse us from all unrighteousness.)are used regularly in your prayers of confession, highlight them today.  Point out where, how and why you use them.  Describe every worshiper in the congregation as a sinner coming with sins to admit to God.  Walk through your ritual – the prayer of confession, maybe silence for personal confession, assurance of pardon and congregational response.  Use some of John’s ideas in this text to explain what each part of the liturgy means.  Then, invite worshipers to join you confessing your sins to God and hearing about God’s forgiveness. 

John 20:19-31

JESUS MAFA. Jesus appears to Thomas, from Art in the Christian Tradition,
a project of the Vanderbilt Divinity Library, Nashville, TN.
http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=48302
 [retrieved March 8, 2012].

U  This text is the gospel reading for the Second Sunday of Easter in all three years of the lectionary cycle.  (Other readings vary from year to year.)   Go to Second Sunday of Easter (Year A) to find suggestions for linking the forgiveness in this story to the forgiveness phrases in the Lord’s Prayer, a great quote from Laurel Dykstra, and suggestions for using some great art depictions of Thomas and Jesus.

U  This passage is not that long, but a lot of different things go on.  To help children follow it, try the following group reading

? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ?

John 20:19-29

Reader One (probably you) invites the children to come forward to help with the gospel reading.  Imagine with them that they are the disciples on Easter Sunday  night hiding out in a locked upper room, wondering about what the women said about Jesus’ tomb being empty, and still afraid the soldiers would come for them too.

Reader One:  When it was evening on that day, the first day of the week, and the doors of the house where the disciples had met were locked for fear of the Jews, Jesus came and stood among them and said, “Peace be with you.” ²⁰ After he said this, he showed them his hands and his side. Then the disciples rejoiced when they saw the Lord. ²¹ Jesus said to them again, “Peace be with you. As the Father has sent me, so I send you.” ²² When he had said this, he breathed on them and said to them, “Receive the Holy Spirit. ²³ If you forgive the sins of any, they are forgiven them; if you retain the sins of any, they are retained.”

Thomas joins the group off to one side to read this line.  Then sits with the group as Reader One continues.

Thomas Reader: But Thomas (who was called the Twin), one of the twelve, was not with them when Jesus came. ²⁵ So the other disciples told him, “We have seen the Lord.” But he said to them, “Unless I see the mark of the nails in his hands, and put my finger in the mark of the nails and my hand in his side, I will not believe.”

Reader One:  A week later his disciples were again in the house, and Thomas was with them. Although the doors were shut, Jesus came and stood among them and said, “Peace be with you.” ²⁷ Then he said to Thomas, “Put your finger here and see my hands. Reach out your hand and put it in my side. Do not doubt but believe.” ²⁸ Thomas answered him,

Thomas Reader:  “My Lord and my God!”

Reader One:  Jesus said to him, “Have you believed because you have seen me? Blessed are those who have not seen and yet have come to believe.”

New Revised Standard Version

? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ? ! ?

U  This passage offers several clues to what Jesus was like after the resurrection – he can appears inside a locked room, he can be touched (he is not ghostly), he still has the wounds, and still loves them and explains what is going on to them.  Next week he will eat fish.  Children are curious about all this.  Take time to ponder with them what they think Jesus was like after the resurrection, being open to new ideas and affirming the mysterious part of it all.

Either include this discussion/reflection in the sermon.  Or, introduce it before reading the scripture.  In the latter case listeners are instructed to listen for clues about Jesus after the resurrection raising a hand each time they hear one.  In an informal setting stop at each one to clarify the clue and ponder it briefly.

U  If want to encourage children to ask their questions, we must not label Thomas a doubter.  No amount of explaining can make doubter into a positive adjective – especially in this story.  So describe Thomas as a curious person who wanted to see for himself what others had already seen.  Recall what it is like when everyone is talking about an exciting event that you were not at.  Insist that Jesus welcomed Thomas’ questions and ours.  There is no honest question God/Jesus cannot handle.

In describing Thomas, remember that he was the disciple who cared enough to interrupt Jesus when he did not understand what Jesus was saying (John 14:5).  He really wanted to understand Jesus.  Thomas was also the one who after telling Jesus he was nuts to go to Jerusalem where his enemies were out to get him, replied to Jesus’ insistence that he was going anyway, “Let us go and die with him” (John 11:7-16).  He was that loyal.  Finally, upon seeing Jesus’ wounds after the resurrection, Thomas replies, “My Lord and my God!”  That was his statement of faith.

Thomas wasn’t the only confused, questioning disciple after Easter.  List the responses of Mary, Peter, John, and the others as they encounter the risen Christ.  Everyone was so confused that they were frightened. 

U  To celebrate Thomas’ questions turn this into Questions Sunday.  Collect questions about the Easter stories and God from the whole congregation.  Take them verbally or invite people to write them on pieces of paper to put in the offering plate.  Today read through the questions.  Celebrate them.  Elaborate on them adding related questions.  Even, ask for clarification on questions.  Do NOT answer any of them – even if you can.  Instead promise to deal with them during the coming weeks.  If there is high interest in this, you might even print the questions in the newsletter or on the website.  As you work through the Easter season, point to the question/s that you are working with at any given point.

I know there are some good books about God questions children ask, but can’t think of any right now.  Someone out there, speak up!!  OK what about Why Did God Make Bugs and Other Icky Things, by Kel Groseclose?

In this short passage Jesus gives the disciples (and us) two Easter gifts (the Holy Spirit and peace) and one Easter task (forgiving others as God has forgiven us).

U  If your congregation regularly passes the peace in worship, before you do so today connect the ritual with this story.  We are being like Jesus passing peace to other people.  We don’t just say “Hi.”  We say, “The peace of God be with you.”  It is a wish or prayer for the other person.  We can say it because we know God loves and forgives both of us.  Then invite people to pass the peace to their neighbors.

U  Go to Second Sunday of Easter (Year A) for ideas about tying “forgive us our debts as we forgive our debtors” to Jesus’ Easter task of forgiving others.

Year A - Proper 24, 29th Sunday in Ordinary Time (October 16, 2011)

Exodus 33:12-23

R Children, who would like to see or at least hear God “really”, “like in the Bible,” are fascinated by this story of Moses asking to see God.  Since it is hard for them to catch the story as read from most translations, either tell it in your own words or read it from a children’s Bible.  My choice would be “Moses Sees God” from Lectionary Story Bible: Year A, by Ralph Milton, p. 222.  (Reading time: 4 minutes)

R Note that what Moses saw, “the back of God trailing glory” was mainly light and reminds you of the burning bush where Moses first met God.  Lift the candle from the Moses display (Go to Year A - Moses Display Overview ) while you talk about God’s glory, then return it to its place.

 R Make a big word poster bearing the word glory printed in bright gold metallic marking pen or gold glitter pen.  You might even ask an artist (young or old) to write the word with flourishes or decorative touches.  Display the poster and introduce the idea of God’s glory. 

R To further explore the idea of God’s glory and do some worship education about a line in the Lord’s Prayer, create a litany naming attributes of the glorious God.  To each one the congregation responds, “Thine is the Kingdom and power and the glory forever.”

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God, you are the Alpha and Omega.  You were here before anything else existed and you will be here when everything and everyone has come to an end.

Creating God, you spoke and the entire universe came into existence.  You know the secrets of stars and dark holes and far flung galaxies. 

Lord of the Whole Creation, you are aware of each tiny creature on each planet.  You pay attention to insects and birds and even us.

God of History, you call us to be your people.  You appointed us to take care of this planet Earth.  You gave us rules for living well together.  You call us to great things.

Loving God you created each one of us.  You know us by name and watch over us.  You are with us when everything is wonderful.  And, you walk with us through our worst days.

God of Mercy,  You know everything we do, the good and the bad.  And, still you do not give up on us.  When we mess up, you call us back to yourself and you forgive us when we don’t deserve it.

You are greater than we can understand, vaster than we can imagine, more amazing than we can put into words.  So with awe and deep gratitude we pray…

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R Knowing God is dangerous.  God told Moses that the people would be consumed if God went with them into the Promised Land.  They couldn’t take it.  When Moses came back down the mountain, his face shone so brightly that he wore a veil over his face so he wouldn’t frighten people too much.  He was changed, forever different after his little glimpse of God’s glory.  Children as well as adults can be told that knowing God is dangerous for them, too.  God can lead us to do things that are hard – making friends with the outcasts, standing up for what is right, loving even our enemies, forgiving those who wrong us.  Only the truly brave want to get involved with this glorious God. 

Isaiah 45:1-7

R The Roman Catholic lectionary calls for Isaiah 45:1, 4-6 thus omitting the long list of ways God would pave the way for Cyrus.  If children are introduced to Cyrus before the reading, they can follow either lection, but the shorter one is easier for them.

R Before reading either lection, introduce Cyrus as the king of Persia where the Jews had been taken as exiles after Jerusalem was destroyed by the Persians.  Point out how very unpopular this king was with the Jews who first read this.  Then invite worshipers to listen for the surprising thing God had to say about this foreign king who did not even know God’s name.  Be sure to go back to Cyrus putting God’s message clearly into your own words in the sermon.  I predict that if you say, “Remember Cyrus the hated king of the Persians” little heads will pop up all over the room as children tune in to hear what the deal was with Cyrus.

R The point is that God who is Lord of the whole Universe uses people who don’t even admit that God exists.  God is that powerful.  God also does things that we may not like.  The Jews in that day did not like being taken away to live in Babylon.  In children’s words – God is not like a fairy godmother who waves a magic wand to give you a dress for the ball or like Tinker Bell who can make you fly by scattering fairy dust on you.  God is the Great God of the Universe.  God is doing big important things.  It’s our job to recognize where God is working and join God there.  It is not God’s job to figure out what we want and to join us here.

Psalm 99 or Psalm 96:1-9, (10-13)

Both of these psalms praise God’s greatness and power meant to fill the whole universe.  Both need to be read loudly by the whole congregation.  They are not meant for “inside voices” but for “loud, happy outside voices.”  For a shorter reading, use Psalm 99 omitting verses 6-8.  For a longer reading that really gets into the praise spirit of the psalmist and uses everyday vocabulary, turn Psalm 96 into a choral reading for leader, choir, and congregation.  Before reading, practice the first line together reading it loudly to fill the heavens with your praise.  (If the leader and choir set the volume up, the congregation will follow.  A brief rehearsal or conversation with the choir before the service might help.)

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Psalm 96: 1-9,10-13

Leader:         O sing to the Lord a new song!

Choir:            Sing to the Lord, all the earth!

People:         Sing to the Lord, bless the Lord’s name;

tell of God’s salvation from day to day.

Leader:         Declare the glory of the Lord among the nations,

and God’s marvelous works among all the peoples.

Choir:            For great is the Lord, and greatly to be praised;

The Lord is to be revered above all gods.

People:          For all the gods of the peoples are idols,

but the Lord made the heavens.

Leader:         Oh, the honor and majesty of the Lord’s presence!

Oh, the strength and beauty of God’s sanctuary!

Choir:            Ascribe to the Lord, O families of the peoples,

Ascribe to the Lord glory and strength.

People:          Ascribe to the Lord the glory due God’s name;

bring an offering, and come into the courts of the Lord.

Leader:         Worship the Lord in holy splendor;

tremble before God, all the earth.

Choir:            Say among the nations, “The Lord is king!

People:          The world is firmly established; it shall never be moved.

The Lord will judge the peoples with equity.”

Leader:          Let the heavens be glad,

Choir:             Let the earth rejoice;

People:          Let the sea roar, and all that fills it;

Leader:         Let the fields exult, and everything in them.

Choir:            Then shall all the trees of the forest sing for joy

before the Lord; for the Lord is coming,

for God is coming to judge the earth.

All:                 The Lord will judge the world with righteousness,

and the peoples with truth.

                                         Based on the New Revised Standard Version and 
                                         Book of Common Worship (PCUSA and CPC) 

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I Thessalonians 1:1-10

R Since this begins a series of readings from the first letter to the Thessalonians, take a moment to introduce the letter, the senders, and the receivers.

Ø  Show its location in the big pulpit Bible or help worshipers find it in their pew Bibles. 

Ø  Using the table of contents, point out all the letters in the New Testament and note that as we read over the shoulders of those who first read them we find that we have lots of the same problems and that we can learn from them.

Ø  To prove that Thessalonica is a real place project or display photographs of the city as it exists today and/or point to it on a map.

Ø  Explain that Paul had started this church years before this letter was written and that he was really good friends with lots of people there.

R Paul compliments the Thessalonians saying they are making a big difference in their town by living like Jesus every day.  To explore what it means for children today to make a difference by living like Jesus, check out The Recess Queen, by Alexis O’Neill, (see the review at Children's Literature: A Resource for Ministry, Lectionary Links, October 16, 2011).  This book would have to be read with the children up close to see at least some of the pictures.  (Read aloud time: 5 minutes – and you better practice the whacky, rhyming words.)  After reading it, I’d ask “Who in this story was most like Jesus?” then “What makes you say that?” and finally “Could anyone do that?”  and “How would you describe a kid who did something like that?”  Then very briefly note that Paul says the Christians in Thessalonica were a lot like Katie Sue and suggests that we can be too.

Matthew 22:15-22

R The problem of taxes is not of great interest to children – even in today’s loud political debates about taxes.  Older children begin to catch and enjoy the way Jesus trapped his questioners in their own trap.  But, they need step by step explanations to do so.

R Mainly, this text reminded me that it is Stewardship Season in many congregations.  That led me to pondering the opposing facts that this season is a great opportunity to train up young as well as adult stewards and that most congregations focus almost entirely on adult stewards (after all they are the ones with the moneyJ).  That pondering led me to pop off a “Children, Money and the Sanctuary” post listing possibilities.  Find it at Children, Money and the Sanctuary.

R This week would be a good week to steal the offertory from the choir.  Invite the children forward as the offering plates are passed.  Let them watch from the front what is happening.  Talk about why the church collects money each week,  Name 2 or 3 ways the church uses the money.  If appropriate, put the prayer of dedication into your own words showing them where it is in the bulletin.  Then send them back to their seats as the intro to the Doxology is played.  Urge them to sing the Doxology and read the dedication prayer with the congregation.

Children, Money, and the Sanctuary (2013 Update)

Whole books can and have been written about raising children to be good stewards of their money.  This is more focused.  The question here is how can worship planners speak to children about money while they are in the sanctuary. 

$$$   One obvious way is to plan for children to be among those putting money in the offering plates as they are passed.  This begins with teaching parents the value of the habit.  The parent who supplies his or her child with money to put in the plate each week is making doing so part of worship for them.  It establishes a habit.  Point out to parents that the money should be more than the price of a candy bar if we are to teach the children that we need to bring significant financial gifts to God – not just tip God.  If money is tight and children are numerous in a family, suggest that the family deduct the children’s contributions from their family contribution.  If the adults put their offering in envelopes, provide the children with envelopes also.

$$$   In the age of electronic giving, it takes extra effort for children to see their family’s gift as well as their own.  When children do not witness their parent’s gifts, they can easily assume that their small gift is all the family gives – and all that is necessary.  So parents need encouragement to occasionally ask their children to help them write the check or email the family contribution. 

$$$   Occasionally highlight The Offering in your service.  Invite the children forward during the offering (perhaps during the offertory) to

point out the Offering in the printed order of worship and walk through it,

talk about how the money is used,

put one of the usual songs and prayers into your own words and even practice them

and talk about the importance of sharing our money.

$$$   Include children among those carrying the plates from row to row.  Children quickly learn how it is done and tend to stay even more alert than adults do.  Young children or first timers can be paired with an adult.  Older children quickly take their places as independent members of the team.  Passing the plates, then bringing them forward as the congregation sings makes children feel like full members of the church family now.

$$$   If lay members of the congregation offer a prayer of dedication of the offering, ask a child or a children’s class to prepare and offer that prayer occasionally.

$$$   When children make their gift in worship is important.

When children are encouraged to drop their money into a basket at the side as they enter or leave the sanctuary for a children’s time, they misunderstand that they are paying to get in – or even worse, to get out of worship!

When children are expected to give during Sunday School and not during worship, they see that as different and feel uninvolved in the worship offering.  It is possible to work against this by having a child carrying in the church school offering process to the Table with the ushers each week.  It is better to plan for them to give with everyone as part of worship.

$$$   If your congregational has an annual pledge drive, ask children as well as adults to make pledges.  The financial folks will point out that it costs more to prepare materials for them and record their gifts than they contribute.  That is true.  But, this is not about money raising.  We are raising children to become stewards.  It’s an educational expense. 

$$$   Ask all members of each household to sign their household pledge card and to walk it to the front of the sanctuary together (if that is your custom).  Suggest to parents that this is an opportunity for parents to show their children what they give as a family and to talk about how the family uses its money. 

$$$   One time Worship and Stewardship Education Activity:  During Stewardship Season give worshipers sacks from the area food bank and a list of items needed for a week’s worth of groceries.  Challenge them to go to the grocery store together to fill the bag.  Encourage parents to use this as an opportunity to discuss how much food costs and how hard it is for some families to buy enough food to eat.  Filled sacks are placed at the front of the church around the central table, along railings, down the side walls, wherever there is space.  (It will not be pretty, but it will be awesome!)

Simply dedicate the food along with the money at offering time.

Or, take time to revel in the huge pile of food.  Then note that people not only need food, they need clothes and homes and medicine and schools and….  

Point out that it would be impossible to meet all these needs by bringing stuff to church even if we did it every Sunday.  That is why we bring money.  Name some of the missions your money supports describing their work in very everyday terms.  Then dedicate both the food and the money today with reference to other missions that are supported every week.

$$$   Children get a great deal of satisfaction and grow toward mature stewardship when they offer some of their own money.  For young children this means bringing a little of their spending money and even some of their birthday money.  Older children can make gifts out of their earnings from small jobs.  A number of children in my area have begun asking friends to bring books or other gifts to their birthday party that will be donated to a specific ministry rather than presents for the birthday child.  The honoree chooses the ministry and delivers the gifts.  They have the fun of the party and the joy of sharing with others.

WARNING:  Some parents are very much against asking children to give any of their own money.  The anger with which they respond I suspect indicates discomfort with giving on their parts.  In any case, I find that these possibilities are best presented as ideas in a sermon, i.e. seeds planted with hope.