Preparing and celebrating liturgies of the word

General principles

1. All of the effort and preparation should be focused on a respectful, prayerful celebration where the children understand what is happening and all present feel welcome and comfortable.

2. That said, the preparation for the final celebration can be as powerful and effective as the celebration itself in terms of building knowledge and understanding and assisting feelings of inclusion and reverence.

3. With young people and those unfamiliar with religious ritual, the old adage of “keep it simple” applies. The emphasis should be on knowing responses and participation in the elements (e.g. Scripture reading) than on performance.

4. The best way to ensure maintaining interest and involvement is for students to learn the responses, ritual actions and songs used in prayer rituals and Liturgies of the Word. (See below)

Leaving the “ordinary”

1. Leaving the ordinary occurs on different levels at different times. On a macro scale, leaving the ordinary begins when a decision is made to have a prayer ritual and preparation of the students and their families begins. If, for example, the prayer is to occur in the church, or another Sacred Space, then students need to be prepared for what to expect: it may even involve a visit. What will we see? Who will be there? What does it feel like to be in a Church/Sacred Space?

2. If the classroom is to be transformed into a Sacred Space, then students should be prepared for that transformation- special symbols, special materials, special people/roles; a special temporary “space”.

3. A set invitation to parents can be created for all staff to use. That invitation may set out some “ground rules” for participation- e.g. no cameras; children sit separately from parents. Parents may need educating on reverence in sacred spaces as well.

4. Parents may be asked to help set up the “cup of tea” after the celebration.

5. Participation of the priest (if there is one) is negotiated, clear and understood by all. Father’s role is to welcome, to pray with and to join in.

6. Students should wear name tags to help Father greet them personally.

7. Some students may undertake hospitality roles- for welcoming guests.

Gather and prepare ourselves

1. This is a more immanent leaving of the ordinary. The importance of entering sacred time can be emphasised by processing from the classroom to the sacred space, or into the church from the bus, or leaving the classroom when all is set up and then re-entering (processing in) to this now “special” sacred space.

2. Another classroom-based form of leaving the ordinary is for students to watch in reverent silence as the space is ritually prepared: special elements of the celebration are ritually placed- e.g. celebrant’s chair; prayer cloth/mat; Bible; candle; other symbols.

3. Of course, the simple act of the sign of the crossmarks our leaving the ordinary. A sacred song may follow.

4. In choosing symbols, look to the Season of the Church (c.f.Ordo) (or nature’s seasons) for colours; to the Sunday before or Sunday after for a Gospel reading.

5. Depending on the Season, or experience of the students, choose to focus on one or more responses in the prayer service. For example, in Lent, include a penitential riteand practise beforehand the Lord Have Mercy/Christ Have Mercy responses.

6. The opening prayer should follow the you (who) do throughformat. Students can write these with the teacher’s help.

Listen and respond

1. Students need to learn the reverent and ritual carrying, holding and placing of the Bible.

2. If students are young, consider only having one reading.

3. Students can learn the use of Alleluia. They can say this as the Bible is handed from student to student.

4. Students can learn the ritual of standing for the Gospel.

5. The common responses of “The Word of the Lord/ Thanks be to God; The Gospel of the Lord/ Praise to you, Lord Jesus Christ” should be rehearsed.

6. By all means use creative reading of the text: echo mime; two readers and participants’ response; mime; dramatisation.

7. The Gospel can be proclaimed twice: read/performed; performed/read.

8. If Father is to homilise, give him some starters: things happening in class; at school; significant events/people; thoughts children have had on the reading in class beforehand.

9.The prayers of intercession are another response to the Word. They too have a format and can be prepared beforehand. The format is the Leader/celebrant inviting people to put their needs before a God who listens and then a reader who states:

• We pray for, that….
• Let us pray for, that…
• That……

and then invites the people to pray with the phrase Lord Hear Us. The most common response is Lord Hear our Prayer.

10. Where appropriate, parents could read the prayer and the student say the “Lord Hear Us”.

Share and give thanks

1. The Lord’s Prayer is appropriate here: the shared prayer of all Christians.

2. The simplest format is a sign of Christ’s peace and closing prayer of thanks.

3. Again, the format of the sign of peace could be used regularly in class, so chaos does not ensue with this element.

4. The closing prayer follows the same You (who) do through format.

5. Cards, symbols, gifts can be shared here.

6. A litanyof Thanks could be used as the closing prayer.

7. Before the final blessing, positive responses can be shared: e.g. Parish Priest can say what impressed him; teacher can affirm students; students can share what they were impressed by.

Go and tell

1. The blessing and sending out can be simple or a focus. In the Easter season, students and parents can gather around the Baptismal font and be blessed from it or gather around the Paschal candle and renew their Baptismal promises.

2. The return to the ordinary can be as simple as the extinguishing of the candle, sign of the cross; a song and/or processing out to the cup of tea gathering.

Key responses: