7+-+Services


 * __ S __ERVICES**


 * ACTIVITY IDEAS:**

1) [//This worship enhancement would work best if students have done activity # 3 in The Spiritual, above, page 51.]// When saying the וְאָהַבְתָּ give students a chance to offer different ways they can show God love. Together with the class, recite the first part of the וְאָהַבְתָּ : // “ // וְאָהַבְתָּ אֵת יְהוָה אֱלֹהֶיךָ // … // ” and then ask everyone to add quietly in English “and I love God with all my _______.” [Students should be prompted to say something with which they can show love of God. Examples include: my artistic talent, my courage, my energy, my baseball skills, the hugs I give my family, the care I show to my younger sister, my hard work at school.]

This activity can be done with every student speaking quietly and at the same time, or students can take turns. When everyone is done saying how he or she shows love of God, continue reciting וְאָהַבְתָּ the rest of the way through.

2) //This activity is for congregations where the third paragraph of// //the// // וְאָהַבְתָּ ////is recited; it should be encouraged after students have practiced this in class (see The Story, activity 11, page 43).// Students need to wear a טַלִית for this. Before //t’fillah//, remind students of the choreography of the צִיצִית . During the worship service have them follow the actions. After the conclusion of the //t’fillah//, ask: How did the act of holding and kissing the צִיצִית contribute to their understanding of the words they prayed?
 * Take hold of the צִיצִית before beginning וְאָהַבְתָּ
 * Close or cover their eyes during the singing of the first two lines of the וְאָהַבְתָּ (the //Sh’ma//),
 * Kiss the צִיצִית when the text says: צִיצִית (this is in the third paragraph of the text)
 * Did it enhance focusing on the צִיצִית enhance their experience? [Feel free to do a thumbs up for “yes,” thumbs down for “no,” and thumb in the middle for “not sure”.]
 * Detract from it?

3) As a Jew enters a room it is custom to kiss the //m’zuzzah// on the door. This is usually done by putting one’s fingers on the //m’zuzzah//, and then kissing the fingers that touched the casing. [Some do the opposite – by kissing one’s fingers, and then touching the //m’zuzzah//.] Today, with concerns about sanitation, an option is to touch the air close to the //m’zuzzah//, but not the actual object. Students could also simply become more aware of the //m’zuzzot// in your building by having them recite a line inside it each time they pass a doorframe with a //m’zuzzah//: שְׁמַע, יִשְׂרָאֵל: יְהוָה אֱלֹהֵינוּ, יְהוָה אֶחָד
 * either שְׁמַע ,

וְאָהַבְתָּ אֵת יְהוָה אֱלֹהֶיךָ
 * or the first few words of וְאָהַבְתָּ :

וּכְתַבְתָּם עַל-מְזֻזוֹת בֵּיתֶךָ, וּבִשְׁעָרֶיךָ
 * or the line from וְאָהַבְתָּ that mentions //m’zuzzah//:

//At the end of a day (or week) of experimentation, in school or at home, ask students how it felt to be more conscious of the m’zuzzah://
 * Did it help them think of God?
 * Did it help them think about things that Moses said that we should be doing as Jews?