Taking It Home for Sunday, February 3, 2013

Taking It Home Information for Families

Sunday, February 3, 2013

Spirit Play (4-5 year-olds): 

This week children worked with the Flaming Chalice Lesson which is a central liturgical lesson in Spirit Play.

Wondering Questions:

I wonder if you have seen a chalice anywhere else in our church? 

I wonder what part of it you like best?

I wonder what part is most important?

I wonder how big this community could really be?

I wonder who is in this community?

I wonder if the people in the community have names?

I wonder how it feels to be in this community?

I wonder where you are in this community?

I wonder if you have ever made a promise?

I wonder what happens when you break a promise?

I wonder if a promise is different than a wish?     

I wonder if there is one promise that is more important than the others?

I wonder if there is one promise that we could remove and still live together peacefully?

I wonder what would happen if the promises weren’t here?

I wonder what would happen if someone new came to join this community?

I wonder if you have ever come close to the Mystery?

I wonder if you have ever felt the Spirit of Love and Mystery?

Extension wondering questions:

I wonder if you have ever taken care of a plant?

I wonder if you have ever taken care of an animal?

I wonder how plants and animals can be part of our community?

I wonder how big our community can really be?

Grades K-2: Wonderful Welcome

Taking It Home, Session 3: The Gift Of Forgiveness

When I see the Ten Most Wanted Lists... I always have this thought: If we'd made them feel wanted earlier, they wouldn't be wanted now.

Eddie Cantor, 20th-century actor, singer and comedian 

Forgiveness is the act of admitting we are like other people.

Christina Baldwin, Life's Companion, Journal Writing as a Spiritual Quest 

It is by forgiving that one is forgiven.

Mother Teresa 

IN TODAY'S SESSION...

When children opened the Wonder Box today, they found a picture of a dove bearing an olive branch — a common symbol for peace. We talked about the intangible gift of forgiveness, something we can use to restore peace to a relationship when we feel hurt or wronged. The children learned that forgiving somebody can make things fair again and can be a way to welcome someone back with you after a conflict. 

In the story from India , a prince and a rhinoceros, Great Joy, are good friends. Great Joy offers to help the prince win gold in a race, but in his hunger to win, the prince abuses Great Joy, who then refuses to perform. Mistrust and mistreatment are overcome when an apology is accepted. 

EXPLORE THE TOPIC TOGETHER. Talk about...

Have there been conflicts in your family that ended in forgiveness, or should have? Talk together about these times. 

EXTEND THE TOPIC TOGETHER. Try... Make a family covenant together with forgiveness as its focus. Acknowledge that there will be conflict within the family, and agree together that the individuals in conflict will seek forgiveness of one another — even if it takes time for the forgiveness to come.

Grades 3-5: Windows and Mirrors

Taking It Home, Session 3: We Need Not Think Alike to Love Alike

We need not think alike to love alike. — Francis David

To different minds, the same world is a hell, and a heaven. — Joseph Priestley

IN TODAY'S SESSION...

We explored diversity of faith heritage and religious belief as a desirable and welcome feature of a Unitarian Universalist congregation. The activities helped children practice active affirmation of each individual's faith heritage and personal religious beliefs. The children learned that when we affirm each other's meaningful faith traditions and their theological questions and beliefs, we affirm each other as individual truth-seekers (our fourth Principle) and show that we accept every individual and encourage their spiritual growth (third Principle). The session introduced the six Sources that support and nurture Unitarian Universalist faith. Children will explore how the Sources embrace a variety of faith traditions, including Unitarian Universalism itself. A story about Thomas Starr King illustrates that to follow one's own faith path is not only allowed but a core value in Unitarian Universalism.

Children learned symbols of Unitarian Universalism and several other major faiths. Some children used these symbols to represent their faith heritage in an art activity.

EXPLORE THE TOPIC TOGETHER. Talk about ...

Ask your child what they shared about their faith heritage today. Ask if they learned anything surprising about themselves when it was time to think about what they believe about God or another religious topic. Were they surprised by anything a peer contributed? If your child learned that a friend holds a different belief or comes from a faith tradition that is different from yours, ask how it felt to discover this difference. Ask them what they think about the religious diversity around them and the ways this diversity is celebrated in your congregation and/or your home.

Share your thoughts on religious diversity, inside and outside your congregation. Share your feelings about freedom of religious belief.

EXTEND THE TOPIC TOGETHER. Try...

A FAMILY ADVENTURE

Do you have friends whose religious beliefs differ from yours and are comfortable articulating their faith choices? Arrange for your family to join them for a religious service or celebration and some conversation about their beliefs. Bring along a copy of the Unitarian Universalist Sources and find out which Sources, if any, resonate religiously for your friends.

FAMILY DISCOVERY

Discuss the theological diversity within your family. Sketch your family's faith heritage "family tree" and discuss the faith journey(s) that led you to your Unitarian Universalist community.

Middle School: Riddle and Mystery

Taking It Home, Session 3: Looking Toward Tomorrow

I am always more interested in what I am about to do than what I have already done. — Rachel Carson

Talk about the quote. Is it true? Does every single person on Earth help decide where we are going together?

WHAT WE DID TODAY

Today's Big Question is "Where are we going?" We thought about that in several different ways. We talked about the difference between cosmic and quotidian, and about the butterfly effect. We reacted to some questions about the future, and in the process, we thought about humanism and what it says about our control over where we are going. Our story was about Rachel Carson, a woman who may have changed the whole history of the world. Our WCUU broadcast talked about where UUs think we humans should be going. In WIT Time, we considered how much control we have and how much difference we can make at various times in our lives.

ANSWERING TODAY'S BIG QUESTION

What do family members and friends have to say about the question "Where are we going?"

WHERE ARE YOU GOING?

Make a chart that shows exactly where everybody in your family will be at every hour, on the hour, tomorrow. The day after, go back to the chart and see how accurate you were. Did you really know where you were going? How sure can you ever be about where you are going to be and what you are going to do at a certain time?

SHARED SEARCH

Go together and check out a place that will be important to your family a few years from now. Maybe it will be the high school you expect to attend. Maybe it will be... ? You decide.

REFLECT ON YOUR BELIEFS

How do you feel about humanism? Almost half of Unitarian Universalists say they are humanist. How about you and other family members? Are you humanists? What does that mean to you? How does being a humanist affect where you are going?

CHANGES

Has anything changed at your school in the past year? Find out who made the change happen and why. Discuss with your friends whether the change has been for the better.

FAMILY FAITH IN ACTION — PHOTO CHALLENGE

Together, choose something at home or in your neighborhood that you agree is not good and that you can change. Take a photograph and hang it on your refrigerator, a bulletin board or a wall. Work to improve the situation, then photograph the improvement and hang it beside the first photograph. This does not need to be a large project. You might clean up an empty lot on your street, or groom your pets. You can do this project with friends, too.

Family Information for Sunday, February 3, 2013

 Hello Friends and Families of Westside!

Our teachers have been meeting in their teams to prepare for lively spring classes. We want to ensure that our children and youth leave with the core ideas of their lessons, and we encourage you to use this email message and our blog to engage your child(ren) in discussion through the week.

ANNOUNCEMENTS:

1.    Pick-Up from Classes: Our classes are designed to be about 50 minutes in length. Our pick-up time is 11:50am. The two classes that need attention at this time are our K-2 and Grades 3-5 groups, in the classrooms on the third floor. Middle and High School youth are free to meet you in the Social Hall once their classes have ended. Young children can be picked up on the first floor between 11:50 and 12:00.

a.    K-2 in the Cloud Room – These teachers are planning to close a little earlier, and to engage the kids in an activity at the very end of class that is less structured. They welcome you to enter the classroom at 11:50, even if the door is closed, to visit and pick up your child. We would like to move the crowds from the hallway into the classroom. You do need to sign your child out.

b.    Grades 3-5 in the Youth Room – Please wait outside the classroom until the class has ended. You also need to sign your child out. However, if you are comfortable meeting your child downstairs in the Social Hall, please make an arrangement for this with the teachers.

2.    Chalice Palace: Friday, February 15^th is our next Chalice Palace night! This is a great opportunity for children, youth and adults to try out and share their talents and new things they’ve been learning (starting an instrument, or telling stories…). It’s a long-standing multigenerational event in our community that truly supports each of us in finding the courage to present and perform to give joy to others. Encourage your child(ren) to sign up for Chalice Palace during the Social Hour, or contact Linda Anderson (linda587@comcast.net) to put your name on the list.

3.    Spring Semester Curriculum: You can learn more about the spring semester focus for your child or youth in several ways:

·      Our RE blog at www.wsuureligiousexploration.blogspot.com

·      A WSUU RE spring prospectus from the greeter table at church

·      The WSUU web site at http://www.wsuu.org/curricula.php

·      Your DRE! Contact me any time at 410-274-2018, or dre@wsuu.org

THIS WEEK:

Story Time: This week our children will share a story and snack together. Please let the teachers in the class know if your child has a food allergy.

Spirit Play: This week’s focus is the “Flaming Chalice Lesson” – a primary liturgical lesson used to reinforce our UU Promises/Principles. Children will start with the chalice, talking about how some people feel that it holds the spirit of love and justice and truth, or maybe the spirit of mystery, which some people call God. They will put a candle in the chalice because the flame is mysterious and beautiful and reminds us of the spirit. And they will talk about the people and other elements of our community and environment.

Kindergarten through Second Grade: “Wonderful Welcome”: This week’s class in the Wonderful Welcome curriculum focuses on “The Gift of Forgiveness”. This lesson introduces forgiveness as an intangible gift with power to heal friendships and restore peace. The children will consider forgiveness in the context of how they can respond if someone in their Wonderful Welcome class breaks the covenant the group talked about in Session 2 last week.

Third through Fifth Grades: “Windows and Mirrors”: This week’s lesson in the Windows and Mirrors curriculum is “We Need Not Think Alike to Love Alike”. Unitarian Universalism finds strength in explicitly welcoming diversity. It is well known that many of us bring identities and beliefs that are Christian, Jewish, Buddhist, Muslim, Humanist or Pagan to our UU religious lives. This session helps our kids to examine their family’s faith journey and traditions, and to begin to discover their own beliefs and the sources of those beliefs. In this lesson they will also be introduced to our six Sources that support and nurture UU faith.

This is a particularly important lesson to follow up on at home – talking more about your family’s faith journey and paths, and letting your child voice their beliefs and experience affirmation of them.  

Middle School: “Riddle and Mystery”: This week’s lesson in the Riddle and Mystery curriculum is titled “Looking Toward Tomorrow,” and the youth will be answering the big question “Where are we going?” This is the final question of Paul Gauguin’s trilogy (Where do we come from? What are we? Where are we going?). It introduces the idea that Unitarian Universalism is a humanistic religion: We believe humans have the potential to greatly shape our mutual destiny. Our youth will consider increasing control they will gain, with time, over their own decisions and lives – and the responsibilities and opportunities that accompany this control.

High School: “Our Name is Earl”:  This week’s episode, “Broke Joy’s Fancy Figurine” will help our youth to think about their own dreams and goals, how they may have changed already, and what they’re willing to sacrifice to make them happen. Processing around this episode will focus on principles three and four (acceptance and encouragement of spiritual growth, and free and responsible search for truth and meaning). They’ll also talk about when a child’s dreams might be different than their parents’ dreams for them.

Youth Group will meet from 7PM to 8:30 PM in the Social Hall with Shelby Greiner and Suki Kaplan, focusing on formation of the YAC and planning for their upcoming morning service on March 3rd.

See you Sunday!

Betsy

Taking It Home for Sunday, January 27, 2013

TAKING IT HOME INFORMATION FOR FAMILIES

SUNDAY, JANUARY 27, 2013

Grades K-2: Wonderful Welcome

Taking It Home, Session 2: The Gift Of Covenant

A covenant is not a definition of a relationship; it is the framework for our relating. ... This calls for a level of trust, courage and sacrifice that needs to be nurtured, renewed and affirmed on a regular basis. ... Abiding in covenant is an art form. A mutual creation.

 

— Rev. Lisa Ward, in a sermon, "From Creed to Covenant," delivered November 17, 2002 at the Unitarian Universalist Fellowship of Harford County ( Churchville, Maryland )

IN TODAY'S SESSION... The children explored the intangible gift of covenant. They learned how covenants are made in various contexts such as on the playground, in their school classrooms, and in the larger Unitarian Universalist faith community, and they made a covenant for how they want to be together in Wonderful Welcome.

EXPLORE THE TOPIC TOGETHER . Talk about ... 

Whether or not you have articulated them, a variety of promises form the basis of your family relationships. Give some thought to the covenants that already exist in your family. By accepting the responsibility to parent your child, you have made a set of deep promises that you act on every day. Beyond feeding, clothing and sheltering your child, the love, protection and guidance you provide are fulfillments of a covenant.

Take the time to identify for yourself, and share with your child(ren), the covenants that support the relationships in your family. What promises do children make? What promises do adults make? Engage your child(ren) in exploring how your family's covenants are a "two-way street." Your child can understand that love, for example, goes both ways.

 

This may be an opportunity to develop together some covenant rules just for your family. For example, if you set aside times, such as a family meal, when you do not answer the phone or have a television on, engage your child as a willing participant in this agreement. Together, you will covenant to treat that time in a special way, so that nothing outside interferes with your time together.

FAMILY DISCOVERY

It is likely that your family's values and practices mirror some if not all the Unitarian Universalist covenant expressed in the seven Principles of our faith. How do individual members of your family keep the covenant of Unitarian Universalism? If you do not have a copy of the seven UU Principles (www.uua.org/visitors/6798.shtml) , you can find them online.

A FAMILY RITUAL

You may like to express your family's covenant or your Unitarian Universalist faith by taking a moment before shared meals for prayer or thanksgiving, and/or the lighting of a chalice or candles. One source of simple prayers for UU families is the UUA pamphlet, Family Prayers: a Sampler, available online at uua.org or for purchase through the UUA Bookstore.

Grades 3-5: Windows and Mirrors

Taking It Home, Session 2: Me in Faith Community, Faith Community in Me

It matters what we believe.

Some beliefs are expansive

and lead the way to wider and deeper sympathies.

Some beliefs are like the sunshine,

blessing children with the warmth of happiness;

some beliefs are bonds in a universal brotherhood,

where sincere differences beautify the pattern;

some beliefs are gateways

opening up wide vistas for exploration.

Some beliefs nurture self-confidence and

enrich feelings of personal worth;

some beliefs are pliable like the young sapling,

ever growing with the upward thrust of life.

It is important what we believe.

And what a child believes is also a serious matter

— not a subject for jest or sentimentality. — Sophia Lyon Fahs

Children, though natural questioners, are not skeptics, for whom doubt is an end in itself. Children are as open to belief and faith as they are to questioning. They are looking, as we are all looking, for things on which they can depend, values they can faithfully live by, ideas that make sense, things to believe in. — Rev. Earl Holt in Religious Education at Home

IN TODAY'S SESSION...

We affirmed the relevance and meaning of church attendance for individuals and asked the children to consider these for themselves. As usual, we played a game. This time everyone was a winner of ten jelly beans. Surprisingly enough, the title of today's story was "Jelly Beans." It comes from our Quaker brothers and sisters and reminds us that kindness often is what people need. The story also helped us demonstrate how church and what we learn here can help make our lives happier and better. We asked some adults why they come to church and why it is important that children to come to church, regularly. 

EXPLORE THE TOPIC TOGETHER. Talk about...

Ask your child(ren) what they found most meaningful about church today—having this conversation directly after church tends to yield the most information. They may share something that happened outside of the religious education program. That is appropriate. Ask them what they have liked the best during your family's relationship with this congregation, or what they remember most.

Share what prompted your initial attendance and why you are part of our congregation now. Share something your child may not know about your childhood religious upbringing and how it affects the choices you make for them. Explain in a meaningful way why it is important to you that your child attend church with you. Using the phrase "church matters" in the conversation might surprise them.

EXTEND THE TOPIC TOGETHER . Try...

Create a "seven cents a day" bank for each family member. Place banks where coins are likely to be discovered and added to the bank—grandparents and cousins are not to be excluded! Search the congregational newsletter for other social justice efforts if your church is not involved with hunger work. On the Unitarian Universalist website, research projects that help alleviate poverty and hunger. Talk about where else in your daily lives issues of hunger or poverty arise and where else are you called to attend to them? How does church or religious education attendance connect to your family's response to hunger or poverty locally or in the larger world?

As a family, choose an organization to receive the money you will collect over time.

A FAMILY RITUAL

Develop a Sunday-after-church or Sunday-before-church ritual. Choose one small activity or food treat that your family can include into Sunday morning churchgoing. It is vital that your child (not just you) perceive this as a treat. Involve your child in developing the ritual. Consider realistic timing—before church or after—especially if the ritual involves a stop for food. Consider the seasonal activities that happen on Sunday, such as sports, that might interfere with the ritual. Some suggestions:

• A trip to a bakery or doughnut shop
• Hot chocolate with whipped cream every Sunday morning
• Riding bicycles or scooters to church
• A stop at a playground or library after church
• Breakfast or lunch at a special place
• Donating non-perishable food to a shelter that has Sunday drop-off times
• Buying flowers for home or for a neighbor
• Singing special funny songs in the car
• Looking for a specific person at church
• Playing after church with a friend you know only from church.

A FAMILY GAME

Church Charade s. (travelwithkids.about.com/cs/travelgamestoys/l/blcharades.htm) Charades originated in France . It is a great game to play with your children, as you have to act silly! To play a church-focused version:

• Form two teams (even two can play, pantomiming for each other).
• Each team thinks of a church-related phrase or a congregational activity to be acted out, and writes it on a slip of paper. Examples: grounds and maintenance committee, worship, singing "Spirit of Life," walking in a peace march, coffee hour, reading, playing, holiday pageant, ushering, flower communion, child dedication ceremony.
• Teams collect slips of paper in the bowl or bag and give them to the opposite team. (When two people play together, each should act out their own phrases or activities and see if the other person can guess.)
• Decide on a time limit, or individual time limits, to suit players' ages and pantomime abilities.
• Teams take turns drawing slips of paper. Each time, one team member pantomimes for teammates to guess the word or activity.
• Before you start, review the pantomime descriptors so all can use and understand them:
• "Sounds like... " — Cup your hand around your ear.
• "Little word." — Bring your thumb and index fingers close together. The guessers should now call out every little word they can think of ("on," "in," "the," and," ... ) until you gesticulate wildly to indicate the right word.
• "Longer version of the word." — Pretend to stretch an elastic.
• "Shorter version of the word." — Chop with your hand.
• "Close, keep guessing!" — Frantically wave hands to keep the guesses coming.
• With older children, you can communicate in pantomime how many words and/or syllables are in a phrase they are guessing. For number of words, hold up that many fingers; hold up one finger to pantomime the first word. To show that a word has X syllables, lay X fingers on your forearm. To act out a first syllable, lay one finger on your forearm.
• Score by keeping track of how long it takes each team to guess the right answer; the team with the fewest minutes wins. To make it easier, just keep track of how many correct guesses each team makes before time runs out.
• Then, start acting silly!

FAMILY DISCOVERY

Make congregation-related tee shirts for every member of the family. Purchase some plain tee shirts and fabric paints and/or fabric markers. Spend a few minutes talking to one another about what parts of being a member of this church are fun, meaningful, or special. Help one another create symbols for those feelings or thoughts. Each person designs their own tee shirt with the name (or part of the name) of your congregation and symbols that convey why the church is important. Each person can use the symbols the entire family came up with or only those that are personally meaningful. Wear the tee shirts to a congregational gathering or any other time.

Middle School: Riddle and Mystery

Taking It Home, Session 2: Religion to the Rescue

This is my living faith, an active faith, a faith of verbs: to question, explore, experiment, experience, walk, run, dance, play, eat, love, learn, dare, taste, touch, smell, listen, argue, speak, write, read, draw, provoke, emote, scream, sin, repent, cry, kneel, pray, bow, rise, stand, look, laugh, cajole, create, confront, confound, walk back, walk forward, circle, hide, and seek. — Terry Tempest Williams

Talk about the quote with family and friends. During which activities do you feel a greater sense of faith? Of spirituality? Of religion?

WHAT WE DID TODAY

Today's Big Question is "What are we?" We said that one possible answer to that is that we are Unitarian Universalists. We asked another question that is big for us: "What are Unitarian Universalists?" We answered that partly with a story and partly with our own ideas. We thought about what religion, faith and spirituality have in common, how they are different, and what each might mean to us as a UU.

We said that the Unitarian Universalism is a liberal religion because instead of telling people all the answers, it supports the individual's search for answers and accepts that we all do not have to share the same beliefs about everything. We discussed some of the beliefs UUs do share and how we put our Faith in Action.

ANSWERING TODAY'S BIG QUESTION

What do family members and friends have to say about the question: "What are we?"

SHARED SEARCH

Go together to a place that is special to your family. Sit quietly together at the place and talk about what the place would tell a stranger about your family. You might try the same thing with some of your friends.

REFLECT ON YOUR RELIGION

What do people in your family mean when they use the words "faith," "religion" and "spirituality"? Ask them. The definitions may be different from those we heard and shared in the group.

PHOTO CHALLENGE

Photograph something that shows what you are as a person—an item you like to have, or a place outside your house that feels like another home to you.

FAMILY MUSIC

Do something musical. Try making music by singing, or playing instruments together. Go to a concert that everybody will enjoy. Talk about any musical rituals your family has. Do you listen to certain songs at special times or holidays? Do a family's musical rituals help show who and what the family is?

FAMILY FAITH IN ACTION

Another way to answer the question "What are we?" is that we are citizens of the world. What does your family do to help others in the world? If you need a place to start, share the Kiva website(www.kiva.org) and read about opportunities to make small loans that may help save lives.

Family Information for Sunday, January 27, 2013

 Hello Friends and Families of Westside!

ANNOUNCEMENTS:

1.    Visioning Session for WSUU’s Youth Programming: Look for a summary of our dynamic visioning session in the Order of Service on Sunday, February 27^th. The youth are currently planning for the formation of a YAC (Youth Adult Committee) that will support the implementation of our vision priorities.

2.    Spring Semester Curriculum: You can learn more about the spring semester focus for your child or youth in several ways:

·      Our RE blog at www.wsuureligiousexploration.blogspot.com

·      A WSUU RE spring prospectus from the greeter table at church

·      The WSUU web site at http://www.wsuu.org/curricula.php

·      Your DRE! Contact me any time at 410-274-2018, or dre@wsuu.org

THIS WEEK:

Story Time: Three and four year olds will work on learning our covenant of love and acceptance this semester. The young UUs in this class will learn through hands-on experience with the wonderful and wide world around them; stories about our faith that teach our history and principles; and play, which is the natural expression of the young child's heart and mind. We seek to teach children that the whole of their being is accepted as they are in this class.

This week our children will share a story and snack together. Please let the teachers in the class know if your child has a food allergy.

Spirit Play: Spirit Play is the Montessori approach to Religious Education. In each session, children will hear a story and then experience a time for art expression relating to that story or another story they heard earlier in the year. The stories have a Unitarian Universalist focus and seek to build a UU identity through liturgical lessons pertaining to our central story, our covenant, our religious symbol the Flaming Chalice, our church history, and UU heroes.

This week’s story is “Creation of Life on Earth.”

Kindergarten through Second Grade: “Wonderful Welcome”: This week’s class in the Wonderful Welcome curriculum focuses on “The Gift of Covenant”. This lesson is about how being in covenant with each other is a gift. The Wonder Box has the principles in it, and the children will talk about how our principles are a covenant and how covenants are promises. The story is also about a covenant. The kids have a chance to go over their class covenant and renew it. Then they make a paper chain, each link having a principle from our UU covenant, and their own covenant on it. They’ll create a chain to understand that each promise is a link that holds us together.

Third through Fifth Grades: “Windows and Mirrors”: This week’s lesson in the Windows and Mirrors curriculum is about “Me in Faith Community”. In this lesson, children will explore why we even come to church. Part of this exploration will come through hearing other’s stories and pathways to our congregation, and hearing about the faith journey of their teachers and the DRE. They will also play a jellybean activity to think about taking action – acting on the things they may see differently from others.

Middle School: “Riddle and Mystery”: This week’s lesson in the Riddle and Mystery curriculum is titled “Religion to the Rescue.” This lesson is about explaining religion in the broad sense of helping us to answer the big questions. We say UUs don’t have to do it alone. What we’re really saying is that in our faith, we come together to answer these questions – we don’t have to do it by ourselves. The big question is “what are we?”. (Answer – UUs) The class will explore the seven UU principles and six sources and learn about covenantal living.

High School: “Our Name is Earl”:  On the first and third Sundays of each month, High School Youth are invited to explore religious concepts through the life of Earl Hickey as he goes on a spiritual quest to be a better person. Based on the television series My Name is Earl, youth will learn about our Unitarian Universalist values and Principles and clarify their ideas about important religious matters that become part of our personal credos.

Our next class will be held on February 3^rd.

Youth Group will meet from 7PM to 8:30 PM in the Social Hall with Shelby Greiner and Suki Kaplan, focusing on formation of the YAC and planning for their upcoming morning service.