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Showing posts with label Last Day of School. Show all posts
Showing posts with label Last Day of School. Show all posts
Thursday, April 28, 2011

Year A - The Sunday after the Ascension of Christ (June 5, 2011)

6:10 PM | Posted by jamila | Edit Post
The Ascension is not one of the best known stories about Jesus, but it offers several rather diverse possibilities for children.  It…

1.      provides an “end” to Jesus’ story and answers the question “where is Jesus now?”
2.      clearly insists that Jesus “passed the baton” to his disciples and us
3.      is an opportunity to review Advent through Easter

So, I suggest using the Ascension texts on the last Sunday of Easter. 

Acts 1:1-11 and Luke 24:44-53

R   Display pictures of Jesus’ birth, healing, teaching, Palm Sunday, Crucifixion, Empty Tomb, and Ascension.  With the children review Jesus’ life, death and resurrection.  Then tell the story of the Ascension in your own words.  Stress that during his life on earth, his disciples knew Jesus as a very special person, after Easter Jesus was different.  He appeared and disappeared sometimes in locked but still ate fish and bread.  Thomas could touch him.  Since the Ascension, people have seen Jesus only in visions and dreams.  Jesus is still alive and is not just with God, but part of God. 

R   Instead of using pictures, bring out seasonal paraments from Advent through Easter.  If you have season banners, hang them all in sequence and walk your way through them.  Or, lay out your stoles in order and match them to their seasons.  Recall things you did during each season to remember that part of Jesus’ life.  Even add them (or let a different child add each one) to your robe as you talk about their seasons and then wear all of them for the rest of the service. 

R Both accounts of the Ascension make it clear that Jesus passes his ministry to his disciples.  Near the end of school many elementary schools have field days featuring, among other events, relay races.  Describe or ask some children to help you demonstrate the passing of a baton in a relay race.  Children could run the perimeter of the sanctuary, carrying a baton which they pass to the next child at the front of the sanctuary.  Then explain that though Jesus did not actually pass a baton to his disciples, he did tell them very clearly that they were to take up his ministry on earth.  His earthly part of the race was complete, but theirs was just starting. 

If you have a wood worker in the congregation, ask him or her to prepare a baton for each child or each worshiper.  Dowels can be cut into 8 inch lengths and the ends sanded.  Wood burn or draw with a marker a cross on each baton.  As you give one to each child say, “NAME, Jesus needs you to be his disciple.”  At the benediction raise a baton in one hand offering it to the whole congregation with words of challenge.  With the other hand bless them, reminding them that God will be with them as they carry their baton.

R Tell the story with movements which you invite the children to do with you.  Begin with hands and faces looking up (as Jesus ascends).  Drop your hands to your sides (as you ponder what the angels said).  Then, go into marching pose pumping your arms (as the disciples take up the task).  Repeat these motions and the angels words during the benediction.

RThe Ascension is about both endings and beginnings.  The end of the school year is also very much about endings and beginnings.  The school year just passed is over.  It is past, but everything children learned, the people they knew, and the things they did during the year will be part of them forever.  Jesus’ life on earth is officially over.  It is now in the past.  But Jesus is still alive in a new way.  Everything he said and did continues to matter.... 

The truth is I think this connection could be useful, but I also followed it to several really dead ends.  If you follow it a conclusion that really works, what about sharing it in Comments.

Acts 1:1-11

R   Have children bring pew Bibles with them to the front before the scripture reading.  Help everyone find the Table of Contents, then the list of New Testament books.  Together read the names of the first four books aloud.  Briefly note that these books contain all the stories about Jesus.  Then read aloud “The Acts of the Apostles” and introduce it as the story of the beginning of the church.  Without reading all the long complicated names of the letters, point out that all the rest of the books, except the last, are letters that people wrote to each other during the stories that are told in Acts.  Then, help the children find Acts 1:1 (give the page number) and read it stopping immediately after “In the first book, Theophilus.”  Identify Luke as “the first book” and introduce Luke – Acts as a two book set that was written for a friend named Theophilus (maybe Theo today).  Then read the rest of verses 1-5.  Briefly summarize the big change that is happening here as the disciples move from being with Jesus to becoming the church.  Send them back to their seats with their fingers holding the place to follow along as you read the whole text for the day.  (This will obviously work only when most of the children are readers.)


Psalm 47

R   Psalm 47 begins with a call for applause.  After pointing this out, teach the congregation a simple short clapping pattern which they then repeat after a worship leader or the choir says each verse or after verses 1, 4, 7, and 9.  You might try clapping the rhythm of the first line of “Peoples, Clap Your Hands!” (Genevan 47 which is # 194 in The Presbyterian Hymnal) or enlist the aid of a music leader in selecting another good pattern. 

R Tie Psalm 47 psalm to the Ascension by reminding people that Jesus was God in human skin.  That makes this a fitting praise for Jesus as he acends.


Psalm 93

R   Psalm 93 celebrates God who is more powerful than the flood waters or the sea surf.  If you have a sound team, work with them to produce a recording of powerful water sounds to play as the congregation reads the psalm aloud – loudly to be heard over the recording.  (Hint, hint: if you produce such a recording, could you post it, and let the rest of us know where to find it, the less technically able among us would be oh so grateful J.)

Verses 1,2,5    any water sounds
Verse 3            rushing water sounds (flood or big waterfall)
Verse4             heavy surf sounds

Ephesians 1:15-23

I think the Contemporary English Version (CEV) may offer the best translation of this text for children.  Today verses 19-23 can be heard as Paul’s comments to the Christians in Ephesus about the Ascension.

&&&&&&&&&&&&&&&&&&&&&&&&&

19 I want you to know about the great and mighty power that God has for us followers. It is the same wonderful power he used 20 when he raised Christ from death and let him sit at his right side in heaven. 21 There Christ rules over all forces, authorities, powers, and rulers. He rules over all beings in this world and will rule in the future world as well. 22 God has put all things under the power of Christ, and for the good of the church he has made him the head of everything. 23 The church is Christ’s body and is filled with Christ who completely fills everything.

&&&&&&&&&&&&&&&&&&&&&&&&&

Verses 19-21 describe Jesus Ascension power.  Verse 22-23 then describe the passing of Jesus’ ministry to the church.  Jesus is the Lord of the church.  The church is Jesus body present to do his ministry in the world.

RSpin out specific examples of today’s “forces, authorities, powers, and rulers” and celebrate the fact that Christ is more powerful.  For the children, list all armies (whether ours or theirs); terrorists who kill people to get their way; all presidents, prime ministers, and kings (the ones we like as well as the ones we don’t), any bully, etc.

R   The church as the body of Christ is a metaphor.  To help children explore both sides of the metaphor detail how different people and groups in your congregation serve as different parts of the body.  This would be an easy way to draw children into the “real” sermon.  Laugh with everyone about the idea that the minister might be the mouth of the church.  Then, point out that your mouth will not be around at the swimming pool or at the office this summer when someone needs to stand up for Jesus’ ways or say Jesus’ kind, loving words.  Insist that each of them must be Jesus’ mouth where they are.  Then go on to imagine who are the hands describing what they do being sure to include children serving as hands and so forth.  (Hmmm, I wonder how Jesus’ feet would play soccer?)  Offer children a sermon worksheet with outlines of the body parts you will explore.  Invite them to write or draw in each part at least one way they can be that part of Jesus’ body.
 


Get someone to improve on this and to feature the parts of Jesus' body
discussed in your sermon. 
As a last resort copy it with my permission and print it "as is."


 
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Monday, April 25, 2011

School Is Out!!!!

2:07 PM | Posted by jamila | Edit Post
OK!   As I post this on April 25th, it seems premature.  But, if you have been looking at the posts for the Sundays at the end of May, you know there are text-specific suggestions for recognizing the end of school in the congregation's worship.  This is the more general article promised in those late May, early June posts.  And, yes it will be here before we know it. 

The end of the school year is HUGE for children.  It is a marker of their growing up.  When the church recognizes this event, children feel loved and important.  When the church does not notice it, they feel marginalized.  One of the best places to raise the event is in the congregation’s worship.  As it is done, children and their parents feel loved and included.  Other worshipers remember their school days and enjoy all the hoopla.  (The end of the school year is one experience every person in the room shares.)

As we plan for including the end of school in our worship, we must be sensitive to the many feelings children bring to it.  Some are bursting with pride at work well done.  Some are profoundly relieved that what is an ordeal is over at least for a while – IF they don’t have to go to summer school.  Some are stung by the news that they will repeat the grade they have just suffered through. 

Kids are also looking toward summer with different levels of excitement.  Some anticipate sports camps, family vacations and free time.  Others are nervous about those same plans.  And still others see only boredom and maybe unwelcome child care arrangements ahead.

With all this in mind, there are several ways to raise the event in the congregation’s worship.

% At the very least mention the end of the school year in the congregation’s prayers voicing both appreciation of the year accomplished and looking forward to the summer.  Remember students, teachers, janitors, cafeteria workers, and all others who work at schools.
% Just before the congregational prayer, invite the children to join you at the front.  Together identify things you want to say to God about the school year just ending and about the summer ahead.  Either cobble those concerns into a prayer that you offer with the children while you are together or incorporate them at the beginning of the congregation’s prayer.  The former helps children stick with you.  The latter demonstrates to them that their concerns are part of the whole church’s concerns.  (Warning: if this is done as a children’s time much earlier in the service, many children will not even hear it in the church’s prayers later.)

% A week or so ahead, invite the children to bring to the service one item they are looking forward to using during the summer, e.g. a soccer ball, sleeping bag, their library card, etc.  At some point invite them to come forward with these items.  Ask about them and how they will be used.  Ask children who arrive without items to name what they are looking forward to using.  After the conversation, offer a prayer asking God to be with the children as they use the items, asking God to help them use them with kindness and fairness, pray that the summer be as much fun as everyone is hoping and that all will be safe and loving throughout.

% Write end of the school year and/or beginning of summer psalms

Provide children with a paper and crayons or pencils.  One side is titled “Prayer for School.” The other is titled “Prayer for Summer.”  Add shadowy lines that might guide printers if they write what they want to tell God about each one or that could be ignored by those who prefer to draw pictures about school and summer that contain their prayers.  Ask ushers to distribute supplies as children are seated and give instructions early in the service or do so during a children’s time or just before reading the psalm for the day.  Talk about some possible topics for the psalms and invite children to display their psalms on a bulletin board, tape them on the communion rail after worship, or show them to you as they leave the sanctuary.

To call for more specific psalms, divide the titled prayers into sections as below.


!#:!#:!#:!#:!#:!#:!

A Psalm for the End of My School Year

Praise God for people, subjects, and activities at school: 
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________


Tell God about the things you are sorry about from school this year
_____________________________________
_____________________________________
_____________________________________
_____________________________________


Tell God what you are looking forward to this summer
_____________________________________
_____________________________________
_____________________________________
_____________________________________


Write or draw a last line for your psalm.
_____________________________________
_____________________________________

!#:!#:!#:!#:!#:!#:!


% The end of the school year suggests a benediction.  Below is one possibility.  But, I offer it with the concern that closing the service in this way will suggest to worshipers of all ages that it is fine to disappear until fall.  If you do an end of school benediction, it might be wise to surround it with words to the contrary.

UINUINUINUINUINUINUINU

Ask the groups in parentheses to stand for a special benediction, concluding with one for all in the congregation.

(Students stand) As you go forth into your summer, remember that God will be with you at the pool, at camp, at home, even at summer school, and wherever you go.  Have fun and be a good disciple. 

(Teachers stand) As you go forth into your summer, enjoy your change of pace.  Learn something new for the future.  And, remember that God is with you, watching over you and guiding you both in the classroom and out of it.

(Parents of children in school stand) As you go forth into a summer of new schedules and different activities for your children, there will be lots of juggling.  As you juggle, remember to love and enjoy your children.  And, know that God loves you and your children always.

(Everyone for whom the end of the school year will make no difference at all stands)  Hang in there.  It is easy to feel that everyone else is on vacation or doing interesting new things while you “keep at it.”  Remember that God is with you in the ongoing, everydayness of life. 

(All worshipers)  No matter where you are going this summer or what you will be doing, remember that God is with you always and in all places.  God loves you and watches over you.  So, go in peace.

UINUINUINUINUINUINUINU


% At some point in the service point to all the church activities planned for children and their families during the summer.  If children will be going to a church camp or conference, gather them up front and send them off in the name of the church and with an appropriate short prayer.  Name in town activities and encourage all to participate. 

% If many of your families will travel during the summer, start a bulletin board titled something like “First Church on the Road” and invite everyone to post pictures of themselves at other churches they visited.  


This is a hodgepodge of general ideas - maybe a starter brainstorm.  Now, 

% Check the postings for the Sundays of late May and early June for text – specific suggestions.

% Add another possibility in a Comment.  We all need all the ideas we can get!
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Monday, April 18, 2011

Year A - The Sixth Sunday of Easter (May 29, 2011)

4:47 PM | Posted by jamila | Edit Post
On this Sunday it seems a long time since Easter Day and for the last week or two we have been out of the post-resurrection stories.  So, it might help to retrace the arc of the season’s stories.  Present pictures of biblical events and challenge worshipers to put them in chronological order.  Or, present them in order walking people through the season.  Then, look ahead to the coming Ascension and Pentecost celebrations setting them in relation to Easter.  

Pictures to include: crucifixion, empty tomb, Thomas, Emmaus, Ascension, Pentecost.
 
If school is ending in your area this week, include that in your worship.  There are text-specific ideas in this post and more general suggestions in a “Schools Out!” article that will posted at the end of April under a new index that will be called the Popcorn Index.


Acts 17:22-31

Paul speaks about “the unknown God” who is bigger than anything we can imagine or carve or paint.  It is a good time to ponder the mystery of God who is more than we can understand. 

For children the story of the blind men defining an elephant based on the one part they got hold of is a good starting point.  There are some things we know about God, e.g. God created the whole universe, is totally good, and all powerful.  But there is lots we don’t know about God.  To keeping them thinking, I talk with children about “used to thinks” about God.  I tell them I used to think that God was like a very old wise man.  Now I think God is neither man nor woman but both and more than both.  You might recall the blind man who first held the elephants tail, then imagine that he was led to its ear.  He might say, “I used to think an elephant was a rope, now I know it is more than a rope.  I wonder else it is.”  In an informal setting in which you can be sure the children won’t be laughed at, invite them to share their “used to thinks” about God. 

R The name God gave Moses was “I am who I am, I will be who I will be.”  People called God the great I AM.  Again, ponder the mystery that God is more than we can understand.
  
 R It’s a good Sunday to explore and sing “Immortal, Invisible God Only Wise.”  Before singing take time to enjoy some of the big mysterious words and phrases describing God.  Say them aloud together.  Talk briefly what words such as immortal, invisible, un-resting, un-hasting say about God here. Put some of the poetic phrases (“in light inaccessible hid from our sight”) into your own words.  Then sing about and to this "bigger than we can understand" God. 


Psalm 66:8-20

This is a psalm of praise written after a time of testing.  Older children and youth have been through a time of testing at the conclusion of the school year.  Connect their testing to that mentioned in the psalm and elsewhere in the Bible.  Then invite children to create their own psalm of praise for God celebrating the end of the school year.  Suggest that they write or draw things that were hard about school and things that they really liked.  Provide a titled page with shadowed lines that could be used for writing with space remaining for surrounding illustrations or could be ignored with pictures drawn all over the page.


!@#!@#!@#!@#!@#!@#!@#!

I Praise you God at the end of this school year!


________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________


!@#!@#!@#!@#!@#!@#!@#!


1 Peter 3:13-22

This passage includes two themes that speak to children.  The first is that we need to be ready and willing to stand up for Jesus and be able to say why we are doing it.  This is especially important as children get ready for summer when there are new opportunities to stand up at camps, pools, even in free time at home.  Peter urges us to be brave in standing for what is right and to be gentle with others as we do it.  Two examples,

Runner Eric Liddell (“Chariots of Fire”) refused to run in an Olympic race he very much wanted to run because it was scheduled on Sunday.  Eric believed that playing sports on Sunday was disrespectful to God.  So, he calmly announced that he would not run.  He had to be brave because lots of people got really angry with him.  He was however gentle.  He didn’t scream and shout about how wrong the Olympic officials were to schedule the race on Sunday.  He simply said that he would not run because much as he loved racing, he respected God more.


 The Empty Pot, by Demi, tells of an Emperor who announced that he would choose to succeed him the child who grew the most beautiful plant from the seed he gave them.  Ping, who was very good with plants, did everything he could, but his seed would not grow.  Frustrated, but honest, on the set day he placed his empty pot among the pots of other children which were filled with lush green plants.  The emperor went immediately to the empty pot asking the boy to explain why it was empty.  In response to Ping’s honest account of what he had done and what had happened (his witness), the emperor revealed that all of the seeds had been cooked so they would not grow.  He was looking for a brave, honest boy who would become a brave, honest leader – and found him.

R The second theme is Peter’s insistence that even though at times it will look as if the bad guys are winning, God will win in the end.  This is the best Easter Good News for young children.  So begin exploring this theme by wishing everyone Happy Easter and reminding them of what happened.  On Friday it looked like the bad guys had won.  They had killed Jesus and sealed his dead body in a tomb.  All Jesus’ friends were frightened and sad.  Then on Sunday, Jesus came straight out of that tomb proving that God is more powerful than the worst evil.  This is an important Easter message from God to remember every time it looks like the bad guys are winning and we are feeling hopeless.  It is also important to remember when the bad guys are winning and we are tempted to join them.


John 14:15-21


R This is a hard text for children to follow as it is read.  Verse 20 is probably the key verse for them.  “I am in my Father, you are in me and I am in you.”  We, God and Jesus are so close we are “in” each other.  To help concrete thinkers explore this, talk briefly about how close we are to a best friend, to a brother or sister, to a parent…  (If you are seated together on the steps scrunch close together, leaning against each other.)  Then claim that God is even closer.  Admit that it is hard to think about God who is bigger than the whole universe being inside us, but insist that it is true.  Recall or sing a couple of verses of the song “I Have a Joy, Joy, Joy, Joy Down in My Heart” to celebrate this closeness of Jesus, God and us.
I have a joy, joy, joy, joy, joy down in my heart….
I have the love of Jesus, love of Jesus down in my heart…
Even
And if the devil doesn’t like it he can sit on a tack…and stay.

R Olympic runner Eric Liddell (“Chariots of Fire”) described his closeness to God saying, “God made me run and when I run fast, I feel his (God’s) pleasure.”  Encourage worshipers to imagine God enjoying with them the things they love to do most. 

If you use this in a children’s time with a smallish number of children, begin by inviting them to run all the way around the perimeter of the sanctuary or down the center aisle and back to their place. Compliment them on their speed and style. Then tell them about Eric Liddell.

R After exploring Jesus’ living in us and us in him, introduce the idea that we are Jesus’ hands and feet today.  We are to do what Jesus would do if he were in his body today.  List together some of the things Jesus did and identify specific ways we can do those things today – making friends with people who need friends, forgiving others, sharing food and other stuff with people who need it, etc.  Note that none of this is easy, but it what we are called to do as Jesus’ hands and feet and that as we do it we have Jesus’ promise that he is with us.

Children packing disaster relief supplies
R Greek students point out that “in us” can also be translated “among us.”  So identify ways God is “in us” and we are “in God” at church.  Be specific – singing, praying, and doing God’s work in our area and the whole world.  Describe some activities in which children are involved explaining how God is “in us” and we are “in God” as we do them. 

R An end of school take on this verse is the obvious-to-adults, but worth-saying-again-to-children fact that God is “in them” and they are “in God” always – during the school year and during the summer.  Identify some of the many things children are looking forward to doing during the summer.  After each one say, “God will be in you and you in God at…”.  You might also explore the fact that they are Jesus’ hands and feet and voice everywhere they go this summer and challenge them to act accordingly.
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Saturday, April 9, 2011

Year A - The Fifth Sunday of Easter (May 22, 2011)

7:58 AM | Posted by jamila | Edit Post
In North America school schedules are all over the place, but many schools start summer vacation in late May or early June.  “The Last Day of School” is huge for children.  Starting with this week I’ll be looking for connections between specific texts and end of school for children.  Then, the week after Easter look for a more general post about how to raise this big event in the congregation’s worship whenever it happens. 

Today’s texts are filled with rocks.  Some are quite real – the ones hurled at Stephen.  Others are symbolic – cornerstone, living stones, and “my rock and fortress.”  Adults enjoy the plurality of symbols.  Children who have trouble getting the meaning of symbols can be overwhelmed.  On this day it does not help that the real rocks were weapons and the symbolic ones point to God’s steady trustworthiness.  So alert the children to all of the rocks, but focus for them on just one or two kinds of rocks. 

Googling rocks reminded me that
"you rock!" or rock music will be
the first rock in many  young minds.
Have a pile of rocks front and center.  Depending on
your focus it could be a big pile or be arranged as a wall, even intersecting walls.  A local landscaper may even loan you a pile of rounded “river rock.”

At the beginning of the service point to the rocks and urge worshipers to watch for rocks in scriptures, prayers and songs today.  You may even want to briefly describe some of the rocks you will feature.

 Acts 7:55-60

R This text assumes listeners know how Stephen got himself into enough trouble to be stoned.  Most children (and many adult worshipers) do not.  For them, expand the reading.   Start with Acts 6:8-15, offer a brief summary of his sermon, and then read Acts 7:55-60. 

R Children need to be told that stoning is killing a person by throwing rocks at them.  Note that it is a very cruel way to kill a person.  You may or may not want to note briefly that it is still practiced today in some countries.

R Stephen is a hero who stood up to the crowd.  Doing so cost him his life, but he thought speaking about Jesus was worth dying for.  Children often find themselves in situations in which they must stand up to their friends refusing to do something they know to be wrong.  Stephen’s story provides both a hero to emulate and a warning that standing up to the crowd often causes trouble – fortunately the trouble is not often lethal.  Still sometimes standing up to the crowd is the right thing do, even when the crowd fights back.  Martin Luther King is reported to have repeatedly told his children that a person “who had nothing that was worth dying for…was not fit to live.”  This is a sober conversation, but it calls children to eyes-wide-open, heroic living.

R If you explore Stephen as a hero, sing some new verses for “Lord, I Want to be a Christian.” 

Lord, I want to be a Christian…
Lord, I want to be like Stephen…
Lord, I want to be courageous…
Lord, I want to be forgiving…
Lord, I want to be like Jesus…

R If you will be focusing on the living stones in 1 Peter, consider replacing the Acts 7 reading with Acts 6:1-7, the calling of the first deacons.  If your congregation has deacons, this is a great opportunity to introduce some of them and describe their work to the children (and other adults).  Deacons are in this case examples of people who are serving in one specific way as living stones in the church.  Be sure to point to others as well.  (FYI - This text does not appear in the Revised Common Lectionary at all, but is the Roman Catholic reading for this day.)


Psalm 31:1-5, 15-16

R This prayer for protection is filled with rock images that are unfamiliar to children.  If you want them to “get it” introduce key rock words before the reading.  Rock of refuge and strong fortress need only a brief definition.  But, “my rock” needs fuller explanation.  Talk about what it means to say a person is a rock.  Remind them that Peter in Hebrew means “rock.”  Jesus told Peter he was going to be his rock.  End by noting that many prayers and hymns refer to God as our rock.  Only then, read the psalm. 

R Many rock images in hymns need explaining to children – even “A Mighty Fortress is Our God.”  Point them out before singing.  If you sing “A Mighty Fortress,” get the congregation to look at the first line of each verse.  Put them into your own words.  This gets the rock message out.  Children may get lost in the rest of the lines, but they will catch the beginning key phrases.


1 Peter 2:2-10

The writer refers to God’s people as “a holy race, a royal priesthood, a holy nation” and a spiritual house composed of living stones.  I’d go with the last one.  There are several ways to develop it in worship.


Ø  Enjoy the picture of a human tower.  Then point to one of the people somewhere in the middle of tower and ask what would happen if that person decided to go home.  After realizing the importance of each person in the tower, point out that the church is a lot like that tower.  If any one of us decides to quit on our job, it makes a big difference.  Cite specific examples, e.g. what if the organist decided not to come today?  What if the fellowship hour person decided not to put out the cookies and lemonade?  Then point to one child and ask what if NAME didn’t come today.  There won’t be any immediately obvious thing that will not happen, but that person will be missed.  Compare them to one of the people in the middle of the tower and recall their importance.  (Link: http://commons.wikimedia.org/wiki/File:3d10_fm_de_vilafranca.jpg.)
OK, this is perilously close to an object lesson.  But, I think that taking time to carefully describe both sides of the metaphor (the people in the tower and the people in the church) will make it understandable to children.  I’d be curious to hear from anyone who tries it how it went.

Ø  Before deciding whether to use the cornerstone image, ponder how frequently you use it in worship and how clearly your congregation claims it.  There are 10 biblical references to the cornerstone.  Psalm 118:22 is read every year on both Palm/Passion Sunday and Easter.  One is read in Year A after Pentecost and 3 others are read in Year B after Pentecost.  That may place the cornerstone at the margins in some congregations.  Other congregations, especially those with a significant cornerstone in their building, may speak frequently about Christ the Cornerstone.   In the latter case it is worth your time to carefully introduce the image to children.  If you do, try one of the following:

R If you have a pile of rocks up front, be sure there is a squarish one.  Use that stone as a cornerstone and line up the other rocks as walls.  Demonstrate the function of the cornerstone in setting the direction of the walls and insuring the stability of the whole building by laying out good and not so good rock foundations on the floor.  Then, explain that the church often says that Jesus is our cornerstone.  He shows us how we need to live as God’s people and thus makes sure that the church is strong.  Offer specific examples of ways churches can stray from Jesus’ directions, e.g. not paying attention those around them in need.


R If you have a cornerstone in your building, tell
about it, show a picture of it, and encourage people to find it after worship.  Then introduce Jesus as the “real” cornerstone of you church, citing things you do because Jesus directs it.

R Sing “We Are the Church” by Avery and Marsh to celebrate all the living stones that make up your congregation.

R To illustrate the fact that the church is not a building, but people, lead the congregation in the finger play, “Here is the Church.”  This could be embedded in the sermon.

Here is the church
Here is the steeple
Open the door
See all the people.

You can have a church
Without any steeple.
But you can’t have a church
Without any people.

R If school is ending and your congregation is going into summer mode, this is an opportunity to point out that the church is not a brick or wood building, but a human building and that they are “living stones” in that building.  Describe some of the things the living stones in your congregation will be doing during the summer, e.g. mission trips, Bible School, camps, etc as groups and lots of other things as individuals and families.  In an informal setting, hear summer plans.  In a more formal setting, describe some plans.  You might even create a bulletin board and invite people to add pictures of their summer “living stone” activities.  Leave it in a place the congregation see frequently for the whole summer.


John 14:1-14

from The Family Story Bible,
by Ralph Milton,
illustrated by Margaret Kyle. 
Permission granted for
non-commercial use with attribution.
R Jesus' discussion with Philip in verses 8-10, “whoever has seen me has seen the Father,” is the heart of this reading for children.  It is a good Sunday to bring out pictures of Jesus in action.  Ask worshipers to tell the story in the picture.  Conclude each description with “God is like that!”  If this is a children’s time, close in prayer thanking God for sending Jesus to show us what God is like.

R Sing “Once in Royal David’s City.”  Enjoy singing it out of season.  Read through the second verse and even the fourth before singing it to help worshipers see why it makes sense to sing it during Easter season and how it goes with this reading.

R Many adults and most ministers associate this text with the many funerals at which it is read.  Hearing it brings an “oh that again” sigh.  But, it is new to children and few of them connect it to funerals.  Their inexperience invites worship leaders to explain to them what a funeral is and why these verses are so often read at funerals.  There is a lot we don’t know about what happens after we die.  God has kept that secret, maybe as a surprise.  Name some of the guesses people have made about harps, streets of gold, wings and halos.  Be clear that these are just guesses.  But we do know for sure, because Jesus tells us so in these verses, that God will be with us and take care of us after we die.  So we and every person we love who dies are OK.
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