CREATING HOME
A Tapestry of Faith Program for Children
SESSION 13: OUR WORSHIP HOME
BY JESSICA YORK AND CHRISTY OLSON
© Copyright 2008 Unitarian Universalist Association.
Published to the Web on 11/7/2014 2:35:28 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
A place will express itself through the human being just as it does through its wild flowers. — Lawrence Durrell
In Session 12, children explored how we make a faith home. This session goes more deeply into that topic, focusing on the realm of worship. Worship is an expression of faith. Our worship together as Unitarian Universalists is a communal expression of faith that plays a very important role in most congregations.
As the quote that opens this session, from 20th-century novelist, poet and travel writer Lawrence Durrell, suggests that for members of a Unitarian Universalist faith home, the place of worship expresses itself through the people who gather there. Each time members gather for worship, it evolves into a new expression of faith based on the people who attend and respond together.
This session offers opportunities for participants to explore some elements common to faith home worship. Children will experiment with artistic and written expression of their own worship experiences. You may decide to incorporate their creations into a congregational worship experience. Most activities can be adapted to your own faith home worship expressions, and all honor the particular stages and places where children are in their lives. Remember that the diversity that brings richness to Unitarian Universalist worship embraces differences in the age as well as the beliefs and experiences of every worshipper. Children are co-creators of our faith homes and the future of our Unitarian Universalist faith. This session introduces a role for them in our worship.
Worship has infinite expressions. In a Unitarian Universalist context, people can share worship anytime, anywhere — not necessarily in a church sanctuary, not necessarily on Sunday morning. Worship can be intergenerational, yet frequently in our congregations children leave a worship service for religious education time. Be prepared for a child in Creating Home to ask why. You might ask your director of religious education or your minister why that is the practice of your congregations.
Mary-Ella Holst says in the Unitarian Universalist pamphlet, We Dedicate This Child:
Communities need children. Children remind us of our own vulnerability, our mortal journey, and the role we play in each other's lives.
In Activity 4 of this session, children will learn about the dedication service that takes place in your worship home when a new child arrives. In connection with Creating Home, you may want to explore additional ways your congregation can be open to the wonderful diversity that children can bring to shared worship.
Related content:
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
Related content:
SESSION-AT-A-GLANCE
ACTIVITY | MINUTES |
Opening | 5 |
Activity 1: Story — The Empty Pot | 5 |
Activity 2: Our Special Gifts Paper Dolls | 15 |
Activity 3: This House | 5 |
Activity 4: Child Dedication Role Play | 15 |
Activity 5: WORSHIP Acronym Picture | 10 |
Activity 6: Faith in Action: Joining in Worship —Short-term | 60 |
Closing | 5 |
Alternate Activity 1: My Worship Booklet | 15 |
Alternate Activity 2: Designing Seasonal Worship Service Covers | 15 |
SPIRITUAL PREPARATION
In our lifetimes, we have attended both good worship experiences and bad worship experiences. Close your eyes and take three deep, slow breaths. Focus on a bad worship experience you have had. Now switch your focus to a good worship experience. What made this experience so good?
Remember that worship does not always happen in a church building. Worship can happen in other settings, sometimes at unexpected times. Be creative in your thinking about good worship experiences.
Now open your eyes. Think about ways you can bring the elements of your best worship experiences to the children you are teaching.
SESSION PLAN
OPENING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
As children enter, invite them to retrieve their name stones from the basket and join you at the labyrinth. Be aware of the possibility of guests or new children. Always have extra stones so you can offer the new people a chance to be part of the ritual.
When all are seated, light the chalice. Invite everyone to say with you:
We are Unitarian Universalists
with minds that think,
hearts that love,
and hands that are ready to serve.
You may like to teach the hand motions that accompany these words:
We are Unitarian Universalists, | cup thumb and index fingers of both hands to form a "U" |
with minds that think, | place hands on forehead |
hearts that love | place hands over heart |
and hands that are ready to serve. | hands outstretched |
Tell the children that one at a time, they may place their stones on the labyrinth. You may say:
This labyrinth reminds us that we are taking a journey together. Every session is another portion of the journey. Each time we meet, everyone will be asked to place their stone within the labyrinth. Each stone is a symbol of us as fellow members of this group.
Sharing with each other is a tradition in our faith community. When you place your stone on the labyrinth, please say your name and share any joys or concerns you have had since we last met. Joys are the things that make you feel happy and concerns are worries.
Invite children to come up, one at a time, to place a stone on the labyrinth, say their name, and voice any joys and concerns. You may have to prompt each individual if the group is not used to this opening ritual. When all have placed their name stones on the labyrinth, affirm, "It is very good to be together."
Say, in your own words:
Our meeting time for religious education in Creating Home is worship time we share together. Today we will be talking about worship time and ways we can share in other times of worship here at our faith home.
Extinguish the chalice.
ACTIVITY 1: STORY — THE EMPTY POT (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The story of Chen will help children see that no matter what they have to offer, their gifts and talents enrich the lives of others when honestly, lovingly shared. Gather the children. Tell the story, "The Empty Pot."
When you have finished, guide the group to identify Chen's gifts. You may ask:
Allow responses, which might include a love of gardening, love of family, perseverance, faith in himself, and honesty.
Then ask:
Help the children discuss why Chen's traits would have fit the Emperor's idea of desirable qualities for a ruler.
ACTIVITY 2: OUR SPECIAL GIFTS PAPER DOLLS (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
In this activity, children will identify two of their own special gifts. Children may have an easier time identifying the gifts of others than their own gifts.
Invite the children to each choose a piece of blank or construction paper to make a paper doll image of themselves. Trace a doll shape on each child's page, using the template you made from Leader Resource 1, Paper Doll
Tell the children they may each cut out their own paper doll and color or decorate their faces, hair, or clothes as they wish. As children begin working, engage them in a discussion to draw out their individual gifts — what they do well.
Try not to give the children words. Ask open questions, such as:
Walk around to talk with each child until each has identified two things they do that are special — two of their gifts. Write one word to describe each gift on the wrapping paper squares. Then, direct children to glue the squares to the hands of the paper dolls that they have decorated to represent themselves.
You may wish to invite the children to place their completed paper dolls on the Creating Home labyrinth to symbolize their willingness to share their gifts as they worship and learn together. You may also like to ask congregational staff or lay leaders where you might display these paper dolls in or near the congregational worship space, as a reminder of the gift that children are to common worship.
ACTIVITY 3: THIS HOUSE (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Feeling comfortable in worship is greatly helped by knowing the parts of the service and being able participate. For young children, this means learning some words by rote so they may join in. In this activity, children memorize Reading 433 in Singing the Living Tradition:
How rare it is, how lovely, this fellowship of those who meet together.
The children will practice saying this line as a response to lines from Reading 444.
Gather the children in a circle and teach them their response line by rote, one phrase at a time. Then, invite the children to say the line in response to each sentence you read from Reading 444, as scripted in Leader Resource 2, This House.
You may wish to incorporate this responsive reading into your Opening for future Creating Home sessions. And, look for additional opportunities to have the children say their line again. You may wish to send Leader Resource 2, This House, home for families to use together. You might ask your congregation's worship planners to use this responsive reading, so children can participate in the response.
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ACTIVITY 4: CHILD DEDICATION ROLE PLAY (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Explain to the children that in Unitarian Universalist congregations, many families like to hold a ceremony for each child. You may tell them, in your own words and as is appropriate for your congregation:
A child dedication ceremony gives the people in the congregation a chance to meet each child, learn the child's name, and promise that they will welcome the child into the faith community and help provide religious education for the child.
Ask if the children have seen a child dedication service at your congregation. Some may know about their own child dedication services, and some who were dedicated as older children may remember theirs. If you are aware of recent child dedications the children might know about, mention the names of the children and their families. Based on the child dedication liturgy you have read and your other experiences, describe what happens during a child dedication service and how these services fit into worship at your congregation.
Invite the children to choose baby dolls and role play that they are a baby's parents, holding a child dedication service. You may wish to assign baby dolls to pairs or triads of children, inviting one or two children to act as the child's parents and another to act as the minister. Talk with the children as they play. Encourage them to think about what kind of child dedication service they would like theirs to be. You can guide them to articulate how they might wish the faith community would welcome and care about the baby, as it grows up to be a child and then an adult.
Ask for some volunteers to role play a child dedication service at the labyrinth. Make sure you leave enough time for all the children who want to do so to role play the service.
ACTIVITY 5: WORSHIP ACRONYM PICTURE (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
The word "worship" is easy for beginning readers to sound out and spell. The children will learn to recognize the "worship" while identifying some of their own responses to the word. This is also a good exercise for following directions.
Give each child a large sheet of construction paper, and distribute crayons and/or color markers at worktables. Show the children the word "WORSHIP" that you have posted on newsprint. Invite them to copy the word as you have written it, in capital letters down the left-hand side of the page. Help them sound out and read the word.
Say, in your own words:
When we join together with other people in our faith home to pray, to meditate, to sing together, to share blessings, or to give thanks, that is called "worship." Often, we worship in the sanctuary, but we can worship in other places, too. Sharing time together in Creating Home can be a kind of worship.
Invite the children to draw a picture next to each letter that has something to do with "worship." Provide more detailed directions, one letter at a time. Take your time in suggesting what to draw for each letter. Be ready to return to each letter, as children will decide what to draw, and draw it, at different paces.
Use this letter-by-letter guidance:
You may need to remind participants of the meaning of some words. You may say,
Including All Participants
In many congregations, children this age have very little direct experience of a worship service. Be generous and detailed in your descriptions of what happens in worship. Avoid suggesting there is a "correct" thing to draw for any of the letters.
CLOSING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the group in a circle around the labyrinth. Relight the chalice. Invite the children to take their stones from the labyrinth, place them in the basket, and return to the circle.
If you have a Word Wall, say:
The word for our World Wall today is "worship." One way to think about "worship" is that it can be all the ceremonies, rituals, prayers or other religious practices with which we express our love.
We have learned about how each of us can be an important co-creator of worship time when we are together in Creating Home and when we worship with people of different ages at our faith home. We hope to worship with you again next time.
Show the group the index card or post-it on which you have written "worship." Post it on the Word Wall, or ask a volunteer to do it.
Ask a few volunteers to help you fold or roll the labyrinth and put it away.
Next, invite everyone to hold hands and sing just the chorus to "When Our Heart Is in a Holy Place ," Hymn 1008 in Singing the Journey.
If you prefer, invite the children to recite the words to the song:
When our heart is in a holy place,
When our heart is in a holy place.
We are blessed with love and amazing grace.
When our heart is in a holy place.
Extinguish the chalice.
Distribute the Taking It Home (included in this document) handout you have prepared. Remind the children to give the handout to their parents. Thank and dismiss the group.
Related content:
FAITH IN ACTION: JOINING IN WORSHIP — SHORT-TERM (60 MINUTES)
Preparation for Activity
Description of Activity
If Creating Home meets during your congregation's worship time, you can structure this project as an on-site "field trip." If congregational worship happens at another time, make arrangements for families to bring the Creating Home children to a specific worship service. Have parents bring the children to your meeting space, or another location outside the worship space, so you can meet with all the children and take them into the worship service as a group.
If you like, gather the children to help tidy the worship space when the service has finished. Explain that you will be caring for the faith home by cleaning the worship space, which is shared by everyone in the faith community. Show the children how to help straighten chairs, pick up scrap paper, recycle service bulletins, and rearrange the chalice and lighting materials. When the children are finished, ask them how it feels to care for their faith home worship space.
LEADER REFLECTION AND PLANNING
As a religious education leader, you probably have more contact with the children of your faith home than other adults in your congregation do. Think about yourself and these children as co-creators of this faith home. What have you learned about these children today? What observations or reflections would you like to share with other adults in your faith home? How might you do that?
TAKING IT HOME
A place will express itself through the human being just as it does through its wild flowers. – Lawrence Durrell
IN TODAY’S SESSION…
Today we talked about our worship home. It is an important distinction for children to understand that worship is our corporate response to our faith. It is in worship that the symbols of our faith home are used and the music of our faith home rings out from voices of all ages. It is in the worship area that our faith beliefs are visually presented through banners and pictures.
As part of our exploration of our worship home we enacted a child dedication service and drew pictures related to our worship experiences. In addition, we made paper dolls which express the unique gifts that your child has to share with the world. Make sure you ask about (and honor!) the particular gifts that your child included on the doll.
EXPLORE THE TOPIC TOGETHER. Talk about…
Today our Creating Home group explored the structure and meaning of our congregation’s child dedication service. You might wish to ask your child what they think the ceremony means. If they are unsure, you can share that a child dedication is a way both to recognize and honor the particular child, and to promise that the community will be there for that child as he or she grows. If your child has been dedicated in your congregation, tell him/her what the ceremony was like. Ask your child if he/she feels the congregation is holding up their promise. What happens in your faith community that makes your child feel recognized and supported? What more could happen?
If your child has not been dedicated, and if your congregation does dedication ceremonies for older children, you might ask your child whether he/she would like to be part of such a ceremony. What would it mean to him or her to take part?
EXTEND THE TOPIC TOGETHER. Try…
A Family Ritual
You can have your own child dedication ceremony at home, reminding your child(ren) that a family, like a faith home, has a sacred covenant to care for and cherish the children. Here is a blessing that you can do with your children at home. You will need to gather symbols of earth, air, water and fire beforehand.
(Child’s name), may you be blessed by water, by a mind fluid enough to ever seek new ground and new insights; a heart which understands the depths of human emotion; hands gentle as a running stream. (Touch head, chest and hands with water.)
May you be blessed by earth, by a mind unwavering in conviction in what is right and true; a heart steady and grounded in love; hands which are strong and firm in action for justice. (Touch head, chest and hands with a stone.)
May you be blessed by air, by a mind keen as the north wind, a heart strong as the wind off the ocean, hands as comforting as a cool breeze. (Brush head, chest and hands with a feather)
May you be blessed by fire, by a mind which lights the way to new understandings, a heart which burns with passion and compassion, hands enlivened by the spark of the creative. (Raise a lighted candle over child’s head, chest and hands.)
May you be blessed by the Spirit, which moves through all beings. May yours be the mind and heart and hands by which the Spirit takes shape in the world.
A Family Adventure
You can expand your child’s experience of worship by choosing a Sunday when she/he will stay with you throughout the entire service. You might want to make a packet of paper on which your child can draw during the worship experience. As the service progresses, you can prompt particular drawings by questions such as “How do we show our concern and good wishes for people in our community?” “What do you see in the room that is special to being a Unitarian Universalist?” “What does it feel like to have a whole group of people singing together?”
You may like to sit on an aisle in case your child wishes to exit during the sermon – it’s hard to sit still through a long talk that doesn’t mean much to you! (Although playing silent games such as tic tac toe can help.)
FAMILY DISCOVERY
Explore worship in the congregational setting as an aspect of family faith development. For further information about family faith development at home and family devotional and worship time, this link (at www.uua.org/families/intergenerational/family_way.html) to the Unitarian Universalist Association will give you resources to use for all ages. The UUA website also offers resources (at www.uua.org/re/families/19861.shtml) on Whole Family living that includes both home and worship. Also on the Unitarian Universalist Association website, Rev. Greg Ward (at archive.uua.org/re/faithworks/winterspring06/worship_intergen.html) writes about the value of and strategies for creating intergenerational worship.
Today, the children heard a version of the traditional Chinese story, “The Empty Pot.” Find this story on the Tapestry of Faith (at www.uua.org/religiouseducation/curricula/tapestryfaith/) website. Or, read the version by Elaine Lindy on the website Whootie Owl’s Stories to Grow By (at www.storiestogrowby.com/stories/empty_pot_china.html). This searchable site has many more stories from a variety of cultural traditions, along with resources for using stories and storytelling in teaching. The Empty Pot by Demi (New York: Henry Holt, 1990) provides another version of the tale.
The Unitarian Universalist Association website’s Worship Web (at www.uua.org/worshipweb) is a rich resource of material to include in a worship service.
Open Book: Family Stories as Faith Stories (at www.uua.org/documents/fmtf/2005packet.pdf) is a collection of family stories by Unitarian Universalist ministers, religious educators and Family Matters Task Force members. You may like to read these stories each night in a family worship time, as devotions. Keep in mind that faith development does not happen only on Sunday morning. Parents are the main instrument of faith development in children of all ages.
ALTERNATE ACTIVITY 1: MY WORSHIP BOOKLET (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
As they each make a booklet of things they like about worship, children will identify and become more familiar with elements of worship in their faith home.
Distribute the four-page stacks of heavy paper or card stock to children at their work tables. Invite each child to line up the holes while you thread a length of yarn through the holes to make a four-page booklet. Wind the yarn through the holes and tie it in a tight bow on the front of each booklet.
Tell the children you will guide them through each part of a worship service as it usually happens at your congregation. They may draw on both sides of the card stock or heavy paper to show the parts of the worship service you will talk about.
On the cover, ask the children to draw the threshold of the church. Remind them that the "threshold" is the entrance, where you walk in.
On the second page, ask the children to draw the inside of the worship space. You may prompt them to draw what they see once they are inside and sitting down.
On the third page, ask children to draw the chalice that is lit at the beginning of worship.
On the fourth page, suggest children draw the people at worship.
On the fifth page, allow the children to draw their favorite part of the worship service.
You may wish to suggest that the children bring their booklets and a crayon to the worship space to draw their experiences and observations on the remaining, blank pages. If appropriate, you may wish to bring the children into worship. For some children, drawing can reduce restlessness during a worship service. The drawing exercise may also sharpen children's observations of the worship space and what goes on there.
ALTERNATE ACTIVITY 2: DESIGNING SEASONAL WORSHIP SERVICE COVERS (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Children will participate in worship as co-creators, by making the cover of a worship service bulletin. This activity will help children understand the planning that goes into a worship service.
Show the group the sample worship service bulletins you have brought. Explain that the children will make drawings that will become the front of bulletins in the future.
Talk with the children about what they will draw. You may like to suggest they focus on the season in which the worship service will occur. Discuss how nature looks in the future season and special events of the season. Remember, children this age are concrete. They find it easier to look out a window and tell you what they see than to imagine the future. You may want to bring a story book with good pictures of the season you will be illustrating.
Once the children have planned what they will draw, give them the paper on which you want them to draw. There is no wrong way for the children to draw. Allow them to create and share their gifts.
Bring the children's drawings to the congregational staff person or lay leader responsible for printing the worship service bulletin. When you know the dates the children's drawings will appear on the worship service bulletin cover(s), alert families using email, a mailed letter, or a phone call.
CREATING HOME: SESSION 13:
STORY: THE EMPTY POT
Adapted from The Empty Pot by Demi (New York: Henry Holt, 1990); permission pending.
Long, long ago, the Emperor of an ancient land was old and dying. He loved children but had none of his own. So the Emperor decided to choose one of the children of his land to be the next Emperor.
The Emperor also loved plants, and of these, he had many. So nobody was surprised by the test he offered the children of the land.
The Emperor called all the children to his palace. He said, “I will give one seed to each of you. Come back in one year. When I see what you have grown from your seeds, I will choose the next Emperor.”
The children ran from the palace smiling. All they had to do was grow a seed and they would be Emperor. But a year is a long time. Most of the children decided to wait a while to do their planting, and as the year went by, many children forgot their seeds.
But one child, a boy named Chen, took care of his seed right away. Just like the Emperor himself, Chen loved plants. Chen carefully carried the Emperor's seed home, sealing it securely in his hands so it wouldn't fall, but not so tightly that it might crush.
As soon as he got home, Chen found a clay pot made by his Grandfather. He thought that pot would be just right to grow his seed. He washed the pot and dried it carefully. Next Chen found rich, black soil that had many worms in it to make it nourishing. Chen filled the pot with the soil. Then he planted his seed, carefully covering it with the soil.
Chen set the pot in the sun. Each day, he lightly sprinkled water on the seed. But nothing grew from the seed. Nothing at all.
Some weeks went by. The other children boasted to each other of the wonderful large plants they had grown, but Chen’s seed did not grow. He tried moving the pot to another window. He tried watering his plant more, and even singing to his plant. But no matter what Chen did, his seed did not grow.
Then, a year had passed. It was time to return to the Emperor. Chen was ashamed that his seed had not grown.
His wise Grandfather said, “You did your best, Chen. You were caring and patient. Be honest with the Emperor and explain that you did your best. It will be enough.”
So Chen returned to the palace with his empty pot held carefully in his arms. The children lined up to present their plants. The first child had a large plant with thick leaves, a ginseng plant that could be used to make paper and medicine. The next child had a eucalyptus plant, a healthy, strong plant that soon would become a tree big enough to produce food for many animals. By the time Chen’s turn came, he was so sad about his empty pot.
Feeling very embarrassed, Chen held his empty pot up for the Emperor to see. Chen explained how he had lovingly cared for his seed. Chen talked about his love for his Grandfather who had made the pot. He told the Emperor everything he had done to care for the seed, and how sad he felt that the seed would not grow.
The Emperor smiled and spoke. “There is only one among you who is honest enough to be the Emperor,” he said. “The seeds that I gave you had been boiled so they would never grow. These wonderful plants some children have shown me did not come from the seeds I gave them.”
Now some of the other children looked ashamed, because they had not been honest. And the Emperor knew it. “Only one child cared for the seed even when it did not grow,” the Emperor said. “Only Chen gave the seed all it needed and asked for nothing. Only Chen was honest enough to show me an empty pot. Chen will be the new Emperor.”
Chen moved to the Emperor’s palace with his Grandfather. The old Emperor taught him many things, about gardening and much more. And when the Emperor died, he was smiling, because he knew that Chen would care for his land with love and honesty.
CREATING HOME: SESSION 13:
LEADER RESOURCE 1: PAPER DOLL
Download a high-resolution PDF (at www.uua.org/documents/tapestry/home/paperdoll.pdf) for printing.
CREATING HOME: SESSION 13:
LEADER RESOURCE 2: THIS HOUSE
This reading combines the words of Kenneth L. Patton (Reading 444) and Psalm 133 (Reading 433) as published in Singing the Living Tradition, the Unitarian Universalist hymnbook. Permission granted for Reading 444. Permission pending for Reading 433.
Leader:
This house is for the ingathering of nature and human nature.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It is a house of friendships, a haven in trouble, an open room for the encouragement of our struggle.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It is a house of freedom, guarding the dignity and worth of every person.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It offers a platform for the free voice, for declaring, both in times of security and danger, the full and undivided conflict of opinion.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It is a house of truth-seeking, where scientists can encourage devotion to their quest, where mystics can abide in a community of searchers.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It is a house of art, adorning its celebrations with melodies and handiworks.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
It is a house of prophecy, outrunning time past and times present in visions of growth and progress.
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Leader:
This house is a cradle for our dreams, the workshop of our common endeavor
Children:
How rare it is, how lovely, this fellowship of those who meet together.
Related content:
FIND OUT MORE
This version of the traditional Chinese story, "The Empty Pot," was adapted from the version by Elaine Lindy on the website Whootie Owl's Stories to Grow By (at www.storiestogrowby.com/stories/empty_pot_china.html). This searchable site has many more stories from a variety of cultural traditions, along with resources for using stories and storytelling in teaching. The Empty Pot by Demi (New York: Henry Holt, 1990) provides another version of the tale.
The Unitarian Universalist Association website's Worship Web (at www.uua.org/worshipweb)is a rich resource of material to include in a worship service.
Also on the Unitarian Universalist Association website, Rev. Greg Ward (at archive.uua.org/re/faithworks/winterspring06/worship_intergen.html)writes about the value of and strategies for creating intergenerational worship.