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Shavuot: Significant Actions

Grade Level: 2-4
Time: 30 minutes

Introduction

In this lesson, students will explore key customs related to the holiday of Shavuot and discuss how they add meaning to the holiday. Students will utilize their new understanding to consider the role of these customs in their personal holiday experiences.

Objectives:

  • Students will explain the significance of greenery and flowers on Shavuot.
  • Students will articulate why it is customary to eat dairy products on Shavuot.
  • Students will connect the custom of staying up all night to Megillat Rut and the acceptance of the Torah.
  • Students will discuss how these customs affect their personal holiday experiences.

Materials Needed:

  • Explanation cards – To make the deck of cards, print these out on 8.5 x11 (letter size) paper and cut by the lines to create the cards.
  • Copies of the graphic organizer for all students

Framing

The teacher should explain to the students that Shavuot celebrates the giving of the Torah. The teacher can then share that they will be learning about some of the customs and traditions associated with the holiday in this lesson. The teacher should point out that not all of the customs connect, but they are all actions that add meaning to the holiday.

For older students: The teacher can also point out that Shavuot doesn’t have a “mitzvah” in the same way that other holidays do. For example, Sukkot – sukkah, Pesach – matzah/seder, Chanukah – menorah, Purim – megillah, mishloach manot. Therefore, the customs of Shavuot take on additional meaning as they add depth to a holiday that is not so clear-cut.

Part 1: 

The teacher should divide the students into small groups of 3-4 students, and each student should be handed the graphic organizer. Each group should be assigned one of the images on the graphic organizer. Each group has 2 minutes to brainstorm what custom the image represents. This activity should prompt students to articulate the “what” – what are the customs that come up on Shavuot? 

As the students share what they came up with, the teacher should have the students complete the correct “what” answers in the corresponding column on the chart. It is possible that younger students will not be able to articulate the connections. In this situation, the teacher can do this activity as a whole class and supplement the answers as needed.

Part 2:

The teacher should create a rotating learning experience in which each of the cards (from the explanation card deck) is placed at a different station around the room. The students should rotate around the classroom with their graphic organizer, and fill out the “why” column based on the information on the cards.

Students can take home their graphic organizer to use to share their knowledge of Shavuot with their families on the holiday.

You can also use this Padlet for a digital activity.

Conclusion:

Students should articulate (in a pair and share, writing form, drawing, video clip recording, etc.) which of these traditions means the most to them (or adds the most to their holiday experience) and why. 

Student responses can be hung up around the classroom, shared with the larger school community, sent home to parents, etc.