Sefira in the General Studies Classroom

A High School classroom is an excellent space for growth-oriented discussion, even during secular studies. Bashy, a teacher of ninth-grade English Language Arts, uses literary pieces on self-growth topics during Sefira.

She sometimes brings in children’s books, too. The students love the lighter atmosphere that picture books bring.

The lesson is structured just like all other Literature classes, and the theme, rhyme structure, imagery, etc. spark quality literary discussion.

She has some favorites that she shared with us:

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Oak and the Rose by Shel Silverstein

Zebra Question by Shel Silverstein

The Journey of Success by Nancy Hammel

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Books that can be purchased at national bookstores

The Sneetches by Dr. Seuss

A typical Dr. Seuss-style book about a community of Sneetches who are divided into two groups: those with stars on their bellies and those without. Through the storyline, the Sneetches realize that their external differences do not define their worth, leading to a conclusion about equality and friendship.

Brings home the meaninglessness of peer pressure and how people tend to perpetuate such an environment.

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One by Karthyn Otoshi

A book about a group of colored circles who stand up to Red, a powerful color that shames and excludes Blue. Through a simple narrative and vibrant illustrations, the book conveys a message about the importance of individuality, friendship, and the impact that one voice can have in creating more inclusivity.

Amazon link

ZOOM by Istvan Banyai

Well-known book that shows a picture and keeps zooming out further and further to add perspective. The children in the first picture are really on the cover of a magazine, in an ad on a bus which is pictured on a tiny postage stamp, and so on.

Can be used to highlight how limited our view of a situation can be. Can be used to encourage taking a wider perspective, or to be dan l’kaf zechus.

Although this book has no words, there is quality to the experience of sharing this book with your class.

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Stuck by Oliver Jeffers

A hilarious, almost nonsensical book about a boy who gets his kite trapped in a tree and keeps throwing items at the tree, and they all get stuck too. Highlights how we sometimes react to challenging situations in ways that either don’t solve them or even make them worse.

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MORE TO EXPLORE

Micro-Moments

A classroom is a busy place. Homework sheets, contests, tests, recess time, projects…the action is nonstop. In this thriving hive of activity, how can we find the time to build real, lasting relationships with our students? To encourage our students to foster relationships with each other? To connect with them on their level? Introducing Micro Moments! A curated collection of suggestions, ideas, activities, and projects that can fit into your classroom, in those small pockets of time that open up throughout the year. Designed to utilize each available moment as a connection building opportunity, these Micro Moments cards are easy, fun, and can be adapted to your classroom style and grade level.Two extra minutes at the end of class? Day after midwinter vacation? School assembly finished early?Pull out a card and turn those micro-moments into macro-opportunities! Here are a few to get you hooked, or buy the full collection!

Channeling Spring Fever with Group Projects

Group projects are a great way to bring energy to your classroom! The combination of autonomy, creativity, and competition inspires healthy productivity.Criteria for Success are crucial when introducing the project. List the requirements with a clear and authoritative header, such as, “Your Project Must Include.” When outlining your project criteria, ensure it includes a list of nouns rather than verbs. Supply oak tags and markers to inspire artistic students and allow them to express their creativity. Criteria for success are clear, specific standards used to evaluate whether a school project achieves its intended objectives. They guide students and teachers in assessing the project’s quality, effectiveness,and completeness. Sample Group Project: Yom Tov YOUR GROUP’S SUBMISSION MUST INCLUDE: Sample Group Project: Chumash/Navi YOUR GROUP’S SUBMISSION MUST INCLUDE: Download Sample Projects

Too Much to Cover or Nothing to Teach?

The end-of-year curriculum crunch It’s usually not more than eight weeks – ten, tops. For some, it feels more like five months. For others, three days. Approach any teacher during those air-conditioner-blasting, summer-fever-burning school days and tell her you need her class for an hour. She’ll either bless you or plead the verge of tears, promising you anything at all, if you just let her continue teaching for that precious hour. What’s your core challenge in those last weeks of school – too much to cover or nothing to teach? It’s all dependent on an endless list of factors, such as grade level, subject, class temperament or learning style, teacher personality, the interplay between Hebrew and secular calendar, and testing schedules. Throw in a few unforeseen circumstances, performances, trips, state tests, reviews, finals, memory-making, etc., and the short few weeks are shortened by another one or two weeks, at least.