Bakasha #1

Prepare My Prayer, 55
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Written by:
Lifnai Vlifnim Staff
Access editable doc with student handouts:

לימוד ועבודה פנימית

(20 minutes)

Introduction: One the fundamental components of תפילה is בקשה- “praying” or making a request for something from הקב”ה. [Include ימים נוראים connection if this is during that time] The set נוסח of תפילה gives us so many different things to daven for that we get used to saying all of them and not necessarily wanting any of them. Today we will try to hone in on our most fundamental בקשות for the upcoming year and practice asking ה’ for them.

Individual Avodah

What do you want? If you had the opportunity to ask for something that was important to you for the coming year and you knew someone would listen carefully and take your request seriously, what would you ask for? Write whatever comes to mind in the different categories below.

For yourself: For your friends or family: For the Jewish people or the world:

Choose (at least) one request that, upon reflection, seems most important to you.

  • Request: 
  • Why do you want this? So that…. 
  • Why do you want this? So that….
  • (Optional: Ask one more time- Why do you want this? So that…)
  • Summarize: What do you REALLY want? 

Each person should summarize the outcome of their individual avodah with their chavruta by formulating one or two sentences starting with: What I really want this year is…  

The chavruta should reflect back what they heard and decide together how they will share the request as a tefillah.

ברכה אחרונה

(5 minutes)

Back in the full circle, either ask students to say a tefillah for themselves or for their chavruta. The tefillah should be formulated as:

Please ה’, answer ________ (insert own name or name of chavruta)’s requests and ______________ (insert request). 

You can go around the circle and make sure everyone says a tefillah out loud or you can ask every to say the tefillah to themselves privately and ask for a few

Notes to the teacher

  • This is the place to make suggestions to the teacher of different ways they may choose to facilitate this limmud
  • Or particular grade levels or sensitivities to take into account
  • Or anything else you think is important for the teacher to know

עבודת המורה

  • This is the place to raise some questions that make sure the teacher tests the limmud on themselves or others
  • Could be a general question like - which part of the limmud resonated most for you? Which question was the hardest for you to answer?
  • Or questions anticipating students’ responses- What do you think students will say for X or Y? To what extent are you open to being surprised?
Download with student handouts:
Please help others by sharing how you used the resource, how you adapted it (link to your own version!) and what worked more or less well. You can also post questions that Lifnai Vlifnim staff or community members will try to respond to.

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