Year C - First Sunday in Lent (February 17, 2013)

If you have not already visited Year C - Observing Lent and Celebrating Easter (2013), go there now to get the long view of the season with children.  On the first Sunday in Lent remember that many children will not have been at Ash Wednesday services, so will need an introduction to the new season.  Change the paraments to purple together as worship begins or note the changes from last week.  Give out Lenten resources to use at home.  And, bury the Alleluia. 

For this year, there are two strong themes that work through all the Sundays of Lent.  Sacrificial love is a theme found in many of the stories and there is a connection to the one of the phrases of the Lord’s Prayer each Sunday.  Go to Year C - Observing Lent and Celebrating Easter (2013) to get the overview and then watch for details each Sunday.

U  The Love theme in the texts is magnified by the fact that Lent starts this year the day before Valentine’s Day.  (The next time it falls close is in 2018 when it falls on Valentine’s Day.)  That makes this an opportunity to explore the fact that loving is more than cards, candy, and flowers.  Those are all nice.  But loving means with sticking with each other – even when it not easy or pleasant. Jesus shows how it is done most fully.

U  It would be wonderful if there were a universally recognized story in which St. Valentine displays this love, but there is not.  There are three martyrs named Valentine, none with widely accepted stories.  One MIGHT have married Christians during a time when that was illegal.  Another MIGHT have been either a prisoner who was well cared for by a jailer or a jailer who cared well for his prisoners.  No one is sure.  So, there is no story to read.  Instead, …

U  Feature  large red valentine hearts with a black cross drawn on each one. 

Talk it through:  Start with a large plain red paper heart reminding worshipers of Valentine’s last Thursday.  Say that the baby Jesus was like God’s valentine telling us that God loves us.  God became one of us and lived among us as a baby who grew into a man who talked about God’s love and really loved every person he met.  One would think everyone would like Jesus.  But, they did not.  Jesus’ love made them feel like they should be more loving than they wanted to be.  Jesus talked about forgiving love and loving EVERYONE.  Enough people got angry enough that they killed Jesus.  The totally amazing thing is that Jesus did not get angry.  Jesus FORGAVE them.  He still loved them.  After he rose and was no longer dead, Jesus still loved them and reached out to them.  Draw a large black cross on the red heart and say THAT is love.     

Another way to talk it through:  Start with the red plain paper heart.  Talk about what we mean when we say “I love you.”  Include such meanings as “I think you are pretty/handsome/cool/neat,” “I want to be your friend,”  “I am glad I know you,”  “I am glad you are my teacher/coach/sister….  Note that it feels great to get and give valentines.  Then, talk about what happens as you try to hang on to that valentine love day after day.  Imagine what it would take to hold on to that love if the person you gave it to got sick or broke a bone and needed LOTS of help.   Ponder what it takes to hold on to the love when the person you share it with says or does something mean or hurts your feelings.   Finally, draw a large black cross on the heart.   Note that real love is not easy.  Introduce Lent as a season in which we try to love better.  Point to some opportunities for families to work on loving and ways your congregation will explore loving in worship during Lent.

OK, when I went looking for sports equipment, ping pong
was all I found.  I am sure some people give their hearts
 to ping pong as well as to basketball and soccer.

To tie the heart directly to the temptation stories today, present a red heart and briefly talk about deciding who we give our hearts to on Valentine’s Day.  Then, note that we sometimes give our hearts to things as well as to people.  Display a soccer ball and put the heart on it.  Talk about what we mean if we say we give our heart to soccer.  Repeat the process with several other items – maybe a musical instrument, a soft fuzzy sweater or pair of cool shoes (giving our hearts to clothes), even a pizza box (loving only certain foods and wanting them all the time), etc.  Note that in this story, Jesus is deciding to what he will give his heart.  He decides he will not give it to food or to trying to be boss of the world or to being a superstar.  Instead he will give it to loving God.

Give children (all worshipers?) a valentine heart with a cross drawn on it to display in their home during Lent to remind them to love others even when it is not easy.  You might give the hearts out with the crosses already drawn on them or give out the hearts as you begin the conversation, then invite worshipers to draw a cross on their heart as a way of committing themselves to work on loving during Lent.  (Black crayons can be passed around to do this.)

U  Each Lenten Sunday this year has a clear connection to one of the phrases of the Lord’s Prayer.  They are not in order, but are all there.  Today’s connection is to “lead us not into temptation, but deliver us from evil.”  The key to understanding this petition is knowing what temptation is.  For children that is best grasped with a list of familiar temptations such as

A plate of cookies left on the counter

A cool item (maybe an ipod) left unattended in a very public place

A set of test answers in such plain view that you can hardly help but see them on the desk of the student next to you 

U  After describing the situations, point out that sometimes we see what is there and automatically do the right thing without even thinking about it.  But other times we do the wrong thing.   Describe how we want to have or do what we know we should not and how we talk ourselves into doing anyway.  Ponder the difference between those two reactions to the same situation.  Then put “lead us not into temptation” into your own words – something like “God, help me know what is right and wrong and be able to do what is right without even thinking about it.” 

U  Go to The First Sunday in Lent (Year A) for suggestions about

Using Temptation or another key word as the sponsor of the day (a la Sesame Street)

 

Exploring prayers of confession as they are used in worship every week

The temptations Jesus faced put into words that make sense to children

Using Jiminy Cricket or the Little Mermaid to explore temptation

Using a credit card, a crown, and a metal star as sermon props

(BTW there is no need to check out Year B because Mark does not include any of the details of the temptation story.)

Luke 4:1-13

U  Dramatize the reading of this story using 3 readers: a Narrator in the pulpit and Jesus in the center with the Devil.  If Jesus and the Devil are comfortable with doing so, the Devil can gesture with his hands as he tempts Jesus and Jesus can look on skeptically before responding with words and “no way” hand positions.

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Luke 4:1-13

Narrator:  Jesus, full of the Holy Spirit, returned from the Jordan and was led by the Spirit in the wilderness, where for forty days he was tempted by the devil. He ate nothing at all during those days, and when they were over, he was famished.   The devil said to him,

Devil:  If you are the Son of God, command this stone to become a loaf of bread.

Narrator:  Jesus answered him,

Jesus:  It is written, ‘One does not live by bread alone.’ 

Narrator:  Then the devil led him up and showed him in an instant all the kingdoms of the world.  And the devil said to him,

Devil:  To you I will give their glory and all this authority; for it has been given over to me, and I give it to anyone I please.   If you, then, will worship me, it will all be yours.

Narrator:   Jesus answered him,

Jesus:   “It is written, ‘Worship the Lord your God, and serve only him.’

Narrator:   Then the devil took him to Jerusalem, and placed him on the pinnacle of the temple, saying to him,

Devil:   If you are the Son of God, throw yourself down from here, for it is written,

‘He will command his angels concerning you, to protect you,’

             and

‘On their hands they will bear you up, so that you will not dash your foot against a stone.’

Narrator:  Jesus answered him,

Jesus:   It is said, ‘Do not put the Lord your God to the test.’  

Narrator:   When the devil had finished every test, he departed from him until an opportune time.

               from the NRSV

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U  There is a wonderful cartoon telling of Jesus’ 40 days in the wilderness that both adults and children appreciate in their own ways.  Find it at   http://www.youtube.com/watch?v=P-6a25Yo2wE .  It is just over four minutes long.  Introduce it by reading the biblical text, then wondering with worshipers what Jesus did during those 40 days.  Encourage them to watch thinking about what Jesus was feeling and doing each day. 

U  To most children (and many worshipers) Satan or the Devil is the bad guy.  Take time to introduce him as the tester before reading this story in which he tests and actually helps Jesus decide clearly how he will spend his life.  To take it further, talk about the picture of a red devil with horns, a tail and a pitchfork.  Insist that such pictures are not photographs and that the Devil is actually invisible or can take many forms.  Suggest that in this story the Devil might have been more like a voice inside Jesus’ thinking.  Compare it with the silent conversations we often hold with ourselves as we try to decide about doing something we know we should not.

U  Oh No, George!, by Chris Haughton, is a picture book with very few words.  It begins with Harry leaving his dog George at home telling him to be good. George reminds himself that he wants to be good but when he sees a cake on the counter, the cat, and a planter full of dirt he does everything he should not.  Harry is distressed when he comes home to the mess.  Later when they go for a walk George sees a cake on a picnic blanket, a cat, and a huge flower bed but resolutely passes by all of them.  The book ends with George looking at a trash can and thinking how he loves to dig in trash, then looking up in surprise as Harry shouts “George?” It reads in about 3 minutes.  Showing the pictures is essential!

With 4 – 6 year olds, just read the story.  Ask if only dogs want to do things they should not.  Make a list of a few things people sometimes want to do and have that they should not.  Close with a prayer for God to help us when we want to do things we know we should not.  Don’t even mention the word temptation.

With 7-10 year olds, read the story and quickly have the same discussion.  Then, introduce the word temptation as a big word for all those things we want but should not have or do.  The cake, the cat, the dirt, and the trash can were all temptations.  Point out “lead us not into temptation” in the Lord’s Prayer noting that every time we pray this prayer we are praying for God to help us walk past the things we should not take or do.

10-12 year olds are ready to do all of the above and to explore the word temptation more fully.  Using the story, define “tempted,” “tempting” and finally “temptation.”  Have fun making sentences using the three words. Close by putting the “lead us not into temptation, but deliver us from evil” into your own words.

Deuteronomy 26:1-11

U  Children instinctively understand what it means to define yourself by the group to which you belong.  When meeting someone new children start with their name and age but quickly begin naming the groups to which they belong.  The unstated assumption is that if you know which groups I belong to you know who I am.  Usually they name sports teams and activity groups in which they participate.  The trick is to help them look to larger groups of which they are apart – in this case the people of God.   With older children it would be possible to walk through one of the story creeds said often in worship pointing out that we join people who have said the creed for years.  It would also be possible to have one person bring in a basket of fruit to place on the Table reciting the creed from this text followed by a person bringing money to put in the offering basket reciting one of the creeds.  Either of these could be interesting to explore with older children.  However, I doubt they will get much attention on the first Sunday of Lent.

 

Psalm 91:1-2, 9-16

U This psalm is here because it echoes Jesus’ experiences in the wilderness and calls us to trust God as he did.  Children will not get that echo as the psalm is read.  Even if all the connections are explained, it won’t mean much to them.

 

Romans 10:8b-13

U  This is a very abstract message that uses lots of words that are hard to define for children – confess, believe, justified, saved.  I’d wait to deal with each of the words in texts that are more focused than this one.

U   The one word that can be quickly given to older children is CONFESS.  To most children today CONFESS means to admit that you did something, usually something you should not have done.  So, before reading this text point out that CONFESS means to tell what you believe or know about something. 

Year B - 6th Sunday After Epiphany, 6th Sunday in Ordinary Time (February 12,1212)

Go to the end of this post for Valentine’s Day ideas.

2 Kings 5:1-14

This is the more interesting of the two stories today about healing lepers.  It is also unfamiliar for most children and adults.  This makes it a good day to pull out all the stops on storytelling.

There is a lot of action in these 15 verses.  (I, and several commentators I read, would add the first part of verse 15 to this reading.)  To help worshipers follow action, have it pantomimed as it is read.  A youth class could do the job.  But it would be more interesting to use of players of the appropriate ages.  Players might wear jeans and dark shirts.  Most characters have one defining prop. 

This could simply be the scripture reading for the day.  Or, you could ask the characters to stay in place on stage and move into the sermon by moving among the character, commenting on their actions.  With prepared players, you could even have conversation with the characters about what they did and how it felt.  Whichever you do, some rehearsal is required.

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Placing the Characters on the Stage

Players and Props/costumes:

Naaman

(military headgear – a costume helmet or a modern military/police officer hat)

Naaman’s wife (hand held mirror)

Naaman’s wife’s servant girl (hairbrush)

Naaman’s servant

(burlap sack or black garbage bag stuffed with paper to look full)

King of Syria (crown and a rolled paper scroll)

King of Israel (crown)

Elisha (no prop)

Elisha’s servant (no prop)

Reader/Stage Manager:  Our story today is only fifteen verses long but involves eight characters, two kingdoms, and one river.  First, of course, the kings:  There is the king of Syria. 

Beckon deferentially for the King of Syria in his crown to take his place.

And there is the King of Israel – a much smaller country and so a less important king, but still a king. 

Beckon deferentially for the King of Israel in his crown to take his place, possibly on a lower step from the king of Syria.

And there is Naaman the general of the army of the King of Syria – another very important man. 

Grandly direct Naaman to a spot near the King of Syria.

Naaman has a wife - I forget her name.  And the wife has a young servant girl - who cares what her name was. 

Point dismissively to their spots.

Naaman also has a servant, sort of his right hand man. 

Point to a spot by Naaman for his servant.

That is the cast in Syria.  Over here in Israel, there is also a prophet named Elisha.  The prophet also has a servant.

Point to spots for Elisha and his servant. 

There are several large, beautiful rivers in Syria, but for our story the important river is the muddy little Jordan River in Israel.

Spread out the muddy river and show the river shakers where to stand or describe the muddy Jordan River pointing to where it is to be imagined.

Oh, our story involves a disease, a dreaded disease, called leprosy.  It was and is a horrible disease.  Its symptoms are sores that do not heal and spread.  Eventually toes, fingers and even whole limbs fall off.  In the time at which our story takes place, people were so frightened of the disease that victims were sent away from their homes and communities.  They lived together in caves.  Some of their families or kind folk from town left food and clothes for them near the caves, but they never got very close.  When no food appeared the lepers had to call out to travelers begging for what they needed.  Today we have drugs to treat leprosy.  But, in the days of our story there were no cures.

Shiver and shake your head as you conclude this description.

Now, we are ready for our story.  It begins with Naaman at home in Syria.

Point to Naaman.

Reader:

Naaman, the commander of the Syrian army, was highly respected and esteemed by the king of Syria, because through Naaman the Lord had given victory to the Syrian forces.

Naaman stands tall and folds his arms across his chest.

He was a great soldier, but he suffered from a dreaded skin disease.

Naaman inspects the back of his hand and hides it behind himself.

In one of their raids against Israel, the Syrians had carried off a little Israelite girl, who became a servant of Naaman’s wife.  

Servant girl pretends to brush mistresses hair.

One day she said to her mistress, “I wish that my master could go to the prophet who lives in Samaria! He would cure him of his disease.”  

Servant girl pantomimes speaking.  Mistress turns to listen, then turns toward Naaman and reaches out to him.

When Naaman heard of this, he went to the king and told him what the girl had said.  The king said, “Go to the king of Israel and take this letter to him.”

Naaman turns toward the king of Syria.  The king gives him a letter (rolled up piece of paper).

So Naaman set out, taking 30,000 pieces of silver, 6,000 pieces of gold, and ten changes of fine clothes.  The letter that he took read: “This letter will introduce my officer Naaman. I want you to cure him of his disease.”

Naaman bows to the king, picks up a large burlap sack or black garbage bag stuffed to look heavy and full,  hands the sack to his servant who hauls it as if it were heavy.  Naaman keeps the letter.  He then goes to the king of Israel.

When the king of Israel read the letter, he tore his clothes in dismay and exclaimed, “How can the king of Syria expect me to cure this man? Does he think that I am God, with the power of life and death? It’s plain that he is trying to start a quarrel with me!”

Naaman bows before the king of Israel and hands him the letter.  The king opens it, reads it, and puts his hands over his face or makes other signs of despair.

When the prophet Elisha heard what had happened, he sent word to the king: “Why are you so upset? Send the man to me, and I’ll show him that there is a prophet in Israel!”

Elisha puts his hand to his ear as if listening, then sends his servant to the king.  The servant bows to the king who sits/stands up and looks relieved.  As the servant backs up to take his place beside Elisha, the king looks at Naaman and points toward Elisha.

So Naaman went with his horses and chariot, and stopped at the entrance to Elisha’s house.  

Naaman and his servant go to Elisha. The servant pretends to knock on the door.

Elisha sent a servant out to tell him to go and wash himself seven times in the River Jordan, and he would be completely cured of his disease.

Elisha’s servant standing in front of Elisha, pretends to open the door and points toward the river, then closes the door.

But Naaman left in a rage, saying, “I thought that he would at least come out to me, pray to the Lord his God, wave his hand over the diseased spot, and cure me!  Besides, aren’t the rivers Abana and Pharpar, back in Damascus, better than any river in Israel? I could have washed in them and been cured!”

Naaman stamps his feet, scowls, and puts his hands on his hips.

His servants went up to him and said, “Sir, if the prophet had told you to do something difficult, you would have done it. Now why can’t you just wash yourself, as he said, and be cured?”  

Naaman’s servant, cautiously taps Naaman on the shoulder, pretends to speak reasoning with his master using his hands to suggest the possibility of trying the river.  Naaman listens, shrugs his shoulders, and turns toward the river.

So Naaman went down to the Jordan, dipped himself in it seven times, as Elisha had instructed, and he was completely cured. His flesh became firm and healthy, like that of a child.  

Naaman squats sever times pretending to pour water over his head each time.  His servant keeps count on his fingers for both Naaman and the congregation.  (Or, have muddy brown cloth fabric laying on the floor as a river.  People standing at the ends pick it and wave it in front of Naaman seven times as the servant keeps count.)  After the seventh dip Naaman looks at his hand in amazement, shows it to his servant.  Both show signs of joy (maybe a high five?)

He returned to Elisha with all his men and said, “Now I know that there is no god but the God of Israel…”.

Naaman and his servant return to Elisha’s door.   The servant knocks again.  Elisha pretends to open the door this time.  Naaman and his servant bow before Elisha.

(Biblical story is from Today’s English Version)

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God works through the powerless is the key idea of this story for children.  Children, who often feel powerless and sense their ideas are ignored, are delighted that a little girl is the heroine.  She speaks up and is listened to.  Naaman actually takes her idea to the king, who produces a letter of introduction to a second king, then travels to find the prophet she mentions.  Naaman’s powerless servant is the other hero who speaks up to convince his master that he ought to try following the prophet’s instructions.  All the “powerful” people in the story (General Naaman and the two kings) save the day by submitting to the advice of the “powerless.”  That preaches on many levels.  It assures children that God works through them now (not when they grow up) and encourages them to speak up and act boldly based on what they know about what God wants and does.

The Man Who Took Seven Baths, by Joan Scheck (Archbook) is hard to buy today, but might be available in the church’s library for children.  It tells the story in simple straight language.  Omit the last lines on the last page about Naaman’s gift.

Psalm 30

For children this is mainly a psalm that Naaman and the healed leper in Mark might have sung.  To help them see that point to verses 11-12 before reading the psalm.  Imagine the healed lepers feelings.  (If a child raises the question of those who are not healed, note that there are 150 psalms.  This one is for those who are healed.  There are other psalms for those who are not.)  Then read the psalm.

This psalm is filled with unfamiliar words (Sheol, the Pit, sackcloth, etc.) and word images that do make immediate sense to literal thinkers.  The Good News Bible provides clearer language, but loses the beauty of the poetry in the NRSV.  Either choose the NRSV knowing the children will miss most of it, pick out a key verse or two in NRSV to unpack for the children, or use the TEV.

If you “bury the alleluia for Lent,” this Sunday (and Transfiguration Sunday next week) are good opportunities to savor the word and use it frequently in worship.  Display “Alleluia!” banners.  Sing songs with lots of Alleluias!  Alleluia! is a word we use to express the joy described in Psalm 30.  Reread verse 5 explaining that even when things are going very badly, we know that the bad stuff is not the final word.  Alleluia! is. 

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

Sing “I’ve Got the Joy, Joy, Joy Down in My Heart.”  For today I’d use the first verse and add,

I’ve got the wonderful love of my blessed Redeemer way down in the depths of my heart

I’ve got the peace that passes understanding….

1 Corinthians 9:24-27

I think this passage comes a week or two early for children.  One way children understand and practice Lent is as Spring Training for Christians.  It is a time to practice our Christian living skills so that we can become better disciples all year long.  So, I’d tend to save this passage for introducing Lent and the Lenten practices to which you are calling them this year. 

We are a bit between the seasons in sports in North America.  The Super Bowl is a memory.  The big basketball tournament is still ahead.  And, the Summer Olympics in London in July is barely on the radar.  So, it’s a good time to talk about athletes in training getting in shape and honing their skills.  They work hard every day to be prepared for events that are months away.  Adults appreciate this.  Children are less enthusiastic.  They have to be urged to practice during the off season, preferring to play games and dream of making “the big play” without practicing the skills that will make that play possible. 

Warning: Because children think literally they can conclude from this that we are in some sort of game with God and only those who play well can win God’s favor.  Be specific about the Christian living skills we practice (Bible study, prayer, etc.) and how we use them not to gain God’s favor but to play on God’s team.

Good hymns for children pondering this text include “Take My Life and Let It Be Consecrated” (with all its body references) and “I’m Going to Live So God Can Use Me.”

Mark 1:40-45

As a healing story, the 2 Kings account of Naaman with all its rich detail offers more to both children and adults.  Mark’s story reverses the usual lectionary pattern and is really the companion story to the Old Testament story.

Some children are puzzled by the leper’s disobedience.  After healing him, Jesus clearly instructs him to tell no one.  The leper, however, tells everyone who will listen.  Preachers often speak at length about knowing something so wonderful that you cannot keep it to yourself.  Adults understand that and forgive the leper easily.  But for children obedience is more important than it is to most adults.  So, before you praise the leper for disobeying Jesus, figure out what you will say to the children about it – and share what you do with the rest of it in comments!

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Tuesday is Valentine’s Day.  That is a big deal among children.  They are making valentines for their family and friends and looking forward to parties.  I don’t find any easy connections to today’s texts.  If you do, please share in the Comments!

One way to note Valentine’s Day in worship is to introduce worship as a valentine we share with God.  In our songs, prayers, and readings we tell God of our love and we hear how much God loves us.  Call the children to the front before the Call to Worship to point this out and give them each a small sheet of heart stickers with which to decorate their printed orders of worship.  Older children can place a heart sticker by each song or prayer that speaks of this love.  Younger children will simply decorate the page with them.  As they leave the sanctuary after worship look at their bulletins and comment briefly.

Instead of giving out stickers, give each child a small bag with a few large paper hearts and some markers with which they can make valentines for God during worship.  They can put their valentines in the offering plates as they are passed or be invited to tape them to a rail or table up front at some point during the service.

Valentine’s Day is also a good opportunity to remind children of Jesus’ two big rules: love God and love each other.  Give children (or all worshipers) a small red paper heart to put in their shoe as a reminder of both of these loves.  Or, give them one heart printed “love God” to put in one shoe and another printed “love each other” to put in the other shoe.

One of my favorite books for Valentine’s day is Somebody Loves You, Mr. Hatch, by Eileen Spinelli.  Mr. Hatch lives a dull colorless life until a giant box of chocolates is delivered.  In response he reaches out to people around him loving and being loved by them.  When it turns out that the candy was mis-delivered, his neighbors convince him that lots of people do indeed love him.  It takes almost 15 minutes to read aloud and would not be easy to condense or read in part.  So, it would have to be a significant part of a sermon.    

If you have a favorite book that could be read in less than 5 minutes in worship on Valentine’s Day, how about telling us about it in Comments.