Y_01142 Colorful Brachos Workbook By Jeremy Richards Grade Level: Elementary-Middle School Description: This is a comprehensive, colorful and informative workbook that introduces children to many aspects and halachos of brachos. There is a wide range of activities, detailed information and attractive, colorful illustrations. The book can be printed out as a complete unit or subdivided into smaller, self-contained units. Goals/Objectives: Students will learn and review information about brachos to enable them to say their brachos with more understanding and appreciation. Instructions: 1. You can print out the whole book, individual sections or single pages. 2. There are many self-contained sections that can be taught as shorter units. 3. At the end of the book there is a mini-brachos book that the children can illustrate, cut out, bind and take around with them. 4. A certificate is provided for presenting to children once they have completed the book. 5. As the book is taught there should be a constant emphasis on the main goal, which is a greater commitment to actually saying brachos more regularly, and with more thought and understanding.
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Y_01142
Colorful Brachos Workbook By Jeremy Richards
Grade Level: Elementary-Middle School
Description:This is a comprehensive, colorful and informative workbook that introduces children to many aspects and halachos of brachos. There is a wide range of activities, detailed information and attractive, colorful illustrations. The book can be printed out as a complete unit or subdivided into smaller, self-contained units.
Goals/Objectives:Students will learn and review information about brachos to enable them to say their brachos with more understanding and appreciation.
Instructions:1. You can print out the whole book, individual sections or single pages. 2. There are many self-contained sections that can be taught as shorter
units.3. At the end of the book there is a mini-brachos book that the children can
illustrate, cut out, bind and take around with them.4. A certificate is provided for presenting to children once they have
completed the book.5. As the book is taught there should be a constant emphasis on the main
goal, which is a greater commitment to actually saying brachos more regularly, and with more thought and understanding.
My Own
zFkx §AWorkbook
Name:_______________
Originally produced for Kerem School, London, U.K.
Credits
Most photographs in this book have been taken copyright-free from Hemera Photo-Objects 50,000 Volume 1
Other pictures have been taken from Davka Graphics Collections
.............................................
Page 18 adapted from www.torah.net
Page 26 adapted from Moshe Mendel the Mitzva Maven
and the Wonderful World of Berachos, S. Apelbaum, Feldheim
Pages 27, 28 extracted and abridged from Moshe Mendel the Mitzva Maven
and the Wonderful World of Berachos, S. Apelbaum, Feldheim -
Background: When I am planning on eating a number ofdifferent fruits (all "u¥rd i ¦x §R ` ¥xFA"), I should choose one of thefruit to make the dkx §A on, and then another dkx §A is not requiredfor the others. We choose which one to make the dkx §A onaccording to the following rules:
The last Berachah forFriday night Kiddush ends:____________________________________________________
The Berachah on theMitzvah of eating Matzah ends:____________________________________________________
The Berachah on takingthe Arbah Minim ends:____________________________________________________
The Berachah on dwellingin the Succah ends:____________________________________________________
The last Berachahof Havdalah ends:____________________________________________________
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The first Berachah forputting on Tefillin ends:____________________________________________________
The Berachah on lightingthe Chanukah candles ends:____________________________________________________
The Berachah onsounding the Shofar ends:____________________________________________________
The Berachah on readingMegillat Esther ends:____________________________________________________
The Berachah onfixing a Mezuzahto the doorpost ends:______________________________________________
Use your xEci ¦q to find the right zFkx §A!
20
Baruch’s Day
Baruch was a seven year old boy with curly, brown hair and a little, round, buttonnose. His large, round glasses filled half of his face, sitting partly on his little nose andpartly on his big, podgy cheeks. However, Baruch was excited because his parentswere going to buy him new glasses for his birthday. He couldn’t wait. If he would beallowed to choose the frame, he was determined to find a more grown-up style, similarto those worn by his friend, Benji.
Baruch and his father knew this would not take long, so they waited in order to hearthe dkx §A. Rabbi Levy had told Baruch’s class that the Rabbis considerthe saying of o ¥n ¨ to be even more important than the dkx §A itself.Baruch did not want to miss the opportunity to say o ¥n ¨ , nor let hisUncle say the dkx §A without anyone there to hear it. It was also a de §v ¦nthat Baruch could not remember ever having seen performed before.
During the school day, Baruch was very pleased to have many more chances to try togain his 100 zFkx §A. There was a thunder and lightning storm during the Englishlesson, which made way for bright rays of sunshine which shone a glorious rainbowthrough the watery air, from one side of the sky to the other.
Baruch’s mum surprised him after school. She met him at the school gates andpresented him with a new pair of glasses, just like Benji’s. Baruch’s birthday was thenext day, but he was delighted with his mum’s idea that his eyes would be able toadjust in the evening so that he could begin wearing them in the morning and showthem off to his friends at school. He put them on and said Epi ¤g ¤d ¤W with a broad smile.
22
Dad arrived home in the evening with some fragrant roses for Baruch’s mum, tocelebrate the dli ¦n zi ¦x §A of their new nephew. Baruch had only just learnt this dkx §Aso he buried his nose in a large, pink rose and said mi ¦nU §a i ¥v£r ` ¥xFA.
1. Baruch “was planning to review his mi ¦wEq §R from Rabbi Levy’s WnEg lesson in thecar and he knew that it would be wrong to do that before saying the zFkx §A onlearning dxFY, so he said those zFkx §A as well.”Can you explain this?____________________________________________________________________________________________________________________________
2. “As they jumped out of the car, they noticed a fruit tree in blossom in UncleMordechai’s front garden. They said the dkx §A together.”Find this dkx §A in your xEci ¦q and copy out the English translation of the endof the dkx §A: “...King of the Universe _________________________________________________________________________________________________________________________________________________”
3. Find the dkx §A which is said on fixing a dfEf §n to the doorpost. Write the last twoHebrew words and their translation:
Write down some examplesof things you could puton the Berachot table:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Here are some
bright ideas!
Let’s make a tablein our classroom!
Divide the table into sectionsfor the different kinds ofyou have learnt about.Then begin collecting differentitems to go into those sections.
Cover each section of the tablewith a picture as a mat for yourdifferent items, or make a collageout of magazine cuttings.
You can bring in foods and drinks,fragrant fruit and flowers, cases, strings, candles,
photographs of rainbows or
tape recordings of thunder!
25
The w
orld an
d allthat is in it belong to Hashem
Theheavens belong to Hashem but the world
He gave
tohuman
beings
If everything belongs to Hashemthen how can we eat or enjoywhat is in the world whenit does not belong to us?
The answer,our Rabbis teach us,is that Hashem gives uspermission to enjoy all thatHe created after we have saida Berachah.
showingthe foods,plantsand otherbenefits
Draw themap of theworld in theinner circle, that we are
ableto takeand enjoyin differentcountries.
Make sure
you show
Eretz Yisrael
clearly!
Drawlandgreen
andseablue
26
blossom
Laws of Making
Some Important Things to Think AboutBefore Making a
1 Make sure the food is2 Make sure your mouth is empty.3 Make sure your hands are clean.4 Make sure you do not need to go to the toilet.5 Make sure you are not standing where there is a bad smell.6 Make sure you are properly dressed.7 If you are a boy or man make sure your head is covered.8 Do not face someone who is not properly dressed.
Some Important Things to Think AboutWhen Getting Ready to Say a
9 Stop and think before you start.10 One covers all foods that you plan to eat that take
the same .11 covers most foods.12 You do not need to say a when just tasting a food
(for example, to see if it needs spices).13 Hold the food in your right hand when saying the(or in your left hand if you are left-handed. However,Sephardim always use their right hand).
27
Saying the
14 Say the slowly and clearly.15 Say ’s name correctly.16 Understand the words.
Interrupting During the Saying of a
17 Do not talk or do something else while saying a .18 Do not talk to a person when he/she is saying a .19 Do not stop in the middle of saying a .20 Eat straight away after saying a on a food.
Saying a for no Reason
21 Do not say a for no reason (e.g. saying a on
food then not eating anything).22 Do not say an unnecessary (e.g. saying a on
food that you have already covered with an earlier ).
...and do not forget to say o ¥n ¨after you hear someone else say a .Make sure you wait until the personhas finished saying his / her
before saying .Say the whole word clearly, but not more
loudly than the that you heard.
28
Now let’s make some signsto help us remember these
You can base your designs on thedifferent types of traffic signs:
Signs giving directions
Signs giving orders
Signs giving warnings
Signs giving positive instructions
29
Design some signs on this page,but you can also make larger signs on card
to be put up in your school or at home!
30
Learn A New Every Week!
There are so many wonderful zFkx §A that you may not know about. Try to learn a newone each week. Some of them may need to be said often. Others will only be saidoccasionally.Here is a list of zFkx §A. Some will be familiar, some will be new to you.Put a tick in each box once you know the dkx §A and are saying it regularly, or when youhave the opportunity to say it.
As you dry your hands after washing them for bread:
Make your own booklet!1. Illustrate each page; you can draw or stick cuttings from magazines or photographs2. Cut the pages out and staple / stick them together to make a booklet;3. Keep the booklet with you and use it to say zFkx §A regularly!
Complete the Introduction to your Book: My Name: ................................