Note to the Teacher

The keywords in this lesson are “silence,” “brokenhearted,” and “rest.” One icebreaker invites youth to sing along with a familiar tune. Another icebreaker invites students into suspenseful silence in a game of “quiet tag.” One icebreaker introduces the concept of grief and hardship; the other introduces the concept or sound of silence. The discussion invites students to think about how those closest to Jesus experienced grief after Jesus’ death. God’s love is always close to the brokenhearted (Psalm 34). The activity allows youth to practice silent (and imaginative) contemplation through a guided meditation, prayers, and poems. Students will grow in awe of the grace of God’s presence that is always near and so close to those who are brokenhearted. Times are based on a fifty-minute lesson period but may be adjusted.

1. Icebeaker (5 minutes):

“Toad Sings Let it Go” or “The Quiet Place Game”

If your group likes to smile and sing (karaoke), choose the high-tech option 1. If your is playful and needs to move around, choose the low-tech option 2. Either way, have some fun!

Option 1: High-Tech: “Let it Go” (2 options for different moods)

Say:” God helps us in hard times. Sometimes silence helps the most during hard times, and sometimes music (or laughter) helps, too. Today, we’ll start off our lesson singing ‘Let it Go’ or singing along with Toad singing ‘Let It Go.’”

If you think you’d like students to laugh more as they sing along, choose “Toad Sings Let It Go.” If you’d rather start off a little more mellow, let the group sing along with the original version of the song from the movie Frozen:” Frozen - Let It Go” (Idina Menzel Karaoke Version.

Make sure that you let the youth know they did a great job after the song is over. “Nicely sung, everyone!”

Option 2: Low-Tech: “Quiet Tag”

This game should be limited to one room. Blindfold one person who is “it.” The person who is “it” is trying to tag someone who then becomes “it.” Students are to be as quiet as possible so that others can be heard and tagged and not them. You can add some excitement to the game by adding a safe/soft/not-too-messy item for the person who is “it” to throw that will count as tagging another person if the person gets hit with the item. If you can, showing this video may help students gain some enthusiasm to play. (This link does feature the artist tWitch, who died in December 2022. If your group has the need to discuss mental health related to his passing, this article may be a good starting place.)

2. Read Scripture (10 minutes):

Matthew 27:57-66

In our scripture reading today, Jesus has died, and his disciples are grieving as they cope with the aftermath of Jesus’ painful and public death. While you read, focus on the following: (1) What characters are involved? (2) How are the people feeling? Share your thoughts with one another after the reading, using the discussion questions below.

3. Discussion (20 minutes)

Whose tomb is Jesus buried in? (Joseph of Arimathea)The scripture describes this disciple as a “rich man.” What other scriptures can you think of that have to do with Jesus talking about rich people?
Why does it say Pilate decided to make sure Jesus’ tomb was guarded in verses 63 and 64? Do the chief priests and Sadducees want the tomb sealed to match tradition, or are there other reasons they want it sealed?
The disciples expected Jesus to rise from the dead in three days, but how do you think they were feeling after they watched him die? Is it fair if any of their belief wavered?
When you are sad or grieving the loss of someone or something, do you like to be silent or to be alone or do you prefer to be with others? How do you think the disciples and those who knew Jesus (like his mother, Mary) processed Jesus’ death? (It’s ok to look ahead in the scriptures if you like.)

Do an internet search for the phrase “Hebrew Sabbath” or “Shabbat.” Now, read Psalm 34:18 three times; read slower each time. Then, be silent for thirty-four seconds.

What does “Shabbat” or “Sabbath” mean from your internet search?
Thinking about the stories of the Hebrews as slaves in the Old Testament, do you think the concept of Sabbath could have any connection to that history?
Do you think that rest can truly be a spiritual practice? Why or why not?
What things happen in life that might cause someone to need more rest than normal? Does our culture or do our personal expectations allow for or support that additional rest?
What does Psalm 34:18 say about those who have a broken heart?
If you know that someone is heartbroken, how do you think it is best to support that person?
Many churches have services throughout Holy Week (the days between Palm Sunday and Easter). These may include silent prayers or silent vigils on what is called “Holy Saturday” or the Saturday before Easter. This is one of the days that Jesus was “laid to rest” and buried. If we think about the idea of “Sabbath” and “rest” as sacred and spiritual, what do you think was going on inside the tomb? With God and Jesus? How do you think the disciples were dealing with this period of Jesus’ rest?

Tomorrow, we celebrate Easter, but for today, see how much you can observe silence to honor those who are heartbroken today for whatever reason. Maybe they have lost a loved one; maybe they deal with mental illness; or maybe they have another reason that they are heartbroken. Let’s maintain silence until tomorrow in honor of everyone who is heartbroken. What do you think the Spirit of God is speaking into your life and heart as you think about how the disciples would have been heartbroken at the death or loss of Jesus?

4. Activity and Discussion (15 minutes)

Take this lesson to the next level by practicing silence together through this imaginative meditation for the brokenhearted we encounter in the death of Jesus. Think about Mary, the mother of Jesus, who would have been a witness to Jesus’ whole life and now death. We encounter the brokenhearted in the world around us all the time. Tell students to consider the brokenhearted in this meditation. After that, there is an option to continue in meditation through prayers and poems.

Tell students the following: “We are going to have a time of Imaginative meditation or contemplation. In this silent meditation, you will imagine meeting Mary, the brokenhearted mother of Jesus. Remember that when we are close to the brokenhearted, we are close to God (Psalm 34). Imagine the brokenheartedness you would feel too. If it is helpful for your group, have them search images of Mary, the Mother of Jesus or the Pietà to use during this time of prayer and reflection.

Now, encourage students to find a comfortable place to sit. Ask them to close their eyes or shave them slightly open so that they can easily focus. If you think some will want to doodle while they do this, have scrap paper ready for them.

Read the “Imaginative Contemplation” (https://trinity.org/ignatian-spirituality/holy-saturday) with at least thirty seconds of silence between phrases. It can be helpful to meditate with students so that you can feel how long it might take to be imaginative and give them enough time.

When you are ready, close with a prayer or poem. Some suggestions follow.

“A Prayer for The Days When There Is Only Sadness” by Rev. M Jade Kaiser from the website, enfleshed, https://enfleshed.com/liturgy/...

“A Prayer to the God Who Dwells in the Darkness” by Robert Monson on the enfleshed website, https://enfleshed.com/liturgy/praying-to-the-god-who-dwells-in-darkness.

“Grieving Takes Time” by Robert Monson on the enfleshed website, https://enfleshed.com/liturgy/grieving-takes-time.

Closing Poem Options:

“Singing Everything” by Joy Harjo, from the Inward Bound Poetry website, http://inwardboundpoetry.blogspot.com/2020/09/1051-singing-everything-joy-harjo.html
“The Uses of Sorrow” by Mary Oliver from Poetry Friday website, https://livelovesimple.com/the-uses-of-sorrow
“The Ache for Home Lives in Us All” by Maya Angelou https://www.goodreads.com/quotes/400883-the-ache-for-home-lives-in-all-of-us-the

Option instead of choosing one poem or prayer at the end, provide links to the poems and prayers and let students choose one to meditate on.

Discussion: Give students who’d like to share some time to talk about this meditation time:

Does anyone want to share their experience with imaginative meditation?
Does anyone have a word, phrase, or image in their mind that stood out to them during this imaginative meditation or as they read these prayers or poems?
Does anyone want to share what poem or prayer they chose and why?

Close in the manner that is typical for you. Consider taking joys/concerns or highs/lows from the students, then asking for a volunteer to close in prayer.

Total time 50 minutes

NEEDED RESOURCES:

YouTube clip of “Toad Sings Let It Go” or “Let It Go Karaoke” (high-tech icebreaker, option 1)
Computer with speakers or TV screen
Printed list of links for the imaginative contemplation, poems, and prayers (Closing activity)
Bibles or smartphones to look up verses of scripture.
Scrap paper and pens for students who like to take notes or doodle.