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Week of March 21-Judaic Studies

Morah Miriam-Judaic Studies

Shalom Gimel Families,

Today, we learned to say the items on the Seder Plate in Hebrew and went over the meaning of each of the Passover symbols. Then, we reviewed the Ma Nishtanah. It was wonderful hearing the students singing the four questions in unison. Then, we again reviewed the order of the 15 steps of the Seder by singing the Order of the Seder in Hebrew and then in an English version.

Happy Pesach! Chag Samech!

Week of March 14-Hebrew

Morah Limor-Hebrew

This past week in Gimel class, we started with our Aleph-Bet song (rock version), reviewed the difference between Bet and Vet, and other letters we already know that have a dagesh (like Kaf and Chaf).  We studied the letter Vav, practiced our reading skills and identified letter names.  We were introduced to the southernmost city in Israel, Eilat, which is a vacation destination along the Red Sea.

Assignment for the week - students to complete Lesson 12 in our Tiyulim book.

Shabbat Shalom

Week of March 14

Morah Miriam-Judaic Studies

Shalom Gimel Families,

We continued our learning about Pesach by watching a video about how a young girl, whose family immigrated to Israel from Ethiopia, celebrates Pesach. We discussed how her family, in addition to remembering how Moshe led the Jews out of slavery, recalls their exodus from Ethiopia at the Seder. We saw how she cleans her house and then searches her house for chametz and burns it before Pesach begins. We learned that “chametz” is the Hebrew word for leaven and how we do not eat foods with leaven during Pesach. We then learned the 14 steps of the Seder and the song “Kadesh, Or’chatz, Karpas…” -the order of the Seder. The students interacted by singing together and answering questions

Week of March 7-Hebrew

Morah Limor-Hebrew

This past Sunday we learned the difference between the letter Bet and the "sister letter" Vet, and the importance of the Dagesh (since it changes the sound of some letters completely).  We played a Bet/Vet game to help us practice reading words, and review letters and vowels we already know.  We also started learning the different body parts, and the verb "to touch" (Laga'at).

The assignment for the week is to go over the exercises in lesson 11.

Week of March 7

Morah Miriam-Judaic Studies

Shalom Gimel Families,

Today, we studied why we celebrate Pesach. We began by watching a video about the story of Passover. The students then challenged their minds by answering True/False and multiple choice questions about the story in the Zoom chat box. We then focused on the Ten Plagues by learning how to recite the plagues in Hebrew and answering riddles about the plagues. We then took a closer look at Moses and performed a skit that told how Moses came to have trouble with his speech. Moses’ speech disability made him insecure about accepting the leadership of the Jewish people. God assured Moses that he was the person for the job and that his brother Aaron would assist him in speaking to Pharoah to free the Jewish slaves from Egypt.

B’Shalom

Week of February 28-Hebrew

Morah Limor-Hebrew

Shalom Parents,

In Gimel class we sang the Aleph-Bet song, and reviewed the letter Reish and its' vocabulary.  We spent the majority of class reading and translating vocabulary words we studied since the beginning of the schoolyear. No new assignment for the week - please make sure our children finish the activities for the letter Reish in our Tiyulim book.

Shabbat Shalom

Week of February 28-Judaic Studies

Morah Miriam-Judaic Studies

Shalom Gimel Families,

In this unit on hakarat hatov  הַכָּרָת הַטוֹב (recognizing the good), we talked about how we recognize thankfulness by saying thank you and reciting blessings.

We started with learning that most Jewish prayers begin with a six word formula (Baruch Atah Adonai Eloheinu Melech Ha’olam), and then we insert words to reflect what we are showing gratitude for. The students used this Bracha formula to create their own blessings. We also learned that in Judaism we say a bracha before or after a special event. We examined the Shehecheyanu שֶׁהֶחֱיָנוּ, a prayer that thanks God for bringing us to a special moment in our lives, such as a life-cycle event. We also discussed a short skit about two children who each get $10 for a birthday present. We saw how one child had an attitude of thankfulness and other did not, which helped the students clearly recognize the importance of being grateful.

Shalom

Week of February 21-Hebrew

Morah Limor-Hebrew

Shalom Parents,

In class we reviewed the letter Hey and introduced the letter Reish along with Reish vocabulary - Ra'ashan (Grogger), Rav (Rabbi), and Rimonim (Pomegranates).  For Homework, our students will need to complete lesson #10 in our Tiyulim book.  I want to wish you and your families a very happy and joyous Purim.

Week of February 21-Judaic Studies

Morah Miriam-Judaic Studies

Shalom Gimel Families,

Today, we began our unit on hakarat hatov הַכָּרָת הַטוֹב, the Jewish value of gratitude and recognizing goodness. We related the value to the story of Megillat Esther. We watched a video on the story of how Queen Esther showed bravery and goodness by saving her people from Haman’s evil plot to kill all of the Jews in Persia. We completed the 5 “Ws” (Who, What, When, Where, and Why) about the Purim story, and discussed the mitzvot מִצְווֹת  of the holiday. Then, the students had fun answering True/False and multiple choice questions in the chat box. We ended the day by learning the Purim Song-“My Hat, It Has Three Corners”.

Happy Purim, Chag Samech!

Week of February 7-Judaic Studies

Morah Miriam

Shalom Gimel Families,

So far, this Shalom Learning unit on achrayut אַחֲרָיוּת (responsibility) has touched on the responsibilities we have to ourselves, to others, and as Jews. This final lesson focused on students’ responsibilities to their family members and in their homes.

We first revisited the Ten Commandments and discussed how students can fulfill the fifth commandment which says that we should honor our parents. The students said that they can honor their parents by listening, helping out around the house, and using a respectful tone of voice.

We also examined achrayut אַחֲרָיוּת (responsibility) by studying the story of “Joseph and His Brothers’. We watched a video about how the brothers resented Joseph because their father, Jacob, treated Joseph as the favorite son, and then sold Joseph for 20 silver coins and told Jacob that Joseph was killed by wild beasts. We discussed how Jacob, Joseph, and the brothers could have practiced achrayut אַחֲרָיוּת (responsibility). The students learned how Joseph became a top administrator for the King of Egypt and helped the Egyptians and Jacob and the brothers survive the famine in Egypt and Canaan.

Next week we begin a new unit: Hakarat Hatov הַכָּרָת הַטוֹב (gratitude). We will begin this unit by linking the Jewish value of gratitude with Purim and the story of Megillat Esther.

Week of February 7-Hebrew

Morah Limor-Hebrew

Shalom Parents,

We started our class with an Aleph-Bet Rock song, reviewed the letter Nun/Final Nun,  and the vocabulary words Ner (candle), Nerot (candles), and Ner Tamid (eternal light).  We made a "quick stop" at Ein Gedi by the Dead Sea, and also introduced the letter Hey.

For Homework, the children need to do the activities for Lesson 9 in our Tiyulim book.  

Shabbat Shalom.

Week of January 31-Judaic Studies

Morah Miriam-Judaic Studies

Shalom Gimel Families,

In the third week of the Shalom Learning unit on achrayut  אַחֲרָיוּת(responsibility), students learned that not only are they responsible for their roles in their families and communities, but also for themselves. We take care of ourselves so that we can take care of others. Taking care of ourselves includes taking care of our minds, bodies, and spirit.

Students listed ways in which they take care of their bodies (bathing, brushing teeth, exercising, etc.). Some Jews believe that one way to demonstrate achrayut אַחֲרָיוּת (responsibilityto their bodies is to keep kosher. While many Jews do keep kosher, there are many Jews who do not, and we emphasized that this is a personal or family choice. It is important as Jews for the students to understand what keeping kosher means. We watched a video explaining the rules of Kashrut, discussed the meaning of Kashrut, and had fun pulling foods from our pantries and finding the symbols signifying that the foods are kosher.

Week of January 31-Hebrew

Morah Limor-Hebrew

Shalom Parents,

In class we reviewed the letter Aleph and Aleph vocabulary words, and introduced the letter Nun and Nun Sofit (Final Nun).  For Homework, our students need to go through chapter 8 in their Tiyulim book.

Shabbat Shalom.

Week of January 24--Judaic Studies

Morah Miriam-Judaic Studies

Shalom Gimel Families,

In this week’s Shalom Learning lesson on achrayut אַחֲרָיוּת (responsibility), we talked about responsibility from a Jewish standpoint. We discussed how being Jewish is not merely going to synagogue and celebrating holidays, but it also means being responsible and showing good character. We learned the Torah outlines for us 613 mitzvot מִצְווֹת (commandments). Although we alone cannot perform 613 mitzvot, every time we take responsibility to do things like help others or take care of the earth, we are living Jewishly and fulfilling one of these mitzvot מִצְווֹת. We specifically learned about the Ten Commandments as a list of rules for how to live Jewishly. Each student created their own Ten Commandment tablets and watched a video about the commandments. We also discussed how some of these commandments are easy to live by and others may challenge us in certain situations. We ended the day by pulling mystery items out of a bag and coming up with mitzvot that can be performed with each item.

Have a wonderful week!

Morah Margaret/Morah Miriam

Week of January 24-Hebrew

Morah Limor-Hebrew

Shalom Parents,

We started our class with the Aleph-Bet song, and reviewed the letter Dalet.  We introduced the letter Aleph, went over Ulpan words, and took turns with a reading practice.  Our students' assignment for the week is Lesson 7 in our Tiyulim book.

Shabbat Shalom,

Morah Limor

Week of January 10

Morah Miriam-Judaic Studies

Shalom Gimel Families,

This week, we began a new Shalom Learning unit on the Jewish value of achrayut אַחֲרָיוּת (responsibility). Students listed and examined all the different types of roles and responsibilities they have in their lives. They discussed how they are children, students. pet owners, siblings, friends etc. and then reflected on their responsibilities for each “hat” that they wear. We also read a story about the town of Chelm that demonstrates what can happen when people don’t take their responsibilities seriously. If no one does their job, things can fall apart. 

Jewish tradition tells us that it is our achrayut אַחֲרָיוּת (responsibility) to watch out for one another. We use the phrase, "kol Yisrael arevim zeh bazeh" ("All of Israel is responsible for one another") to remember this. 

One of our responsibilities as Jews is tikkun olam תִּקּוּן עוֹלָם or repairing the world. This means we need to do things to make the world a better place.  We discussed that each person alone cannot solve the world’s problems, but if each person does their small part, then together, we can help repair the world.

Car Talk:

Discuss the jobs you have in your family. What are the hats that each person in your family wears?  What can you do to make sure everyone is working together? 

Next week, we will talk about responsibilities each of us has in the community. We will talk about volunteer opportunities for the students and their families to participate in on a regular basis.

Have a great week!

Week of January 10

Morah Limor-Hebrew

Shalom Parents,

Hope everyone had a nice Winter break.  

In Gimel Hebrew we introduced the letter Dalet, and reviewed all vowels and letters covered last semester.  For Homework, the students need to go over the Dalet lesson in our Tiyulim book, and do the practice exercises. This will reinforce their studies in the classroom.

Shabbat Shalom!

Week of December 13

Morah Limor-Hebrew

Shalom Parents,

I hope everyone had a nice Festival of Lights.  

This past Sunday in Gimel Hebrew, we reviewed the letter Mem, Mem Sofit, and the vowel Chirik.  We did some reading practices, and I can tell that our students are doing a great job reviewing the letters & vowels in our Tiyulim book.  And finally, we "visited" the Dead Sea as shown in our Tiyulim book and watched an informative video about the lowest place in the world, followed by a quick discussion.

Wishing you and yours a nice Winter Break.

Shabbat Shalom!

Week of December 13

Morah Miriam-Judaic Studies

Shalom Families,

Last week, we related the Jewish value of strength to the Story of Hanukkah and learned how Judah Maccabee demonstrated inner strength by standing up for his beliefs. Today, we extended the value of  Gevurah גְבוּרָה  to communities and discussed how communities form inner strength through kindness and teamwork.  Judah Maccabee may have been the leader, but the Jewish people’s and the Maccabees’s strength as a community allowed them to defeat the Greeks and restore the practice of Judaism. We also reviewed the blessings recited when lighting the Chanukah candles and learned about saying the Shehecheyanu for “firsts”-such as lighting the menorah on the first night of Chanukah. We ended our session with a Chanukah scavenger hunt. It was fun seeing all of the beautiful menorahs in everyone’s households!

Week of December 6

Morah Limor-Hebrew

Shalom Parents,

In class  we reviewed the letters and vowels we leaned thus far, and introduced the letter Mem and Mem Sofit (Final Mem).  We also introduced a new vowel called Chirik (makes the ee sound).  The assignment for the week is lesson 5 in our Tiyulim book, which will give the students practice and reinforcement they need for the new letter, Mem.

Happy Chanukah and Shabbat Shalom

Week of December 6

Morah Miriam-Judaic Studies

Shalom Gimel Families,

This week we learned the Jewish value of Gevurah גְבוּרָה, meaning strength. We discussed how strength can be physical, mental, and emotional. We watched a video from a child’s perspective of a student living in the days when the Greeks forbid the Jewish people from practicing their Judaism and how the Maccabees using their strength to stand up to the Greeks and fight for their beliefs. We extended the value of strength by learning that there are approximately 14.5 million Jews in the world and compared that to the world population of 7.5 billion. By looking at a pie chart, we saw that the Jews are only .2% of world’s population, which makes it even more important for Jews to have gevurah גְבוּרָה-strength in the face of adversity. Even though the Jewish people are small, we are strong, and despite their enemies, the Jewish people have survived because we value strength.

We also had fun playing a standing and sitting game to the “Maccabeats” Chanukah songs and reviewed the brachot (prayers) for lighting the Chanukiah (Chanukah Menorah).

 Car Talk

What do we do in our family to help keep Judaism strong? How do we help one another to be strong when times are hard? 

Chag Samech-Happy Chanukah!

BLOG Gimel (3rd) Week of November 22

Morah Limor-Hebrew

Shalom Parents,

This past Sunday we started class with our Aleph-Bet song, and spent most of our time doing reading practices covering the letters and vowel we learned so far.  The students are now able to read the word Shabbat, and on the way to learning how to read the word Shalom.  After Thanksgiving we will continue with the letter Mem/Final Mem.  The students are encouraged to go over all the exercises in our Tiyulim book, Lessons 1-3.

Wishing you and your families a happy Thanksgiving!

Shabbat Shalom.

BLOG Gimel (3rd) Week of November 22

Morah Miriam-Judaic Studies

Shalom Gimel Families,

In this Shalom Learning lesson on B’tzelem Elohim בְּצֶלֶם אֱלֹהִים (we are all created in God’s image), the students explored this Jewish value as a guide for how we treat others. We discussed that since we are all created in God’s image, we should treat each other as we would treat ourselves. We discussed how sometimes we may treat strangers better than our own family members, and then each student examined their personal family photo and reflected on how they can better treat their family members.

We extended the concept by exploring the “Golden Rule” through the story of Rabbi Hillel who said you can recite the whole Torah while standing on one foot because the essence of the Torah is to “love your neighbor as yourself”…..and according to Rabbi Hillel, the rest is commentary. We first read the story Mad Libs style, which was fun, and then we studied the real story!

Car Talk

Interview your family and ask them, “How does our family treat others as we wish to be treated? How do we show respect to one another?”

B’Shalom!

BLOG Gimel (3rd) Week of November 15-Hebrew

Morah Limor-Hebrew

Shalom Parents,

This past Sunday the class we continued learning about the letter Lamed.  We watched a fun video, reviewed our Ulpan words, and practiced reading all we have learned so far.  In addition, we went over a new vowel, the cholam (which makes the "o" sound as in the word "only"). Now that our students have their Journeys book, I will be assigning homework to reinforce their studies.  For this week they need to complete the Lamed lesson (p. 12-16). Shabbat Shalom!

BLOG Gimel (3rd) Week of November 15

Morah Miriam-Judaic Studies

Shalom Gimel Families,

This week we began our second Shalom Learning unit: B’tzelem Elohim בְּצֶלֶם אֱלֹהִים (in the image of God). Every person is created in the image of God. The students re-examined the story of Adam and Eve and learned how each of us is created in God’s image. We discussed that being created in God’s image means that all humans possess the qualities of understanding and sensitivity.

There is a blessing in the morning prayers that thanks God for being created in God’s image. ”Blessed are You, Lord our God, Ruler of the universe, Who created me in God’s Image.” This prayer allows us to understand and have compassion for others and see that others have been given this special gift as well. If we are all created in God’s image, what are some ways we should treat one another?

The students used scenarios to practice the skill of empathy. Empathy is related to b’tzelem Elohim בְּצֶלֶם אֱלֹהִים because b’tzelem Elohim בְּצֶלֶם אֱלֹהִים means we are all created in the same image, which means we all have similar emotions.

Speaking of images, the students had fun playing “Monkey in the Middle” and copying each other’s images over Zoom!

Car Talk

Talk with your family about what makes all of you like one another and what makes you each unique and special. 

Have a great week!

BLOG Gimel (3rd) Week of November 8

Morah Limor-Hebrew

This past Sunday in our Gimel Hebrew we introduced the letter Lamed.  We also reviewed the letters and vowels we have already studied, as well as their Ulpan vocabulary words.  

I am excited that our students will be starting to use their Tiyulim books in our class this coming Sunday. Shabbat Shalom.

BLOG Gimel (3rd) Week of November 8

Morah Miriam-Judaic Studies

Shalom Parents,

Today’s lesson focused on accepting responsibility for mistakes. We emphasized that even though we apologize for mistakes, we still must accept the consequences for our wrongdoings. We explored the Story of Adam and Eve and saw how they accepted God’s punishment for the decisions. We also had fun figuring out what type of fruit Adam and Eve actually ate in the Garden of Eden. It may have been an etrog, a fig, or a stalk of wheat or maybe it is better that we do not know so we do not associate that fruit with their mistakes. The students also made slogans to help them remember to stop and listen before they act or speak to prevent actions that may be hurtful to another person. 

 

Car Talk

How will our family help one another when we make mistakes? How will we help each other so we don’t continue the same behaviors?

 

Have a great week!

BLOG-Gimel (3rd) Week of November 1

Morah Limor-Hebrew

Shalom Parents,

Our Gimel students had fun singing the Aleph-Bet song and making the letter Shin with their bodies.  We reviewed the letters Bet and Shin, had a short reading practice, and introduced the letter Tav and its' Ulpan words - Torah, T'fillin, and Tapuach (apple).

Shabbat Shalom,

Morah Limor.

BLOG-Gimel (3rd) Week of November 1

Morah Miriam-Judaic Studies

Shalom Parents,

 

In the first two weeks of the teshuvah תְשׁוּבָה unit in the Shalom Learning curriculum, students learned to use teshuvah תְשׁוּבָה as a guide to our interactions with others. This week, we focused on asking for forgiveness as a community and from God.

 

The students learned about the Vidui, the confessional prayer written as an acrostic poem that is recited on Yom Kippur. The students then wrote their own acrostic poems with the letters of their names. They included characteristic that describe themselves and mistakes that they would want to repent for.

 

We also learned The Story of Jonah, which is read on Yom Kippur, and how Jonah owned up to his mistake of running away from his obligations by doing what God asked him to do.

We ended the day by examining situations and deciding who should apologize and realized it is not always clear.

 

Morah Miriam

Margaret

BLOG Gimel (3rd) Week of October 25

Morah Limor-Hebrew

Shalom Parents,

This past Sunday we reviewed the letter Shin and its vocabulary words, and a couple of students shared a Shin item with the class, their Shofar.  We introduced the letter Bet and the following vocabulary - Bayit (home/house), Bimah, and Beit Knesset (Synagogue).  For Homework it would be great review for the students to spend some time practicing writing these two letters in their class notebook.

Shabbat Shalom, Morah Limor

Tue, April 13 2021 1 Iyyar 5781