Year A - Fifth Sunday after Epiphany, Fifth Sunday in Ordinary Time (February 9, 2014)

Isaiah 58:1-9a (9b-12)

* Fasting is not a spiritual discipline with which children are familiar.  They may not even know the word.  If you work with the text in worship take time to introduce fasting.  Define it as the practice of going without food for a set time in order to remind yourself that food is not the most important thing in life.  If your congregation will practice “giving something up for Lent” in four weeks, lay the groundwork this week explaining why it is done and comparing it to fasting.  Describe the Muslim practice of fasting from sunrise to sunset every day for the month of Ramadan.  Then, describe the problems with fasting that Isaiah was warning against.  Imagine together how one might get crabby while one fasts.  Only then will children and other worshipers be ready to listen to this passage read.

* Several years ago a group of families in a church spent 24 hours in a global village at a nearby church camp.  Our task was to make bricks for the Haiti kitchen.  The adults dug and hauled sand and operated the “lots of muscle required” brickmaking machine.  The children carried water in gallon jugs up a long hill from a well to the work site.  We ate beans and rice cooked over a fire at the site.  One Sunday morning afterward a nine year old who had been on this trip was overheard dragging a friend over to a bulletin board saying, “This is me eating beans and rice.  We ate them at EVERY meal!  They are not bad, but the people in Haiti have to eat them at every meal every day. And, that just is NOT FAIR!”  Eating beans and rice at every meal was not fasting, but it was close to what Isaiah wanted people to do.

Mismatch this with a picture of children
fighting.  Match it with children happy together.

* Children enjoy matching things.  Isaiah insists that what we sing and say in worship should match what we do every day.  So, print a phrase you will say or sing in worship today on a speech bubble.  Display it pointing to where you will all use it in worship today.  Then, provide a picture (either a photos or a word picture) of an everyday activity that definitely does NOT match the phrase.  Identify what does not match.  Finally, display a picture that does match the phrase and identify the connections.  You might do this with only one phrase or might devote time to exploring one in detail, then look briefly at one or two more phrases.

Psalm 112:1-9 (10)

This is one of the alphabet psalms.  Each line begins with the next letter in the Hebrew alphabet.  The poet is rhyming ideas rather than sounds.  Every line says something about “the righteous” or “good people.”  To highlight its format and help worshipers of all ages appreciate its message, briefly explain it and then read the psalm “artfully.”  Have a worship leader call out the Hebrew letter before each line is read.  The lines may be read by the entire congregation or by an older children’s class (think choir without music).  If a class reads the lines, they may read in unison or individuals may read the lines in turn.  The practice required for a class to prepare this reading is an opportunity for children to work with worship leaders and for children to become worship leaders.   This script below is free translation written with young readers in mind.  You could create a similar script using any Biblical translation

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Psalm 112

ALL:                Praise the Lord!

Leader:          Aleph
ALL:                Happy are those who honor the Lord,

Leader:          Bet
ALL:                They take pleasure in obeying in God’s

                        commandments!

Leader:          Gimel
ALL:                Their descendants shall be mighty on the earth,

Leader:          Dalet
ALL:                The honest shall be blessed:

Leader:          He
ALL:                Riches and wealth are theirs.;

Leader:          Waw
ALL:                and they will prosper forever.

Leader:          Zain
ALL:                They shine like a lamp in the dark,

Leader:          Het
ALL:                They are generous, kind, and fair.

Leader:          Tet
ALL:                All goes well for those who lend generously,

Leader:          Yod
ALL:                and for those who run their businesses honestly;

Leader:          Kaph
ALL:                Good people will never fail,

Leader:          Lamed
ALL:                They will be remembered forever.

Leader:          Mem
ALL:                God’s people are not afraid of bad news.

Leader:          Nun
ALL:                Their faith is strong and they trust in the Lord.

Leader:          Samek
ALL:                They are not worried or afraid.

Leader:          Ain
ALL:                They are certain to see their enemies defeated.

Leader:          Pe
ALL:                Good people give generously to the poor.

Leader:          Zade
ALL:                They are always, always kind.

Leader:          Qoph
ALL:                Other people will respect them.

Leader:          Resh
ALL:                The wicked see this and are angry.

Leader:          Shin
ALL:                They glare in hate and disappear.

Leader:          Taw
ALL:                The wicked will not get what they scheme to get.

                                 - My paraphrase based on several translations

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1 Corinthians 2:1-12

* This is in many ways a continuation of last week’s reading from Paul’s letter.  The subject is the difference between God’s wisdom and the world’s wisdom.  Click on Fourth Sunday after Epiphany (Year A) for ideas. 

Matthew 5:13-20

* Since Matthew 5:17-20 is really the introduction to the next section of sayings, consider omitting it from today’s readings.  This keeps the focus on the light and salt images.  Furthermore, in his comments about fulfilling the Law in these verses, Jesus was speaking to adults who were concerned that he was challenging the Torah (their Bible).  He tells these folks to relax, that he doesn’t want to set aside any of it, he simply wants to take it to its intended depths.  This whole debate is of little interest to children at this point in their lives.  So, explore it with the adults and expect that the children will get to it later in their lives or omit this section in order to focus on the salt and light images.

 

 

* If you are doing a Sermon on the Mount series, the poster quotes for today are obvious.  You may want to produce just one of the chief images or several of them.

* To help children follow this three part text, have each part read by a separate reader.  Before each reader reads, the symbol from that section is placed on a central table.  For salt use a salt shaker or a bag of rock salt for the sidewalk (depending on what use of salt you plan to highlight).  For light add a candle or lantern.  For the Law (if you read those verses) add a large copy of the Bible.  The symbol may be put in place by the reader who then goes to the lectern to read.  Or, another person could carry the item up the central aisle and place it on the table while the reader reads. 

* Jesus says, “you are the salt of the earth” and “you are the light of the world.”  These may be the best known object lessons in the New Testament.  Listeners are asked to draw spiritual truths from descriptions of physical realities.  We know that children’s brains are not able to do this.  (For fuller description of this click on The Problem with Object Lessons).  Still, we can begin teaching them what is involved in these metaphors that are used frequently in the church’s life and worship.  We can delineate the qualities of salt and light and describe how we act as salt and light in the world.  At some point during their teen years they will be able to connect those lists more fully.

* Salt of the earth

Salt seasons or adds taste to food.  Imagine French fries or pretzels without salt.

God’s people act like salt when they make life better for people around them.  Kindness and friendly words are good seasoning for life.

Salt can be used to clean things.  Salt can be used to scour burned food out of a frying pan.  Bath salts are gentle cleaners poured into bathwater.

God’s people can help clean things up too.  Many churches pack hygiene kits or disaster clean up kits to send to people who need them.

Salt melts ice.  In North America in February most children have experience with using salt on sidewalks and roads to melt ice.

God’s people can melt hard hatred, by adding our loving care.  We can refuse to be part of anything that is hurting other people whether it is teasing and name-calling or prejudices that cut groups of people out.

* Light of the world

Some lights are bright and help us see what needs to be seen, e.g. lighthouse, search light.

God’s people often pay attention to people who are ignored and need help, e.g. churches often provide overnight shelter for homeless people.  Also, God’s people often point out unfair situations and work to get them changed. 

Some lights are soft and make us see the beauty of the world, e.g. candles.

God’s people do whatever they can to make the world more loving for everyone. 

Select from these possibilities one characteristic of either salt or light to explore with children.  Illustrate it with light and/or salt activities of your congregation, being sure to include some in which children participate.

* Natalie Sims in Melbourne Australia, on her wonderful blog  Singing the Lectionary suggests several songs for today’s texts.  Keep scrolling down her page to find:

“You are salt for the Earth O people.  Bring forth the kingdom of God” complete with sound sample

“Come Live in the Light// We Are Called” with song sample

“This Little Light of Mine” with a You Tube video from a Bruce Springsteen concert and a music sample for a children’s choir

* “I Want to Walk as a Child of the Light” which appears in many hymnals is another good choice.  I would not try to explain all the light images here, simply invite worshipers to listen for all the light as they sing.

* In a pictures book by the same name E.B. Lewis illustrates “This Little Light of Mine” with everyday scenes from the life of a boy who is lighting up his world in many simple, but important ways.  Flip through the pictures briefly identifying these light producing activities.  (BTW I found this in my public library.)

Year A - Third Sunday after the Epiphany, Third Sunday in Ordinary Time (January 26, 2014)

Both Old Testament readings include references to the light.  “The people who walked in darkness have seen a great light” and “The Lord is my light and my salvation.”  If you have not already explored light as part of Epiphany, these readings offer you an opportunity to do so.  Go to Epiphany (Year A) to find suggestions for exploring light with children.

Isaiah 9:1-4

* Sun Bread, by Elisa Kleven, could be read as a meditation on the light in Isaiah or it could be read to the bickering Corinthians encouraging them to become more like light.  In either case, take time to look into the windows around town on the second page.  Name all the unhappiness/darkness you see in each window.  Read the Daily Sunless Times sign at the bottom of the page.  With that as background, you can read the remainder of the book rather quickly, perhaps stopping to look in each of the windows noting the changes from what was in them earlier and read the Sun Times sign on the town picture near the end of the book.  After reading the last page about who bakes the sunbread, ponder God’s gift of light and the ways we share light too.  If you celebrate Communion today, point to the loaf or bring it down and identify it as sunbread.  (While many children will not make detailed connections between the two breads, they might begin to think of communion bread as sunbread – or bread that shares God’s light.  Adults might look for more detailed connections.  Both work well.)

Psalm 27:1, 4-9

* The psalmist celebrates ways God is present in many different situations in life.  Invite the children forward to help you highlight these situations using posture.  Read several phrases explaining each one and assuming with the children the described posture for that situation.  Then reread the verses leading the children through the postures as you read.  If it fits in the service at this point complete the reading with a one or two sentence prayer thanking God for being with us always.

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The Lord is my light and my salvation;

     whom shall I fear?

The Lord is the stronghold of my life:

     of whom shall I be afraid?

Stand tall, head up, hands folded across your chest

He will hide me in his shelter in the day of trouble;

He will conceal me under the cover of his tent…

Curl up in a little ball as if hiding with a blanket over your head

He will set me high on a rock

Stoop down as if looking over the edge of a high place.  Imagine seeing flood waters or a battle going on below you

Now my head is lifted up above my enemies all around me

And I will offer in his tent sacrifices with shouts of joy;

I will sing and make melody to the Lord.

Stand tall with your heads held high.

On the last phrase throw your hands above your head in praise.

“Come” my heart says, “seek God’s face!”

Hand over heart

Your face, Lord do I seek.

Do not hide your face from me

Open hands on either side of a face tilted up.

From NRSV

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1 Corinthians 1:10 - 17

* Remember all of the fine things Paul said about the people of Corinth at the beginning of his letter last week.  This week he isn’t so complimentary.  So, gather the children around the pulpit Bible, recall what you learned last week about this letter and then read the verses dramatically.  Almost overstate the “I belong to”s to emphasize the cattiness of what was being said. 

* The people in Corinth were bickering.  In the middle of the dark cold days of winter, cooped up in the house with no big holidays to look forward to, it is easy to bicker.  Talk about all the silly fights that get picked in the back seats of cars or in the back room when it’s too nasty to go outside and everyone is bored.  Briefly outline the usual advice in such situations, i.e. whenever some says "I am better than you" or "my WHATEVER is better than your WHATEVER", just shrug your shoulders and say “who cares?”  Don’t get drawn into a silly argument.  Paul gave similar advice to the people in Corinth.  He said that it didn’t matter who had baptized whom.  What did matter is that all were baptized followers of Jesus.  End of silly argument.

* This is the Week of Prayer for Christian Unity.  So pray for all the denominations and/or churches in your area.  Be as specific as possible so children will recognize the names and connect them to churches their friends attend. 

If you gather prayer requests as a congregation, take time to get worshipers of all ages to call out the names of other churches in the area.  Note informally any activities you share with this or that congregation as it is named.  Then, pray for neighboring churches.

In a Children’s Time gather the names of the churches, identify what you do together, and hear who has a friend who goes to a named church.  Then, offer a prayer for all the congregations.  Pray for individual well-being and for community cooperation.  Ask God’s blessing on them all.

Assign Worship Homework:  Encourage worshipers to pay attention to the churches they pass as they drive around this week.  (It is rather like collecting license plates from other states.)  Instruct them to be sure they know the names of the churches.  Ask yourself or your passengers who you know who is part of that church and what you may have done with people in that church.  Families may want to work on pronouncing the names of denominations.  Offer a short prayer for each church.

* There are several child-friendly hymns about unity that might be chosen for this day.

“Blest Be the Tie That Binds” has simple words.  Still, walk through the verses putting some phrases into your own words.  Then ask the congregation to “bind themselves together” by holding hands or putting a hand on a neighbor’s shoulder.  (Creativity is required to do this AND hold a hymnbook!)

“In Christ There Is No East or West” focuses on the division between East and West.  Before singing it imagine other pairs that meet in Christ, , i.e. In Christ there are …

… no athletes or geeks

…no “ins” or “outs”

…no young or old

…you (or worshipers) name other pairs….

“I Am the Church” is an Avery and Marsh song that is frequently sung in church school and children’s activities.  If your children know the chorus and the motions that go with it, invite them to teach it to the congregation.  Then sing the two verses that are key for today.  Find the words at http://www.hymnary.org/hymn/UMH/558 .

* With very young children, explore the unity of all people with the simple book, Ten Little Fingers and Ten Little Toes, by Mem Fox.  The differences in a series of pairs of babies are pointed out.  Each one ends “as everyone knows they each had ten little fingers and ten little toes.”  Insist that each of the people in the church in Corinth had ten little fingers and ten little toes.  The same is true in your own church and in your town, country, even the world.

* Or, scroll back up to today’s Isaiah reading for directions for reading Sun Bread, by Elisa Kleven.  The bickering Corinthians really needed this book!

 

Matthew 4:12-23

* I know verses 13-17 are important to Matthew and his Jewish readers, but they are incomprehensible to today’s children.  Before the reader can get to the stories about Jesus starting his ministry and the calling of the fishing disciples, the children get lost and tune out.  So, for the sake of the children, consider omitting verses 13-17.

* A boat (a wooden rowboat is best, but any boat will do – even a canoe, if that is what is available) filled with nets in the front of the sanctuary immediately grabs the attention of young worshipers.  If you can’t get the boat, drape the pulpit and central table in string fishing net.  There are several ways to use these props.

Simply point to them before reading the gospel announcing that in today’s story there is a boat and some fishermen.

At some point note the nets and describe how they are used to catch fish.  If you generally use projected images, project pictures of people fishing with nets to show worshipers how it works.  Then, ponder the equipment needed to fish for people – a Bible, a text message device (for communicating with others), even a Meals On Wheels cooler (to reach people by caring for them), etc.  If you do this as a Children’s Time add each item to the boat – or place them in front of the boat where they will be visible for the remainder of the service.

* Fishing requires strong able hands.  Fishers have to be strong enough to haul in a net full of fish and nimble enough to mend nets when they got snagged.  They have to be able to quickly clean lots of fish to get them to market.   Fishing for people also requires strong able hands.  You have to be able shake hands, pat people on the back, reach out to let people know you care, tend to the needs of people, etc.  

 

* The FISH is a symbol for Jesus and for the church.  Tell the story of its use as a secret sign during Roman persecution of Christians.  A Christian could casually draw a two line fish in a dusty road with a sandal.  If the person they were talking with was a Christian, that person could also draw a fish in the dust.  If the person was not a Christian, the sign would not even be noticed.  Then, note that one reason it made a good symbol because the job of the church is to fish for people.

Point out any fish symbols in your sanctuary and connect them to fishing for people.

* Two more hymns children enjoy singing today:

“Jesus Calls Us O’er The Tumult” is an old hymn that refers to the call of the fishing disciples in simple language.  Many verses end with a call from Jesus to us today, e.g. “Christian, love me more than these.”  Find the words and hear the music at http://www.cyberhymnal.org/htm/j/e/jesuscus.htm .

“Tu Has Venido a la Orilla” (Lord, You Have Come to the Lakeshore) tells the story of the call of the fishing disciples.  Verse 3 refers to the hands of the fishers.  With its Hispanic music and language (most hymnals print the verses in both English and Spanish) the song also ties to the 1 Corinthians message about celebrating what holds us together rather than what divides us.

 

* A challenge:  If all the talk is about fisherMEN, all the little girls will assume that the call to fish is not for them.   So, hard as it is, try to speak of “fishing disciples,” “people who fish,” and the job “fishing”, in addition to “fishermen.”   

Year A - Second Sunday after Epiphany, Second Sunday in Ordinary Time (January 19, 2014)

Isaiah 49:1-7

> Reading this text in which the speaker is telling a story and within the story quoting God extensively requires practice.  The reader needs to imagine himself (or herself, but in this case probably himself) speaking dramatically before a large crowd. 

>  In verse 6 the task of the servant Israel is to be a light to the nations.  Explaining to literal thinking children what it means for either God or people to be light is not easy.  Describing the difference lanterns, flashlights, even candles make in a dark room or at night is easy enough.  But, connecting that difference with the difference kind words and deeds of love and mercy make is quite a stretch.  Children’s brains simply have not developed the necessary transference ability to do this. 

>  Instead use this as an opportunity for some worship education about the use of candles in worship.  If you did not do so on Epiphany Sunday, describe how your congregation uses candles in worship and the significance of what you do.  If you involve acolytes in lighting the candles describe their leadership role.  If you do this before the call to worship, have a special candle lighting liturgy for today, maybe –

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Leader:  Isaiah said “the people who lived in darkness have seen a great light.”  Jesus said, “I am the light of the world.” 

Congregation:  We light this candle /these candles to remind us of God’s love and presence with us. 

All:  Let us worship God.

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>  Without getting tangled up in the “light to the nations” image, explore Isaiah’s insistence that God doesn’t want us just to look out for ourselves, our church, and our community, but to be concerned for everyone in the whole world.  Reread just verse 6, putting some of the ideas into your own words.  Then,

Describe at least one way your congregation reaches out to people far away.  If possible select an activity in which children are involved, such as packing disaster relief kits.

Think together of a prayer to offer for the people who live on each continent.  (Trace your prayer journey on a globe or world map.)  Then offer those prayers.

 

Psalm 40:1-11

>  Children quickly get lost in this long song.  The important thing for them is that the psalmist promises to sing God’s praises and to talk about what God has done.  Readers are invited to join in.

Like the psalmist children can sing God’s praises.  Singing songs praising God with others at church and singing songs praising God on their own are important disciplines to cultivate.  Today children are more likely to listen to music than to sing it.  Encourage them to sing by telling stories in which singing is important and by doing a lot of congregational singing during worship today.  Assign worshipers a familiar hymn (maybe the Doxology) you have sung and discussed in worship today to sing in the car on their way home.  (Encourage them to do this whether they are singing a solo or with a “choir”.)

Children can also speak up on God’s behalf every day.  Tell the children “a secret you think the psalmist knew.”  Saying something out loud to other people makes it more real than just thinking it.  As examples describe telling someone you love them rather than just thinking it, saying “this is a really great dinner!” rather than just thinking it, or talking with others you are with about how beautiful a spot (maybe the Grand Canyon or a cozy fire in your own fireplace or a clear starry night) is rather than just thinking it to yourself.  Then, talk about what happens when you tell friends something you know about God or Jesus or when you insist that you know something the group is thinking of doing is either wrong or very right. 

>  This weekend the psalmist reminds us of Martin Luther King who spoke to the American nation on God’s behalf of the injustices being endured by African Americans.   He said, “I have a dream…” but he meant “God has a dream and will make it come true.”   His words about this dream inspired people to make difficult changes to right the injustices.  King and his followers also sang songs, spirituals that echoed his words.  Together the speaking and singing of God is powerful.  King spoke to and sang with millions of people.  Few of us do that.  But, we can sing songs for God and we can speak up among our friends.  We can stand up for God’s ways and point out when people are starting to do things that are wrong.  Martin Luther King had to be brave to speak up for God and so do we. 

Sing one or more of the spirituals that were sung during the civil rights movement such as “We Shall Overcome,” “Go Tell it On The Mountain,” “This Little Light of Mine,” and “We Shall not be Moved.”

 

1 Corinthians 1:1-9

>  For the next seven weeks we will be reading from 1 Corinthians.  This may be the first generation of children who need to learn what a letter is.  Strange, but true!  They are increasingly used to communicating in short emails, tweets, or IMs that are sent quickly, read and generally deleted.  They have little experience with a several page letter that was carefully composed, read and reread, and then kept to be read repeatedly in the future.  So before reading from this letter, take time to explore what the letter was and meant to the early Christians.

Bring a stamped envelope containing a several page handwritten letter, a smart phone displaying an email or text message, and the pulpit Bible opened to the beginning of 1 Corinthians.  You might even mention the way Harry Potter and other wizards communicated with messages carried by owls.  Talk about the similarities and differences in each one.  Some take more time to write.  Some are harder to deliver and take longer to reach the receiver.  Some are considered more worth saving to reread and to share with others.  Explain that Corinthians is a letter sent from Paul to the Christians in Corinth and that they thought it was so important that they saved it, copied it, and shared it with others.  

 

From Wikimedia Commons

Display pictures of Corinthian ruins and modern day Corinth and have a map on hand to point out where Corinth is.  Ask if anyone in the congregation has been to Corinth.  The point is simply to realize that Corinth is a real place with real people. 

Briefly introduce Paul telling how he knew the people in Corinth.  Point out some of his other letters to other churches in the Bible.

Read verse 2 that tells to whom the letter is sent.  Stop as you get to the parts that describe the saints beyond Corinth.  “Hey, wait!  That is us.  We are….  You and you are…   We have mail!”

Then invite worshipers to listen to what Paul says as the letter begins.

>  If you are going to explore the gifts Paul recognized in the members of the church in Corinth and in us, offer children a worksheet printed with a large gift box.  Invite them to write about or draw into the boxes some of the gifts/abilities/talents God has given them.  Point out that God wants them to use those gifts to love other people in the world.  Invite them to drop their drawings into the offering plates as a way of thanking God for those gifts or to share them with you as they leave the sanctuary.  Suggest that in one part of the box they draw a cross or a heart for the gift of God’s love.

Feel free to use this or create your own on this pattern

 

John 1:29-42

>  Next Sunday’s gospel is Matthew’s account of the call of the fishing disciples.  Attentive children will be surprised by these apparently contradictory accounts and ask questions about which is true.  Rather than dig into that in the sanctuary, it might be better to read only one of these versions of the story this year.

LAMB OF GOD   SON OF GOD   MESSIAH   RABBI

> Names are important to children.  In this story John gives Jesus 3 names – Lamb of God, Son of God and Messiah.  Andrew gives him another one – Rabbi (or Teacher).  At the end Jesus gives Simon a new name – Cephas or Peter.  With their new names both Jesus and Simon Peter start out on something very new.  It is almost like Harry Potter being told he is not a stupid kid who lives under the stairs, but is a wizard and being invited to learn the skills that will make him a great wizard.

> Lamb of God is a nickname or a symbol for Jesus.  But, it is a hard one for children to understand.  To understand the Passover connection it will be necessary to retell that story.  To make the connection to the thank offerings, it will be necessary to explain the thinking behind that practice to children to whom it tends to sound cruel and weird.   Instead, simply introduce Lamb of God as a nickname or mascot for Jesus.

If your sanctuary includes Lamb of God images, point them out and simply say that they remind us of Jesus. 

Point out in the worship bulletin the places you will pray, say or sing “Lamb of God” today.  Maybe suggest that children underline the name every time they find it in the bulletin.  Then instruct them to think “Jesus” as they use the term.
 

> Eyes are important.  Using them well to really see is even more important!  John the Baptist saw and knew who Jesus was when he came to be baptized.  When Andrew and another of John the Baptist’s disciples asked to join Jesus, Jesus replied “Come and see.”  And they saw a lot in the years that followed!  Use this story to urge children to really see or pay attention to people and to what is happening around them.  Point out that many people saw Jesus.  At first only John the Baptist saw who Jesus really was.  Several people heard John point Jesus out and tell who he was, but only 2 of them went after Jesus.  Likewise, hundreds of people saw Jesus heal people and feed the crowd, but only a few stayed around to live the way Jesus wanted them to live. 

At the end of this discussion touch the eyes of each child saying “God, bless NAME’s eyes.  Help him/her really see you.”  Or, have the entire congregation bless each other’s eyes in the pews.

> This is a story about people who told others what they knew and introduced their friends to important people.  John pointed out Jesus to his disciples.  Andrew brought his brother to meet Jesus.  They each about Jesus in everyday situations to people they knew.  Challenge children to be like them and to speak up to their friends and siblings at home or school or wherever they are.