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 - Proper 27, 32nd Sunday of Ordinary Time, 25th Sunday after Pentecost (November 10, 2013)

These texts fall on All Saints Day some years.  It all depends on the calendar.  The gospel especially fits that Sunday well.  It would be possible to use Luke’s discussion about life beyond death then and the Zaccheus story on this Sunday.

Haggai 1:15b-2:9      COURAGE

] The key word here is courage.  Comparing “courageous” and “discouraged” will help older children grasp Haggai’s message to the discouraged people trying to rebuild Jerusalem.  Since courage in many children’s stories is a matter of facing monsters and villains, children benefit from recognizing that courage is also sticking with it on really hard tasks that take a really long time.  They learn to define themselves as courageous when they work hard on really difficult subjects at school or keep being kind to a person who is mean to them or living through tough situations at home. 

] The church over the ages has courageously devoted time and money to repairing and rebuilding after natural disasters, wars, and personal traumas.  It is one thing we do frequently and do well.  Celebrate that today.  Cite examples of ways your congregation has been involved.  Be sure as you do to include projects in which the children are active.  In my congregation that would include collecting food for the food pantry, packing a variety of disaster response kits, walking with families or classes on money raising walks and hosting homeless men at the church during winter evenings. 

Our local paper annually recognizes a Distinguished Dozen, local people who are significantly involved in serving others.  One year they were all teenagers.  The article about each teen cited serving experiences during their elementary years as the inspiration for the teenage service.  Many got their start by working with their families on community care projects.  Scientific studies validate their stories.  So encourage children and parents to work together repairing, rebuilding, and generally caring for their community.

] During the singing of Argentine folk hymn “Song of Hope,” stage a processional of placards, each naming one way your congregation is involved in repairing and rebuilding.   The placards could be handed to children and briefly explained just before the hymn.  The children then circle the sanctuary while the congregation sings the song several times.  (It is only one verse.)  Or, create a litany in which a leader names and briefly describes one project and the congregation responds by singing the song once.  Feature as many projects or groups of similar projects as time permits.  Four or five is probably enough. 

] Even non-readers can sing along on “Grant us wisdom, Grant us courage” in each verse of “God of Grace and God of Glory.”  Before singing the hymn point out the phrases and encourage all worshipers to sing that if they cannot sing all the other words.  Doing this often leads parents to nudge their children each time the phrase comes up and to smile at them as they sing it together.

Psalm 145:1-5, 17-21

This psalm praising God begs for dramatic reading that includes the congregation.  It is an acrostic, an alphabet poem.  Each line begins with the next letter of the Hebrew alphabet.  That means the verses are independent praises.  So,

] Arrange the psalm for responsive reading between congregation and leader or choir or between two sides of the congregation.

] Or to enjoy the acrostic nature of the psalm invite the children forward.  Teach them the Hebrew letters in today’s psalm then with them say the appropriate letter as the congregation reads each line of the psalm.  To streamline this, work with one class of children in advance then invite them to lead the psalm with you.

& & & & & & & & & & &

PSALM 145:1-5, 17-21

ALEPH

I will extol you, my God and King,

and bless your name forever and ever.

BET

Every day I will bless you,

and praise your name forever and ever.

GIMEL

Great is the Lord, and greatly to be praised;

his greatness is unsearchable.

DALET

One generation shall laud your works to another,

and shall declare your mighty acts.

HE

On the glorious splendor of your majesty,

and on your wondrous works, I will meditate.

ZADE

The Lord is just in all his ways,

and kind in all his doings.

QOPH

The Lord is near to all who call on him,

to all who call on him in truth.

RESH

He fulfills the desire of all who fear him;

he also hears their cry, and saves them.

SHIN

The Lord watches over all who love him,

but all the wicked he will destroy.

TAW

My mouth will speak the praise of the Lord,

         And all flesh will bless his holy name

         forever and ever.

                                    New Revised Standard Version

& & & & & & & & & & &

Psalm 98

] Psalm 98, a praise psalm filled with short simple phrases that children understand, shows up several times in the lectionary.  God to this link (yes, Psalm 98 shows up again on Christmas Eve/Day) for a responsive reading script for a worship leader and two halves of the congregation. 

 

] To capture the exuberance of this psalm gather all the rhythm instruments and noise makers you can.  Invite the children forward to help the congregation read the psalm.  Pass out the instruments.  The children’s job is to make noise with the instruments and shout Alleluia! each time you point to them.  Practice once or twice.  Then read verses 1-3 without pausing.  Pause after each of the remaining verses for the children to praise with their alleluias and instruments.  The verses may be read by a liturgist or by the whole congregations (much louder and more in keeping in the spirit of the psalm!).

To do a low key children’s choir promotion, ask the children’s choir director to be the children’s conductor while you lead the reading parts.  Include all the children, not just those in choir.  Who knows?!  This might inspire the non-choir children to try it out.

] Print selections from the psalm in the center of a page.  Give pages to the children and invite them to illustrate the verses during worship.  At the end of the service talk with children about their illustrations as they leave the sanctuary.

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

Praise the Lord!

Sing a new song to the Lord;

he has done wonderful things!

By his own power and holy strength

he has won the victory….

Sing for joy to the Lord, all the earth;

praise him with songs and shouts of joy!

Sing praises to the Lord!

Play music on the harps!

Blow trumpets and horns,

and shout for joy to the Lord, our king.

Roar, sea, and every creature in you;

sing, earth, and all who live on you!

Clap your hands, you rivers;

you hills, sing together with joy before the Lord,

          because he comes to rule the earth.

He will rule the peoples of the world

with justice and fairness.

                                                                            From Psalm 98 (TEV)

! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !

] After reading the first lines of the first verse of the psalm, point out that it is the chorus of the hymn “Earth and All Stars.”  Sing the hymn.  The children enjoy the repeated chorus and also enjoy all the specific, modern items that are called to praise God.

Job 19:23-27a

] If “I Know That My Redeemer Liveth” from Handel’s Messiah will be sung, point out the title phrase in Job 19:25.  Briefly explain that Job was both very sick and very sad.  Even in all his suffering he knew that God was his Redeemer and was on his side.  That is as far as it is wise to delve with children in the sanctuary.  Discussions of suffering with children are always specific and need to be held in private.

 

Psalm 17:1-9

] Even if you are building worship around Job, I’d use Psalm 98 instead of this psalm for the sake of the children.  The vocabulary and poetic images are too complicated to explain.  Though some children have enough experience with suffering to share the psalmist’s prayer, there are other prayers that state the concern in ways a child can more easily grasp.

2 Thessalonians 2:1-5, 13-17

] The message to children here is don’t worry about what will happen when you (or people you love) die and don’t worry about what will happen when you grow up or get to be a teenager or….   Instead, think about today.  Live as God’s person today.  Do the best you can and know that God is with you.  Fortunately, this is the default setting of many children anyway.  They live very much in the present moment.

] Turn 13-17 into charge and benediction using your own words.

Remember that God loves you.  God chose you to hear about that love and to know the stories of Jesus.  Do not forget them.  Live by them every day.  And may God who created the whole universe, Jesus who showed us how much God loves us, and the Holy Spirit who guides us be with you giving you courage and strength to be God’s people every day. 

Luke 20:27-38

] The nasty trap the Sadducees set for Jesus and the way Jesus turned it back on them will go right past the children.  Let it.  Instead explore what it says about what happens to us after we die. 

Jesus insists that life after death is different from life now.  Debating to whom a woman who has had seven husbands will be married is just plain silly.  (This is a special relief to children whose parents have remarried and who therefore may upon hearing the story wonder about the fate of their family.)  The butterfly is a helpful symbol of this reality.  The caterpillar and butterfly are entirely different, but they are different life stages of the same animal.  Caterpillars crawl and eat leaves.  Butterflies fly and drink nectar/ pollen.  We will be as different after death as a caterpillar is from a butterfly, but we will still be ourselves.

We don’t know very much at all about what life will be like after we die.  God has kept it as a special secret.  We do know from Jesus that we will be with God and will be safe.

] Make a list of things that aren’t necessarily true about life after death, i.e. we may not walk on streets paved with gold, we may not all play harps (a relief to many), we may not have wings and fly (who knows how we’ll get around), etc.  Balance this with the list of things we do know about life after we die, i.e. we will be with God, God’s love and care will continue.

] If you live in the northern hemisphere, display autumn nuts (acorns in my area) and bulbs.  Note how dead they look and how hard it is to believe that they will ever be anything but rather dead looking “stuff.”  Talk about what each item becomes in the spring.  If possible give each worshiper a nut or bulb to plant at home.  Talk about how long it will be until we see the results and encourage patience.  Briefly ponder how it feels different to celebrate new life after death in the autumn rather than in the spring at Easter.

] If you live in the southern hemisphere, pull a blooming bulb or seedling out of the dirt.  Gently brush away the soil until you find pieces of the nut or bulb from which it grew.  It may also help to have an unplanted nut or bulb to help find the decaying one in the soil.  (A smallish blooming potted bulb can be tidily un-potted over a bucket or small tub.)  Briefly ponder how it feels different to celebrate life after death in the spring when new life is all around you rather than in the autumn when all the plants are dying back for the season.

] The Next Place, by Warren Hanson, is a poetic exploration of things we know and do not know about life after death.  According to Hanson, it will be very different – no Mondays or months or body characteristics – but we will know we belong and will be close to all the people we have loved.  The whole book can be read aloud, thoughtfully in just under five minutes and is appreciated by people of all ages.  But, it would also be possible to select several pages/ideas to read and discuss mainly with children.  (Heads up: With fresh grief in my life I could not read the whole book aloud right now, but I could read and discuss a good selection of key pages.  There is something cumulative in reading the whole book that packs strong emotions.)

] If you are reading this text in connection with All Saints Day, explain the reason for reading the necrology before it is done.  Also if you have a columbarium, memorial garden or other place for cremains on your property, bring an enlarged photo of the area to identify it to children and talk about how it is used and why that spot is special to people in your congregation.  Point out any plaques identifying all the saints buried there.  (Though it is not the aim of this discussion, once children know what these areas are they treat them with more respect.)

] If your congregation regularly recites the Apostle’s Creed in worship, before reading it today, point out the phrase “(I believe in) the communion of saints.”  Define “saints” as God’s people.  Name a few famous ones, like St. Patrick and Martin Luther King, Jr., and some less famous ones like your grandmother (or other important person in your life) and someone in your congregation.  Finally, point to worshipers and identify each of them as a saint.  Then, repeat the phrase “communion of the saints” and explain that all saints belong to each other in the family of God.  That means we are connected to all God’s people who ever lived and all God’s people who are alive now and even all God’s people who will be born in the future.  We are family with them.  Repeat the paragraph in which it appears in the creed.  Then, invite everyone to say the creed together.

] Either within the sermon or just before the celebration of communion, do a little worship education about the Great Prayer of Thanksgiving.  For most children (and more than a few adults) this is generally thought of as “that long prayer before communion.”  They are more likely to join in on the sung responses if they are explained and rehearsed.   So, point to the prayer in your prayer book or worship bulletin.  Walk through the part that recognizes the communion of the saints putting it into your own words.  Together name some of the individuals or groups you want to be especially aware of at the Table today.  Take time to rehearse the parts the congregation says or sings.  Suggest singing it at every communion service imaging yourself singing and eating with people of all times and from all parts of the world.

Leader: Therefore we praise you,

joining our voices with the heavenly choirs

and with all the faithful of every time and place,

we forever sing to the glory of your name:

People: Holy, holy, holy Lord,

                    God of power and might,

Heaven and earth are full of your glory.

Hosanna in the highest.

Blessed is the One who comes in the name of the Lord.

Hosanna in the highest.