We are only a few hours away from the dawn of 2011. The media are blaring out New Year's advice in every form - "4 Money-Making Investments!" "6 Steps to Six-Pack Abs!"
"8 Solutions to Household Clutter!"
How about "7 Ways to Get Out of Egypt!" This item isn't from CNBC or "The Martha Stewart Show," but from this week's Parsha, Va'era. Following God's command, Moses and Aaron repeatedly ask Pharaoh to free the Israelite slaves. Each time, Pharaoh's heart is "stiffened" and he refuses to allow the slaves to go. At each refusal, God causes a plague to afflict the Egyptians - blood, frogs, lice, swarms of insects, cattle disease, boils, hail. God's power is demonstrated over and over to the Egyptians. Yet, at the end of Va'era, we read, "So Pharaoh's heart stiffened and he would not let the Israelites go, just as the Eternal had foretold through Moses." * (Exodus 9:35)
We learn from Va'era that the Israelites' struggle to break free from slavery is an arduous one that demands courage, extreme determination, and faith in God's help.
In 2010 (soon to be 2011), we're no longer slaves in the Egypt of the pharaohs. Still, many of us are not free. We err and manage to create our own personal "Egypts." We're enslaved by oppressive emotions and desires such as anger, hatred, envy, guilt, fear, greed - to name a few of the 21st century "Pharaohs." To confront and break free from these spiritual "Pharaohs" demands courage, extreme determination, and faith in God's help.
Shabbat Shalom - Rest and Renew
*From The Torah: A Modern Commentary - General Editor, W. Gunther Plaut
Not one of my students!
Not One of My Students!
Welcome - Baruchim Habaim
Welcome - Baruchim Habaim
Friday, December 31, 2010
Thursday, December 30, 2010
Report Cards - A Positive Approach
For many religious school teachers, it's report card time. The synagogue-based religious school where I teach uses the term, "Progress Report," which is a more accurate description of this document in the context of a two-day-a-week religious education program. Unlike the grade and behavior oriented report cards of a secular school or Jewish day school, a progress report is designed to answer the question, "How well is the student using his/her capabilities to progress on the path of life long Jewish learning?"
On the progress report form that our school is using this year, there are no letter or numerical grades. Instead, the various skill areas are evaluated using the terms, "Needs Improvement," "Satisfactory," "Above average," and "Outstanding." Since we're viewing the progress report as an element in the process of life long learning, I believe that it's important to consider the future impact of these evaluative words. When a student looks back and remembers that he/she received a "needs improvement" in "Prayer Hebrew," for example, does that memory diminish interest in communal worship or further study?
I've come to the conclusion that it doesn't. "Needs Improvement" is a dynamic assessment. We educators can provide students with immediate concrete steps toward the necessary improvement. We can ensure that the next progress report will reflect that improvement. In short, "Needs Improvement" is a form of optimistic evaluation which won't become an impediment to future Jewish learning.
You might use a similar process to examine the evaluation terminology on the report card forms that your school is using.
Some report card forms require the teacher to comment on each student's progress. Here is another opportunity to be candidly positive. (All names in the examples that follow are fictitious.) Say "Doris is being encouraged to carefully review her Hebrew vocabulary cards at home," rather than "Doris is having difficulty remembering her Hebrew vocabulary." Aim for a positive approach while still calling attention to a skill that needs to be developed or strengthened.
The best advice I ever received regarding report card comments was to always begin with a completely positive statement. All of our students, including the most "challenging" have many positive qualities. It's our responsibility as Jewish educators to provide opportunities for all students to succeed in some form at Jewish learning. This may involve modifying learning activities to accomodate different learning styles or having students demonstrate their Judaic knowledge through art, music, or drama as well as writing projects.
In this way, at report card time, there will be many examples of positive student participation to comment upon. "Suzy's creative Hanukkiah design enhanced our Hanukkah display." "Saul's puppet skit helped us to better understand the Torah Portion, Shemot."
And don't overlook a student's social skills or even a good attendance record. "Morris works very constructively on group projects." "Marcy is to be commended on her near perfect attendance at Hebrew School."
As we read over the comments we've written, we might imagine the reaction of our students should they come upon their religious school report cards five, ten, twenty years from now. Let's make certain that they say, "Those were good times. I'm glad I've continued my Jewish learning." and not, "I was so glad when that religious school stuff was over!"
A few well-chosen words can make a positively huge difference.
On the progress report form that our school is using this year, there are no letter or numerical grades. Instead, the various skill areas are evaluated using the terms, "Needs Improvement," "Satisfactory," "Above average," and "Outstanding." Since we're viewing the progress report as an element in the process of life long learning, I believe that it's important to consider the future impact of these evaluative words. When a student looks back and remembers that he/she received a "needs improvement" in "Prayer Hebrew," for example, does that memory diminish interest in communal worship or further study?
I've come to the conclusion that it doesn't. "Needs Improvement" is a dynamic assessment. We educators can provide students with immediate concrete steps toward the necessary improvement. We can ensure that the next progress report will reflect that improvement. In short, "Needs Improvement" is a form of optimistic evaluation which won't become an impediment to future Jewish learning.
You might use a similar process to examine the evaluation terminology on the report card forms that your school is using.
Some report card forms require the teacher to comment on each student's progress. Here is another opportunity to be candidly positive. (All names in the examples that follow are fictitious.) Say "Doris is being encouraged to carefully review her Hebrew vocabulary cards at home," rather than "Doris is having difficulty remembering her Hebrew vocabulary." Aim for a positive approach while still calling attention to a skill that needs to be developed or strengthened.
The best advice I ever received regarding report card comments was to always begin with a completely positive statement. All of our students, including the most "challenging" have many positive qualities. It's our responsibility as Jewish educators to provide opportunities for all students to succeed in some form at Jewish learning. This may involve modifying learning activities to accomodate different learning styles or having students demonstrate their Judaic knowledge through art, music, or drama as well as writing projects.
In this way, at report card time, there will be many examples of positive student participation to comment upon. "Suzy's creative Hanukkiah design enhanced our Hanukkah display." "Saul's puppet skit helped us to better understand the Torah Portion, Shemot."
And don't overlook a student's social skills or even a good attendance record. "Morris works very constructively on group projects." "Marcy is to be commended on her near perfect attendance at Hebrew School."
As we read over the comments we've written, we might imagine the reaction of our students should they come upon their religious school report cards five, ten, twenty years from now. Let's make certain that they say, "Those were good times. I'm glad I've continued my Jewish learning." and not, "I was so glad when that religious school stuff was over!"
A few well-chosen words can make a positively huge difference.
Sunday, December 26, 2010
The Bible Code - Holy or Hole-y
The History Channel recently featured a lengthy program called "The Bible Code." The Bible Code is a computer generated search of the Hebrew Torah Text for "grids" of words that allegedly prophesize some cataclysmic historical event such as Napoleon's conquests, World War II, or 9/11. The Bible Code turns the Torah into a giant word search and purports to describe the past and predict the future - even the End of Days!
According to the Bible Code, the End of Days will be caused by a collision between earth and an asteroid or, wait, in another grid by an atomic explosion, or, check this grid out, "The comet will be crumbled." Choose your doomsday or survival scenario. It's all in the Bible, somehow, somewhere, horizontal, vertical, diagonal, backwards. So many letters. So many possibilities - and no mention at all of the fact that Hebrew is a compact language. A word's meaning can be expressed in 2 or 3 "root" letters. Despite the earnest explanations of "experts," there are holes in the Bible Code theory big enough to pass a stack of Talmudic commentaries through.
For added audience appeal, the program raised the provocative question, "Who wrote the Bible code?" Was it God or possibly extraterrestrials? From the divine to the ridiculous, the Bible Code has it all.
I have three words (that I can use in a "family" blog) for the Bible Code - waste of time!
Instead of embracing an arcane approach to Biblical revelations, one need only go to a synagogue before Shabbat morning services. There, you are likely to find a group intently employing a time-honored method of discovering the meaning of Biblical texts. It's called Torah Study - no computer gimicks or alien wisdom needed!
According to the Bible Code, the End of Days will be caused by a collision between earth and an asteroid or, wait, in another grid by an atomic explosion, or, check this grid out, "The comet will be crumbled." Choose your doomsday or survival scenario. It's all in the Bible, somehow, somewhere, horizontal, vertical, diagonal, backwards. So many letters. So many possibilities - and no mention at all of the fact that Hebrew is a compact language. A word's meaning can be expressed in 2 or 3 "root" letters. Despite the earnest explanations of "experts," there are holes in the Bible Code theory big enough to pass a stack of Talmudic commentaries through.
For added audience appeal, the program raised the provocative question, "Who wrote the Bible code?" Was it God or possibly extraterrestrials? From the divine to the ridiculous, the Bible Code has it all.
I have three words (that I can use in a "family" blog) for the Bible Code - waste of time!
Instead of embracing an arcane approach to Biblical revelations, one need only go to a synagogue before Shabbat morning services. There, you are likely to find a group intently employing a time-honored method of discovering the meaning of Biblical texts. It's called Torah Study - no computer gimicks or alien wisdom needed!
Friday, December 24, 2010
Words of Wisdom for Shabbat - Shemot
This week's Torah Portion, Shemot, begins Sefer Shemot or the Book of Exodus. In Parshat Shemot, a cruel Pharaoh comes to power. Baby Moses is rescued from the Nile by Pharoah's daughter. When grown, Moses kills an Egyptian who is beating a Jewish slave and flees to Midian where he marries Jethro's daughter, Zipporah. God speaks to Moses from the Burning Bush, telling Moses to free the Israelites from Pharaoh's oppression. Moses and his brother, Aaron, approach Pharaoh, but Pharaoh refuses to free the Jewish slaves.
God tells Moses that God will show Pharaoh "a greater might." (Exodus 6:1)
Shemot is filled with famous events and there is no shortage of commentary, both ancient and modern. But, I prefer, in this instance, to add my own. Of all that occurs in Shemot, I was struck by the words, "A new king arose over Egypt who did not know Joseph." (Exodus 1:8). What?! Didn't know Joseph? Joseph who interpreted Pharoah's dreams? Joseph whose astute planning saved Egypt from famine and economic ruin? Joseph whose family was welcomed and honored? Didn't know that Joseph! How was such a thing possible in a society like Egypt obsessed with recording its own history? What is the Torah trying to teach us in this startling statement, presented without any background detail or explanation?
I think this statement from the beginning of Shemot serves as a reminder, a warning even, to us, the descendants of those ancient Israelites, who, like Joseph, live comfortably assimilated (or so we think) in many lands.
Even in America, land of the free, where Jews are thoroughly assimilated and contribute successfully to all facets of American life, there is always the potential for anti-semitism to arise like a "new king." We need to be as aware of the forces around us as Moses was when he realized that the burning bush was not simply dry foliage on fire, but a miracle.
I suggest that Shemot leads us to recognize that if we are knowledgeable about our Jewish history and heritage; if we maintain our Jewish values and actively participate in Jewish observance; if we support Israel, our Jewish Homeland; and above all, if we engage in the study of Torah; we need never again fear a "new" Pharaoh.
Shabbat Shalom - Rest and Renew.
God tells Moses that God will show Pharaoh "a greater might." (Exodus 6:1)
Shemot is filled with famous events and there is no shortage of commentary, both ancient and modern. But, I prefer, in this instance, to add my own. Of all that occurs in Shemot, I was struck by the words, "A new king arose over Egypt who did not know Joseph." (Exodus 1:8). What?! Didn't know Joseph? Joseph who interpreted Pharoah's dreams? Joseph whose astute planning saved Egypt from famine and economic ruin? Joseph whose family was welcomed and honored? Didn't know that Joseph! How was such a thing possible in a society like Egypt obsessed with recording its own history? What is the Torah trying to teach us in this startling statement, presented without any background detail or explanation?
I think this statement from the beginning of Shemot serves as a reminder, a warning even, to us, the descendants of those ancient Israelites, who, like Joseph, live comfortably assimilated (or so we think) in many lands.
Even in America, land of the free, where Jews are thoroughly assimilated and contribute successfully to all facets of American life, there is always the potential for anti-semitism to arise like a "new king." We need to be as aware of the forces around us as Moses was when he realized that the burning bush was not simply dry foliage on fire, but a miracle.
I suggest that Shemot leads us to recognize that if we are knowledgeable about our Jewish history and heritage; if we maintain our Jewish values and actively participate in Jewish observance; if we support Israel, our Jewish Homeland; and above all, if we engage in the study of Torah; we need never again fear a "new" Pharaoh.
Shabbat Shalom - Rest and Renew.
Thursday, December 23, 2010
People of the Kindle?
A friend came to visit recently and brought his new Kindle. It was the first time I'd seen one close-up. Our friend described the Kindle's amazing capabilities including its capacity to store 3000 books.
"It only takes a few seconds to download an entire book," he pointed out.
Could the Kindle be a metaphor for Torah?
When we stood at Mt. Sinai, did we, as a People, then and forever experience an intstantaneous Divine Download in the form of Words of Torah which Tradition describes as "black fire on white fire."
I had planned to further extend the Kindle metaphor - but...
Mastering the workings of the Kindle - a short time spent with the built-in Instruction Manual.
Learning how to study Torah - a lifetime of examining complex commentaries
The Kindle- small, sleek, lightweight, opened with the push of a few discreet buttons
The Torah Scroll - Heavy, wrapped in velvet and adorned with silver ornaments, unrolled with Blessings, sacred songs and a processional
The Kindle - repository of information from 3000 books
The Torah - repository of information from God
Yes, the metaphor was more limited than it seemed at first glance.
Awesome as the Kindle is, in the end , it's a transitory device which will inevitably be improved, upgraded, and eventually replaced by an even "smarter" gadget.
The Torah, which we received at Sinai is timeless, unchanging, yet infinitely relevant.
The Kindle - turn it on and read 3000 books.
The Torah - "Turn it and turn it again, for everything is in it."
There's simply no comparison!
"It only takes a few seconds to download an entire book," he pointed out.
Could the Kindle be a metaphor for Torah?
When we stood at Mt. Sinai, did we, as a People, then and forever experience an intstantaneous Divine Download in the form of Words of Torah which Tradition describes as "black fire on white fire."
I had planned to further extend the Kindle metaphor - but...
Mastering the workings of the Kindle - a short time spent with the built-in Instruction Manual.
Learning how to study Torah - a lifetime of examining complex commentaries
The Kindle- small, sleek, lightweight, opened with the push of a few discreet buttons
The Torah Scroll - Heavy, wrapped in velvet and adorned with silver ornaments, unrolled with Blessings, sacred songs and a processional
The Kindle - repository of information from 3000 books
The Torah - repository of information from God
Yes, the metaphor was more limited than it seemed at first glance.
Awesome as the Kindle is, in the end , it's a transitory device which will inevitably be improved, upgraded, and eventually replaced by an even "smarter" gadget.
The Torah, which we received at Sinai is timeless, unchanging, yet infinitely relevant.
The Kindle - turn it on and read 3000 books.
The Torah - "Turn it and turn it again, for everything is in it."
There's simply no comparison!
Friday, December 17, 2010
Words of Wisdom for Shabbat - Vayechi
We have now reached Vayechi, the final portion of the Book of B'reishit . Under Joseph's care, Jacob and sons are thriving in Egypt. As Jacob nears the end of his life, he blesses Joseph's sons, Ephraim and Manasseh. Jacob also blesses each of his own sons with blessings that are at once poetic and enigmatic. While their meanings may be somewhat obscure, Jacob's blessings are filled with intriguing imagery and startling characterisations of the sons.
Judaic scholar, Everett Fox, in his book, The Five Books of Moses, translates Jacob's blessing for Joseph in this way:
"Young wild-ass,
Yosef,
young wild- ass along a spring,
donkeys along a wall.
Bitterly they shot at him,
the archers assailed him,
yet firm remained his bow,
and agile stayed his arms and hands-
by means of the hands of Yaakov's Champion,
up there,
the Shepherd, the Stone of Yisrael.
By your father's God-
may he help you,
and Shaddai,
may he give-you-blessing:
Blessings of the heavens, from above,
blessings of Ocean crouching below,
blessings of breasts and womb!
May the blessings of your father transcend
the blessings of mountains eternal,
the bounds of hills without age.
May they fall upon the head of Yosef,
on the crown of the consecrated-one among his brothers."
(Genesis 49: 22-26)
Puzzling references and a very different picture of Joseph - neither the dream driven youth nor Pharaoh's protege. The Torah is full of surprises!
Everett Fox's approach to translation is fascinating and merits further examination in future posts. For this Shabbat, though, read aloud Jacob's blessing for Joseph with the intensity of expression which it deserves. What imagery! What power! What an amazing final portion in the wondrous book of B'reishit!
Chazak! Chazak! V'Nitchazeik
Shabbat Shalom - Rest and Renew
Judaic scholar, Everett Fox, in his book, The Five Books of Moses, translates Jacob's blessing for Joseph in this way:
"Young wild-ass,
Yosef,
young wild- ass along a spring,
donkeys along a wall.
Bitterly they shot at him,
the archers assailed him,
yet firm remained his bow,
and agile stayed his arms and hands-
by means of the hands of Yaakov's Champion,
up there,
the Shepherd, the Stone of Yisrael.
By your father's God-
may he help you,
and Shaddai,
may he give-you-blessing:
Blessings of the heavens, from above,
blessings of Ocean crouching below,
blessings of breasts and womb!
May the blessings of your father transcend
the blessings of mountains eternal,
the bounds of hills without age.
May they fall upon the head of Yosef,
on the crown of the consecrated-one among his brothers."
(Genesis 49: 22-26)
Puzzling references and a very different picture of Joseph - neither the dream driven youth nor Pharaoh's protege. The Torah is full of surprises!
Everett Fox's approach to translation is fascinating and merits further examination in future posts. For this Shabbat, though, read aloud Jacob's blessing for Joseph with the intensity of expression which it deserves. What imagery! What power! What an amazing final portion in the wondrous book of B'reishit!
Chazak! Chazak! V'Nitchazeik
Shabbat Shalom - Rest and Renew
Thursday, December 16, 2010
Shalom Kitah Gimel Students and Families #11
Students led the Blessings for Torah Study and cookies and zipped through the Hebrew attendance conversation, which they now know very well.
Today, we celebrated a special finale - the final Portion of the Joseph story which is also the final Portion of the Book of B'reishit (Genesis). Students used packets of information to review the Torah Portions Vayeishev, Mikeitz, Vayigash, and Va-y'chi (the Portion for this Shabbat).
Va-y'chi describes the dying Jacob's blessings for his sons and for his grandsons, Ephraim and Manasseh, the sons of Joseph. Jacob's sons bring his body back to Canaan for burial.
The final lines in Va-y'chi tell of Joseph's death at the age of 110.
After reading the very last line in Va-y'chi, students held up a Torah Commentary book (in place of a Torah Scroll). We all stood and recited the traditional phrase which we say when we have finished reading a Book of the Torah - "Chazak, chazak, v'Nitchazeik" ("Be strong, be strong, and let us grow stronger." )
Students then examined a sheet which summarized all of the Portions in B'reishit. They identified 12 thought-provoking themes in B'reishit: birth, death, family problems, Blessings, bad deeds, destruction, favoritism, slavery, dreams, sibling rivalry, traveling, and mistaken identity. These themes certainly represent a broad spectrum of human and Divine behavior!
For our modern Hebrew exercises, we practiced inserting vocabulary into various sentence patterns, with an emphasis on correctly matching subjects and verbs and nouns and adjectives.
Students received a Winter Vacation Activity packet to bring home. The packet details their vacation assignment, which requires no writing, only speaking. This activity is designed to encourage Hebrew language practice any time, anywhere. On January 4, when students complete the activity, they'll sign the sheet along with an adult family member. All directions are on the activity sheet. We also discussed the directions in class.
Students who were absent will receive their Winter Vacation Activity packet in the mail. As class ended, students were already practicing Hebrew words and phrases to use at home.
Our students have many talents. Just before going to T'fila, a student showed the class a wooden kufsa (box) and a handmade sefer (book) which he had made in his secular school art class - excellent work!
In T'fila, the Cantor led us in Prayer and song - a warm experience on a cold, dark evening. We took a few moments for silent Prayer as well. T'fila ended with a lively rendition of the peace song, Od Yavo Shalom Aleinu. The Cantor gave us a preview of coming attractions. In January, musician Todd Herzog will be an artist-in-residence at the synagogue - more details will follow in the coming weeks.
Even though there will be no Hebrew School (or Religious School) during Winter Vacation, I'll continue my blog posts on assorted topics in Jewish Education. Please drop by Jewish Educators' Village from time to time.
Have an enjoyable vacation.
L'hitraot - See you on Wednesday, January 5.
Morah Ronni
Today, we celebrated a special finale - the final Portion of the Joseph story which is also the final Portion of the Book of B'reishit (Genesis). Students used packets of information to review the Torah Portions Vayeishev, Mikeitz, Vayigash, and Va-y'chi (the Portion for this Shabbat).
Va-y'chi describes the dying Jacob's blessings for his sons and for his grandsons, Ephraim and Manasseh, the sons of Joseph. Jacob's sons bring his body back to Canaan for burial.
The final lines in Va-y'chi tell of Joseph's death at the age of 110.
After reading the very last line in Va-y'chi, students held up a Torah Commentary book (in place of a Torah Scroll). We all stood and recited the traditional phrase which we say when we have finished reading a Book of the Torah - "Chazak, chazak, v'Nitchazeik" ("Be strong, be strong, and let us grow stronger." )
Students then examined a sheet which summarized all of the Portions in B'reishit. They identified 12 thought-provoking themes in B'reishit: birth, death, family problems, Blessings, bad deeds, destruction, favoritism, slavery, dreams, sibling rivalry, traveling, and mistaken identity. These themes certainly represent a broad spectrum of human and Divine behavior!
For our modern Hebrew exercises, we practiced inserting vocabulary into various sentence patterns, with an emphasis on correctly matching subjects and verbs and nouns and adjectives.
Students received a Winter Vacation Activity packet to bring home. The packet details their vacation assignment, which requires no writing, only speaking. This activity is designed to encourage Hebrew language practice any time, anywhere. On January 4, when students complete the activity, they'll sign the sheet along with an adult family member. All directions are on the activity sheet. We also discussed the directions in class.
Students who were absent will receive their Winter Vacation Activity packet in the mail. As class ended, students were already practicing Hebrew words and phrases to use at home.
Our students have many talents. Just before going to T'fila, a student showed the class a wooden kufsa (box) and a handmade sefer (book) which he had made in his secular school art class - excellent work!
In T'fila, the Cantor led us in Prayer and song - a warm experience on a cold, dark evening. We took a few moments for silent Prayer as well. T'fila ended with a lively rendition of the peace song, Od Yavo Shalom Aleinu. The Cantor gave us a preview of coming attractions. In January, musician Todd Herzog will be an artist-in-residence at the synagogue - more details will follow in the coming weeks.
Even though there will be no Hebrew School (or Religious School) during Winter Vacation, I'll continue my blog posts on assorted topics in Jewish Education. Please drop by Jewish Educators' Village from time to time.
Have an enjoyable vacation.
L'hitraot - See you on Wednesday, January 5.
Morah Ronni
Tuesday, December 14, 2010
"Lessons and Carols" - "December Dilemma"
I had intended to write about the winter vacation activity which I've planned for my Hebrew School students. Instead, however,an experience which I had yesterday is very much on my mind. I frequently exercise at a facility which is run by a local hospital. This hospital was founded by and bears the name of a Protestant denomination, although the hospital facilities are entirely secular - usually.
Yesterday,when I entered the exercise area, I noticed on the bulletin board an invitation to join in "The Annual Lessons and Carols" which were already in progress. No problem - I've long since become accustomed to weeks of Christmas carols which, these days, seem to begin while the Halloween pumpkins are still fresh. Actually, I know most of the carols by heart from my childhood in a public school system at a time when, to suggest that Christmas should not be celebrated in a public school, was to be labelled a communist and to be subject to virulent anti-Semitism. The "Lessons" I assumed would be about staying slim during the holidays, plus some bending and stretching to the tune of "Rudolph the Red-Nosed Reindeer." Not exactly!!
As I watched, the carol singing group paused in their harmonizing. A woman wearing a perky Santa hat stepped forward and began to read the Christmas Story from the New Testament. Oh...so that's what they meant by "lessons." I was angry at first and began to mentally compose an irate letter to the Director of the facility, regarding the imposition of religion in a secular space.
At the same time, I couldn't help but look around. This exercise facility also serves as a rehab center. As such, many of those working out are elderly or disabled or both. There were smiles all around, a sense of peace and quiet enjoyment of the familiar words of Scripture. True, the songs and readings didn't reflect my religious beliefs, but were, nonetheless, comforting to the majority of those listening.
Peace, Shalom, Joy, valuable commodities in these chaotic times, whatever the source. I couldn't help but think of Joseph, the hero of the last three Torah Portions. Joseph, the Jewish boy who watched and listened and assimilated into Egyptian society. Joseph, the wise and perceptive dreamer who rose to a position of great power in a land far from his home and traditions. Joseph, who used his power to help his contentious family and, thus, to advance the evolution of the Jewish People. Perhaps, Joseph was uncomfortable with Egyptian idolatry, but he recognized the unfolding of God's Plan in very unlikely circumstances. Joseph watched and listened and learned. A worthy example to follow.
Peace on Earth - Good Will to All. Ah-la- vay!
Yesterday,when I entered the exercise area, I noticed on the bulletin board an invitation to join in "The Annual Lessons and Carols" which were already in progress. No problem - I've long since become accustomed to weeks of Christmas carols which, these days, seem to begin while the Halloween pumpkins are still fresh. Actually, I know most of the carols by heart from my childhood in a public school system at a time when, to suggest that Christmas should not be celebrated in a public school, was to be labelled a communist and to be subject to virulent anti-Semitism. The "Lessons" I assumed would be about staying slim during the holidays, plus some bending and stretching to the tune of "Rudolph the Red-Nosed Reindeer." Not exactly!!
As I watched, the carol singing group paused in their harmonizing. A woman wearing a perky Santa hat stepped forward and began to read the Christmas Story from the New Testament. Oh...so that's what they meant by "lessons." I was angry at first and began to mentally compose an irate letter to the Director of the facility, regarding the imposition of religion in a secular space.
At the same time, I couldn't help but look around. This exercise facility also serves as a rehab center. As such, many of those working out are elderly or disabled or both. There were smiles all around, a sense of peace and quiet enjoyment of the familiar words of Scripture. True, the songs and readings didn't reflect my religious beliefs, but were, nonetheless, comforting to the majority of those listening.
Peace, Shalom, Joy, valuable commodities in these chaotic times, whatever the source. I couldn't help but think of Joseph, the hero of the last three Torah Portions. Joseph, the Jewish boy who watched and listened and assimilated into Egyptian society. Joseph, the wise and perceptive dreamer who rose to a position of great power in a land far from his home and traditions. Joseph, who used his power to help his contentious family and, thus, to advance the evolution of the Jewish People. Perhaps, Joseph was uncomfortable with Egyptian idolatry, but he recognized the unfolding of God's Plan in very unlikely circumstances. Joseph watched and listened and learned. A worthy example to follow.
Peace on Earth - Good Will to All. Ah-la- vay!
Friday, December 10, 2010
Words of Wisdom for Shabbat - Vayigash
The story of Joseph which has been unfolding over the two previous Parshot reaches a dramatic climax in this week's Parsha, Vayigash. Joseph has made it appear that Benjamin is a thief and threatens to enslave Jacob's beloved youngest son. Judah eloquently pleas for Benjamin's release by recounting in detail how Benjamin came to Egypt with his brothers at Joseph's request. Judah repeats several times that should Benjamin fail to return to Canaan, Jacob will die of grief. Judah offers himself as a slave to Joseph in place of Benjamin.
Joseph is overcome with emotion. After ordering his Egyptian attendants to leave the room, Joseph gives a loud wail and reveals his true identity to his brothers. The brothers stand speechless and fearful. Joseph calms his brothers by telling them that their selling him into slavery was all part of God's plan "to assure your survival in the land, and to keep you alive for a great deliverance." (Gen 45:7)*
Joseph instructs his brothers to bring Jacob back along with his whole family and his flocks to settle in the best land in Egypt. With this, Joseph and his brothers tearfully reunite.
End of scene. The orchestral theme rises in crescendo. Close-up of Joseph tearfully embracing first Benjamin, then the brothers. Cut! That's a wrap!
The Joseph story is certainly a high point in Torah Theatre and has inspired numerous commentaries.
Harvey J. Fields in his book, A Torah Commentary For Our Times, offers, among the commentaries on Vayigash, the following:
Judah's offer
With Judah's selfless offer of himself as a substitute for Benjamin, Joseph finally had irrefutable proof of change in his brothers' old attitudes. Judah exemplified their devotion to Jacob, their love for Benjamin, and their sincere repentance for their crime against Joseph himself." Convinced of their love, Joseph reveals himself to them. [Nachmanides] (Meir Zlotowitz, trans., Bereishis, Vol. VI, Art Scroll Tanach Series, New Mesorah Publications Ltd., 1981, p.1958)
Good out of evil
Rabbi Samson Raphael Hirsch comments: "Joseph repeatedly points out to his brothers how this whole chain of events clearly stands out as Divine Management. . . .The great Master of the world achieves everything from the smallest beginnings. . . .God it is who brings everything to service. Without knowing it and without wishing it, folly and sin are also used to serve God's ends." (On Genesis 45:11)
* From The Torah - A Modern Commentary Revised Edition, General Editor, W. Gunther Plaut, published by the Union for Reform Judaism
Shabbat Shalom - Rest and Renew
Joseph is overcome with emotion. After ordering his Egyptian attendants to leave the room, Joseph gives a loud wail and reveals his true identity to his brothers. The brothers stand speechless and fearful. Joseph calms his brothers by telling them that their selling him into slavery was all part of God's plan "to assure your survival in the land, and to keep you alive for a great deliverance." (Gen 45:7)*
Joseph instructs his brothers to bring Jacob back along with his whole family and his flocks to settle in the best land in Egypt. With this, Joseph and his brothers tearfully reunite.
End of scene. The orchestral theme rises in crescendo. Close-up of Joseph tearfully embracing first Benjamin, then the brothers. Cut! That's a wrap!
The Joseph story is certainly a high point in Torah Theatre and has inspired numerous commentaries.
Harvey J. Fields in his book, A Torah Commentary For Our Times, offers, among the commentaries on Vayigash, the following:
Judah's offer
With Judah's selfless offer of himself as a substitute for Benjamin, Joseph finally had irrefutable proof of change in his brothers' old attitudes. Judah exemplified their devotion to Jacob, their love for Benjamin, and their sincere repentance for their crime against Joseph himself." Convinced of their love, Joseph reveals himself to them. [Nachmanides] (Meir Zlotowitz, trans., Bereishis, Vol. VI, Art Scroll Tanach Series, New Mesorah Publications Ltd., 1981, p.1958)
Good out of evil
Rabbi Samson Raphael Hirsch comments: "Joseph repeatedly points out to his brothers how this whole chain of events clearly stands out as Divine Management. . . .The great Master of the world achieves everything from the smallest beginnings. . . .God it is who brings everything to service. Without knowing it and without wishing it, folly and sin are also used to serve God's ends." (On Genesis 45:11)
* From The Torah - A Modern Commentary Revised Edition, General Editor, W. Gunther Plaut, published by the Union for Reform Judaism
Shabbat Shalom - Rest and Renew
Thursday, December 9, 2010
Shalom Kitah Gimel Students and Families #10
Today we celebrated the eighth night of Hanukkah and the first day of the Hebrew month of Tevet. After a student led the Blessings for Torah Study and cookies, we used Hanukkah vocabulary to practice the Hebrew language patterns which translate as "I want," "Here is," and "I have."
In our textb00k, Shalom Ivrit, we reviewed the first story in Chapter 4 which tells about a mishpacha (family) and who is gadol (big) and katan (little). Then we applied these words to things (and people) in our kitah (classroom). As we practice language patterns, students are encouraged to create their own original sentences.
In the middle of our language activities, a student noticed an absolutely spectacular sunset! We all rushed to the window to admire one of God's beautiful gifts.
"This is a good way to end Hanukkah," a student commented.
In the spirit of Hanukkah, one student made a hairband decorated with dreidels and a Hanukkah candle and another designed a Hanukkiah which is displayed in the classroom. Even though Hanukkah is ending, students are still invited to bring in original Hanukkiah (menorah) designs (one of the activities in the Hanukkah packet they received last week.)
As we haven't had a chance to discuss the Torah Portions of the last few weeks, we read summaries of those Portions, Va-Yeshev and Miketz. Joseph's dreams; the coat of many colors; the brothers' treachery; Joseph's enslavement, imprisonment, and rise to power in Egypt; the brothers begging for food from an Egyptian official whom they don't recognize as the brother they'd once hated and betrayed - quite a dramatic tale! How will it all end? We'll find out next week as we complete the Joseph saga with the final two Portions in the Book of B'reishit.
T'fila was held in the synagogue foyer where we gathered in a circle around the large Hanukkiah. The Rabbi and the Cantor led students, parents, and teachers in blessing the Hanukkah lights and in singing Maoz Tzur ("Rock of Ages.")
In the coming week, students are asked to review their Hebrew vocabulary cards and to use at least three of their Hebrew words in everyday conversation.
Every student received a transliteration sheet for all the Hebrew vocabulary in Chapter 4 of our textbook. The transliteration sheet is for the convenience of family members who may not be familiar with Hebrew, but who would like to help their students review.
Reviewing vocabulary at home is an important factor in each student's progress.
Happy Hanukkah,
L'hitraot - see you soon,
Morah Ronni
In our textb00k, Shalom Ivrit, we reviewed the first story in Chapter 4 which tells about a mishpacha (family) and who is gadol (big) and katan (little). Then we applied these words to things (and people) in our kitah (classroom). As we practice language patterns, students are encouraged to create their own original sentences.
In the middle of our language activities, a student noticed an absolutely spectacular sunset! We all rushed to the window to admire one of God's beautiful gifts.
"This is a good way to end Hanukkah," a student commented.
In the spirit of Hanukkah, one student made a hairband decorated with dreidels and a Hanukkah candle and another designed a Hanukkiah which is displayed in the classroom. Even though Hanukkah is ending, students are still invited to bring in original Hanukkiah (menorah) designs (one of the activities in the Hanukkah packet they received last week.)
As we haven't had a chance to discuss the Torah Portions of the last few weeks, we read summaries of those Portions, Va-Yeshev and Miketz. Joseph's dreams; the coat of many colors; the brothers' treachery; Joseph's enslavement, imprisonment, and rise to power in Egypt; the brothers begging for food from an Egyptian official whom they don't recognize as the brother they'd once hated and betrayed - quite a dramatic tale! How will it all end? We'll find out next week as we complete the Joseph saga with the final two Portions in the Book of B'reishit.
T'fila was held in the synagogue foyer where we gathered in a circle around the large Hanukkiah. The Rabbi and the Cantor led students, parents, and teachers in blessing the Hanukkah lights and in singing Maoz Tzur ("Rock of Ages.")
In the coming week, students are asked to review their Hebrew vocabulary cards and to use at least three of their Hebrew words in everyday conversation.
Every student received a transliteration sheet for all the Hebrew vocabulary in Chapter 4 of our textbook. The transliteration sheet is for the convenience of family members who may not be familiar with Hebrew, but who would like to help their students review.
Reviewing vocabulary at home is an important factor in each student's progress.
Happy Hanukkah,
L'hitraot - see you soon,
Morah Ronni
Tuesday, December 7, 2010
Creating Community in the Classroom and Beyond
I recently attended a wonderful faculty meeting. That might sound like an oxymoron, but this meeting was really informative, stimulating, - and fun!
As one of the activities, we were given a sheet detailing ways of "Creating Community in Learning Environments." We were asked to discuss how we might apply the concepts presented on the sheet to our classrooms. In other words, what are we doing in our classrooms to make the Religious School environment welcoming, supportive, and personally relevant to students and their families?
In the course of the discussion, the Director of Life Long Learning shared with us that when Religious School families were surveyed regarding their expectations of Religious School, the majority indicated as priorities, that they wanted their children to feel comfortable, to feel safe, and to have the opportunity to make Jewish friends.
What a powerful message! As we teachers plan curricular content which enables our students to acquire Judaic knowledge and to develop Hebrew language skills, we must also be mindful of the context, and emphatically model Jewish values in all our classroom endeavors.
The positive feelings toward Jewish Education that we inspire in our Religious School students will significantly shape their involvement in life long Jewish learning far into the future. As students mature and engage in many areas of interest, they may forget the details of building a Sukkah or the message of Jeremiah or the pronunciation of a kamatz katan. However, there's a good chance they'll remember feeling valued, welcome, and successful in our Religious School classrooms and will continue to grow and learn as active participants in Jewish life at home, in the synagogue, and in the wider Jewish world.
As one of the activities, we were given a sheet detailing ways of "Creating Community in Learning Environments." We were asked to discuss how we might apply the concepts presented on the sheet to our classrooms. In other words, what are we doing in our classrooms to make the Religious School environment welcoming, supportive, and personally relevant to students and their families?
In the course of the discussion, the Director of Life Long Learning shared with us that when Religious School families were surveyed regarding their expectations of Religious School, the majority indicated as priorities, that they wanted their children to feel comfortable, to feel safe, and to have the opportunity to make Jewish friends.
What a powerful message! As we teachers plan curricular content which enables our students to acquire Judaic knowledge and to develop Hebrew language skills, we must also be mindful of the context, and emphatically model Jewish values in all our classroom endeavors.
The positive feelings toward Jewish Education that we inspire in our Religious School students will significantly shape their involvement in life long Jewish learning far into the future. As students mature and engage in many areas of interest, they may forget the details of building a Sukkah or the message of Jeremiah or the pronunciation of a kamatz katan. However, there's a good chance they'll remember feeling valued, welcome, and successful in our Religious School classrooms and will continue to grow and learn as active participants in Jewish life at home, in the synagogue, and in the wider Jewish world.
Friday, December 3, 2010
Words of Wisdom - Miketz
This week's Torah Portion, Miketz, continues the saga of Joseph. There are more dreams, more familial distress, and a hefty dose of deception. Joseph is released from prison to interpret Pharaoh's dreams. Based on the dream imagery, Joseph predicts that Egypt will have seven years of plenty followed by seven years of famine. He advises Pharaoh to store food during the good years, so that there will be food during the lean years. Pharaoh puts Joseph in charge of his land and its resources.
Famine strikes the land of Canaan where Jacob and his remaining sons live. Jacob sends ten of his sons to Egypt to seek food. Benjamin, the youngest son, remains behind.
In Egypt, the brothers request food from a powerful Egyptian whom they fail to recognize as their brother, Joseph. Joseph chooses not to reveal his identity and manipulates the situation so that Simeon is jailed as a "spy." Joseph will only free Simeon when the brothers return with Benjamin.
Despite Jacob's pleas to leave Benjamin at home, the brothers return with Benjamin to Egypt where - Joseph makes it appear that Benjamin has stolen a wine cup. Joseph, whom the brothers still believe to be a powerful Egyptian, tells them that he intends to keep Benjamin as a - gasp!- slave, while the other brothers return to Jacob in Canaan.
In The Torah - A Women's Commentary, Suzanne Singer's reflections on Miketz suggest:
"This parashah ends mid-action, leaving us to wonder: Will Joseph really enslave Benjamin? How will the brothers respond? Will Joseph reveal his true identity? The answers are not clear - because neither Joseph's motivation for putting his brothers through this ordeal, nor their commitment to ethical behavior, are fully actualized until the next parashah. Perhaps the Rabbis broke off the story here to suggest that our choices are moment-to-moment decisions, the path never certain until the time comes to act. This cliff-hanger ending is also a signal of hope, because *t'shuvah is always open to us."
*T'shuvah, according to Singer means "'return' - to the right path."
Shabbat Shalom - Rest and Renew
Famine strikes the land of Canaan where Jacob and his remaining sons live. Jacob sends ten of his sons to Egypt to seek food. Benjamin, the youngest son, remains behind.
In Egypt, the brothers request food from a powerful Egyptian whom they fail to recognize as their brother, Joseph. Joseph chooses not to reveal his identity and manipulates the situation so that Simeon is jailed as a "spy." Joseph will only free Simeon when the brothers return with Benjamin.
Despite Jacob's pleas to leave Benjamin at home, the brothers return with Benjamin to Egypt where - Joseph makes it appear that Benjamin has stolen a wine cup. Joseph, whom the brothers still believe to be a powerful Egyptian, tells them that he intends to keep Benjamin as a - gasp!- slave, while the other brothers return to Jacob in Canaan.
In The Torah - A Women's Commentary, Suzanne Singer's reflections on Miketz suggest:
"This parashah ends mid-action, leaving us to wonder: Will Joseph really enslave Benjamin? How will the brothers respond? Will Joseph reveal his true identity? The answers are not clear - because neither Joseph's motivation for putting his brothers through this ordeal, nor their commitment to ethical behavior, are fully actualized until the next parashah. Perhaps the Rabbis broke off the story here to suggest that our choices are moment-to-moment decisions, the path never certain until the time comes to act. This cliff-hanger ending is also a signal of hope, because *t'shuvah is always open to us."
*T'shuvah, according to Singer means "'return' - to the right path."
Shabbat Shalom - Rest and Renew
Thursday, December 2, 2010
Shalom Kitah Gimel Students and Families #9
Chag Hanukkah Sameach! Happy Hanukkah!
How wonderful that the first night of Hanukkah falls, this year, on a Hebrew School day. We celebrated and practiced our Hebrew. After saying the Blessings for Torah Study and cookies, we played a game called, Eifo Ha S'vivonim? (Where are the dreidels?) Students were given two minutes to search the classroom for s'vivonim pictures that were well hidden in the wall displays and other spots. Everyone was a winner and had a chance to say, "Yeish li s'vivon." ("I have a dreidel.")
In preparation for the first Hanukkah candlelighting, students received a packet of Hanukkah materials which included three Blessings - two of which are said each night of Hanukkah and a third which is said only on the first night. We recited the Blessings over several Hanukkiot (menorahs) and discussed their meanings.
While munching on sweet treats and sipping juice drinks, students completed an exercise in the packet designed to review Hebrew Hanukkah vocabulary.
The Hanukkah packet, which students are bringing home, also includes a Hanukkah word search game (in Hebrew), a Hanukkiah (menorah) design page, and directions for playing the Dreidel Game. Students are invited to bring their Hanukkiah designs back to class next Wednesday and we'll display them in the classroom.
Although we are currently studying Chapter 4 in our textbook, Shalom Ivrit, students were challenged to read and understand the first pages of Chapter 7 which tell about a family celebrating Hanukkah. We practiced the new Hebrew vocabulary and language patterns together. Students were able to incorporate several new language concepts into the material with which they were already familiar.
In the final minutes of class, we had a mass s'vivon spinning. A student had brought in s'vivonim (dreidels) and I also brought my collection of Israeli s'vivonim. We all enjoyed watching the s'vivonim not only spin, but sparkle, wiggle, and flip!
Following T'fila, students, teachers, and families gathered with the Rabbi in the foyer to light the synagogue Hanukkiah, recite the Blessings and sing Hanukkah songs.
Have a bright and festive eight days and nights of Hanukkah.
L'hitraot - See you soon,
Morah Ronni
How wonderful that the first night of Hanukkah falls, this year, on a Hebrew School day. We celebrated and practiced our Hebrew. After saying the Blessings for Torah Study and cookies, we played a game called, Eifo Ha S'vivonim? (Where are the dreidels?) Students were given two minutes to search the classroom for s'vivonim pictures that were well hidden in the wall displays and other spots. Everyone was a winner and had a chance to say, "Yeish li s'vivon." ("I have a dreidel.")
In preparation for the first Hanukkah candlelighting, students received a packet of Hanukkah materials which included three Blessings - two of which are said each night of Hanukkah and a third which is said only on the first night. We recited the Blessings over several Hanukkiot (menorahs) and discussed their meanings.
While munching on sweet treats and sipping juice drinks, students completed an exercise in the packet designed to review Hebrew Hanukkah vocabulary.
The Hanukkah packet, which students are bringing home, also includes a Hanukkah word search game (in Hebrew), a Hanukkiah (menorah) design page, and directions for playing the Dreidel Game. Students are invited to bring their Hanukkiah designs back to class next Wednesday and we'll display them in the classroom.
Although we are currently studying Chapter 4 in our textbook, Shalom Ivrit, students were challenged to read and understand the first pages of Chapter 7 which tell about a family celebrating Hanukkah. We practiced the new Hebrew vocabulary and language patterns together. Students were able to incorporate several new language concepts into the material with which they were already familiar.
In the final minutes of class, we had a mass s'vivon spinning. A student had brought in s'vivonim (dreidels) and I also brought my collection of Israeli s'vivonim. We all enjoyed watching the s'vivonim not only spin, but sparkle, wiggle, and flip!
Following T'fila, students, teachers, and families gathered with the Rabbi in the foyer to light the synagogue Hanukkiah, recite the Blessings and sing Hanukkah songs.
Have a bright and festive eight days and nights of Hanukkah.
L'hitraot - See you soon,
Morah Ronni
Wednesday, December 1, 2010
Family Shield Project - A Hanukkah Highlight
HAPPYTHANKSGIVINGHAPPYHANUKKAH - one holiday following on the heels of another. But, the Early Childhood Center at the synagogue where I teach is ready! Turkeys have been replaced by a splendid display of dreidel shaped "Family Shields."
Each ECC family received a large piece of posterboard with the outline of a dreidel drawn on it. Attached to the posterboard was the following note:
"Dear ECC Families,
Here is your "Family Shield." Decorate it any way you'd like - be creative- and then cut it out and return it to school with your child. The class with the most participation will get a treat!
Have fun and Happy Hanukkah...
from, Dale and the entire ECC faculty"
The results are spectacular! Photos, crayon and marker drawings, painted designs, cut-out shapes, pictures from books and magazines, tissue paper, cotton balls, hand prints, stickers, and glitter are among the materials which the families used to decorate their shields. From tennis rackets to Tinkerbelle; from menorahs to Magen Davids; from The Cat in the Hat to a Guatamalen Quetzal bird - the images on the Family shields express each family's unique spirit and creativity.
The Family Shield project is truly a keeper. Not only will the Shields be kept up on playroom (or even livingroom) walls long after Hanukkah, but families will always keep among their special Holiday memories, "The Hanukkah when you were little and we made our Family Shield."
Dale Cooperman, Coordinator of the Early Childhood Center, created the Family Shields project. Dale is co-author (with Idie Benjamin) of the "Drops of Honey" early childhood materials published by Torah Aura Productions www.torahaura.com
Each ECC family received a large piece of posterboard with the outline of a dreidel drawn on it. Attached to the posterboard was the following note:
"Dear ECC Families,
Here is your "Family Shield." Decorate it any way you'd like - be creative- and then cut it out and return it to school with your child. The class with the most participation will get a treat!
Have fun and Happy Hanukkah...
from, Dale and the entire ECC faculty"
The results are spectacular! Photos, crayon and marker drawings, painted designs, cut-out shapes, pictures from books and magazines, tissue paper, cotton balls, hand prints, stickers, and glitter are among the materials which the families used to decorate their shields. From tennis rackets to Tinkerbelle; from menorahs to Magen Davids; from The Cat in the Hat to a Guatamalen Quetzal bird - the images on the Family shields express each family's unique spirit and creativity.
The Family Shield project is truly a keeper. Not only will the Shields be kept up on playroom (or even livingroom) walls long after Hanukkah, but families will always keep among their special Holiday memories, "The Hanukkah when you were little and we made our Family Shield."
Dale Cooperman, Coordinator of the Early Childhood Center, created the Family Shields project. Dale is co-author (with Idie Benjamin) of the "Drops of Honey" early childhood materials published by Torah Aura Productions www.torahaura.com
Monday, November 29, 2010
Torah Theatre - Vayeshev - Joseph and His Brothers
The final Portions in the Book of B'reishit tell the dramatic story of Joseph. The range of emotions expressed and the intensity of the action make these Portions ideally suited to classroom theatre. The following activity is designed to help students understand the feelings of Joseph's brothers in the Portion, Vayeshev. (Students may work in small groups.)
Make a pipe cleaner figure for each group of students. Dress one figure in striped cloth. This will be Joseph. Dress the other figures in plain cloth or brown paper. These will be some of Joseph's brothers. Put each figure in a paper lunch bag or an envelope. Let each group of students choose a bag or an envelope.
Now for the theatrical part - with you, the teacher, as the director. Give lots of positive attention to the group that has the Joseph figure. Call on them to answer questions about the Portion. Give the Joseph group candy treats and keep mentioning how clever and outstanding they are. Pay scant attention to the groups that have the brother figures. Don't give them treats and or positive reinforcement.
Assign a short worksheet and have the Joseph group check on the brother groups and report back to you regarding the brother groups' work.
Provide the Joseph group with a copy of Chapter 37, Verses 4-11 of Vayeshev. Ask them to read Joseph's dreams out loud in a boastful manner. Praise the readers and require the brother groups to listen attentively.
At this point, end the exercise and ask the brother groups to describe what has been happening. Ask how they feel toward the Joseph group. Ask all of the students to explain how the exercise is related to Vayeshev.
Praise all of the students for participating in Torah Theatre.
Make a pipe cleaner figure for each group of students. Dress one figure in striped cloth. This will be Joseph. Dress the other figures in plain cloth or brown paper. These will be some of Joseph's brothers. Put each figure in a paper lunch bag or an envelope. Let each group of students choose a bag or an envelope.
Now for the theatrical part - with you, the teacher, as the director. Give lots of positive attention to the group that has the Joseph figure. Call on them to answer questions about the Portion. Give the Joseph group candy treats and keep mentioning how clever and outstanding they are. Pay scant attention to the groups that have the brother figures. Don't give them treats and or positive reinforcement.
Assign a short worksheet and have the Joseph group check on the brother groups and report back to you regarding the brother groups' work.
Provide the Joseph group with a copy of Chapter 37, Verses 4-11 of Vayeshev. Ask them to read Joseph's dreams out loud in a boastful manner. Praise the readers and require the brother groups to listen attentively.
At this point, end the exercise and ask the brother groups to describe what has been happening. Ask how they feel toward the Joseph group. Ask all of the students to explain how the exercise is related to Vayeshev.
Praise all of the students for participating in Torah Theatre.
Friday, November 26, 2010
Words of Wisdom - Vayeshev
Cue the orchestra! Curtain going up! This week's Torah Portion, Vayeshev, has all the drama and action of a Broadway production. In fact, Vayeshev and the following two Torah Portions, Miketz and Vayigash were the basis for the Broadway musical "Joseph and the Amazing Technicolor Dream Coat." Andrew Lloyd Webber's music and Tim Rice's lyrics tell the tale of Joseph's fall and rise - from the pit to Pharaoh's favorite. Prophetic dreams, sibling rivalry, tragedy, seduction (?), prison - the Torah tells it all in Vayeshev. Vayeshev describes Joseph's boastful dreams which anger his brothers. The brothers throw Joseph into a pit and then decide to sell him to a caravan of Ishmaelites traveling to Egypt. In Egypt, Joseph becomes household manager for Potiphar. Joseph prospers until he spurns the advances of Potiphar's wife. The scorned Mrs. Potiphar falsely accuses Joseph of taking advantage of her. Joseph ends up in prison where he accurately interprets the dreams of two fellow prisoners. What a plot!
As they say on HBO, "Only three more episodes left." In the next three weeks, we'll read more about Joseph and his family in the final dramatic Portions of the Book of B'reishit. Stay tuned!
Words of Wisdom for Vayeshev come from Tim Rice's lyrics to the song, "Joseph's Dreams," from the musical, "Joseph and the Amazing Technicolor Dream Coat."
Joseph: "I dreamed that in the fields one day
The corn gave me a sign
Your eleven sheaves of corn
All turned and bowed to mine
My sheaf was quite a sight to see,
A golden sheaf and tall
Yours were green and second-rate
And really rather small"
Brothers: "This is not the kind of thing
We brothers like to hear
It seems to us that Joseph and his
Dreams should disappear"
But, seriously, folks -
In A Torah Commentary for Our Times, Harvey J. Fields presents several interpretations of the relationship between Joseph and his brothers and provides this summary comment:
"So what went wrong between Joseph and his brothers? Our interpreters offer several considerations: (1) Joseph's arrogance, his vanity, his self-centeredness, his lies about his brothers, his foolish declarations of superiority over his family; (2) Jacob's favoritism of one son over another; and (3) the brothers' isolation of Joseph, their insensitive treatment of a fearful and lonely young boy. Could it be that all these factors combined to spell tragedy for Jacob and his sons?"
Shabbat Shalom - Rest and Renew
As they say on HBO, "Only three more episodes left." In the next three weeks, we'll read more about Joseph and his family in the final dramatic Portions of the Book of B'reishit. Stay tuned!
Words of Wisdom for Vayeshev come from Tim Rice's lyrics to the song, "Joseph's Dreams," from the musical, "Joseph and the Amazing Technicolor Dream Coat."
Joseph: "I dreamed that in the fields one day
The corn gave me a sign
Your eleven sheaves of corn
All turned and bowed to mine
My sheaf was quite a sight to see,
A golden sheaf and tall
Yours were green and second-rate
And really rather small"
Brothers: "This is not the kind of thing
We brothers like to hear
It seems to us that Joseph and his
Dreams should disappear"
But, seriously, folks -
In A Torah Commentary for Our Times, Harvey J. Fields presents several interpretations of the relationship between Joseph and his brothers and provides this summary comment:
"So what went wrong between Joseph and his brothers? Our interpreters offer several considerations: (1) Joseph's arrogance, his vanity, his self-centeredness, his lies about his brothers, his foolish declarations of superiority over his family; (2) Jacob's favoritism of one son over another; and (3) the brothers' isolation of Joseph, their insensitive treatment of a fearful and lonely young boy. Could it be that all these factors combined to spell tragedy for Jacob and his sons?"
Shabbat Shalom - Rest and Renew
Tuesday, November 23, 2010
A.V.I. - The Super Game
A.V.I. (Age-Value-Items) is an absolute must-have in your repertoire of learning games. A.V.I. can be played by 2 to 20 players (or more). It is suitable for ages 12 to adult. Once the materials are prepared, they may be used over and over. A.V.I. is a game of infinite possibilities. It can be used in a variety of formal and informal educational settings - classrooms, youth groups, madrichim training, teacher training, parent education, adult education.
MATERIALS for a group of up to 10 individual players or 20 players playing in pairs:
slips of paper in three different colors
three manila envelopes
PREPARATION:
Label the first envelope "Age." On each of 10 slips of paper of one color, write a different age or age group.
Examples - 4th graders, 2-year olds, kindergarten, senior adults, parents of B'nai Mitzvah students, college freshmen, etc.
Label the second envelope "Value." On each of 10 slips of paper of a second color, write a different Jewish Value (think Mitzvot and the Ten Commandments).
Examples - welcoming visitors, not stealing, repairing the world (Tikun Olam), observing Shabbat, honoring parents, preserving the earth, giving Tzedakah, etc.
Label the third envelope "Items." You will need 50 items for 10 individual players or 10 pairs of players. "Items" can be almost any object or activity. Give free rein to your imagination. Write each of the 50 items on slips of paper of a third color.
Examples - a pizza box, an Elmo puppet, an Etrog, plastic dinosaurs, marbles, a rainbow, a hike in the woods, a diamond, safety pins, planting a garden, a ball of yarn, a deck of cards, a trip to the zoo, a can of Kosher chicken soup, etc.
(Brainstorming the 50 items is a fun group project.)
DIRECTIONS:
Pass the envelopes to each player or pair of players, who select one slip (sight unseen) from the "Age" envelope, one slip from the "Value" envelope, and 5 slips from the "Items" envelope. The object of the game is for each player or pair of players to design a way to teach the Jewish value selected, to the age group selected using the 5 items selected.
Set a time limit of 10-15 minutes.
Then, the players share their teaching designs, so that all can enjoy and learn from the variety of creative responses. It's helpful to have a moderator who directs the game, calls on each player or pair to share, and provides positive feedback.
At the end of the game , the moderator collects the slips of paper, sorts them by color, and returns them to the appropriate envelopes ready to be used again.
Our Director of Life Long Learning presented the A.V.I. game at our first faculty meeting. It was a marvelous ice breaker, team builder, and game model for future use. The teaching ideas generated were imaginative and resourceful. A.V.I. was an excellent way to get acquainted with our colleagues and to appreciate their ingenuity.
Now, it's your turn! Below are the slips which my partner and I pulled from the envelopes:
Age - preschool
Value - not bearing false witness
Items - barbed wire, aleph-bet magnet letters, thumbtacks, yellow tile squares, a 1969 box of matzah
Go for it!
MATERIALS for a group of up to 10 individual players or 20 players playing in pairs:
slips of paper in three different colors
three manila envelopes
PREPARATION:
Label the first envelope "Age." On each of 10 slips of paper of one color, write a different age or age group.
Examples - 4th graders, 2-year olds, kindergarten, senior adults, parents of B'nai Mitzvah students, college freshmen, etc.
Label the second envelope "Value." On each of 10 slips of paper of a second color, write a different Jewish Value (think Mitzvot and the Ten Commandments).
Examples - welcoming visitors, not stealing, repairing the world (Tikun Olam), observing Shabbat, honoring parents, preserving the earth, giving Tzedakah, etc.
Label the third envelope "Items." You will need 50 items for 10 individual players or 10 pairs of players. "Items" can be almost any object or activity. Give free rein to your imagination. Write each of the 50 items on slips of paper of a third color.
Examples - a pizza box, an Elmo puppet, an Etrog, plastic dinosaurs, marbles, a rainbow, a hike in the woods, a diamond, safety pins, planting a garden, a ball of yarn, a deck of cards, a trip to the zoo, a can of Kosher chicken soup, etc.
(Brainstorming the 50 items is a fun group project.)
DIRECTIONS:
Pass the envelopes to each player or pair of players, who select one slip (sight unseen) from the "Age" envelope, one slip from the "Value" envelope, and 5 slips from the "Items" envelope. The object of the game is for each player or pair of players to design a way to teach the Jewish value selected, to the age group selected using the 5 items selected.
Set a time limit of 10-15 minutes.
Then, the players share their teaching designs, so that all can enjoy and learn from the variety of creative responses. It's helpful to have a moderator who directs the game, calls on each player or pair to share, and provides positive feedback.
At the end of the game , the moderator collects the slips of paper, sorts them by color, and returns them to the appropriate envelopes ready to be used again.
Our Director of Life Long Learning presented the A.V.I. game at our first faculty meeting. It was a marvelous ice breaker, team builder, and game model for future use. The teaching ideas generated were imaginative and resourceful. A.V.I. was an excellent way to get acquainted with our colleagues and to appreciate their ingenuity.
Now, it's your turn! Below are the slips which my partner and I pulled from the envelopes:
Age - preschool
Value - not bearing false witness
Items - barbed wire, aleph-bet magnet letters, thumbtacks, yellow tile squares, a 1969 box of matzah
Go for it!
Friday, November 19, 2010
Words of Wisdom for Shabbat - Va-Yishlach
This week's Torah Portion, Va-Yishlach continues the drama of Jacob's life, twenty years after his bitter parting with his brother, Esau. Jacob is now anxiously planning for what he hopes will be a chance to reconcile with Esau. On his journey to meet Esau, Jacob wrestles one whom the Torah calls "ish" (man), but whom some Torah commentators have identified as an angel or "man-angel." My students also expressed various ideas about who the stranger might be and sought clues in the illustrations which accompanied the information sheets that I gave them about Va-Yishlach. "This picture is definitely an angel." "No, here, the stranger looks human." "Maybe it was God." My students, in struggling to understand this mysterious event, are joining in the time honored tradition of Rabbis and scholars and truly engaging in the study of Torah.
Harvey J. Fields, author of A Torah Commentary for Our Times, offers this observation:
"So who was this 'man-angel' with whom Jacob wrestled? Perhaps a figment of his imagination. Perhaps it was Esau or Esau's angel in a dream. Perhaps it was meant to represent all the enemies who would arise to destroy the people of Jacob-Israel. Perhaps, the man-angel was Jacob, and the battle was between two sides of Jacob's character.
At times, the intent of the Torah is unclear. Great literature and art allow for many differing opinions and interpretations. Each person, and often each generation, uncovers new meanings. That, now, is our challenge with Jacob's mysterious night battle."
Shabbat Shalom Rest and Re-new
Harvey J. Fields, author of A Torah Commentary for Our Times, offers this observation:
"So who was this 'man-angel' with whom Jacob wrestled? Perhaps a figment of his imagination. Perhaps it was Esau or Esau's angel in a dream. Perhaps it was meant to represent all the enemies who would arise to destroy the people of Jacob-Israel. Perhaps, the man-angel was Jacob, and the battle was between two sides of Jacob's character.
At times, the intent of the Torah is unclear. Great literature and art allow for many differing opinions and interpretations. Each person, and often each generation, uncovers new meanings. That, now, is our challenge with Jacob's mysterious night battle."
Shabbat Shalom Rest and Re-new
Thursday, November 18, 2010
Shalom Kitah Gimel Students and Families #8
Wednesday's Kitah Gimel Hebrew class was packed with activities! After the Blessings for Torah Study and cookies, we began a series of exercises to practice, practice, practice using Hebrew vocabulary and sentence/question patterns. The words and patterns were those which needed review, according to students' responses on last week's Comprehensive Exercise. Students worked with picture cards to create sentences, especially those involving the possessive pattern which, in English, would be translated as "I have..." or "He/She has..."
Each table received a wrapped gift (lollypops) with a big bow to visually represent the hard-to-remember word, "matana" (gift).
Each student received a card with words which need extra review as indicated by the Comprehensive Exercise.
Students were also asked to use at least three Hebrew words in their daily conversation at home. Listen for such Hebrew words as "ima" (mother), "aba" (father), "bayit" (house), "m'il" (coat), and even "geshem" (rain). The more Hebrew vocabulary words are used, the easier it is to remember them. At our next class, students will share the words which they chose to use.
This week's Torah Portion, Va-Yishlach, tells of Jacob's journey to reconcile with his brother, Esau. On the way, Jacob has another mysterious encounter. Each table read a packet of information and commentary about Jacob's wrestling match with...well, that's the mystery! Did Jacob wrestle with a man, an angel, or perhaps, with God, as some students suggested? Even the various illustrations in the packet presented different images of the one with whom Jacob wrestled. Jacob received a Blessing from the mysterious "ish" (man), as the Torah calls the stranger who wrestled with Jacob and even injured Jacob's hip. In the Blessing, Jacob's name was changed to Israel which means "God Wrestler."
In preparation for the exciting Mitzvah Mall on Sunday, November 21, we learned the Hebrew words for such Mitzvot as Welcoming Visitors, Repairing the World, Preserving the Earth, and Studying Torah. We discusssed those figures in the Torah whose actions exemplified several of these Mitzvot.
In T'fila, our Director of Life Long Learning taught the students to sign the song, "Hinei Ma Tov." A Kitah Gimel student helped to lead the Prayers. Students chose "Sim Shalom" as the closing song and students from all three grades volunteered to lead the singing.
It's a special pleasure to see our students so confidently leading the "congregation" in song and prayer. Please join us for T'fila in the coming weeks.
Next Wednesday, November 24, there will be no Hebrew class due to Thanksgiving Vacation. Check out the bulletin board in the hallway of the Religious School wing for information on Thanksgiving from a Jewish perspective.
I am thankful for the opportunity to be teaching our students.
Happy Thanksgiving to all.
L'hitraot - See you soon.
Morah Ronni
Each table received a wrapped gift (lollypops) with a big bow to visually represent the hard-to-remember word, "matana" (gift).
Each student received a card with words which need extra review as indicated by the Comprehensive Exercise.
Students were also asked to use at least three Hebrew words in their daily conversation at home. Listen for such Hebrew words as "ima" (mother), "aba" (father), "bayit" (house), "m'il" (coat), and even "geshem" (rain). The more Hebrew vocabulary words are used, the easier it is to remember them. At our next class, students will share the words which they chose to use.
This week's Torah Portion, Va-Yishlach, tells of Jacob's journey to reconcile with his brother, Esau. On the way, Jacob has another mysterious encounter. Each table read a packet of information and commentary about Jacob's wrestling match with...well, that's the mystery! Did Jacob wrestle with a man, an angel, or perhaps, with God, as some students suggested? Even the various illustrations in the packet presented different images of the one with whom Jacob wrestled. Jacob received a Blessing from the mysterious "ish" (man), as the Torah calls the stranger who wrestled with Jacob and even injured Jacob's hip. In the Blessing, Jacob's name was changed to Israel which means "God Wrestler."
In preparation for the exciting Mitzvah Mall on Sunday, November 21, we learned the Hebrew words for such Mitzvot as Welcoming Visitors, Repairing the World, Preserving the Earth, and Studying Torah. We discusssed those figures in the Torah whose actions exemplified several of these Mitzvot.
In T'fila, our Director of Life Long Learning taught the students to sign the song, "Hinei Ma Tov." A Kitah Gimel student helped to lead the Prayers. Students chose "Sim Shalom" as the closing song and students from all three grades volunteered to lead the singing.
It's a special pleasure to see our students so confidently leading the "congregation" in song and prayer. Please join us for T'fila in the coming weeks.
Next Wednesday, November 24, there will be no Hebrew class due to Thanksgiving Vacation. Check out the bulletin board in the hallway of the Religious School wing for information on Thanksgiving from a Jewish perspective.
I am thankful for the opportunity to be teaching our students.
Happy Thanksgiving to all.
L'hitraot - See you soon.
Morah Ronni
Tuesday, November 16, 2010
The Comprehensive Exercise: Positive Assessment
Last week, my Hebrew School students completed a "Comprehensive Exercise" on the first three chapters of our modern Hebrew textbook. "Comprehensive Exercise" - a rather ponderously vague phrase. Why not just say "test" or "exam"? Actually, I came up with "Comprehensive Exercise" in order to avoid using the words "test" or "exam." Taking a test implies the possibility of passing or failing, and that doesn't fit in with the concept of life long learning on which my Religious School's educational program (and my own view of Jewish Education) is based.
No student should ever be burdened with the notion that he/she failed Hebrew (or Prayers or Jewish History for that matter).
"No, I'm not interested in any Israel programs. I failed Hebrew." That's not what I as a Jewish Educator ever want to hear. Better to use a positive, non-threatening approach which leads a student to believe, "I know some Hebrew words and phrases and can learn lots more by spending time in Israel."
Life long Jewish learning suggests a process of skill development and increasing understanding over time. Over-emphasis on grading and assessment in the Hebrew School years can have a negative impact on a student's desire to engage in future Jewish learning.
I recognize the challenge for the teacher of providing a professional, meaningful program in a way that makes each student feel successful in their Jewish education. We strive to foster excellence, while encouraging improvement and offering support. Sometimes, it's simply a matter of substituting "Comprehensive Exercise" for "test."
So, how did my students "do" on the Comprehensive Exercise? Well, they had mastered some words and need more practice on others. In this week's class, I'm giving each student a card with a list of words they need to review at home. Those with longer lists will see that they need to put extra effort into their weekly home assignment.
In class, I'll re-teach, repeat, and offer students more practice saying the words and phrases they didn't remember. One word that caused many errors was "matana" ("gift). I plan to give each table of students a gift-wrapped bunch of lolly-pops. They'll have a chance to say, "Todah la'matana." ("Thank you for the gift.') and "Hinei matana." ("Here is a gift.") and "L'shulchan aleph yeish matana." ("Table aleph has a gift."), etc.
Sometimes life long learning is better served by a treat than a test grade!
In the grand scheme of Jewish learning, the Exodus from Egypt was a Test.
Matching up a few Hebrew and English words and translating some Hebrew sentences - that's a Comprehensive Exercise.
No student should ever be burdened with the notion that he/she failed Hebrew (or Prayers or Jewish History for that matter).
"No, I'm not interested in any Israel programs. I failed Hebrew." That's not what I as a Jewish Educator ever want to hear. Better to use a positive, non-threatening approach which leads a student to believe, "I know some Hebrew words and phrases and can learn lots more by spending time in Israel."
Life long Jewish learning suggests a process of skill development and increasing understanding over time. Over-emphasis on grading and assessment in the Hebrew School years can have a negative impact on a student's desire to engage in future Jewish learning.
I recognize the challenge for the teacher of providing a professional, meaningful program in a way that makes each student feel successful in their Jewish education. We strive to foster excellence, while encouraging improvement and offering support. Sometimes, it's simply a matter of substituting "Comprehensive Exercise" for "test."
So, how did my students "do" on the Comprehensive Exercise? Well, they had mastered some words and need more practice on others. In this week's class, I'm giving each student a card with a list of words they need to review at home. Those with longer lists will see that they need to put extra effort into their weekly home assignment.
In class, I'll re-teach, repeat, and offer students more practice saying the words and phrases they didn't remember. One word that caused many errors was "matana" ("gift). I plan to give each table of students a gift-wrapped bunch of lolly-pops. They'll have a chance to say, "Todah la'matana." ("Thank you for the gift.') and "Hinei matana." ("Here is a gift.") and "L'shulchan aleph yeish matana." ("Table aleph has a gift."), etc.
Sometimes life long learning is better served by a treat than a test grade!
In the grand scheme of Jewish learning, the Exodus from Egypt was a Test.
Matching up a few Hebrew and English words and translating some Hebrew sentences - that's a Comprehensive Exercise.
Friday, November 12, 2010
Words of Wisdom for Shabbat - Va-Yetze
In this week's Torah Portion, Va-Yetze, Jacob is on his way from Beersheba to Haran. He spends the night in a "place" and dreams of a ladder which reaches from the ground to heaven. Angels are going up and down on the ladder, and Jacob, in his dream, receives a message from God.
"The Hebrew word for angel is malach. Which also means messenger. One who is sent.
Not cherubic creatures who adorn architecture, valentines, and fantasy. They can be anyone who is sent. Just as anyone who is sent can be an angel. It is required only that there be an errand. One message.
One angel never performs two missions just as two angels never go on one mission. (Genesis Rabba 50:2)...
There is one great difference between people chosen to be God's messengers and earthly messengers. While those on errands of this world almost always know that they are sent and where and why, people chosen to be messengers of the Most High rarely even know that they are His messengers. Unsuspecting and unaware. Consumed by their own plans and itineraries. Busy at work on their own schemes. God is already sending them somewhere else.
I do not know how many times in one's life one is also a messenger. But for everyone it is at least once. One to whom it is given to know that their errand is completed is blessed and rare. Not so for most of us.
Remember only that you are not always going where you are going for the reasons you think you are."
Shabbat Shalom - Rest and renew.
In his book, Honey from the Rock, Rabbi Lawrence Kushner comments on the role of human Messengers - Messengers who might be you, me , or anyone.
"The Hebrew word for angel is malach. Which also means messenger. One who is sent.
Not cherubic creatures who adorn architecture, valentines, and fantasy. They can be anyone who is sent. Just as anyone who is sent can be an angel. It is required only that there be an errand. One message.
One angel never performs two missions just as two angels never go on one mission. (Genesis Rabba 50:2)...
There is one great difference between people chosen to be God's messengers and earthly messengers. While those on errands of this world almost always know that they are sent and where and why, people chosen to be messengers of the Most High rarely even know that they are His messengers. Unsuspecting and unaware. Consumed by their own plans and itineraries. Busy at work on their own schemes. God is already sending them somewhere else.
I do not know how many times in one's life one is also a messenger. But for everyone it is at least once. One to whom it is given to know that their errand is completed is blessed and rare. Not so for most of us.
Remember only that you are not always going where you are going for the reasons you think you are."
Shabbat Shalom - Rest and renew.
Thursday, November 11, 2010
Shalom Kitah Gimel Students and Families #7
Today, in Kitah Gimel, students led the Blessings for Torah Study and cookies. In place of our usual attendance conversation, students completed a "Comprehensive Exercise." This Comprehensive Exercise provided students with an opportunity to demonstrate their knowledge of the vocabulary and language elements presented in Chapters One, Two, and Three of our text, Shalom Ivrit. As I correct the Comprehensive Exercises, I'll be making note of the words and concepts which students know and which we can build upon. I'll also be attentive to vocabulary and language areas which need further explanation and review.
Once students had completed the Comprehensive Exercise, they turned to the weekly Torah Portion, Va-Yetze. They read the section of Va-Yetze which describes Jacob's dream of angels ascending and descending a ladder which reached from the ground to the heavens. Students were asked to consider a question which the Rabbis posed in the Midrash (a collection of Torah-inspired stories): How is prayer like the ladder that Jacob saw in his dream...?
In their responses, students referred to concepts which the Cantor had discussed with them in T'fila, and developed their own personal interpretations as well. Here are several examples of their comments:
We "go high" as we begin the service and "descend" as the service concludes.
In entering God's presence, we take three steps forward and three steps back as we pray "Adonai S'fatai Tiftach..." "The angels are entering God's presence and then leaving."
"The angels are like messengers of God, sending God our prayers, then coming back down to reward us."
Mature responses to a challenging question!
We began Chapter Four in our modern Hebrew text and added six new vocabulary cards for review at home. As we progress, home review of vocabulary is very important in helping students to succeed at spoken Hebrew. The more familiar they are with the words, the more readily they can use these words in practicing speech patterns, and the more easily they can understand the modern Hebrew which they hear in class.
Chapter Four introduces additional words related to the family and adjectives.
In T'fila, students entered into the spirit of "ascending" and "descending" which they had described so nicely in interpreting Jacob's dream.
L'hitraot - See you soon
Morah Ronni
Once students had completed the Comprehensive Exercise, they turned to the weekly Torah Portion, Va-Yetze. They read the section of Va-Yetze which describes Jacob's dream of angels ascending and descending a ladder which reached from the ground to the heavens. Students were asked to consider a question which the Rabbis posed in the Midrash (a collection of Torah-inspired stories): How is prayer like the ladder that Jacob saw in his dream...?
In their responses, students referred to concepts which the Cantor had discussed with them in T'fila, and developed their own personal interpretations as well. Here are several examples of their comments:
We "go high" as we begin the service and "descend" as the service concludes.
In entering God's presence, we take three steps forward and three steps back as we pray "Adonai S'fatai Tiftach..." "The angels are entering God's presence and then leaving."
"The angels are like messengers of God, sending God our prayers, then coming back down to reward us."
Mature responses to a challenging question!
We began Chapter Four in our modern Hebrew text and added six new vocabulary cards for review at home. As we progress, home review of vocabulary is very important in helping students to succeed at spoken Hebrew. The more familiar they are with the words, the more readily they can use these words in practicing speech patterns, and the more easily they can understand the modern Hebrew which they hear in class.
Chapter Four introduces additional words related to the family and adjectives.
In T'fila, students entered into the spirit of "ascending" and "descending" which they had described so nicely in interpreting Jacob's dream.
L'hitraot - See you soon
Morah Ronni
Tuesday, November 9, 2010
Museum -Inspired "Art-Start Bags"
Museums, which fulfill their missions to collect, display, and educate in such a variety of creative ways, are a great source of learning activity models.
During many extended visits to Israel, I returned to the country's outstanding museums again and again. The Ruth Youth Wing for Art Education at the Israel Museum in Jerusalem www.imj.org.il features classes and exhibits designed to engage young people.
On one of my visits, I spent time in a section of the Youth Wing known as the Recycling Workshop. In this space, containers of curious materials were available for individual artwork. The materials included a colorful array of remnants from manufacturing processes.
Bottle caps, cardboard shapes, plastic bits, game pieces, fabric scraps and more spilled out of bins tempting the visitor to "make and take." The walls of the room were filled with ingenious examples of "art" objects (some inspired by the Museum's collections) which had been crafted from the materials provided.
I took photos, made notes, filled a bag with recyclables and took away a treasure trove of ideas for future hands-on projects.
Whether you say "recycle," "re-use," "re-mix," "re-purpose," or (in Hebrew) "michzor," using materials that might otherwise be tossed out makes good sense - especially for Jewish educators whose budgets are often less than lavish.
One idea inspired by the Israel Museum's Youth Wing Recycling Workshop - "ART START BAGS."
To create ART START BAGS, first, gather an assortment of recyclables such as colored paper scraps, beads and buttons, plastic baby food containers, fabric scraps, yarn, wallpaper pieces, ribbon, small jewelry boxes, words and phrases and pictures cut from used books and magazines,stickers, etc.
Religious School art teachers and friends who sew, make scrapbooks, and design other crafts may have project scraps to share.
Home decorating stores may have outdated fabric and wallpaper sample books to give away. (I recently found a bunch of colorful, textured fabric squares which a store had piled on the sidewalk with a sign saying, "Free!").
Next, fill sandwich or quart-sized plastic zip-top bags with an assortment of the items you've collected. This step could be a class, school, or youth group activity. Enclose a list of suggested projects which make use of the recyclable items. Include projects which students suggest. On the filled bags, stick labels that say, "ART START BAG" or (in Hebrew) "SAKIT L'OMANUT."
Then, give out the bags as the basis for a class art project (Torah Portion collage, Holiday greeting cards, bookmarks) or as a Family Education activity such as a design-your- own- Hanukkiyah contest. Provide scissors, glue, and blank sheets of paper (recycled office paper, perhaps?) to enhance the possibilities.
As a mini-fundraiser, sell ART START BAGS for twenty-five or fifty cents as part of a children's "Creation Station" at a synagogue event such as a Purim Carnival.
Suggest ART START BAGS as a combination birthday party favor and party project - a better buy than plastic trinkets from the party store!
ART START BAGS - a museum-inspired way to encourage creativity, add to your school's tzedakah funds, perform the Mitzvah of "Bal Tash'chit" (preserving the earth), and have fun!
During many extended visits to Israel, I returned to the country's outstanding museums again and again. The Ruth Youth Wing for Art Education at the Israel Museum in Jerusalem www.imj.org.il features classes and exhibits designed to engage young people.
On one of my visits, I spent time in a section of the Youth Wing known as the Recycling Workshop. In this space, containers of curious materials were available for individual artwork. The materials included a colorful array of remnants from manufacturing processes.
Bottle caps, cardboard shapes, plastic bits, game pieces, fabric scraps and more spilled out of bins tempting the visitor to "make and take." The walls of the room were filled with ingenious examples of "art" objects (some inspired by the Museum's collections) which had been crafted from the materials provided.
I took photos, made notes, filled a bag with recyclables and took away a treasure trove of ideas for future hands-on projects.
Whether you say "recycle," "re-use," "re-mix," "re-purpose," or (in Hebrew) "michzor," using materials that might otherwise be tossed out makes good sense - especially for Jewish educators whose budgets are often less than lavish.
One idea inspired by the Israel Museum's Youth Wing Recycling Workshop - "ART START BAGS."
To create ART START BAGS, first, gather an assortment of recyclables such as colored paper scraps, beads and buttons, plastic baby food containers, fabric scraps, yarn, wallpaper pieces, ribbon, small jewelry boxes, words and phrases and pictures cut from used books and magazines,stickers, etc.
Religious School art teachers and friends who sew, make scrapbooks, and design other crafts may have project scraps to share.
Home decorating stores may have outdated fabric and wallpaper sample books to give away. (I recently found a bunch of colorful, textured fabric squares which a store had piled on the sidewalk with a sign saying, "Free!").
Next, fill sandwich or quart-sized plastic zip-top bags with an assortment of the items you've collected. This step could be a class, school, or youth group activity. Enclose a list of suggested projects which make use of the recyclable items. Include projects which students suggest. On the filled bags, stick labels that say, "ART START BAG" or (in Hebrew) "SAKIT L'OMANUT."
Then, give out the bags as the basis for a class art project (Torah Portion collage, Holiday greeting cards, bookmarks) or as a Family Education activity such as a design-your- own- Hanukkiyah contest. Provide scissors, glue, and blank sheets of paper (recycled office paper, perhaps?) to enhance the possibilities.
As a mini-fundraiser, sell ART START BAGS for twenty-five or fifty cents as part of a children's "Creation Station" at a synagogue event such as a Purim Carnival.
Suggest ART START BAGS as a combination birthday party favor and party project - a better buy than plastic trinkets from the party store!
ART START BAGS - a museum-inspired way to encourage creativity, add to your school's tzedakah funds, perform the Mitzvah of "Bal Tash'chit" (preserving the earth), and have fun!
Friday, November 5, 2010
Words of Wisdom for Shabbat - Toldot
In Hebrew class, my students plotted, wrapped their hands in "fur," shuddered and howled, as they dramatized the actions of Isaac, Rebekah, Jacob, and Esau in this week's Torah Portion, Toldot. After re-enacting the story of Rebekah's and Jacob's plot to trick Isaac into giving his blessing to Jacob, rather than to his first-born son, Esau, they voiced some of the questions that Toldot raises.
"Why was Rebekah so determined to have Jacob rather than Esau receive Isaac's blessing?"
"How could God allow such devious and dubious behavior on the part of three of our Ancestors whom we honor in the Avot V'Imahot Prayer?"
Responses to such difficult questions may be found in the commentary which accompanies the Torah Text. The following are selections from the "Gleanings" commentary section following Toldot in The Torah - A Modern Commentary; W. Gunther Plaut, General Editor.
The Torah - A Modern Commentary was published by the Union for Reform Judaism Press (2005).
"The Dilemma of Divine Choice"
" Apparently even God must select imperfect instruments to fulfill His purposes. He must choose between Jacob - a man who desires the birthright so deeply he will cheat to secure it - and Esau who so lightly esteems it that he forfeits the birthright for a bowl of lentils. Jacob's calculated cunning must be weighed against Esau's undisciplined craving for immediate self-gratification. Working with 'human material' involved God in a difficult but inescapable choice, and God decides: It is better to care too much than too little."
SAMUEL E. KARFF
"The Voice of Jacob"
"When Isaac said, 'The voice is the voice of Jacob, yet the hands are the hands of Esau' (27:22), he spoke prophetically. 'The voice of Jacob' means learning and truth; 'the hands of Esau' means force and violence. As long as the voice of Jacob is heard in the houses of prayer and learning, the hands of Esau will not prevail against him."
MIDRASH
Shabbat Shalom Rest and Re-new
"Why was Rebekah so determined to have Jacob rather than Esau receive Isaac's blessing?"
"How could God allow such devious and dubious behavior on the part of three of our Ancestors whom we honor in the Avot V'Imahot Prayer?"
Responses to such difficult questions may be found in the commentary which accompanies the Torah Text. The following are selections from the "Gleanings" commentary section following Toldot in The Torah - A Modern Commentary; W. Gunther Plaut, General Editor.
The Torah - A Modern Commentary was published by the Union for Reform Judaism Press (2005).
"The Dilemma of Divine Choice"
" Apparently even God must select imperfect instruments to fulfill His purposes. He must choose between Jacob - a man who desires the birthright so deeply he will cheat to secure it - and Esau who so lightly esteems it that he forfeits the birthright for a bowl of lentils. Jacob's calculated cunning must be weighed against Esau's undisciplined craving for immediate self-gratification. Working with 'human material' involved God in a difficult but inescapable choice, and God decides: It is better to care too much than too little."
SAMUEL E. KARFF
"The Voice of Jacob"
"When Isaac said, 'The voice is the voice of Jacob, yet the hands are the hands of Esau' (27:22), he spoke prophetically. 'The voice of Jacob' means learning and truth; 'the hands of Esau' means force and violence. As long as the voice of Jacob is heard in the houses of prayer and learning, the hands of Esau will not prevail against him."
MIDRASH
Shabbat Shalom Rest and Re-new
Thursday, November 4, 2010
Shalom Kitah Gimel Students and Families #6
Lies, deception, thievery, murderous rage - among members of a prominent Jewish family. The latest reality show? NO! It's the weekly Torah Portion, Toldot!
After reciting our opening Brachot, we turned immediately to Toldot. Students read (in English) the account of Esau selling his Birthright to Jacob for a bowl of lentil soup. We discussed the meaning of "birthright" in ancient societies and each student received a recipe for Israeli lentil soup.
Students then read pages from Toldot in the Torah Commentary which told of Jacob's and Rebekah's plan to trick Isaac into giving his dying blessing to Jacob rather than to his first-born son, Esau. Students performed a "hatzaga," a dramatic reading of this section of Toldot. Each table group played a different "character" in the story. We even added some faux fur as a prop. (Why fur? Ask your students to explain the role of fur in Toldot.)
Students recognized that in Toldot, God (Adonai) allowed some negative aspects of human behavior to control events. Toldot raises a number of thought-provoking questions. One student asked why Rebekah was so determined to have Jacob, not Esau receive Isaac's blessing. Answers included the suggestion that this was Rebekah's way of asserting feminine power at a time when women had few rights. Another student observed that Jacob was Rebekah's "favorite."
Thoughtful responses to an excellent question - a fine example of the interactive process of Torah Study.
From the intrigue of our Ancestors, to the intricacies of modern Hebrew language - Next week students will demonstrate their knowledge by completing a Comprehensive Exercise on the vocabulary words and language elements in chapters one, two, and three in our textbook, Shalom Ivrit. No new vocabulary words were added. Students are asked to review, at home, the vocabulary cards they've already made.
We practiced using vocabulary in several sentence patterns. Students were able to recall and use a large number of words.
Since we had not done the attendance procedure at the beginning of class, we did so at the end. Without using the reference sheets, students were able to ask and answer in Hebrew the now familiar attendance questions.
In T'fila, the Cantor discussed the prayers of Creation, Revelation, and Redemption which surround the Sh'ma and called students' attention to several English translations which beautifully express the meanings of the prayers. Students sang one of the many lively versions of Mi Chamocha. Kitah Gimel students, along with other sixth graders were asked to sit among the fourth graders in order to asssist the younger students in following along with and reading the prayers.
Please enjoy T'fila together with our students. It is a very meaningful way to conclude each Hebrew School session.
L'Hitraot - see you soon,
Morah Ronni
After reciting our opening Brachot, we turned immediately to Toldot. Students read (in English) the account of Esau selling his Birthright to Jacob for a bowl of lentil soup. We discussed the meaning of "birthright" in ancient societies and each student received a recipe for Israeli lentil soup.
Students then read pages from Toldot in the Torah Commentary which told of Jacob's and Rebekah's plan to trick Isaac into giving his dying blessing to Jacob rather than to his first-born son, Esau. Students performed a "hatzaga," a dramatic reading of this section of Toldot. Each table group played a different "character" in the story. We even added some faux fur as a prop. (Why fur? Ask your students to explain the role of fur in Toldot.)
Students recognized that in Toldot, God (Adonai) allowed some negative aspects of human behavior to control events. Toldot raises a number of thought-provoking questions. One student asked why Rebekah was so determined to have Jacob, not Esau receive Isaac's blessing. Answers included the suggestion that this was Rebekah's way of asserting feminine power at a time when women had few rights. Another student observed that Jacob was Rebekah's "favorite."
Thoughtful responses to an excellent question - a fine example of the interactive process of Torah Study.
From the intrigue of our Ancestors, to the intricacies of modern Hebrew language - Next week students will demonstrate their knowledge by completing a Comprehensive Exercise on the vocabulary words and language elements in chapters one, two, and three in our textbook, Shalom Ivrit. No new vocabulary words were added. Students are asked to review, at home, the vocabulary cards they've already made.
We practiced using vocabulary in several sentence patterns. Students were able to recall and use a large number of words.
Since we had not done the attendance procedure at the beginning of class, we did so at the end. Without using the reference sheets, students were able to ask and answer in Hebrew the now familiar attendance questions.
In T'fila, the Cantor discussed the prayers of Creation, Revelation, and Redemption which surround the Sh'ma and called students' attention to several English translations which beautifully express the meanings of the prayers. Students sang one of the many lively versions of Mi Chamocha. Kitah Gimel students, along with other sixth graders were asked to sit among the fourth graders in order to asssist the younger students in following along with and reading the prayers.
Please enjoy T'fila together with our students. It is a very meaningful way to conclude each Hebrew School session.
L'Hitraot - see you soon,
Morah Ronni
Tuesday, November 2, 2010
Highly Recommended - URJ Webinar "Differentiating Instruction"
Once , participation in a professional development workshop meant traveling - to a synagogue, JCC, or conference center. No more! Professional development opportunities are available on-line in the form of webinars. I recently participated in an excellent webinar presented by the Congregational Consulting Group of the URJ (Union for Reform Judaism).
This particular webinar centered on the concept of "Differentiating Instruction," defined as "creating multiple paths so that students of different abilities, interests, or learning needs can experience success in the classroom." The webinar described practical, easily implemented ways to modify lessons in the skill areas of reading, writing, art, and cooperative learning. The suggested modifications shared the common goals of ensuring that Religious School is a positive experience and that each student feels personally successful at Jewish learning. As stated in the webinar, "A great teacher is one who can meet the needs of each student whether gifted or challenged." The information presented in the "Differentiating Instruction" webinar clearly supports our efforts to achieve such "greatness" in the classsroom. You will certainly find this webinar relevant and insightful.
To view the "Differentiating Instruction" power point presentation, go to
http://urj.org/learning/meetings/webinars/archive/?syspage=document&item_id=49740
To view the power point and to hear the accompanying audio presentation by Dr. Alan Levin, go to
http://media.urj.org/webinars/DifferentiatingInstruction9-20.wmv;
http://media.urj.org/webinars/DifferentiatingInstruction2.wmv
It's important to note that the actual webinar set-up allowed individual participants to ask questions, make comments, and receive responses from the webinar presenters. At the end of the webinar, participants were invited to e-mail additional comments and questions to the presenters. I did so and received extremely helpful responses.
Kol HaKavod to Dr. Alan Levin, Joan Carr, Marlene Myerson, and Deborah Niederman, the URJ Education Specialists who developed this very worthwhile presentation.
Teachers, parents, and congregants will find useful resources for Torah Study, Holiday celebrations, Israel programs, and more on the Union for Reform Judaism website http://www.urj.org/
This particular webinar centered on the concept of "Differentiating Instruction," defined as "creating multiple paths so that students of different abilities, interests, or learning needs can experience success in the classroom." The webinar described practical, easily implemented ways to modify lessons in the skill areas of reading, writing, art, and cooperative learning. The suggested modifications shared the common goals of ensuring that Religious School is a positive experience and that each student feels personally successful at Jewish learning. As stated in the webinar, "A great teacher is one who can meet the needs of each student whether gifted or challenged." The information presented in the "Differentiating Instruction" webinar clearly supports our efforts to achieve such "greatness" in the classsroom. You will certainly find this webinar relevant and insightful.
To view the "Differentiating Instruction" power point presentation, go to
http://urj.org/learning/meetings/webinars/archive/?syspage=document&item_id=49740
To view the power point and to hear the accompanying audio presentation by Dr. Alan Levin, go to
http://media.urj.org/webinars/DifferentiatingInstruction9-20.wmv;
http://media.urj.org/webinars/DifferentiatingInstruction2.wmv
It's important to note that the actual webinar set-up allowed individual participants to ask questions, make comments, and receive responses from the webinar presenters. At the end of the webinar, participants were invited to e-mail additional comments and questions to the presenters. I did so and received extremely helpful responses.
Kol HaKavod to Dr. Alan Levin, Joan Carr, Marlene Myerson, and Deborah Niederman, the URJ Education Specialists who developed this very worthwhile presentation.
Teachers, parents, and congregants will find useful resources for Torah Study, Holiday celebrations, Israel programs, and more on the Union for Reform Judaism website http://www.urj.org/
Friday, October 29, 2010
Words of Wisdom - Chayyei Sarah
Sarah's Tent was the ultimate Shabbat place - ever fragrant with freshly baked challah and glowing with Shabbat candlelight.
As we prepare for Shabbat, we remember Sarah's example. Even the youngest descendents of Abraham and Sarah can experience the spirit of Shabbat in wise and wonderful ways.
The following are excerpts from an article on Shabbat preparations from the perspective of the Early Childhood Center classroom. This article appeared in a recent edition of the online newsletter "TAPBB" (Torah Aura Productions Bulletin Board). The authors, Idie Benjamin and Dale Sides Cooperman, are master Early Childhood educators who have written "Drops of Honey," a series of holiday and values lessons for the Early Childhood Center classroom. The "Drops of Honey" series is published by Torah Aura Productions www.torahaura.com
You may view the entire article at http://tapbb.wordpress.com/2010/10/24/shabbat-why/
"Welcoming children with 'Shabbat Shalom' instead of 'Boker Tov' begins the morning differently. There could be special, quieter materials that only are available on Friday. All week long, we paint, glue, etc. to make things for holidays and other curriculum areas. Friday could be a day for only process-not-product art activities - playing in shaving cream, a water table full of cotton balls and feathers, soft blocks, and other sensory materials. Baking hallah fill the classroom with delicious smells and provide yet another special sensory experience. Do the teachers and children dress differently to mark the day?
Do we give children an opportunity to reflect on the week? What are their memories of what has happened in the classroom? As we pass the tzedakah box, children can tell a mitzvah they did that week."
..."What is the tone you want to set? How do you begin so as to set that tone? Dale invites the children into the room one-by-one. To each child, she bends down and quietly asks, 'Are you ready for Shabbat?' They enter with a sense of the wonder that is about to happen."
------------------------------------------
There is so much for us to learn (or re-learn) from those who are just starting their Jewish Journey.
Are you ready for Shabbat?
Shabbat Shalom - Rest and Renew
As we prepare for Shabbat, we remember Sarah's example. Even the youngest descendents of Abraham and Sarah can experience the spirit of Shabbat in wise and wonderful ways.
The following are excerpts from an article on Shabbat preparations from the perspective of the Early Childhood Center classroom. This article appeared in a recent edition of the online newsletter "TAPBB" (Torah Aura Productions Bulletin Board). The authors, Idie Benjamin and Dale Sides Cooperman, are master Early Childhood educators who have written "Drops of Honey," a series of holiday and values lessons for the Early Childhood Center classroom. The "Drops of Honey" series is published by Torah Aura Productions www.torahaura.com
You may view the entire article at http://tapbb.wordpress.com/2010/10/24/shabbat-why/
"Welcoming children with 'Shabbat Shalom' instead of 'Boker Tov' begins the morning differently. There could be special, quieter materials that only are available on Friday. All week long, we paint, glue, etc. to make things for holidays and other curriculum areas. Friday could be a day for only process-not-product art activities - playing in shaving cream, a water table full of cotton balls and feathers, soft blocks, and other sensory materials. Baking hallah fill the classroom with delicious smells and provide yet another special sensory experience. Do the teachers and children dress differently to mark the day?
Do we give children an opportunity to reflect on the week? What are their memories of what has happened in the classroom? As we pass the tzedakah box, children can tell a mitzvah they did that week."
..."What is the tone you want to set? How do you begin so as to set that tone? Dale invites the children into the room one-by-one. To each child, she bends down and quietly asks, 'Are you ready for Shabbat?' They enter with a sense of the wonder that is about to happen."
------------------------------------------
There is so much for us to learn (or re-learn) from those who are just starting their Jewish Journey.
Are you ready for Shabbat?
Shabbat Shalom - Rest and Renew
Thursday, October 28, 2010
Shalom Kitah Gimel Students and Families #5
We began with the Blessing for Torah Study and the Blessing for cookies. (Students who are present when class begins at 4:30 receive "on-time" Oreos!)
This week, our attendance conversation was conducted entirely by a student. In the coming weeks, each student will have a turn to lead the attendance question and answer process.
As we've learned the Hebrew words for "cold" (kar) and "rain" (geshem), we've added a weekly weather report - another opportunity to acquire and use Hebrew vocabulary.
Students continue to study the weekly Torah portions (Parshot) in chevruta groups. The Parsha for Shabbat, Chayyei Sarah (Life of Sarah), begins with Sarah's death. Students translated the first line of the Parsha and discovered that Sarah lived to be 127!
Chayyyei Sarah describes in detail, Abraham's purchase of a burial site, the cave of Machpelah, from the Hittites. A student perceptively noted that Abraham insisted on buying the cave rather than receiving it as a gift from the owner, in order to make his possession of that site "official."
Another student suggested that Abraham readily paid the full price for the cave in recognition of the owner's kindness in offering it as a gift.
While Chayyei Sarah deals with the deaths of both Sarah and Abraham, it has a happier side in telling of the successful search for a bride for Isaac, the son of Abraham and Sarah. The chevruta groups described the discovery of beautiful, kind Rebecca and the "love at first sight" meeting between Isaac and Rebecca.
One group shared the midrash that told how Sarah's tent, dark since her death, once more filled with light and the fragrance of challah when Isaac brought Rebecca to live there.
In the modern Hebrew lesson, students reviewed Hebrew vocabulary learned so far, by writing original sentences and questions. They asked thoughtful questions to better understand the differences between Hebrew and English language structure.
Six new vocabulary words were introduced as we near the end of Chapter 3 in Shalom Ivrit. Students made vocabulary cards for home study. Not only does the achbar (mouse) have a kupsa (box), it now has a cova (hat), m'il (coat), and a mitria (umbrella)!
As you can see, in 60 minutes of class time, we cover a number of subjects and skill areas. It's very important that students arrive on time in order to participate fully in all learning activities.
In T'fila, the Cantor reviewed the structure and meaning of the evening prayer service and led students in a spirited rendition of Mi Chamocha. As students read the last line of the "going to sleep" prayer, day was fading into evening. In the coming weeks, please plan to join our students for T'fila.
L'hitraot - See you soon,
Morah Ronni
This week, our attendance conversation was conducted entirely by a student. In the coming weeks, each student will have a turn to lead the attendance question and answer process.
As we've learned the Hebrew words for "cold" (kar) and "rain" (geshem), we've added a weekly weather report - another opportunity to acquire and use Hebrew vocabulary.
Students continue to study the weekly Torah portions (Parshot) in chevruta groups. The Parsha for Shabbat, Chayyei Sarah (Life of Sarah), begins with Sarah's death. Students translated the first line of the Parsha and discovered that Sarah lived to be 127!
Chayyyei Sarah describes in detail, Abraham's purchase of a burial site, the cave of Machpelah, from the Hittites. A student perceptively noted that Abraham insisted on buying the cave rather than receiving it as a gift from the owner, in order to make his possession of that site "official."
Another student suggested that Abraham readily paid the full price for the cave in recognition of the owner's kindness in offering it as a gift.
While Chayyei Sarah deals with the deaths of both Sarah and Abraham, it has a happier side in telling of the successful search for a bride for Isaac, the son of Abraham and Sarah. The chevruta groups described the discovery of beautiful, kind Rebecca and the "love at first sight" meeting between Isaac and Rebecca.
One group shared the midrash that told how Sarah's tent, dark since her death, once more filled with light and the fragrance of challah when Isaac brought Rebecca to live there.
In the modern Hebrew lesson, students reviewed Hebrew vocabulary learned so far, by writing original sentences and questions. They asked thoughtful questions to better understand the differences between Hebrew and English language structure.
Six new vocabulary words were introduced as we near the end of Chapter 3 in Shalom Ivrit. Students made vocabulary cards for home study. Not only does the achbar (mouse) have a kupsa (box), it now has a cova (hat), m'il (coat), and a mitria (umbrella)!
As you can see, in 60 minutes of class time, we cover a number of subjects and skill areas. It's very important that students arrive on time in order to participate fully in all learning activities.
In T'fila, the Cantor reviewed the structure and meaning of the evening prayer service and led students in a spirited rendition of Mi Chamocha. As students read the last line of the "going to sleep" prayer, day was fading into evening. In the coming weeks, please plan to join our students for T'fila.
L'hitraot - See you soon,
Morah Ronni
Tuesday, October 26, 2010
The Museum of International Folklore - Part II
In my post for 10/18/10, I described a visit to the Museum of International Folk Art www.internationalfolkart.org and suggested several learning activities inspired by the Girard Collection of Folk Art - a major permanent exhibition. Unlike most museum displays, the Girard Collection has no labels. Alexander Girard, the collector, designed the exhibition. He placed each of the 100,000 folk art pieces in a particular grouping or location within the exhibition space. Girard specifically directed that there be no identifying labels on the pieces.
It was Girard's wish that each visitor to the exhibition connect with the pieces in a personal way and take away an individualized understanding of the total experience. Because there are so many diverse, thought-provoking pieces, it's impossible to take in every detail in one visit - or even in ten visits! Each time one re-visits the Girard Collection, new insights and additional connections are formed.
Unlike the Girard Collection, Jewish education has lots of labels: Torah Study, Jewish History, Holidays, Israel Studies, Siddur Hebrew, Spoken Hebrew, Values and Ethics, Family
Education, Adult Education, Post B'nai Mitzvah Education, Early Childhood Education, Informal Education...and more.These labels represent our efforts, as educators, to engage students of varying ages and backgrounds in all facets of Jewish living and learning.
Still, let's consider taking a cue from the Girard Collection. Let's include in our programs, opportunities for students to relate and integrate the various labelled "pieces" of Jewish knowledge; to form personal connections to the topics we introduce; to discover themes and patterns in Sacred Texts and the cycle of celebrations; to express and act upon their evolving understanding of Judaism.
One more observation - While re-visiting a museum is a choice we occasionally make, re-visiting "The House of Study" and all that that phrase implies, is a Mitzvah which we are given a lifetime to fulfill.
It was Girard's wish that each visitor to the exhibition connect with the pieces in a personal way and take away an individualized understanding of the total experience. Because there are so many diverse, thought-provoking pieces, it's impossible to take in every detail in one visit - or even in ten visits! Each time one re-visits the Girard Collection, new insights and additional connections are formed.
Unlike the Girard Collection, Jewish education has lots of labels: Torah Study, Jewish History, Holidays, Israel Studies, Siddur Hebrew, Spoken Hebrew, Values and Ethics, Family
Education, Adult Education, Post B'nai Mitzvah Education, Early Childhood Education, Informal Education...and more.These labels represent our efforts, as educators, to engage students of varying ages and backgrounds in all facets of Jewish living and learning.
Still, let's consider taking a cue from the Girard Collection. Let's include in our programs, opportunities for students to relate and integrate the various labelled "pieces" of Jewish knowledge; to form personal connections to the topics we introduce; to discover themes and patterns in Sacred Texts and the cycle of celebrations; to express and act upon their evolving understanding of Judaism.
One more observation - While re-visiting a museum is a choice we occasionally make, re-visiting "The House of Study" and all that that phrase implies, is a Mitzvah which we are given a lifetime to fulfill.
Friday, October 22, 2010
Words of Wisdom for Shabbat - Vayera
The beginning of Parshat Vayera tells how Abraham reached out and welcomed visitors to his tent.
The Midrash excerpt below describes how Sarah's tent was also special. My Hebrew School students enjoyed reading and discussing this section of a longer Midrash.
"Sarah had a tent of her own. Every time that the family made camp, Sarah's tent was set up first. Abraham taught the men about the One God. Sarah was the women's teacher. Abraham's tent had doors on all four sides so that everyone who was looking for hospitality could easily find their way in. Sarah's tent was where Shabbat was created. Every week Sarah baked hallah. Every week Sarah lit Shabbat candles. The smell of the hallah lasted from week to week. It was always in the tent. The Shabbat lights burned from one Shabbat until the next set were kindled. The tent always smelled of hallah. It was always a place of light.
The Shekhinah is the part of God that gets close to people. It is the part that can be our neighbor. God was comfortable with Sarah and her tent. God liked the smell and the light and the peace of Shabbat. The Shekhinah would come down in a cloud and rest on Sarah's tent."
This warm, expressive section of a Midrash is taken from the textbook, S'fatai Tiftach Volume 2 by Joel Lurie Grishaver and Jane Golub (Torah Aura Productions www.torahaura.com )
Shabbat Shalom - Rest and Renew
The Midrash excerpt below describes how Sarah's tent was also special. My Hebrew School students enjoyed reading and discussing this section of a longer Midrash.
"Sarah had a tent of her own. Every time that the family made camp, Sarah's tent was set up first. Abraham taught the men about the One God. Sarah was the women's teacher. Abraham's tent had doors on all four sides so that everyone who was looking for hospitality could easily find their way in. Sarah's tent was where Shabbat was created. Every week Sarah baked hallah. Every week Sarah lit Shabbat candles. The smell of the hallah lasted from week to week. It was always in the tent. The Shabbat lights burned from one Shabbat until the next set were kindled. The tent always smelled of hallah. It was always a place of light.
The Shekhinah is the part of God that gets close to people. It is the part that can be our neighbor. God was comfortable with Sarah and her tent. God liked the smell and the light and the peace of Shabbat. The Shekhinah would come down in a cloud and rest on Sarah's tent."
This warm, expressive section of a Midrash is taken from the textbook, S'fatai Tiftach Volume 2 by Joel Lurie Grishaver and Jane Golub (Torah Aura Productions www.torahaura.com )
Shabbat Shalom - Rest and Renew
Thursday, October 21, 2010
Shalom Kitah Gimel Students and Families #4
After reciting the Brachot (Blessings) for Torah study and for cookies, Kitah Gimel students demonstrated their familiarity with the attendance routine by fluently providing the correct Hebrew responses to the Hebrew questions regarding students present and absent; the date, month, season, and related Holidays.
Chevruta and hospitality were important elements in our examination of the Torah Portion for this coming Shabbat, Vayera. Chevruta is a traditional method of Torah Study, in which students work with a partner or small group to discuss, interpret, and comment on each week's Torah Portion. Kitah Gimel students worked in table groups. Each group studied either a Midrash (Torah-inspired story), or an information sheet about Vayera. The groups then shared what they had learned with the class.
Vayera tells of the hospitality which Abraham showed to three mysterious visitors and how Abraham performed the Mitzvah of Hachnasat Orchim (welcoming guests). One group of students translated the first line of Vayera from the Hebrew of the Torah. The second group told a Midrash which described how Abraham taught many visitors the concept of One God by asking them to join in the Blessing for the food which they had eaten. The third group told a midrash about Sarah's Shabbat tent where the fragrance of freshly baked challah filled the air and Shabbat candles always burned - a place of rest and refuge. The fourth group described additional events that took place in Vayera including the message of the three visitors that elderly Sarah would have a baby; the destruction of the evil cities of Sodom and Gemorrah; and the birth of a son, Isaac, to Abraham and Sarah.
Students' insightful questions and comments led to a discussion of the relationship between Judaism, Christianity, and Islam; and the revolutionary concept of One God at a time when ancient cultures worshipped multiple gods.
Following our study of Vayera, we turned to our modern Hebrew texts where an achbar (mouse) found a warm kufsa (box) in the Sukkah. The words kar (cold) and geshem (rain) were introduced, which will enable us to soon add weather reports to the attendance conversation.
Students wrote vocabulary cards for home review for 5 new words and played a vocabulary card swap game in which they created sentences with words learned in previous lessons.
In T'fila, the Rabbi led us in the Mincha (afternoon) service and explained that traditionally Jews pray three times a day, with the Prayer cycle beginning with Maariv (the evening prayer).
Families are always welcome to join our students for T'fila.
L'hitraot - See you soon,
Morah Ronni
Chevruta and hospitality were important elements in our examination of the Torah Portion for this coming Shabbat, Vayera. Chevruta is a traditional method of Torah Study, in which students work with a partner or small group to discuss, interpret, and comment on each week's Torah Portion. Kitah Gimel students worked in table groups. Each group studied either a Midrash (Torah-inspired story), or an information sheet about Vayera. The groups then shared what they had learned with the class.
Vayera tells of the hospitality which Abraham showed to three mysterious visitors and how Abraham performed the Mitzvah of Hachnasat Orchim (welcoming guests). One group of students translated the first line of Vayera from the Hebrew of the Torah. The second group told a Midrash which described how Abraham taught many visitors the concept of One God by asking them to join in the Blessing for the food which they had eaten. The third group told a midrash about Sarah's Shabbat tent where the fragrance of freshly baked challah filled the air and Shabbat candles always burned - a place of rest and refuge. The fourth group described additional events that took place in Vayera including the message of the three visitors that elderly Sarah would have a baby; the destruction of the evil cities of Sodom and Gemorrah; and the birth of a son, Isaac, to Abraham and Sarah.
Students' insightful questions and comments led to a discussion of the relationship between Judaism, Christianity, and Islam; and the revolutionary concept of One God at a time when ancient cultures worshipped multiple gods.
Following our study of Vayera, we turned to our modern Hebrew texts where an achbar (mouse) found a warm kufsa (box) in the Sukkah. The words kar (cold) and geshem (rain) were introduced, which will enable us to soon add weather reports to the attendance conversation.
Students wrote vocabulary cards for home review for 5 new words and played a vocabulary card swap game in which they created sentences with words learned in previous lessons.
In T'fila, the Rabbi led us in the Mincha (afternoon) service and explained that traditionally Jews pray three times a day, with the Prayer cycle beginning with Maariv (the evening prayer).
Families are always welcome to join our students for T'fila.
L'hitraot - See you soon,
Morah Ronni
Monday, October 18, 2010
Learning From - The Museum of International Folk Art
We've all enjoyed visiting museums and many of us have taken our students there on field trips. My next few posts are a reminder that museums, both secular and Judaic, are excellent sources of ideas for creative learning activities.
I recently visited the outstanding Museum of International Folk Art in Santa Fe, New Mexico.
www.internationalfolkart.org There, a major exhibition entitled "Multiple Visions: A Common Bond," presents 100,000 folk art objects of all sizes, shapes, materials, and countries of origin. This fantastically diverse collection was given to the Museum by the collector, Alexander Girard. Girard also designed the unique display settings and determined the placement of each object in a whimsical, thought- provoking way. From floor to ceiling, everywhere you look, there is an intriguing, colorful example of folk art. Needless to say, this marvelous exhibition is very popular with school groups. Their "Folk Art To Go!" program coordinates visits from schools and offers Teacher In-Service presentations.
The docent who guided our tour group through the exhibition, described several techniques used to help students connect with a few of the hundreds of items on display. In general, students are introduced to portions of the Girard Collection which share a common theme such as transportation toys, the village market, mermaids, Trees of Life, dollhouses, or musicians.
Within a themed group, students are given cards with a description of a specific folk art piece. The students are asked to find the pieces described on their cards. This task encourages students to pay close attention to detail and to compare various pieces which may be similar in many ways.
In our classrooms, this type of matching exercise can be used to review a unit or several units of study. In its simplest form, the descriptions may be listed on an activity sheet where students search their textbooks and find the matching item to write on their sheets. As a more engaging approach, write the descriptions on cards which students carry with them as they search the classroom for pictures or actual objects which match the descriptions on their cards.
Example: Description on the card - "This Holiday begins the Hebrew month of Tishrei. We are commanded to hear the sound of the Shofar. It is tradtional to eat apples and honey."
Students match that description to a picture of a Rosh HaShana celebration or to a Rosh HaShana greeting card that symbolizes the Holiday.
A matching "search" can be an active way to review several months' study of the Holiday cycle (or any other curricular topic) at one time.
At the Museum of International Folk Art, in an additional variation of the matching technique, students were given a picture of a detail found on a particular object of folk art. They were asked to find the object with that detail in a display containing numerous objects. This activity encouraged students to observe, compare, and select a single object from a complex whole.
Similarly, in a Hebrew School class, students may be given a key word or phrase from a prayer that they've studied, and be asked to identify the prayer in their prayerbooks (Siddurim) which contains that word or phrase. This is an effective way to focus students' attention on the different meanings and messages of the prayers - meanings and messages that may have been overshadowed in their initial efforts to master the reading skills associated with the prayer texts.
In Judaic Studies classes, the textbooks often contain many explanatory pictures. As in the Museum, actual picture details can be matched to pictures in the book for an activity designed
to help students review chapters by discussing selected pictures.
Watch future posts for more interactive learning activities inspired by the Museum of International Folk Art.
I recently visited the outstanding Museum of International Folk Art in Santa Fe, New Mexico.
www.internationalfolkart.org There, a major exhibition entitled "Multiple Visions: A Common Bond," presents 100,000 folk art objects of all sizes, shapes, materials, and countries of origin. This fantastically diverse collection was given to the Museum by the collector, Alexander Girard. Girard also designed the unique display settings and determined the placement of each object in a whimsical, thought- provoking way. From floor to ceiling, everywhere you look, there is an intriguing, colorful example of folk art. Needless to say, this marvelous exhibition is very popular with school groups. Their "Folk Art To Go!" program coordinates visits from schools and offers Teacher In-Service presentations.
The docent who guided our tour group through the exhibition, described several techniques used to help students connect with a few of the hundreds of items on display. In general, students are introduced to portions of the Girard Collection which share a common theme such as transportation toys, the village market, mermaids, Trees of Life, dollhouses, or musicians.
Within a themed group, students are given cards with a description of a specific folk art piece. The students are asked to find the pieces described on their cards. This task encourages students to pay close attention to detail and to compare various pieces which may be similar in many ways.
In our classrooms, this type of matching exercise can be used to review a unit or several units of study. In its simplest form, the descriptions may be listed on an activity sheet where students search their textbooks and find the matching item to write on their sheets. As a more engaging approach, write the descriptions on cards which students carry with them as they search the classroom for pictures or actual objects which match the descriptions on their cards.
Example: Description on the card - "This Holiday begins the Hebrew month of Tishrei. We are commanded to hear the sound of the Shofar. It is tradtional to eat apples and honey."
Students match that description to a picture of a Rosh HaShana celebration or to a Rosh HaShana greeting card that symbolizes the Holiday.
A matching "search" can be an active way to review several months' study of the Holiday cycle (or any other curricular topic) at one time.
At the Museum of International Folk Art, in an additional variation of the matching technique, students were given a picture of a detail found on a particular object of folk art. They were asked to find the object with that detail in a display containing numerous objects. This activity encouraged students to observe, compare, and select a single object from a complex whole.
Similarly, in a Hebrew School class, students may be given a key word or phrase from a prayer that they've studied, and be asked to identify the prayer in their prayerbooks (Siddurim) which contains that word or phrase. This is an effective way to focus students' attention on the different meanings and messages of the prayers - meanings and messages that may have been overshadowed in their initial efforts to master the reading skills associated with the prayer texts.
In Judaic Studies classes, the textbooks often contain many explanatory pictures. As in the Museum, actual picture details can be matched to pictures in the book for an activity designed
to help students review chapters by discussing selected pictures.
Watch future posts for more interactive learning activities inspired by the Museum of International Folk Art.
Saturday, October 16, 2010
Words of Wisdom For Shabbat - Lech L'cha
Imagine that you are a fifth grader in an Israeli public school. Below is a translation from Hebrew of a page from your workbook on this week's Torah Portion, Lech L'cha. Your assignment is to complete this page. Of course, if you were in Israel, you'd be doing all of your schoolwork in Hebrew, but let's imagine -
---------------------------------------------------------------------------------------------------------------
"And The Eternal One said to Avram, 'Go forth from your land, and from your birthplace, and from your father's house - to the land that I will show you.' " Bereishit 12:1
This verse is very important to the People of Israel. Elohim chose Avram to go to the Land of Canaan (the Land of Israel) and to be there the father of the People of Israel. Avram was the first one to believe that there is One God, Adonai, the God of Israel.
Please complete this verse:
___________ ____________ from your land, and from your birthplace, and from your father's house to _____ ______ _______ ______ ____ ________ _______ .
You should learn this verse by heart.
If you were commanded to leave your land, your birthplace, and your father's house, what would be the hardest thing for you to leave behind? Tell why.
--------------------------------------------------------------------------------------------------------------
That is just one work book page among many devoted to the study of Parshat Lech L'cha. The last question was intended for class discussion.
The Land of Israel, a modern country where children in a state-funded public school learn to read and write in their native language, Hebrew; where they learn math, science and ...Torah.
God's Promise to Abraham continues to be fulfilled.
Shabbat Shalom Rest and Renew
(The work book page was taken from the workbook which accompanies the textbook, Bereshit Sheli. Both textbook and workbook were written by Iona Zielberman and Dalia Korach-Segev.)
---------------------------------------------------------------------------------------------------------------
"And The Eternal One said to Avram, 'Go forth from your land, and from your birthplace, and from your father's house - to the land that I will show you.' " Bereishit 12:1
This verse is very important to the People of Israel. Elohim chose Avram to go to the Land of Canaan (the Land of Israel) and to be there the father of the People of Israel. Avram was the first one to believe that there is One God, Adonai, the God of Israel.
Please complete this verse:
___________ ____________ from your land, and from your birthplace, and from your father's house to _____ ______ _______ ______ ____ ________ _______ .
You should learn this verse by heart.
If you were commanded to leave your land, your birthplace, and your father's house, what would be the hardest thing for you to leave behind? Tell why.
--------------------------------------------------------------------------------------------------------------
That is just one work book page among many devoted to the study of Parshat Lech L'cha. The last question was intended for class discussion.
The Land of Israel, a modern country where children in a state-funded public school learn to read and write in their native language, Hebrew; where they learn math, science and ...Torah.
God's Promise to Abraham continues to be fulfilled.
Shabbat Shalom Rest and Renew
(The work book page was taken from the workbook which accompanies the textbook, Bereshit Sheli. Both textbook and workbook were written by Iona Zielberman and Dalia Korach-Segev.)
Thursday, October 14, 2010
Shalom Kitah Gimel Students and Families #3
Shalom. Today in Hebrew class, we began with Brachot and concluded "BaSukkah" (in the Sukkah). In between, were many lively activities.
We added topics to the attendance conversation. Hebrew words for days of the week, months, Holidays in the months, and the seasons are now part of the question and answer process. Students wisely pointed out that in every month we celebrate Rosh Chodesh (the New Month) and Shabbat. In a short time, student volunteers will lead this opening conversation entirely in Hebrew.
Beginning today, a brief study of Parshat HaShavua (the weekly Torah Portion) will be a feature of each class. With the help of a bulletin board display, students identify the main ideas in each Portion and discover some Hebrew words related to that Portion. I shared a Midrash (Torah-inspired story) about King David, a spider, and a hornet. Students wondered why the spider played a greater role in the Midrash than the hornet. It was suggested that students who wished to, could write their own creative Midrash about the hornet and share it with the class.
After completing an activity sheet on masculine and feminine verb forms, we read the first story in Chapter 3 of Shalom Ivrit - "BaSukkah" (in the Sukkah). Students wrote vocabulary cards for 6 new Hebrew words to review at home.
Tov M'od (very good) - to those students who remembered to bring their vocabulary cards to class. Next week, we hope that all students will remember to bring their cards.
At T'fila, in relation to Parshat HaShavua, "Lech L'cha," students were treated to another Midrash told by the Rabbi. This Midrash described Abraham's amazing actions while working in his father's idol store.
In honor of the weekly Torah Portion, Lech L'cha, the Cantor led us in singing "L'chi Lach", a beautiful song by Debbie Friedman, which tells of God's promise to Avraham that Avraham and his descendents will have the land of Israel as their land.
Remember, families are welcome to join us in prayer, study, and song at Wednesday T'fila (5:40pm).
L'hitraot - See you soon.
Morah Ronni
We added topics to the attendance conversation. Hebrew words for days of the week, months, Holidays in the months, and the seasons are now part of the question and answer process. Students wisely pointed out that in every month we celebrate Rosh Chodesh (the New Month) and Shabbat. In a short time, student volunteers will lead this opening conversation entirely in Hebrew.
Beginning today, a brief study of Parshat HaShavua (the weekly Torah Portion) will be a feature of each class. With the help of a bulletin board display, students identify the main ideas in each Portion and discover some Hebrew words related to that Portion. I shared a Midrash (Torah-inspired story) about King David, a spider, and a hornet. Students wondered why the spider played a greater role in the Midrash than the hornet. It was suggested that students who wished to, could write their own creative Midrash about the hornet and share it with the class.
After completing an activity sheet on masculine and feminine verb forms, we read the first story in Chapter 3 of Shalom Ivrit - "BaSukkah" (in the Sukkah). Students wrote vocabulary cards for 6 new Hebrew words to review at home.
Tov M'od (very good) - to those students who remembered to bring their vocabulary cards to class. Next week, we hope that all students will remember to bring their cards.
At T'fila, in relation to Parshat HaShavua, "Lech L'cha," students were treated to another Midrash told by the Rabbi. This Midrash described Abraham's amazing actions while working in his father's idol store.
In honor of the weekly Torah Portion, Lech L'cha, the Cantor led us in singing "L'chi Lach", a beautiful song by Debbie Friedman, which tells of God's promise to Avraham that Avraham and his descendents will have the land of Israel as their land.
Remember, families are welcome to join us in prayer, study, and song at Wednesday T'fila (5:40pm).
L'hitraot - See you soon.
Morah Ronni
Monday, October 11, 2010
From "Awful" to "Awesome"
On Shabbat, I was speaking with the mother of one of my former students. We discussed how we were looking forward to her daughter's upcoming Bat Mitzvah. In the course of the conversation, the mother said, "My daughter had her Bat Mitzvah rehearsal with the Cantor. It was 'awesome' - in the truest sense of the word."
Seeing this parent so proud and pleased with a milestone in her child's Jewish education was certainly a gratifying moment for me as a Jewish educator. But, more than that, it brought into focus the fact that in the years since I began teaching, Jewish education has changed in many positive ways.
I remember sitting in workshops and meetings where we pondered the "challenges" of Jewish education, the problems of engaging students and families who had so many demands on their time, and those for whom religious school was just another extra-curricular activity. We recounted instances of parents who remembered their religious school experiences as "awful," but who felt that their children needed to go through "Sunday School" and Hebrew school as an unpleasant rite of passage, in order to have a Bar or Bat Mitzvah, after which , with a sigh of relief, the child (and family) could leave Jewish education behind alongside outgrown Barbie dolls and Matchbox cars.
Today, however, while we continue to face challenges in Jewish education, times have changed. Improved teacher training; application of best instructional practices; stimulating, innovative educational materials; and the availability of supportive resources for students, families, and teachers have all created a more positive religious school environment.
Sensitivity to different learning needs and varied family backgrounds sends a welcoming message. The recent concept of life long learning has placed religious school in the continuum of Jewish practice, which evolves and matures along with the individual.
A goal of modern Jewish education at all levels, is to nurture a lifetime of "awesome" and awe-inspiring engagement in Judaism.
As teachers, we strive to educate our students in such a way that they will someday be eager to ensure that their children participate in that awesome religious school experience that they remember.
Seeing this parent so proud and pleased with a milestone in her child's Jewish education was certainly a gratifying moment for me as a Jewish educator. But, more than that, it brought into focus the fact that in the years since I began teaching, Jewish education has changed in many positive ways.
I remember sitting in workshops and meetings where we pondered the "challenges" of Jewish education, the problems of engaging students and families who had so many demands on their time, and those for whom religious school was just another extra-curricular activity. We recounted instances of parents who remembered their religious school experiences as "awful," but who felt that their children needed to go through "Sunday School" and Hebrew school as an unpleasant rite of passage, in order to have a Bar or Bat Mitzvah, after which , with a sigh of relief, the child (and family) could leave Jewish education behind alongside outgrown Barbie dolls and Matchbox cars.
Today, however, while we continue to face challenges in Jewish education, times have changed. Improved teacher training; application of best instructional practices; stimulating, innovative educational materials; and the availability of supportive resources for students, families, and teachers have all created a more positive religious school environment.
Sensitivity to different learning needs and varied family backgrounds sends a welcoming message. The recent concept of life long learning has placed religious school in the continuum of Jewish practice, which evolves and matures along with the individual.
A goal of modern Jewish education at all levels, is to nurture a lifetime of "awesome" and awe-inspiring engagement in Judaism.
As teachers, we strive to educate our students in such a way that they will someday be eager to ensure that their children participate in that awesome religious school experience that they remember.
Friday, October 8, 2010
Words of Wisdom for Shabbat - Everyday Miracles
"Each time we say a berachah, we say to ourselves, 'Pay attention. Something awesome is happening all around us.' And then we realize that the ordinary world conceals mysteries."
...
"When we say God is everywhere, it does not mean that God is invisible. It means that if we look closely, we can find God's presence hidden everywhere because God created everything. And, because God is hidden inside everything, all things are connected to one another."
From The Book of Miracles, by Lawrence Kushner
Shabbat Shalom - Rest and Renew
...
"When we say God is everywhere, it does not mean that God is invisible. It means that if we look closely, we can find God's presence hidden everywhere because God created everything. And, because God is hidden inside everything, all things are connected to one another."
From The Book of Miracles, by Lawrence Kushner
Shabbat Shalom - Rest and Renew
Thursday, October 7, 2010
Shalom Kitah Gimel Students and Families #2
Shalom. In our October 6th Modern Hebrew class, we began by discussing the difference between the Blessings for food and the Blessing for Torah Study - both of which we recite each week. Students expressed their understanding that we acknowledge and thank God as the "Creator" of our food and we recognize God's Commandment that we study Torah (and, by extension, Hebrew as the language of Torah).
The process of taking attendance gave students an opportunity to practice questions and answers in Hebrew. We added Hebrew numbers to count the number of students present. Each week, we'll add other questions and answer patterns to expand students' active vocabulary.
As a reading and writing exercise, students completed sentences using vocabulary they've been practicing at home - from Chapter 1 of the Shalom Ivrit text. "Achbar" (mouse) was a favorite word here!
In Chapter 2 of the text, nine new words were introduced as students read aloud about a "mishpacha" (family) and the achbar celebrating Rosh Hashana. ( Familiar Holiday vocabulary provides a context for presenting new words and language elements.)
Students prepared Chapter 2 vocabulary cards to review at home. They received a Chapter 2 transliteration sheet for the convenience of family members who might not be familiar with Hebrew, but who would like to help their students review vocabulary.
Home review is an important part of the Kitah Gimel program. Students understand that they are responsible for reviewing vocabulary at home and for bringing their vocabulary cards to each Wednesday class.
Please help students to remember to bring their cards to class where we'll use them for learning activities.
Class time really flew by! As students lined up to go to T'fila - Surprise! Students were rewarded for their fine efforts. Each student received a "Shekel" which may be redeemed for treats at our religious school store - an exciting new feature!
Kitah Gimel is soaring high, like the bright balloons filling our skies!
Have a great week.
Morah Ronni
The process of taking attendance gave students an opportunity to practice questions and answers in Hebrew. We added Hebrew numbers to count the number of students present. Each week, we'll add other questions and answer patterns to expand students' active vocabulary.
As a reading and writing exercise, students completed sentences using vocabulary they've been practicing at home - from Chapter 1 of the Shalom Ivrit text. "Achbar" (mouse) was a favorite word here!
In Chapter 2 of the text, nine new words were introduced as students read aloud about a "mishpacha" (family) and the achbar celebrating Rosh Hashana. ( Familiar Holiday vocabulary provides a context for presenting new words and language elements.)
Students prepared Chapter 2 vocabulary cards to review at home. They received a Chapter 2 transliteration sheet for the convenience of family members who might not be familiar with Hebrew, but who would like to help their students review vocabulary.
Home review is an important part of the Kitah Gimel program. Students understand that they are responsible for reviewing vocabulary at home and for bringing their vocabulary cards to each Wednesday class.
Please help students to remember to bring their cards to class where we'll use them for learning activities.
Class time really flew by! As students lined up to go to T'fila - Surprise! Students were rewarded for their fine efforts. Each student received a "Shekel" which may be redeemed for treats at our religious school store - an exciting new feature!
Kitah Gimel is soaring high, like the bright balloons filling our skies!
Have a great week.
Morah Ronni
Wednesday, October 6, 2010
If Walls Could Talk - More Display Ideas
If walls could talk, the ones in the eduation wing of the synagogue where I teach would say,"Creative learning in progress!"
In the hallway, the Early Childhood Center bulletin boards reflect Parshat Noah, our city's annual Balloon Fiesta, and ...gravity.
A mosaic-style rainbow made of little colored paper squares arches over a large green and blue painted earth sphere.
Hot-air balloon shapes decorated by the young students, soar across the wall. Each balloon carries a tiny "basket" fashioned from an egg carton section. Sitting in each basket is a cut-out of a human or animal figure - whimsical, imaginative, and fun.
Large sheets of paper display a unique blend of paint colors applied, not with a brush, but with an inflated balloon!
In a mix of abstract art and gravity, bright spatters of paint dot sheets of white paper. The vivid bursts of paint were made by dropping the paint from above. Gravity, of course, causes the paint to drop down and splat - modern art and a memorable science lesson rolled into one.
The Third Grade teacher and I share a classroom. She has put up a display of photos of her students with "Kadosh" (Holy) objects they have found throughout the synagogue. The photos show students on the Bima, students with the Torah, students next to a table full of canned goods for a food bank, and even students with the Cantor.
In addition, high over the chalkboard, there are colorful Hebrew letters designed by the students - an attractive and useful display.
Bravo for walls like these which showcase student learning, and student skills and create a lively,
engaging religious school environment.
In the hallway, the Early Childhood Center bulletin boards reflect Parshat Noah, our city's annual Balloon Fiesta, and ...gravity.
A mosaic-style rainbow made of little colored paper squares arches over a large green and blue painted earth sphere.
Hot-air balloon shapes decorated by the young students, soar across the wall. Each balloon carries a tiny "basket" fashioned from an egg carton section. Sitting in each basket is a cut-out of a human or animal figure - whimsical, imaginative, and fun.
Large sheets of paper display a unique blend of paint colors applied, not with a brush, but with an inflated balloon!
In a mix of abstract art and gravity, bright spatters of paint dot sheets of white paper. The vivid bursts of paint were made by dropping the paint from above. Gravity, of course, causes the paint to drop down and splat - modern art and a memorable science lesson rolled into one.
The Third Grade teacher and I share a classroom. She has put up a display of photos of her students with "Kadosh" (Holy) objects they have found throughout the synagogue. The photos show students on the Bima, students with the Torah, students next to a table full of canned goods for a food bank, and even students with the Cantor.
In addition, high over the chalkboard, there are colorful Hebrew letters designed by the students - an attractive and useful display.
Bravo for walls like these which showcase student learning, and student skills and create a lively,
engaging religious school environment.
Tuesday, October 5, 2010
Not Just a Workbook
This post started out to be a description of Torah study techniques inspired by a textbook and workbook used in the Israeli public school system. But all that changed when I examined the workbook closely and discovered that it began with a letter. Iona Zielberman and Dalia Korach-Segev, authors of the workbook, had written students a letter describing how they had created materials to stimulate students' interest and to introduce them to the experience of Torah study. Iona and Dalia urged the students to study the textbook (containing the Torah Text, illustrations, explanations, and stories) in class and at home, independently and with parents.
Next, the authors described the workbook and its activities - the workbook which would "accompany" the students all year in their study of Torah, specifically Sefer Bereishit.
All good, positive, motivating information.
The high point, however, and the point I wish to share, came when the authors revealed their intention that at the end of the year, each workbook would be an attractive "album" of the student's Torah study "work". The workbook would be "l'mazkeret" - it would be a remembrance, a keepsake. For this reason, Iona and Dalia urged students to use their best handwriting, to cut and paste carefully, to keep their workbooks "n'kiah um'suderet," clean and orderly, and to avoid wrinkling the pages.
Think about it - A workbook designed to be a remembrance of the students' first efforts at Torah study, of their early steps on the path to life long Jewish learning. What a wonderful concept! We, too, can convey this concept to our own students: Respect and value your Religious School learning materials. Do your best work, as these materials represent your foundation for future Jewish learning.
Not just a workbook - a mazkeret. That makes all the difference!
Next, the authors described the workbook and its activities - the workbook which would "accompany" the students all year in their study of Torah, specifically Sefer Bereishit.
All good, positive, motivating information.
The high point, however, and the point I wish to share, came when the authors revealed their intention that at the end of the year, each workbook would be an attractive "album" of the student's Torah study "work". The workbook would be "l'mazkeret" - it would be a remembrance, a keepsake. For this reason, Iona and Dalia urged students to use their best handwriting, to cut and paste carefully, to keep their workbooks "n'kiah um'suderet," clean and orderly, and to avoid wrinkling the pages.
Think about it - A workbook designed to be a remembrance of the students' first efforts at Torah study, of their early steps on the path to life long Jewish learning. What a wonderful concept! We, too, can convey this concept to our own students: Respect and value your Religious School learning materials. Do your best work, as these materials represent your foundation for future Jewish learning.
Not just a workbook - a mazkeret. That makes all the difference!
Saturday, October 2, 2010
Words of Wisdom for Shabbat - B'reishit
We enter the new cycle of Torah reading with B'reishit, the Creation Story. The words of the Torah are unchanging, but we can never remain the same. As we begin a new year of Torah study, we strive for greater understanding, deeper commitment, and active fulfillment of Mitzvot.
The following is my translation from Hebrew of a Midrash for B'reishit which appears in an Israeli public school textbook for the study of Torah by upper elementary grade students.
Once David, the king of Israel, was sitting in his garden. He saw a hornet eating a spider.
David said, "Ribono shel Olam [Master of the World], what use are these [creatures] that are in Your World?"
"The hornet - it has no honey and it has a sting. It is of no benefit."
"The spider - it weaves webs all year and [yet] has no clothing."
Elohim said," David, you mock my animals. The day will come when you will need them."
The day came. King Saul was pursuing David.
David hid from Saul in a cave.
Elohim sent a spider to help him.
The spider spun a web on the entrance to the cave and closed it.
Saul came and saw.
"The entrance to the cave is woven [over] with webs," he said. "Certainly, no person could have entered here. If a person had entered, he would have torn the web."
Saul went away and did not go in there.
David came out of the cave. He saw the spider.
He said, "Blessed is the One Who Created you and blessed are you."
Shabbat Shalom - Rest and renew.
The following is my translation from Hebrew of a Midrash for B'reishit which appears in an Israeli public school textbook for the study of Torah by upper elementary grade students.
Once David, the king of Israel, was sitting in his garden. He saw a hornet eating a spider.
David said, "Ribono shel Olam [Master of the World], what use are these [creatures] that are in Your World?"
"The hornet - it has no honey and it has a sting. It is of no benefit."
"The spider - it weaves webs all year and [yet] has no clothing."
Elohim said," David, you mock my animals. The day will come when you will need them."
The day came. King Saul was pursuing David.
David hid from Saul in a cave.
Elohim sent a spider to help him.
The spider spun a web on the entrance to the cave and closed it.
Saul came and saw.
"The entrance to the cave is woven [over] with webs," he said. "Certainly, no person could have entered here. If a person had entered, he would have torn the web."
Saul went away and did not go in there.
David came out of the cave. He saw the spider.
He said, "Blessed is the One Who Created you and blessed are you."
Shabbat Shalom - Rest and renew.
Thursday, September 30, 2010
Words of Wisdom for Simchat Torah
In celebration of Simchat Torah -
"...the Torah furnishes us with a failproof plan for leading our lives in harmony with God. The ideal of living by Torah is that whatever we do, we will act in unison with God in such a way that there will be no perceptible difference between what we do and what God is doing. God is behaving through us."
From commentary by Edward Greenstein in the book, The Jewish Holidays: A Guide and Commentary by Michael Strassfeld.
Chag Sameach!
"...the Torah furnishes us with a failproof plan for leading our lives in harmony with God. The ideal of living by Torah is that whatever we do, we will act in unison with God in such a way that there will be no perceptible difference between what we do and what God is doing. God is behaving through us."
From commentary by Edward Greenstein in the book, The Jewish Holidays: A Guide and Commentary by Michael Strassfeld.
Chag Sameach!
Tuesday, September 28, 2010
Enrich with BabagaNewz.com
An amazing on-line resource for enrichment activities is the website BabagaNewz.com
BabagaNewz provides a wealth of information, activities, and lesson plans for a multitude of Judaic topics.
One small sampling of the offerings on BabagaNewz - I selected "Learning Torah" from a long list of "Jewish Values." Among the activities featured were a virtual tour of the Israeli Supreme Court building with an explanation of the various architectural elements; an article and lesson plan based on the long distance chevrutah experience of a Bar Mitzvah student ; an article and lesson plan connecting the wonders of laser light to the "Light of Torah." Each activity, in turn, included links to additional information. The possibilities were endless!
If you're lucky enough to have a computer in your classroom, BabagaNewz is a perfect site for students to explore independently. You might also assign topics for students to research on this site at home.
The "Teachers" section of BabagaNewz is a treasure trove of lesson plans on Holidays, Jewish History, current events, Israel, Torah, and more. I printed out a multi-page lesson plan about Tel Aviv, which celebrated its 100th birthday in 2009. This lesson plan included art activities, creative writing, Hebrew vocabulary, a color poster, and color photos of city sites - all the makings of a classroom learning center.
As an unexpected bonus, on the BabagaNewz home page, I discovered a dance video starring students from Bet Shraga Hebrew Academy of Albany, NY. The students were led by their outstanding dance teacher, a friend and the parent of two of my former students from the days when I was a member of the Bet Shraga faculty.
Visit BabagaNewz.com and explore the enrichment possibilities!
And...keep on visiting Jewish Educators' Village - K'far Morim - your virtual community for sharing ideas, strategies, and resources for Jewish Education.
BabagaNewz provides a wealth of information, activities, and lesson plans for a multitude of Judaic topics.
One small sampling of the offerings on BabagaNewz - I selected "Learning Torah" from a long list of "Jewish Values." Among the activities featured were a virtual tour of the Israeli Supreme Court building with an explanation of the various architectural elements; an article and lesson plan based on the long distance chevrutah experience of a Bar Mitzvah student ; an article and lesson plan connecting the wonders of laser light to the "Light of Torah." Each activity, in turn, included links to additional information. The possibilities were endless!
If you're lucky enough to have a computer in your classroom, BabagaNewz is a perfect site for students to explore independently. You might also assign topics for students to research on this site at home.
The "Teachers" section of BabagaNewz is a treasure trove of lesson plans on Holidays, Jewish History, current events, Israel, Torah, and more. I printed out a multi-page lesson plan about Tel Aviv, which celebrated its 100th birthday in 2009. This lesson plan included art activities, creative writing, Hebrew vocabulary, a color poster, and color photos of city sites - all the makings of a classroom learning center.
As an unexpected bonus, on the BabagaNewz home page, I discovered a dance video starring students from Bet Shraga Hebrew Academy of Albany, NY. The students were led by their outstanding dance teacher, a friend and the parent of two of my former students from the days when I was a member of the Bet Shraga faculty.
Visit BabagaNewz.com and explore the enrichment possibilities!
And...keep on visiting Jewish Educators' Village - K'far Morim - your virtual community for sharing ideas, strategies, and resources for Jewish Education.
Friday, September 24, 2010
Words of Wisdom for Shabbat and Sukkot
On this, the second day of Sukkot, please enjoy these words from Arthur Waskow...
"We walk into the sukkah - the fragile field hut, open to the light of moon and stars, that our forebears lived in while they gathered in the grain. We dangle apples and onions, oranges and peppers, from its leafy roof. And we feel the joy that for a moment life is so safe, the world so loving, that we can live in these open-ended huts without fear."
From Seasons of Our Joy.
"Blessed are You, Adonai, Guardian of Israel, whose shelter of peace (Sukkat Shalom), is spread over us, and over all Your people Israel, and over Jerusalem."
From the Shabbat Evening Service
Chag Sukkot Sameach
Shabbat Shalom - Rest and Renew
"We walk into the sukkah - the fragile field hut, open to the light of moon and stars, that our forebears lived in while they gathered in the grain. We dangle apples and onions, oranges and peppers, from its leafy roof. And we feel the joy that for a moment life is so safe, the world so loving, that we can live in these open-ended huts without fear."
From Seasons of Our Joy.
"Blessed are You, Adonai, Guardian of Israel, whose shelter of peace (Sukkat Shalom), is spread over us, and over all Your people Israel, and over Jerusalem."
From the Shabbat Evening Service
Chag Sukkot Sameach
Shabbat Shalom - Rest and Renew
Tuesday, September 21, 2010
The Lesson Plan G.A.M.E. E=Extensions and Enrichment
In the past few weeks, I've written a number of posts detailing the Lesson Plan G.A.M.E. We've arrived at the fourth element: E=Extensions and Enrichment.
Lesson extensions and enrichment activities enhance and personalize learning as the class progressses toward meeting curricular goals for a topic of study.
Example: According to your Lesson Plan, by completing the textbook and workbook exercises for the V'Ahavta prayer, students are learning to read the prayer accurately and fluently; to translate key words and phrases; and to understand the theme of the prayer. They may even be preparing for a test on the prayer. To help students express their personal connections to the V'Ahavta prayer, in your Lesson Plan, provide enrichment activities such as:
- Students draw a heart shape on an 81/2"x 11" sheet of paper. Inside the heart, they write several original ways that they can show their love for God. Those who wish to, may write their responses in the form of Haiku, cinquain, or other poetic format. Students may decorate their hearts with markers, crayons, or colored pencils. Students who would like to share their thoughts, may hand in their hearts for a display that includes a copy of the prayer and cards with key prayer vocabulary.
- Provide students with a blank sheet of paper and a box of collage materials (colored paper scraps, wrapping paper, pictures cut from magazines, words cut from the V'Ahavta prayer, bits of ribbon, trim, yarn,etc). From these materials, students create a collage which expresses their interpretation of the prayer.
Extension activities in your Lesson Plan can provide both remedial practice and advanced work for students with different skills sets.
For example, a student who is struggling with pronounciation of a prayer text may be given some of the difficult words clipped from an enlarged copy of the text. With assistance, the student cuts each word into syllables and then pastes the syllables in correct order on a colored index card. He/she uses the cards to pronounce each word aloud syllable by syllable. The student may read the cards to a partner in class or to a family member at home.
The Teacher's Guide to your textbook series probably includes extension and enrichment activities for each chapter. Check your synagogue library or teacher resource center for Judaic activity books. Copy a selection of learning games and activity sheets and make these available to students during independent study time. Secular learning activity books provide activity models which can be adapted for Judaic studies.
Extension and enrichment activities for a study topic may also be assembled and presented as a class Learning Center.
Refer to Bloom's Taxonomy and related verb lists (discussed in previous posts) for inspiration in creating/selecting for your Lesson Plan, extension and enrichment activities which stimulate a variety of thinking skills.
G=Goals A=Amount of time M=Methodology E= Extensions and Enrichment
You now have the tools for success in the Lesson Plan G.A.M.E.
Lesson extensions and enrichment activities enhance and personalize learning as the class progressses toward meeting curricular goals for a topic of study.
Example: According to your Lesson Plan, by completing the textbook and workbook exercises for the V'Ahavta prayer, students are learning to read the prayer accurately and fluently; to translate key words and phrases; and to understand the theme of the prayer. They may even be preparing for a test on the prayer. To help students express their personal connections to the V'Ahavta prayer, in your Lesson Plan, provide enrichment activities such as:
- Students draw a heart shape on an 81/2"x 11" sheet of paper. Inside the heart, they write several original ways that they can show their love for God. Those who wish to, may write their responses in the form of Haiku, cinquain, or other poetic format. Students may decorate their hearts with markers, crayons, or colored pencils. Students who would like to share their thoughts, may hand in their hearts for a display that includes a copy of the prayer and cards with key prayer vocabulary.
- Provide students with a blank sheet of paper and a box of collage materials (colored paper scraps, wrapping paper, pictures cut from magazines, words cut from the V'Ahavta prayer, bits of ribbon, trim, yarn,etc). From these materials, students create a collage which expresses their interpretation of the prayer.
Extension activities in your Lesson Plan can provide both remedial practice and advanced work for students with different skills sets.
For example, a student who is struggling with pronounciation of a prayer text may be given some of the difficult words clipped from an enlarged copy of the text. With assistance, the student cuts each word into syllables and then pastes the syllables in correct order on a colored index card. He/she uses the cards to pronounce each word aloud syllable by syllable. The student may read the cards to a partner in class or to a family member at home.
The Teacher's Guide to your textbook series probably includes extension and enrichment activities for each chapter. Check your synagogue library or teacher resource center for Judaic activity books. Copy a selection of learning games and activity sheets and make these available to students during independent study time. Secular learning activity books provide activity models which can be adapted for Judaic studies.
Extension and enrichment activities for a study topic may also be assembled and presented as a class Learning Center.
Refer to Bloom's Taxonomy and related verb lists (discussed in previous posts) for inspiration in creating/selecting for your Lesson Plan, extension and enrichment activities which stimulate a variety of thinking skills.
G=Goals A=Amount of time M=Methodology E= Extensions and Enrichment
You now have the tools for success in the Lesson Plan G.A.M.E.
Subscribe to:
Posts (Atom)