Sefirat HaOmer

testimonial placeholder
Written by:
SAR Staff
Access editable doc with student handouts:

ברכה ראשונה

  • Suggested Berachot Rishonot that are specifically connected to the topic at hand
  • You do not need to include ritualized or general berachot rishonot unless there are ones specifically connected to the limmud

לימוד ועבודה פנימית

You will need post it notes for this activity - they are available in the office. 

When we count the omer from Pesach to Shavuot - we are counting to Matan Torah. A common question asked about the omer is why do we count up 1,2,3,4,5. Usually, when we count in anticipation we count down - 5,4,3,2,1. A meaningful answer to this question is that the counting is not just about reaching the end goal - it is about all the small things we do along the way to get there - so we need to count each day, not just that we made it to the end. So what we are supposed to be doing in the time between pesach and shavuot is not just waiting for matan torah, but actively doing things to show our appreciation and love for Torah. 

Today is the 23rd day of the omer. 

Give each student 4 post it notes. 

One one note - have students write a specific goal they have in terms of Talmud Torah this week. It could involve paying more attention in class or in fellows or in itim, learning something extra on their own, paying attention to the dvar tefillah in shacharit, trying to make a connection between what they learn and their life. Be as specific as possible. Teachers should model this - share your goal. 

Write Monday 23, Tues 24, Wed 25 on the other notes. On each note, write a specific thing you can do each day to reach that goal. 

Have students hang the notes on the wall - the goal, surrounded by the ways to get there.  If there is time, have students put checks on the notes they particularly appreciate.

ברכה אחרונה

  • Place your beracha achrona here
  • You can have one or multiple suggestions

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.

Leave a Reply

Your email address will not be published. Required fields are marked *

Subscribe to our newsletter