As we enter the second half of the Season

Transcription

1 This Season Pentecost 2 As we enter the second half of the Season after Pentecost, we continue to explore what it means to live as disciples of Christ. This continues to be a growing time for us, symbolized by the use of the colour green. Readings from the epistles are prominent in this season. The early Christian churches were beginning to realize that Jesus Christ was not going to return soon. They needed, therefore, to find ways to live together in community, supporting and encouraging each other. Jesus message, which we also explore in some stories from the gospel of Luke, called them to live in a way different from the standards of the world around them. What is faithful living? Leaders, like Timothy, sought advice about how to deal with problems and questions from an experienced pastor. The question of what it means to be the church is as important today as it was in the first century. These texts still speak to us today as we explore what it means to live as disciples of Christ in everyday life. We can be confident through the challenges we face, knowing that God is already present in every situation we encounter. In this season, we also remember our ancestors in the faith, those who have been our teachers and mentors, guides on our journey. We reflect on the ways in which we are mentors and guides for others, and are encouraged to share the faith with others. We rejoice in the hope that God is bringing about a reign of peace and justice for all people, and we celebrate that God s loving care is for all. The art images this season are bright and colourful. Light breaks in at unexpected angles and in surprising ways. People support and care for each other. There are possibilities for transformation, moving from shadow to light, from isolation to community, breaking free of structures that confine. As we move towards the end of the season and church year, we begin to prepare for the coming of the Messiah, the birth of Jesus the Christ, anticipated in Advent and celebrated at Christmas. In the birth of Jesus, God breaks into human history and creates a new heaven and earth. How will we recognize the new thing that God is creating? These are the challenges the Pentecost season brings. We are encouraged by God s promise to be with us on our journey. Pentecost 2

2 This Season, So Ideas for leading Ages during the Season after Pentecost The Season after Pentecost is a time in the church year to focus on what it means to be disciples in our everyday life. The sessions during this season will help younger youth explore what it means to follow God s call as individuals and as the church. This season younger youth will have a chance to hear about discipleship from Hebrews, Philemon, and the Letters to Timothy, as well as some of Jesus well-known stories and teachings. The importance of ritual Creating a sacred space for worship and learning is an important part of preparing for each session. Plan to review each session s Prepare section early in the week and decide what materials will be needed for the worship and learning experiences. Except for Reign of Christ Sunday (November 25), when the worship space colour is white, the colour for the remaining Sundays of the season is green, symbolic of growth and new life. Reflecting on art The six posters provided for this season will help younger youth enter the themes of living in and out of God s love and what it means to be a disciple. The images come from various eras and from a variety of cultures and offer a window into the deeper meaning of the scripture passages. These images are also available for projection from the Seasons Data CD provided with Congregational Life. These posters, and other images, can also be found in Behold: Arts for the Church Year, a booklet which explores the themes of the seasons through images and writings. This resource is available through your curriculum distributor. Using the Seasons website Invite youth to take turns checking Spirit Sightings (connections between lectionary readings and current events) and Spirit Screenings (connections between lectionary readings and current movies) at www. spiritseasons.com each week (using the password linking), and bringing information to the group. Many sessions also suggest further research by following Links on the Seasons website. Background resources and articles The resource sheet Suggestions for Leadership Preparation (p. 93) offers ideas for setting the worship and learning space as well as ideas for preparing for and leading sessions. The resource sheet Leading Sessions (p. 94) describes the main elements of the sessions and the approximate times to allow for each element. The resource sheet Community Building Games (p. 95) provides ideas for engaging the youth in games that encourage cooperation and teamwork. Other resource sheets offer background information for the readings from the Letters to Timothy, and animal shape patterns to use on November 25, The articles Write Your Own Psalm (p. 97), Who is My Neighbour? (p. 101), and To Be Christian in an Age of Pluralism (p. 102) provide background information for the leader for several of the sessions in this season. There are also other excellent articles in the Congregational Life resource. To review these, and get copies of the articles that interest you, contact your clergy or Christian education coordinator. Basic supply kit Stock a container with basic supplies, such as newsprint, writing paper, clear tape, masking tape, scissors, glue sticks, white glue, felt markers, pencils, pencil crayons, stapler, hole punch, sticky notes, removable adhesive. Each week the Prepare section of a session will list only supplies not included in this kit. Pentecost 2

3 Freed to Be What does it mean to be the church? Jesus and Paul call us to embrace both the cost and promise of living in a faith community shaped and transformed by the gospel. Because God is already present in every situation, we can work with confidence through the challenges we face, helping one another to live as faithful disciples. Focus Scripture: Philemon 1 21 Paul wrote many letters of encouragement and advice to the small communities of Christians throughout the Mediterranean world. But this letter is different. It is a personal business letter, written primarily to Philemon, though the letter mentions other Christians who meet at Philemon s home. Paul, writing from prison, has a request for Philemon. In prison Paul has met Philemon s slave, Onesimus. Perhaps Onesimus is in prison as a runaway. Perhaps Philemon has sent this slave to minister to Paul in prison. However this slave happens to be in prison, through Paul s teaching Onesimus has become a Christian. Onesimus (meaning useful ) once seemed useless to Philemon, but now is beneficial to Paul and to the community. Paul is sending Onesimus back, asking Philemon to forgive him and to receive him as a brother in Christ. Paul gently reminds Philemon that he owes Paul a debt, and suggests obliquely that Philemon might even consider freeing this slave. Slavery was customary in New Testament times, and Jesus tells stories of servants and masters. But here we see how the gospel message from its earliest times is beginning to disrupt and transform accepted social structures. The early Christian communities had to face some challenges. Is it right to own slaves? What happens when the slave of a Christian becomes a Christian, too? Paul s word to them and to us is that, slave or free, we are all children of God. We are brothers and sisters in the faith, and equal in worth. What does it mean to be the church, a community so transformed in Christ? Paul s words set a standard of behaviour, reminding disciples to be inclusive, hospitable, and forgiving. Disciples are called to exceed the demands of the law in hospitality. Belonging to the Christian community will cost Philemon something, but obedience to the gospel brings a new and different freedom for him and for Onesimus. Accustomed structures and customs are being transformed by Christ, and disciples are freed to respond to God s call. The crowds described in Luke 14:25 33 follow Jesus because many think he is on a victory march to Jerusalem to reveal himself as Messiah, God s anointed saviour. But Jesus tells them the high cost of discipleship. Following Jesus means giving up possessions. It means putting first things first and giving as much attention to the gospel message as to business or politics. Jeremiah speaks God s transforming message not only in words, but in dramatic actions. In Jeremiah 18:1 11, the prophet visits the potter s house and tells of God as the potter, reworking the clay (Israel) when the vessel is spoiled. Israel is called to repent and change. As Onesimus and Philemon are transformed by the gospel, as the disciples are set free to serve, so Israel is being shaped and changed by obedience to God. Psalm 139:1 6, celebrates the way in which God has formed and shaped us in a wonderful way, even from before our birth. Inside each of us there is great potential, and God is at work in us before we recognize it. There is both cost and promise in following Jesus. As we continue in our discipleship, God is present in our lives, shaping and transforming us. Through us, transformation comes to the Christian family and to all those communities of which we are part. How can we help one another be good and faithful disciples? September 9, 2007 Focus Scripture Philemon 1 21 Additional Scriptures Jeremiah 18:1 11 Psalm 139:1 6, Luke 14:25 33 God, you know us inside and out. You created us, and you continue to shape us. Be present with us as we learn what it means to be faithful disciples, and help us respond to the transforming power of your love. Amen. Go to and use the password linking to access Spirit Sightings for international current events links to this week s theme. Ages 12 14

4 From Start to Finish Ideas for building community, strategies for discipline, and suggestions for setting up meeting spaces and integrating technology can all be found in the booklet From Start to Finish, available from your curriculum supplier and/or on the Seasons website. The Focus for Ages One of the most important things for younger youth is the friendships that they have. The friends that young teenagers make can have a great deal of influence on them as they grow and mature. At this age they are practicing the skills of caring, showing loyalty, and watching out for each other. They want to be treated fairly and want that for their friends as well. They may take risks to fight for their rights and the rights of others, even in challenging circumstances. They may read or hear about youth of their own age whom they do not know who are experiencing a difficult life and wonder how they can help. In 1995, Craig Kielburger, at the age of 12, was moved by the story of a boy his age who fought against harsh child labour conditions in Pakistan and was killed. This tragic story inspired Craig to learn more and share what he learned with others. Today he leads an organization, Free the Children, It is a network of children helping other children. The story of Paul trying to help Onesimus by asking for a favour from Philemon is a story that can inspire and encourage youth to stand with or work on behalf of others. Younger youth have a growing sense of justice, and like Paul and Craig Kielbruger they too can express their thoughts and feelings to persuade others to act fairly. Pray that the youth will explore their growing sense of justice and fairness and be encouraged to express their concerns, and experience support in and from the Christian faith community. September 9, 2007 PREPARE Materials needed Visit the seasonal online activity in the Action Zone at Before the session q Prayerfully reflect on this week s focus scripture, Philemon 1 21, the biblical background material (p. 9), and the article Being Church Together (p. 99). q Review This Season and This Season, So (pp. 1 2). q Review resource sheets Suggestions for Leadership Preparation (p. 93) and Leading Sessions (p. 94) for background on leading the sessions for Ages q If you have access to the Internet, go to and use the word linking to access Spirit Sightings for connections between current events and focus passage. Bring information that might inform today s session. q Set the worship space with green fabric, white candle, and open Bible. q Bring Bibles, matches, offering basket, tealights, basic supply kit, and, if possible, Seasons Music CD, vol. 5, and CD player. Gather q Prepare a sign with the word freedom printed on it. q Bring song Everyday Loving (pp , also #24 on Seasons Music CD). Engage q Bring three large sheets of paper. Respond Choose one or two options. Prepare and bring the materials. q Write a letter: copies of this week s resource sheet Craig Kielburger s Story q Create a graffiti sheet: pastels, large sheet of paper q Drama: copies of this week s resource sheet What Happens Next? Bless q Bring song The Heart of Your Dreaming (pp , also# 6 on Seasons Music CD). q Bring tealights, one for each youth Ages 12 14

5 September 9, 2007 Freed to Be Scripture Philemon 1 21 FOCUS To encounter, in the story of Philemon, the challenge of Christian discipleship. 1GATHER Welcome the youth. As each youth arrives, invite them to look at the sign with the word freedom written on it. Invite them to use a marker or pastel and write the first word they associate with freedom. Next, invite the youth to share some experiences of the past week. Remind them we are in the Season after Pentecost, a time when we learn what it means to live as disciples of Christ and show Christ s way through our life together as the church. Gather in the worship area. Light the white candle, symbol of God s presence. Invite youth to take turns lighting the tealights, representing their presence as people of God. Receive the offering. Sing, listen to, or read the lyrics the song Everyday Loving (pp , and #24 on the Seasons Music CD). Pray the following prayer or one of your own: Loving God, you gather us together as your church. Open our hearts and set us free to love and serve you. In Christ we pray. Amen. Making connections Ask the youth to tell about times and situations when they have asked for a favour from someone. How did they go about it? How did they feel before asking a favour? What type of favour requires having courage to ask for it? Then, invite the youth to listen for the favour that the apostle Paul once asked. 2ENGAGE Setting the scene This short letter, Philemon 1 21, is a business letter from Paul to Philemon, Archippus and Apphia, and the Christian community that meets in one of their houses. It follows a pattern of letters in ancient times: an opening identifying the sender, a greeting, thanksgiving, the topic(s) and reason for writing the letter, messages to others, and a blessing. In this letter, Paul, who is in prison for preaching the gospel, has met the slave, Onesimus. Onesimus has become a Christian because of Paul s teaching. It is not clear if Onesimus is in prison as well, but Paul is asking Philemon, Onesimus s master, to take Onesimus back, and to set him free. In the letter, Paul is leaving the decision up to Philemon. Paul advocates for Onesimus Have the group divide into three as they listen to the letter from the three perspectives. Ask the first group to listen to the letter being read aloud as if they were Paul who has written the letter. Ask the second group to listen to the letter as if they were Philemon, the one to whom the letter is addressed. Ask the third group to listen to the letter as if they were Onesimus, the slave for whom Paul is advocating. Read Philemon Give each group a large sheet of paper and label it with the name of the person they are identifying with Paul, Onesimus, or Philemon. Have them spend time in small groups writing their responses to the following questions from their character s perspective. n From your character s perspective, what is your relationship with the others? n What is freedom for you? n Where in this story will you need to show courage? Return to the large group and share the ideas you have listed. n What care does Paul show for Onesimus in writing the letter? n What do you think Philemon decides? n What does this letter to Philemon suggest about God s vision for human beings? Connecting with scripture In today s scripture, Paul wants Onesimus to have a second chance, a new start at life. Paul sees Ages

6 September 9, 2007 Onesimus s value and potential and considers him an equal in the community of faith. n What qualities of caring would you want others to show for you? n When have people stood with you or on your behalf, recognizing your value? n Where and in what situations might you ask for freedom for another? Remind the youth that freedom comes in many forms, not only freedom from captivity. It may mean freedom from being ignored, mistreated, or misunderstood. 3RESPOND Choose one or two of the following options. q Write a letter In our lesson today we learn that Paul has written a letter on behalf of Onesimus. Paul sees in Onesimus not someone who is a slave, but an equal in the community of faith. Write a letter on behalf of a person or persons you know who could use some support to break free from the circumstances that hold them back. The letters may be on behalf of those children who are enslaved in child labour sweatshops. Look at the resource sheet Craig Kielburger s Story for more information and ideas. Or consult resources for Amnesty International, a worldwide movement of people who campaign for internationally recognized human rights for all. Their website is www. amnesty.org. q Create a graffiti sheet In today s lesson Paul gives advice to Philemon about Onesimus. He uses persuasive arguments to try to get Philemon to grant his request. Invite the youth to consider what kinds of situations are in need of an advocate to transform a situation (church, family, school, local community, nation, or world). Invite the youth to write these down in phrases and sentences on sheet(s) of newsprint to create a graffiti sheet with the pastels and decide how they can do something about the situation. One example is the problem of bullying. Youth could decide how to work toward actions that encourage positive interactions among peers, with the help of supportive adults. q Drama In our session today we engaged Paul s letter to Philemon and his view of Onesimus s value and potential. Look at the resource sheet What Happens Next? Have the youth divide into groups and choose a scenario to act out. Note that they will create the ending to the scenario. After the presentations, invite youth to comment on scenarios and solutions. 4BLESS Gather around the lit candle. Remind the youth that today we have heard about how Paul reflects on Onesimus s value and potential. Mention that we each have much to offer in showing Christ s love in the world. Invite youth to each take a tealight and light them as they silently consider where and in what ways they might show Christ s love in everyday living in the world. Place the tealights around the Christ candle next to the tealights from Gather. The first light reminds us of our place within the community of faith the church, and the second light reminds us of our call to show Christ s love in the world. Sing, listen to, or read the lyrics The Heart of Your Dreaming (pp , and #6 on the Seasons Music CD). Explain that the song was written for a high school graduation, as young people were moving into new phases of their lives. As they sing, listen to, or read, invite them to be mindful of what they might give their voice to this week and beyond. Pray Lead youth in this closing prayer. O God, help us to value our lives and the lives of others. May our world and its people be truly free. In Christ we pray. Amen. REFLECT In what ways are the youth in your group becoming free? What challenges do they face as a group to being truly free? What do you see as the next steps to encourage them to be disciples? 12 Ages 12 14

7 Resource sheet September 9, 2007 Craig Kielburger s Story In April of 1995 Craig Kielburger was 12 years old. He lived in Thornhill, a suburb of Toronto, in Ontario, Canada. It was starting out as a typical day for the Kielburger family. Craig s dog, Muffin, woke up at the foot of his bed as the sun streamed in through the window. Craig s parents were both teachers and his mother was already in the kitchen when he appeared and got himself a bowl of cereal. Craig was looking forward to trying out for the cross-country running team. He glanced for the newspaper as he ate his cereal. Craig was in the habit of reading comic strips like Doonesbury and Calvin and Hobbes in the paper. But on this day Craig didn t get past the front page. There was a story about a boy from Pakistan who was the same age as Craig. The headline in the Toronto Star read: BATTLED CHILD LABOUR BOY, 12, MURDERED. Craig began to read the story that had come to the Toronto Star on the electronic newswire from the Associated Press (AP): ISLAMABAD, PAKISTAN (AP) When Iqbal Masih was 4 years old, his parents sold him into slavery for less than $16. For the next six years, he remained shackled to a carpet-weaving loom most of the time, tying tiny knots hour after hour. By the age of 12, he was free and travelling the world in his crusade against the horrors of child labour. On Sunday, Iqbal was shot dead while he and two friends were riding their bike in their village Muridke, 35 kilometres outside the eastern city of Lahore. Some believe his murder was carried out by angry members of the carpet industry who had made repeated threats to silence the young activist. Toronto Star, April 19, 1995 Craig hadn t heard about this before, but he had a feeling in his gut that something in the world needed to change so that children didn t have to live this way. He went to the school library, talked to classmates and his teacher. His class was, coincidentally, studying slavery in the 19th century. His passion led the class to look for articles in the newspapers about child labour abuses. Twelve of his classmates were especially keen and they got in touch with organizations that were trying to help save children from these practices. All of these groups were staffed by adults. Craig dreamed of a new organization that would have children speaking out for the wellbeing of other children. In 1995 Free the Children was born. Its mission was to draw attention to over 250 million children who are forced to work in conditions similar to Iqbal Masih of Pakistan. Free the Children is the largest network of children helping children and has over 100,000 members in 35 countries. They have been able to build over 400 schools for 35,000 children. Education is one way out of poverty and provides hope to many. What do you notice about Craig s story? What surprises you? What can you do as youth to help other children caught in poverty and illegal child labour camps? Go to click on Links; Pentecost 2, 2007; September 9, 2007; Ages for more information about Free the Children and Craig Kielburger. Pentecost 2 Ages

8 Resource sheet September 9, 2007 What Happens Next? I n the scenarios outlined below there are people who could benefit from changed circumstances in their lives. In each there is a person who is struggling and a person who is a companion to that person. There are also people in positions of power to accept, alter, or reject any requests to aid the person in need. Read over each scenario and select one or more to act out. Set the scene as described and create an ending that provides a helpful solution to the problem or dilemma. Scenario one: family Chris has a friend at school called Blair. Blair is always getting into trouble with her parents. Her parents fight a lot and often have shouting matches. Chris senses that something is wrong with Blair and, after asking a few questions, finds out how troubled Blair s life has become. Blair tells Chris she feels like running away. Chris asks her parents if Blair could stay for the weekend to give her a break from the turmoil in Blair s family. How do Chris s parents respond? What is a life-giving gesture for Chris to make toward Blair under the circumstances? Scenario two: school Susan is very bright in her class. She is also very sensitive. During recess every day Carol sees Susan and calls her names, makes fun of her for being smart, and suggests that Susan is cheating on her schoolwork. Susan often leaves the school in tears, not knowing how to stand up for herself. One day Leah notices Susan crying in the hallway. She tells Susan she is willing hang out with Susan during recess to protect her from Carol s teasing. What should Susan say in response to Leah s offer? What else could Leah offer to do to help Susan deal with Carol? Scenario three: church Rob s mother is the senior pastor of the church. He has enjoyed going to church and is proud of his mother s accomplishments. There are several members of the congregation who, perhaps not knowing what else to say to Rob, always tell him that he would make a fine young minister some day. Rob wants to become a jazz musician. Rob finds it increasingly awkward to know how to deal with the repeated suggestions about his going into the ministry. One day he confides in Larry, a retired police officer who attends the church. What could Larry do to help Rob find peace of mind and/or change his circumstances? 14 Ages Pentecost 2

9 Of Great Value The God we follow showers us with blessing each day. Through a lost sheep and a lost coin, Jesus teaches about God, who can be trusted to seek us always, pursuing us with steadfast love. God s intention is to save. God s people are called to live within this treasure and gift, rejoicing as the faith community grows. Focus Scripture: Luke 15:1 10 In chapter 14 of Luke, we learn that large crowds were following Jesus to hear him teach. Among them were tax collectors, sinners, Pharisees, and scribes. As chapter 15 opens, we hear grumbling among the Pharisees and the scribes: This fellow welcomes sinners and eats with them. Jesus responds to their complaint with parables. Imagine the response of the crowd who listens to these stories: Who puts 99 sheep in jeopardy to risk that one might be found? No one who is trying to run a livestock business! Who turns the whole house upside down lighting a lamp and using precious oil to search for a small amount of money and then, when it is found, throws a party? No one! But we might hear in these parables how God acts. God can be trusted to seek us and love us. Through these parables, we sense that the flock of sheep and the set of coins were not complete until the lost members were found. The Pharisees and the scribes perhaps understood, in keeping with many in firstcentury Middle Eastern cultures, that wealth and good fortune were signs of God s blessing and that poverty was a sign of a person s sin. Not only does Jesus upset this understanding, in the parables God first is cast in the role of a shepherd, a class of labourers held in low esteem within first-century Jewish culture. Then, even more shockingly, God is cast as a woman, the least powerful group in their culture. No wonder the gospel that Jesus proclaimed was seen as good news to the poor (Luke 4:18). In these parables we can glimpse God s way, God s searching love. The Pharisees and the scribes have been shocked by how Jesus seeks out those whom they perceive to be of little value. God, however, is persistent in love for all. The reign of God that Jesus proclaims is an upside-down world where one sheep is worth spending the energy normally reserved for 100, where one coin is worth domestic disruption and expenditure, and where one repentant sinner is cause for rejoicing. Jesus parables challenge all who listen to grow in understanding of what it means to be foolish, to be wise, to be lost, and to be found. Who will join in the celebration of God s mercy? Even when hope is dim, God can be trusted. In the barren land described in Jeremiah 4:11 12, 22 28, a wasteland of the people s own making, there is little hope. But even in such a place of desolation and among those who have sinned greatly, God who seeks all who are lost will be present and will not give up. The psalmist, in Psalm 14, trusts that God will restore God s people. God will not forget those who are poor and who have been mistreated by those in power. Sin will not have the final word in God s reign. Paul knows that he has received undeserved mercy, and gives thanks for this blessing in 1 Timothy 1: The good news for all is that, like a shepherd searching for a lost sheep and a woman a lost coin, God can be trusted to seek, to save, and to love. From Jesus teaching, we learn that God s determination to seek us and to love us is beyond what humankind would consider wise or even rational. Jesus risked all to reach those in need of God s saving grace. When have you felt most lost and most found? In what ways might you and your church be as relentlessly loving as God? September 16, 2007 Focus Scripture Luke 15:1 10 Additional Scriptures Jeremiah 4:11 12, Psalm 14 1 Timothy 1:12 17 We praise and trust you, O God, for your gift of relentless and everlasting love. Kindle in us the zeal to guard the treasure of faith you have given, and to reach out to others with joy. Amen. Go to and use the password linking to access Spirit Sightings for international current events links to this week s theme. Ages

10 The Focus for Ages Youth can explore the parables in this week s scripture readings on several levels: physical, emotional, or spiritual. At the physical level, many younger youth will connect with experiences of being lost. For example, they may have felt lost when changing from a familiar elementary school to a larger, unfamiliar junior high. They may have experienced being lost in a large shopping mall, or while exploring an unfamiliar neighbourhood. In addition to those experiences, many youth by the age of 14 will experience feeling lost on an emotional or spiritual level. A new school may mean that friends change. Interests may change and a favourite hobby or activity can lose its appeal. They can feel lost in familiar settings, such as home or church, because they don t know what to do as their interests shift. Sometimes youth feel lost within themselves, not knowing what they want to do with their lives, who their true friends are, or what s really important to them. As you prepare for this week s session, think of the youth with whom you are sharing this story. Consider school changes, family circumstances, and social issues that may increase their feelings of being lost. How will the message of God s trustworthy, persistent love help them to know that they are of great value to God? Recall your own experiences of being lost, both on a physical and an emotional level. Think of the way you feel when you find something that has been lost. Pray for the youth in your group, and for all youth who are lost in our world, that they may experience the assurance of God s love. September 16, 2007 PREPARE Materials needed Visit the seasonal online activity in the Action Zone at Before the session q Prayerfully reflect on this week s focus scripture, Luke 15:1 10, and biblical background material (p. 15). q If you have access to the Internet, visit and use the password linking to access Spirit Sightings for connections between current events and focus passage. Bring information that might inform today s session. q Set the worship space with green fabric, white candle, and open Bible. q Bring Bibles, matches, offering basket, tealights, basic supply kit, and, if possible, Seasons Music CD, vol. 5, and CD player. Gather q Bring a simple jigsaw puzzle (about 20 pieces). Remove one piece and hide it. q Bring God Is the One We Trust (p. 92, and #27 on Seasons Music CD). q Print the phrases for the litany prayer (see Gather activity) on newsprint. Engage q Bring poster Solace and sticky notes. q Bring poster The Good Shepherd. q Bring small coins, one for each person, and copies of this week s resource sheet The Lost Are Found! Respond Choose one or two options. Prepare and bring the materials. q Painting: watercolour paints, brushes, mural paper q Modern-day parable: an assortment of household items for props q Word search: copies of the resource sheet Lost and Found Bless q Bring Everyday Loving (pp , also #24 on Seasons Music CD) Ages 12 14

11 September 16, 2007 Of Great Value Scripture Luke 15:1 10 FOCUS To be assured that God s gift of love is trustworthy and persistent. 1GATHER Welcome the youth. Distribute all except one piece of the jigsaw puzzle. Ask the youth to assemble the puzzle. When they realize one piece is missing, ask them to search for it, reflecting on how much energy was expended in the search. Celebrate finding the missing piece. Sing, listen to, or read the lyrics to God Is the One We Trust (p. 92, also #27 on Seasons Music CD). Gather in the worship area. Light the white candle, symbol of God s presence. Invite youth to take turns lighting their tealights, representing their presence as people of God. Receive the offering. Pray Invite youth to think of a time when they lost something special. Have them share one word each to describe the feelings of losing, searching for, and finding. Create a litany using these words: Loving God, when we lose something special we feel, All: And you share these feelings. Searching God, when we look for it we feel, All: And you share these feelings. Restoring God, when we find it we feel All: And you share these feelings. Making connections Ask the youth to think of a time when they lost something. How did it feel? What was it like to search for and find what was lost? Or what was it like to give up searching? When have they themselves been lost or felt lost? What was that like? What was it like to be found? Explain that in today s reading from Luke s gospel Jesus tells his listeners two stories about things that were lost and then found. 2ENGAGE Setting the scene Explain that in Luke s gospel, stories and parables (stories that use objects or events from everyday life in surprising ways to tell us something about God), are often paired together to make a stronger point. Invite a volunteer to read Luke 15:1 2. Explain that Jesus had become a popular leader and was attracting an unexpected following. n What do these verses tell us about Jesus attitude to tax collectors and sinners? n What do they tell us about the feelings and beliefs of the religious leaders? Lost and found Display the poster Solace and give each person two sticky notes. Invite youth to imagine that the woman in the middle has lost something and she is coming to tell the others. Have them imagine what she might say, and write it on one of the sticky notes. Share these ideas in the whole group and attach notes to the poster. Next, imagine that the woman herself was lost and she has returned. What would she say? Write words on the second set of sticky notes, share these, and attach notes to the poster. n What feelings are present in the first set of words? In the second set of words? Two parables In response to their criticism Jesus tells two parables. Divide into two groups and assign one parable to each group (Luke 15:3 7 and Luke 15:8 10). Invite each group to prepare a dramatic presentation of their parable and share these with each other. n What is similar about these two parables? What is different? n In what ways might tax collectors and sinners feel lost? Help youth see that by being ignored and looked down on by others they don t have a place in the social or religious community and therefore Ages

12 September 16, 2007 might feel lost. n How might the scribes and Pharisees feel after hearing these parables? A coin Give each person a coin to hold and imagine the story from the perspective of the coin. Take turns completing the sentence If this coin could talk, it would tell this story (how it came to be lost, what it thought as it lay hidden, what the other coins were saying, how it felt as the woman searched and got closer, how it felt to be held again in the woman s hand, how it participated in the celebration). A sheep Look at the poster The Good Shepherd. Ask youth to retell the story from the perspective of the sheep in the image: how it came to be lost, what it thought as it wandered around the hills, what the other sheep were saying, how it felt to be found, how it felt to be held again on the shepherd s shoulders and join the celebration shown in the painting. n In what ways is God like the shepherd in the parable? Like the woman who found the lost coin? Connecting with scripture Never giving up Distribute copies of resource sheet The Lost Are Found! and read the story together. Explore these questions: n How do you feel when you hear this story? n What was lost and what was found? n Where are there places for rejoicing in this story? n What part do you have to play in the future of this story? 3RESPOND Choose one or two of the following options. q Painting Invite youth to create abstract watercolour paintings representing God s searching and persistent love and the theme Of Great Value. Distribute art supplies and ask the youth to consider what colours and shapes might represent searching; what might represent the lost being of great value and restored to the community? ern-day parables about searching for and never giving up on someone or something that is lost. Provide an assortment of items they may choose to use as props (e.g. phone book, coffee mug, backpack, stuffed animal, spoon, hat, picture frame). Share parables with each other and consider sharing them with the rest of the congregation. q Word search Distribute the resource sheet Lost and Found and have youth fill in the blanks of the story from Luke and search for the words they used in the blanks to solve the word search puzzle. 4BLESS Gather again around the lit candle in a circle, with everyone facing outward. Recall the words shared earlier, describing feelings of being lost or losing something. As a group turn to face inward, link arms, and say together, You are of great value. God s love will always seek us out. Sing, listen to, or read the lyrics to the song Everyday Loving (pp , and #24 on Seasons Music CD). Close the session by sharing this prayer or a prayer of your own: Loving God, we know you will search until the lost are found. Thank you for your love. Amen. REFLECT Reflect on who has shown God s love to you. How does your congregation show youth that they are of great value? What does your faith q Modern-day parable Invite youth to discuss who might be a lost sheep or a lost coin in our world today, feeling outside of the community or separated from God s love. Divide into small groups to create modcommunity need to do to help youth feel fully included in the circle of God s love? 18 Ages 12 14

13 Resource sheet September 16, 2007 The Lost Are Found! In the summer of 2006 hundreds of young adults from the southern part of Sudan, a country in northern Africa, gathered for a conference called Lost Boys: Found! A Time of Reunion, Vision, Advocacy and Hope at a university in Fairfax, Virginia, USA. This meeting reunited the young men and women who were forced to leave their homes and families in southern Sudan in the mid- 1980s when a civil war broke out in their country. Government troops attacked their villages, killing many men, women, and children. But about 20,000 or more children, mostly boys ages 6 or 7 at the time, managed to escape. They became known in the news as the Lost Boys of Sudan. This large group of children walked thousands of miles in the heat to find safety, at first at a refugee camp in Ethiopia and then to the Kakuma refugee camp in northern Kenya. (See the map below.) Miraculously, many thousands survived the heat, even though they had severe blisters on their feet. They had very little food and had to eat mud to keep from starving. But over half never made it. They were attacked by wild animals, drowned in crocodile-infested waters, or died from disease, starvation, or extreme fatigue. In 2001, when these children were young teenagers, the United States welcomed more than 3,700 Lost Boys and Girls into the country and with the help of churches, synagogues, and other community groups, settling them in 38 cities. Their new friends helped them to begin new lives, seek peace and freedom, go to school, and learn skills to get a job. Today, some of the Lost Boys have been able to return home to visit and meet the family members they left behind so many years ago. Many are also going on to college to learn how to help find solutions to the issues of violence and economic injustice that our world faces. For more information about these courageous young people go to click on Links; Pentecost 2, 2007, September 16; Ages Pentecost 2 Ages

14 Resource sheet September 16, 2007 Lost and Found Fill in the blanks in the story below and look for the words in this word search puzzle. The words are arranged top to bottom or left to right. Have fun! H S S H W N S P R H F E G H U E S H A E V O B L O N L I E R P C U F I N D C N A A E O N F E E R O N V B N I D H O M E M E E L T N L W I L D E R N E S S E O E A T S E A R C H A M L O S T L A M P E V A G O D N U E R A E E N E I G H B O R S P M Some were grumbling about Jesus saying that he sinners and with them. So Jesus told them a : If you had a sheep and one, what would you do? Would you the ninety-nine in the and look for the one that was lost until you it? And once you find it, would return and gather all your friends and neighbours together and say, Rejoice with me, for I have found the that was lost. Even so, I tell you, there is more joy in over one sinner who than the ninety-nine who need no repentance. Or what having ten silver, if she loses one, does not light a to sweep the house and carefully until she finds it? And when see finds it, she calls together her friends and, saying, Rejoice with me, for I have the coin that I had lost. Just so, I tell you, there is joy in the presence of the angels of over one who repents. adapted from Luke 15: Ages Pentecost 2