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.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 

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

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

 

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.

Year B - Proper 7, 12th Sunday in Ordinary Time, 4th Sunday after Pentecost (June 24,2012)

Soooo many options that speak to children this week!!!!  This is probably the longest post ever.

There are three natural storms that awe Job, panic the disciples in a boat, and overtake those who go down to the sea in ships in Psalm 107.  In both northern and southern hemispheres late June can be a stormy time.  So, it is easy for everyone to get into the fear of the storms. 

Set the stage with a stormy, dissonant musical prelude.  If they are familiar in your area, add a storm siren.  Hang the storm flags used in coastal regions.  If you taped red streamers to electric box fans on Pentecost, tape dark blue, gray and black streamers to remind of the storms.  Begin worship with a call to worship that names God’s power and our fears.

Adults immediately make the mental jump from natural storms to stormy fights with friends, problems in families, wars between countries, illnesses that upend our lives and the lives of all around us, etc.  Children need help.  Early in the service tell them specifically about these other kinds of storms.  Show pictures of a variety of storms asking “What is the storm here?” “How does it feel to be in this storm?”  Then encourage them to listen for the storms in worship today and for suggestions about how we face all kinds of storms.

The common element in all these storms is our fear of their power.  None of these stories deny the power of the storms.  The storms are there and are real threats.  But, each one insists that God is with us in all the storms.  Children are often told not to be afraid.  These passages, on the other hand, say that fear is the appropriate response, but that fear doesn’t need to overpower us.  Jesus/God is with us. 

Give worshipers gray paper and black pencils with which to draw pictures of what they fear while they talk to God about those things or to write prayers about their fears.  Invite them to drop their prayer sheets into the offering plate or collect them in baskets that can be placed on the central table and be prayed over by the whole congregation.

1 Samuel 17: (1a, 4-11, 19-23) 32-49

F The story in the Bible is long, but everyone might enjoy hearing the whole thing read from the Bible.  Children especially enjoy hearing a story they probably know read in church from the big Bible.

BTW I couldn’t find a version of this story in a children’s Bible storybook that I particularly like.  If someone else has one, speak up!

F To make it more dramatic, have it read by three males – a deep-voiced big Goliath, a 10-12 year old David, and one of the usual liturgists.  They stand in the front each carrying their script in a choir folder to read.  It will be smoothest with either lapel mikes or three separate mikes.  Try this script.

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1 Samuel 17: 1a, 4-11, 20-23, 32-49

Philistine Reader:  Now the Philistines gathered their armies for battle; they were gathered at Socoh,  And there came out from the camp of the Philistines a champion named Goliath, of Gath, whose height was six cubits and a span.  He had a helmet of bronze on his head, and he was armed with a coat of mail; the weight of the coat was five thousand shekels of bronze. He had greaves of bronze on his legs and a javelin of bronze slung between his shoulders.  The shaft of his spear was like a weaver’s beam, and his spear’s head weighed six hundred shekels of iron; and his shield-bearer went before him.  He stood and shouted to the ranks of Israel, “Why have you come out to draw up for battle? Am I not a Philistine, and are you not servants of Saul? Choose a man for yourselves, and let him come down to me.  If he is able to fight with me and kill me, then we will be your servants; but if I prevail against him and kill him, then you shall be our servants and serve us.”  And the Philistine said, “Today I defy the ranks of Israel! Give me a man, that we may fight together.”

Israelite Reader:  When Saul and all Israel heard these words of the Philistine, they were dismayed and greatly afraid….

David Reader:    David rose early in the morning, left the sheep with a keeper, took the provisions, and went as Jesse had commanded him. He came to the encampment as the army was going forth to the battle line, shouting the war cry.  Israel and the Philistines drew up for battle, army against army.  David left the things in charge of the keeper of the baggage, ran to the ranks, and went and greeted his brothers.  As he talked with them, the champion, the Philistine of Gath, Goliath by name, came up out of the ranks of the Philistines, and spoke the same words as before. And David heard him.

David said to Saul, “Let no one’s heart fail because of him; your servant will go and fight with this Philistine.”

Israelite Reader:  Saul said to David, “You are not able to go against this Philistine to fight with him; for you are just a boy, and he has been a warrior from his youth.”

David Reader:  But David said to Saul, “Your servant used to keep sheep for his father; and whenever a lion or a bear came, and took a lamb from the flock,  I went after it and struck it down, rescuing the lamb from its mouth; and if it turned against me, I would catch it by the jaw, strike it down, and kill it.  Your servant has killed both lions and bears; and this uncircumcised Philistine shall be like one of them, since he has defied the armies of the living God.”   David said, “The Lord, who saved me from the paw of the lion and from the paw of the bear, will save me from the hand of this Philistine.”

Israelite Reader:  So Saul said to David, “Go, and may the Lord be with you!”  Saul clothed David with his armor; he put a bronze helmet on his head and clothed him with a coat of mail.  David strapped Saul’s sword over the armor, and he tried in vain to walk, for he was not used to them.

David Reader:   Then David said to Saul, “I cannot walk with these; for I am not used to them.” So David removed them.  Then he took his staff in his hand, and chose five smooth stones from the wadi, and put them in his shepherd’s bag, in the pouch; his sling was in his hand, and he drew near to the Philistine.

Philistine Reader:  The Philistine came on and drew near to David, with his shield-bearer in front of him.  When the Philistine looked and saw David, he disdained him, for he was only a youth, ruddy and handsome in appearance.  The Philistine said to David, “Am I a dog, that you come to me with sticks?” And the Philistine cursed David by his gods.   The Philistine said to David, “Come to me, and I will give your flesh to the birds of the air and to the wild animals of the field.”

David Reader:  But David said to the Philistine, “You come to me with sword and spear and javelin; but I come to you in the name of the Lord of hosts, the God of the armies of Israel, whom you have defied.  This very day the Lord will deliver you into my hand, and I will strike you down and cut off your head; and I will give the dead bodies of the Philistine army this very day to the birds of the air and to the wild animals of the earth, so that all the earth may know that there is a God in Israel,  and that all this assembly may know that the Lord does not save by sword and spear; for the battle is the Lord’s and he will give you into our hand.”

Philistine Reader:  When the Philistine drew nearer to meet David,

David Reader:   David ran quickly toward the battle line to meet the Philistine.  David put his hand in his bag, took out a stone, slung it, and struck the Philistine on his forehead; the stone sank into his forehead, and he fell face down on the ground.

From the NRSV

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F Have a group of children retell the story by singing “Only A Boy Named David” with the motions. 

F How big was Goliath?  Well actually he wasn’t as big as some cartoon giants.  He was between 7 and 10 feet tall.  He was a very big man and from his words we know he was mean.  His spear weighed about 19 pounds.  The javelins used in the Olympics today weigh one and a half pounds.  (If you have one pound and 20 pound gym weights, let children handle them to get a sense of the difference.)

F The challenge is to get worshipers of all ages past the way this story is used in our culture to say that the little guy can beat the big guy to the biblical message that God’s power is stronger than the power of humans – even giants.  Unpack this by paying careful attention to the war of words that precedes the physical battle.  What does Goliath say?  What is his power?  Then, What does David say?  Note that David does not say “I come to you with the perfect aim of my deadly slingshot” but “I come to you in the name of the Lord Almighty.”  Reread the rest of David’s speech taking time to highlight his reason for getting into this fight and who he thinks is going to be the winning power.

F Compare David with the other Israelite soldiers.  The other soldiers facing Goliath said “I’m scared” and “I can’t (because I am scared).”  David said,  "who does that giant think he is dissing God?  God can use me and my trusty slingshot to teach him a lesson."   Then, identify times when we all say “I’m scared” or “I can’t (because I am scared)” and challenge worshipers to follow David’s example.

F If you are uncomfortable with David’s use of violence to settle the score with Goliath, take a look at “How to Train Your Dragon” (2010 animated movie).  In it Hiccup, the puny son of the Viking chief Stoik the Vast, conquers an injured dragon by befriending it.  (There is a clip in which Hiccup tells his friend Astrid that when he looked into the eyes of the dragon, he saw someone just like himself and realized that the dragon was afraid too.)  In return for Hiccup's making him a new tail, the dragon becomes Hiccup’s partner.  Together they save the village and replace the animosity between dragons and Vikings with friendship.  The problem with this is that it strays from the Bible’s insistence that God rather than human physical or mental powers wins the day.  But it does parallel the small guy winning – and without resorting to violence.

F Another movie that connects to this story is “The Karate Kid.”  David perfected his slingshot skills doing the mostly dull, boring job of taking care of the family sheep.  In the 1984 Karate Kid, the kid builds his muscles and responses by sanding and repainting a very long wooden fence and repeatedly polishing an old car.  In the 2010 version he must repeatedly pick his jacket up from the floor and hang it on a hook.  In both versions the Kid hated the job and did not understand until later how it prepared him for his Karate match. 

Psalm 9:9-20

This is a psalm David might have prayed while taking care of his sheep (and so perfecting the skill of trusting God) and while walking toward Goliath.  It is an acrostic and makes most sense in that format.  So, have it read by a series of readers of all ages with each reader stating their letter before reading that section.  Readers stand in a line at the front of the sanctuary.

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Psalm 9:9-20

Waw    The Lord is a stronghold for the oppressed,

a stronghold in times of trouble.

And those who know your name put their trust in you,

for you, O Lord, have not forsaken those who seek you.

Zain     Sing praises to the Lord, who dwells in Zion.

Declare his deeds among the peoples.

For he who avenges blood is mindful of them;

he does not forget the cry of the afflicted.

Het      Be gracious to me, O Lord.

See what I suffer from those who hate me;

you are the one who lifts me up from the gates of death,

so that I may recount all your praises,

and, in the gates of daughter Zion,

rejoice in your deliverance.

Tet       The nations have sunk in the pit that they made;

in the net that they hid has their own foot been caught.

The Lord has made himself known, he has executed judgment;

the wicked are snared in the work of their own hands.

Yod      The wicked shall depart to Sheol,

all the nations that forget God.

Kaph    For the needy shall not always be forgotten,

nor the hope of the poor perish forever.

Rise up, O Lord! Do not let mortals prevail;

let the nations be judged before you.

Put them in fear, O Lord;

let the nations know that they are only human.

                                                            Based on NRSV

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OR

1 Samuel 17:57 – 18:5, 10-16

F I suspect that this text is offered as an alternate for those who do not want to read David and Goliath in worship.  But it’s presence here led me to look at the upcoming David stories.  And, that led me to ponder which David stories have been included in the lectionary and which have been omitted.  I think I’d do some rearranging.

In Proper 8 David mourns Saul and Jonathan.  I’d consider reading all or part of Samuel 17 - 18:5,10-16 about the difficult relationships between David, Saul and Jonathon as back story and focusing on the difficulties of friendships.  Knowing this story makes David’s mourning his best friend and the King he loved, but who hated him, make sense and feel even sadder.

I’d also consider omitting the Proper 9 story of David being crowned in favor of one of the omitted stories below simply because the omitted stories offer stronger themes.

The lectionary creators omitted the following stories about David that I think would provide strong foundations for worship that would speak to both children and adults

1 Samuel 24 – David spares Saul’s life and cuts off a corner of Saul’s robe when Saul stops to go to potty in a cave unaware that David is hiding in the cave.

1 Samuel 26 – David spares Saul’s life again, this time taking the spear beside him when David found him asleep.  I’d use either chapter 24 or 26.

1 Samuel 25 – Abigail negotiates peace between David and her husband – a wonderful, strong story about a woman who was a peacemaker.

From The Family Story Bible,
Used with permission

F “David and Jonathan” in The Family Story Bible, by Ralph Milton, fleshes out the details of this story and adds further stories about the problems between David and Saul and the friendship between David and Jonathan.  (Reads aloud in 4 minutes)

Psalm 133

Go to Year B - Second Sunday of Easter for ideas about using this psalm in worship.  Today it celebrates the friendship of Saul and Jonathan (especially in the face of the problems presented by Saul’s hatred of David) and the harmony Paul seeks, but sometimes does not find, in the church at Corinth.  The fact that such friendships are not easily formed or kept makes them even more precious.

Job 38:1-11

To understand God’s message from the whirlwind, one needs to hear the whole story of Job.  This fall Propers 23,24, and 25 include Job texts.  It might be better to save Job for then.

Psalm 107:1-3, 23-32

Psalm 107 is a road song.  Pilgrims climbing the steep, hot road up to Jerusalem to worship at the Temple, would recite it as they walked in groups, rather like some of the songs families sing in cars as they travel today (think “Banana-nana-bo bana”).  It has a clear pattern of verses describing the trouble some people faced and were saved from by God and a chorus calling on them to “thank the Lord” for their deliverance.  Today’s “verse” describes the problems that befall those who go down to the sea in ships – like Jesus and his disciples in Mark.  It turns into a responsive congregational reading.  Before reading it, tell worshipers to imagine themselves in a crowd singing on the hot, steep road to Jerusalem.  For maximum effect have the whole congregation stand and walk in place as they read the psalm together.

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Psalm 107:1-9

People:           O give thanks to the Lord, who is good;

whose steadfast love endures forever.

Let the redeemed of the Lord say so,

those God redeemed from trouble

and gathered in from the lands,

from the east and from the west,

from the north and from the south.

Solo:                Some went down to the sea in ships,

doing business on the mighty waters;

    they saw the deeds of the Lord,

his wondrous works in the deep.

For he commanded and raised the stormy wind,

which lifted up the waves of the sea.

They mounted up to heaven, they went down to the depths;

their courage melted away in their calamity;

    they reeled and staggered like drunkards,

and were at their wits’ end.

Then they cried to the Lord in their trouble,

and he brought them out from their distress;

    he made the storm be still,

and the waves of the sea were hushed.

Then they were glad because they had quiet,

and he brought them to their desired haven.

People:           Let them thank the Lord for this steadfast love,

for these wonderful works to humankind.

For God satisfies the thirsty,

and fills the hungry with good things.

                                                                        Based on the NRSV

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2 Corinthians 6:1-13

F This complex text is mainly for the adults.  One message to share from it with children is Paul’s account (vss. 3-7) of how he stuck with his job no matter how hard it got.  Read from the Contemporary English Version with lots of dramatic inflection.  Stop after each set of 3 difficulties to detail them with brief specifics from Paul’s life.  If you have read the gospel storm at sea, be sure to refer to Paul’s being shipwrecked at sea.

^3 We don’t want anyone to find fault with our work, and so we try hard not to cause problems. ^4 But in everything and in every way we show that we truly are God’s servants. We have always been patient, though we have had a lot of trouble, suffering, and hard times. ^5 We have been beaten, put in jail, and hurt in riots. We have worked hard and have gone without sleep or food. ^6 But we have kept ourselves pure and have been understanding, patient, and kind. The Holy Spirit has been with us, and our love has been real. ^7 We have spoken the truth, and God’s power has worked in us. In all our struggles we have said and done only what is right.

F The Karate Kid that connects to David’s story could also be used as a parallel to Paul’s perseverance in his mission.  Like Paul, the Kid stuck with his teacher's assigned task even when he did not want to do it.  During the current run up to the Olympics children hear plenty about athletes following their disciplines.  Paul insists that there are other areas in which we are called to stick with it - even when it gets hard.

Mark 4:35-41

F Imagine how Jesus’ voice sounded when told the wind and waves to be still.  Did he say it loudly and forcefully or gently as if calming a puppy?  Was he irritated with the storm - or with the fearful disciples?  Try saying it several ways.  Invite worshipers to read it as they think Jesus said/meant it.

Delacroix, Eugène, 1798-1863. Christ and the Disciples on a Raging Sea,
from Art in the Christian Tradition, a project of the Vanderbilt Divinity Library, Nashville, TN. http://diglib.library.vanderbilt.edu/act-imagelink.pl?RC=48068 [retrieved May 24, 2012].

F This painting of the storm at sea comes from the Vanderbilt Art library.  There are several others just as wonderful in different ways.  Show this or one of the others.  Talk about storms and how it feels to be caught in the storm.  Point to Jesus asleep in the boat and ask how the disciples felt when they were so scared and Jesus was sleeping.  Then read Mark’s account of what happened.  Older children can compare the difference in the disciples’ fear of the storm and fear of how Jesus calmed it.

F Sing “Eternal Father Strong to Save.”  In the USA point out that it is the Navy Hymn.  Before singing it work through the phrases of verse 2 connecting them to the gospel story.  Also, point out the final line of the first three verses.  Have the congregation say it together.  Identify groups of people who live on the sea today.  Then sing the hymn.

F See other suggestions about fear in the face of storms at the beginning of this post.