Mishpatim is the type of Torah Portion that makes B'nai Mitzvah students groan. No catastrophic forces of nature as in Noach. No dramatic family sagas like those of Jacob and Joseph. No cruel pharaoh, eye-popping plagues, or anxious flight into the wilderness. Mishpatim is mostly about laws which God tells to Moses who then tells them to the Israelites assembled at the foot of Mt. Sinai.
God's laws describe how to deal justly with the crimes of assault, theft, idolatry, destruction of property; how to treat slaves, strangers, widows and orphans ethically; and much more. The famous, far-reaching phrases "...eye for eye, tooth for tooth" (Exodus 21:24) and "You shall not boil a kid in its mother's milk." ( Exodus 23:19) are found in Mishpatim.
In addition, God commands the Israelites to celebrate Sukkot, Passover, and Shavuot..
God sends an angel to watch over the Israelites on their continuing journey and promises to be ..."an enemy to your enemies..." (Exodus 23:22), if the Israelites behave as God has commanded. The Israelites respond, "All that the Eternal has spoken we will faithfully do." (Exodus:24:7).
Even without the cinematic imagery of previous Portions, Mishpatim is filled with thought-provoking concepts which continue to generate commentary. In the Book of B'reishit and the initial Portions of the Book of Shemot, we see God as the Almighty Miracle Worker. This week's Portion, Mishpatim shows God as the demanding Teacher with very high expectations for the Israelite "students."
God's Commandments (Mitzvot) provide the framework for building just, moral , compassionate families and society; for dealing ethically with transgression; for celebrating God's Holidays and worshipping God.
Through God's teachings, God empowers the Israelites to develop from a crowd of runaway slaves to a nation of strong, righteous people firm in their faith in One God and capable of passing on their understandings and belief to to their children and grandchildren.
However, just as our students don't always grasp a concept the first time we teach it, - or even the second or third time - so the Israelites needed to be taught, tested, and taught again. Experienced teachers re-teach, review, repeat, re-test until their students "get it." Do we Jews "get it?" Does humankind "get it?" Not yet! The world is still filled with acts of destruction, corruption, disrespect, oppression. So far, there are no graduates of "Living as God Commands 101." God continues to teach us and test us.
As Jewish Educators, we are truly doing God's work, with regard to our students. While we don't expect to see the waters part, we do hope to cross with our students from ignorance to understanding by studying and following God's Commandments, by fulfilling Mitzvot, and by thankfully acknowledging everyday miracles.
No drama, no spectacles in Mishpatim? Look again! As we struggle to follow God's Laws, we are players in the greatest drama and spectacle of all - the life long challenge of living up to God's expectations for us.
Shabbat Shalom Rest and Renew
Quotations from the Torah in this post were taken from The Torah - A Modern Commentary edited by W. Gunther Plaut.
Not one of my students!
Not One of My Students!
Welcome - Baruchim Habaim
Welcome - Baruchim Habaim
Saturday, January 29, 2011
Wednesday, January 26, 2011
Shalom Kitah Gimel Students and Families #15
After students led the Blessings for Torah Study and cookies, we zipped through the attendance conversation, which students now know quite well.
In order to review the words which students had studied at home over the past week, we played a game called "Back-Words." Each student received a Hebrew word attached to a ribbon. The ribbons were placed around the students' necks, so that the words hung down their backs. Students couldn't see their own words. The object of the game was for students to guess the word on their backs by having their classmates pantomime it. No speaking allowed! Even though the first two letters of each word were written on the chalkboard as remezim (clues), this activity proved to be quite a challenge.
As soon as a student guessed his/her word, he/she wrote it on a slip of paper. Students had three minutes to pantomime and guess.
When time was up, students lined up and compared the words they had guessed with the words on their backs. Those who had guessed correctly received a candy prize. Students then made sentences from the words to reinforce their ability to understand and apply the vocabulary. They quickly discovered the importance of studying their vocabulary words during the week. I reminded them that Hebrew vocabulary needs lots of review and practice at home in order to develop and expand. Each class will have some activities which depend on the words reviewed for homework.
We began Chapter 5 in our modern Hebrew text, Shalom Ivrit. This chapter centers around the classroom. We read the chapter aloud and noted the different forms of verbs and adjectives. Students made vocabulary cards for the eleven new words. and were strongly encouraged to set aside at least ten minutes a day for vocabulary study.
We briefly discussed this week's Torah Portion, Mishpatim, in which God reveals many more rules for the Israelites to follow. Because certain rules may not seem relevant today, we considered a midrash which states that our souls were at Sinai and we, in a spiritual way, experienced the revelation along with the ancient Israelites. From this, we may understand that it's our responsibility to interpret God's rules and to discover how they might apply to us modern Jews - a complex task!
As students lined up, we looked one more time at the vocabulary on the board from the Back-Words game. Students individually translated a word as their "ticket" to leave the class for T'fila.
In Tfila, the Cantor chose Kitah Gimel to lead the Barchu and the V' Ahavta prayers. The service included silent prayer and the Aleinu prayer, which we'll continue to study and practice. Tfila concluded with one of the students' favorite songs, Od Yavo Shalom Aleinu.
L'Hitraot - see you soon.
Morah Ronni
In order to review the words which students had studied at home over the past week, we played a game called "Back-Words." Each student received a Hebrew word attached to a ribbon. The ribbons were placed around the students' necks, so that the words hung down their backs. Students couldn't see their own words. The object of the game was for students to guess the word on their backs by having their classmates pantomime it. No speaking allowed! Even though the first two letters of each word were written on the chalkboard as remezim (clues), this activity proved to be quite a challenge.
As soon as a student guessed his/her word, he/she wrote it on a slip of paper. Students had three minutes to pantomime and guess.
When time was up, students lined up and compared the words they had guessed with the words on their backs. Those who had guessed correctly received a candy prize. Students then made sentences from the words to reinforce their ability to understand and apply the vocabulary. They quickly discovered the importance of studying their vocabulary words during the week. I reminded them that Hebrew vocabulary needs lots of review and practice at home in order to develop and expand. Each class will have some activities which depend on the words reviewed for homework.
We began Chapter 5 in our modern Hebrew text, Shalom Ivrit. This chapter centers around the classroom. We read the chapter aloud and noted the different forms of verbs and adjectives. Students made vocabulary cards for the eleven new words. and were strongly encouraged to set aside at least ten minutes a day for vocabulary study.
We briefly discussed this week's Torah Portion, Mishpatim, in which God reveals many more rules for the Israelites to follow. Because certain rules may not seem relevant today, we considered a midrash which states that our souls were at Sinai and we, in a spiritual way, experienced the revelation along with the ancient Israelites. From this, we may understand that it's our responsibility to interpret God's rules and to discover how they might apply to us modern Jews - a complex task!
As students lined up, we looked one more time at the vocabulary on the board from the Back-Words game. Students individually translated a word as their "ticket" to leave the class for T'fila.
In Tfila, the Cantor chose Kitah Gimel to lead the Barchu and the V' Ahavta prayers. The service included silent prayer and the Aleinu prayer, which we'll continue to study and practice. Tfila concluded with one of the students' favorite songs, Od Yavo Shalom Aleinu.
L'Hitraot - see you soon.
Morah Ronni
Monday, January 24, 2011
Highly Recommended - The Teacher's Big Book of Graphic Organizers
I've added a new book to my collection of teaching resources - The Teacher's Big Book of Graphic Organizers by Katherine S. McKnight, published by Jossey-Bass www.josseybass.com
Graphic organizers are formats for presenting information visually. If you've ever drawn a circle with lines coming out of it to represent a main topic (circle) and sub-topics (lines), you've used a graphic organizer. The Teacher's Big Book of Graphic Organizers contains 100 graphic organizers for grades 4-12. Each graphic organizer is presented on two adjoining pages. The first page describes the unique features of the graphic organizer; the specific grade level and level of difficulty; an example of the graphic organizer filled-in with information; and "Tips for Classroom Implementation." The second page is the actual graphic organizer in black and white, ready to be copied for classroom use.
The book is well designed to enable the teacher to choose the most appropriate graphic organizer for the desired learning outcome. Chapter One, "Why Are Graphic Organizers Such Important Tools for Teaching and Learning?" discusses ways that graphic organizers enhance instruction for all learners and for any subject matter. It also includes suggestions for using graphic organizers with special needs students,
The remaining five chapters group the 100 graphic organizers according to purpose, such as "Graphic Organizers for Brainstorming and Idea Generation" (Chapter Two) and "Graphic Organizers for Supporting Reading Comprehension" (Chapter Five).
Although The Teacher's Big Book of Graphic Organizers is designed for secular studies, many of the graphic organizers can be used as-is or easily modified for use in Judaic Studies and Hebrew Language classes.
For example, a graphic organizer called "ABC Brainstorm" requires students to recall and record points of information for each letter of the alphabet. This graphic organizer could be used to indicate students' prior knowledge of a subject or knowledge gained after a unit of study.
If the subject were Passover, "A" might be "anger" (how Pharaoh felt when the Israelites fled); "B" for "beating" (of Jewish slaves); "C" for "charoset;" "D" for "darkness;" "E" for "exodus;" and on through "Z" for "zapping" (the Egyptians with Plagues).
The "Vocabulary Tree" graphic organizer is perfect for showing Hebrew three-letter roots and the words derived from them.
The "REAP" graphic organizer helps students to understand written material by instructing them to:
"Read the text
Encode into your own language (summarize the passage in your own words)
Annotate: Write down any connections, questions, or notes about the text
Ponder What is this passage about?"
What an appropriate approach to studying the weekly Torah Portion!
Not only are the graphic organizers useful for students, but many can be used to record, organize, and examine information generated at faculty meetings or in professional presentations.
I plan to use material from The Teacher's Big Book of Graphic Organizers with my students and highly recommend it as a personal resource or for shared use through a Teacher Resource Center.
Graphic organizers are formats for presenting information visually. If you've ever drawn a circle with lines coming out of it to represent a main topic (circle) and sub-topics (lines), you've used a graphic organizer. The Teacher's Big Book of Graphic Organizers contains 100 graphic organizers for grades 4-12. Each graphic organizer is presented on two adjoining pages. The first page describes the unique features of the graphic organizer; the specific grade level and level of difficulty; an example of the graphic organizer filled-in with information; and "Tips for Classroom Implementation." The second page is the actual graphic organizer in black and white, ready to be copied for classroom use.
The book is well designed to enable the teacher to choose the most appropriate graphic organizer for the desired learning outcome. Chapter One, "Why Are Graphic Organizers Such Important Tools for Teaching and Learning?" discusses ways that graphic organizers enhance instruction for all learners and for any subject matter. It also includes suggestions for using graphic organizers with special needs students,
The remaining five chapters group the 100 graphic organizers according to purpose, such as "Graphic Organizers for Brainstorming and Idea Generation" (Chapter Two) and "Graphic Organizers for Supporting Reading Comprehension" (Chapter Five).
Although The Teacher's Big Book of Graphic Organizers is designed for secular studies, many of the graphic organizers can be used as-is or easily modified for use in Judaic Studies and Hebrew Language classes.
For example, a graphic organizer called "ABC Brainstorm" requires students to recall and record points of information for each letter of the alphabet. This graphic organizer could be used to indicate students' prior knowledge of a subject or knowledge gained after a unit of study.
If the subject were Passover, "A" might be "anger" (how Pharaoh felt when the Israelites fled); "B" for "beating" (of Jewish slaves); "C" for "charoset;" "D" for "darkness;" "E" for "exodus;" and on through "Z" for "zapping" (the Egyptians with Plagues).
The "Vocabulary Tree" graphic organizer is perfect for showing Hebrew three-letter roots and the words derived from them.
The "REAP" graphic organizer helps students to understand written material by instructing them to:
"Read the text
Encode into your own language (summarize the passage in your own words)
Annotate: Write down any connections, questions, or notes about the text
Ponder What is this passage about?"
What an appropriate approach to studying the weekly Torah Portion!
Not only are the graphic organizers useful for students, but many can be used to record, organize, and examine information generated at faculty meetings or in professional presentations.
I plan to use material from The Teacher's Big Book of Graphic Organizers with my students and highly recommend it as a personal resource or for shared use through a Teacher Resource Center.
Saturday, January 22, 2011
Shabbat Commentary - Yitro
The grand event in Parshat Yitro is the revelation at Mt. Sinai, preceded by God's promise to the Israelites that they will be God's "treasure" (Exodus 19:5) if they "listen" to God and keep God's Covenant. Scrubbed and trembling, the Israelites stand at the foot of the mountain, awed by a spectacular, theatrical display of smoke, thunder, lightning, fire, and the blast of a horn ("kol shofar" Exodus 19:16). God speaks directly to the people and tells them the Ten Commandments. They are so overwhelmed by this immensely powerful experience that they say to Moses, " You speak with us so we may listen, but let God not speak with us or else we'll die." (Exodus 20:19)
But wait! Let's re-wind! Parshat Yitro does not begin with the revelation. It opens with a lesson in management and effective leadership taught to Moses by his father-in-law, Yitro, a Midian priest. Yitro observed Moses, alone, dealing from morning to night with the problems and queries of the Israelites. Yitro advises Moses to choose "worthy" men and set up a system of "chiefs" who would address the people's everyday problems and teach them God's laws. Moses would then deal with the most difficult problems and "bring the matters to God." (Exodus 18:19) Moses follows Yitro's wise advice. At this point, the revelation story unfolds.
Believing the Torah to be flawless and intentional, we may ask why one of the most sacred, powerful events in Jewish History, the revelation at Sinai, follows the description of a very practical approach to guiding behavior and resolving the problems of a large population.
My husband, who has an MBA from Harvard, suggests that Yitro's management system had to be in place to deal with the questions, disputes, and misunderstandings which would inevitably arise as the Israelites struggled to practice the laws that God commanded they follow at Sinai. While the Israelites readily agreed to do "all that God has spoken" (Exodus 19:8), they would need assistance and direction in their efforts to apply the Ten Commandments in their daily lives. This task of assistance and direction would have been beyond the capability of one leader, even one such as Moses. Yitro's system of delegating leadership responsibility provided an orderly way to enable the Israelites (and by extension, the Jewish people) to fulfill God's Commandments (Mitzvot).
Laws, whether of divine or human origin, must be interpreted, applied, and adjudicated in order for them to shape human behavior. The Israelites, as previously indicated, implored Moses to act as a "liaison" with God, because they felt that continued direct communication with the Eternal was more than they could humanly bear. Just as Yitro had advised, the chiefs whom Moses appointed would deal with all the smaller problems. At the request of the Israelites, themselves, Moses would "...be for the people toward God..." and for larger issues, Moses would "...bring the matters to God..." (Exodus 18:19).
Management techniques and legal systems have evolved over time from a hierarchy of chiefs in the wilderness to the complex procedures of both civil and Rabbinic courts and a proliferation of methods to manage organizations and societies. The revelation at Sinai, however, is not ancient Jewish History.
In the spiritual realm of Torah Time, God gave the Commandments to all of us - then, now, and for future generations.
"A midrash teaches that the souls of all Jewish people, not just the people who were alive at the time, were at Sinai during the revelation. God spoke to all of us from the mountain."
(From Torah The Growing Gift by Steven E. Steinbock)
You look familiar - perhaps, we met at Sinai.
Shabbat Shalom Rest and Renew
Additional sources used for this post:
A Torah Commentary for Our Times by Harvey J. Fields
Commentary on the Torah by Richard Elliott Friedman
But wait! Let's re-wind! Parshat Yitro does not begin with the revelation. It opens with a lesson in management and effective leadership taught to Moses by his father-in-law, Yitro, a Midian priest. Yitro observed Moses, alone, dealing from morning to night with the problems and queries of the Israelites. Yitro advises Moses to choose "worthy" men and set up a system of "chiefs" who would address the people's everyday problems and teach them God's laws. Moses would then deal with the most difficult problems and "bring the matters to God." (Exodus 18:19) Moses follows Yitro's wise advice. At this point, the revelation story unfolds.
Believing the Torah to be flawless and intentional, we may ask why one of the most sacred, powerful events in Jewish History, the revelation at Sinai, follows the description of a very practical approach to guiding behavior and resolving the problems of a large population.
My husband, who has an MBA from Harvard, suggests that Yitro's management system had to be in place to deal with the questions, disputes, and misunderstandings which would inevitably arise as the Israelites struggled to practice the laws that God commanded they follow at Sinai. While the Israelites readily agreed to do "all that God has spoken" (Exodus 19:8), they would need assistance and direction in their efforts to apply the Ten Commandments in their daily lives. This task of assistance and direction would have been beyond the capability of one leader, even one such as Moses. Yitro's system of delegating leadership responsibility provided an orderly way to enable the Israelites (and by extension, the Jewish people) to fulfill God's Commandments (Mitzvot).
Laws, whether of divine or human origin, must be interpreted, applied, and adjudicated in order for them to shape human behavior. The Israelites, as previously indicated, implored Moses to act as a "liaison" with God, because they felt that continued direct communication with the Eternal was more than they could humanly bear. Just as Yitro had advised, the chiefs whom Moses appointed would deal with all the smaller problems. At the request of the Israelites, themselves, Moses would "...be for the people toward God..." and for larger issues, Moses would "...bring the matters to God..." (Exodus 18:19).
Management techniques and legal systems have evolved over time from a hierarchy of chiefs in the wilderness to the complex procedures of both civil and Rabbinic courts and a proliferation of methods to manage organizations and societies. The revelation at Sinai, however, is not ancient Jewish History.
In the spiritual realm of Torah Time, God gave the Commandments to all of us - then, now, and for future generations.
"A midrash teaches that the souls of all Jewish people, not just the people who were alive at the time, were at Sinai during the revelation. God spoke to all of us from the mountain."
(From Torah The Growing Gift by Steven E. Steinbock)
You look familiar - perhaps, we met at Sinai.
Shabbat Shalom Rest and Renew
Additional sources used for this post:
A Torah Commentary for Our Times by Harvey J. Fields
Commentary on the Torah by Richard Elliott Friedman
Friday, January 21, 2011
Thursday, January 20, 2011
Shalom Kitah Gimel Students and Families #14
In Wednesday Hebrew class, we began, as always, with the Blessings for Torah Study and cookies. Then, students received grape juice and a copy of the Kiddush Blessing which is recited on Friday evening to welcome Shabbat. Kiddush on Wednesday?! As we read through the Hebrew, students identified words, like Kiddush, formed from the root letters kuf, shin, and dalet, which mean "Holy," a theme of the Blessing. They also read the English translation and quickly pointed out the connection between the Shabbat Kiddush and the weekly Torah Portions which we've been studying. Both B'reishit (the Creation) and the Exodus from Egypt are remembered in the Kiddush. Over the weeks, we've discussed the Torah Portions which describe these tremendously significant events.
We continued our Torah Study with this week's Portion, Yitro. Moses' father-in-law, the Midian priest, Yitro, advises Moses to delegate leadership responsibility and to set up a system of judges to help answer the Israelites's questions, address complaints, and settle disputes.
Next, the Portion Yitro describes in great detail the awesome experience of the revelation at Mt. Sinai, when God gave the Ten Commandments to the Israelites (and to all of us).
Students knowledgeably listed nine of the Ten Commandments and checked their Yitro information sheets to discover the tenth (Do not bear false witness...)
In honor of the holiday, we reviewed Tu B'Shvat vocabulary and examined the numeric use of Hebrew letters. The Hebrew letters tet and vav which form the "Tu" part of Tu B'Shvat, stand for 15 - the 15th day of the Hebrew month of Shvat.
In preparation for moving on to Chapter 5 in our modern Hebrew texts,, students translated selected words from Chapter 4. These were words which proved more difficult on last week's quiz. During the coming week, students are to review these words in order to develop fluency and expand vocabulary.
Students received the first of several CHILE projects, which they may choose to complete this semester. Instead of spicy peppers, CHILE stands for "CHallenging Informative Learning Experience." CHILE projects are optional, hands-on enrichment activities - opportunities for students to individually demonstrate their creativity. In this first CHILE project, students are asked to illustrate four Hebrew adjectives in any way they wish and to share their creations in class next Wednesday.
At 5:30pm, students gathered all their study sheets (Kiddush, Yitro, Vocabulary Review, and CHILE project) to bring home and went to the social hall for a schoolwide Tu B'Shvat seder.
At the Tu B'Shvat seder, the Rabbi, Cantor, and Director of Life Long Learning led the students in the Blessings for wine (grape juice) and fruits. Students read aloud portions of a Tu B'Shvat "Haggadah" about trees and nature. Everyone enjoyed a mixture of white and purple grape juice which symbolized the cycle of seasons in Israel and sampled a tasty variety of natural treats which represented plants that grow in Israel- oranges, apples, dates, raisins, olives, figs, and sunflower seeds, to name a few.
We sang (and acted out) the song "Atzei Zeitim Ohmdim" ("Olive Trees Are Standing") - an energetic ending to a joyful celebration.
Tu B'Shvat Sameach - Happy Tu B'Shvat
L'hitraot - See you soon,
Morah Ronni
We continued our Torah Study with this week's Portion, Yitro. Moses' father-in-law, the Midian priest, Yitro, advises Moses to delegate leadership responsibility and to set up a system of judges to help answer the Israelites's questions, address complaints, and settle disputes.
Next, the Portion Yitro describes in great detail the awesome experience of the revelation at Mt. Sinai, when God gave the Ten Commandments to the Israelites (and to all of us).
Students knowledgeably listed nine of the Ten Commandments and checked their Yitro information sheets to discover the tenth (Do not bear false witness...)
In honor of the holiday, we reviewed Tu B'Shvat vocabulary and examined the numeric use of Hebrew letters. The Hebrew letters tet and vav which form the "Tu" part of Tu B'Shvat, stand for 15 - the 15th day of the Hebrew month of Shvat.
In preparation for moving on to Chapter 5 in our modern Hebrew texts,, students translated selected words from Chapter 4. These were words which proved more difficult on last week's quiz. During the coming week, students are to review these words in order to develop fluency and expand vocabulary.
Students received the first of several CHILE projects, which they may choose to complete this semester. Instead of spicy peppers, CHILE stands for "CHallenging Informative Learning Experience." CHILE projects are optional, hands-on enrichment activities - opportunities for students to individually demonstrate their creativity. In this first CHILE project, students are asked to illustrate four Hebrew adjectives in any way they wish and to share their creations in class next Wednesday.
At 5:30pm, students gathered all their study sheets (Kiddush, Yitro, Vocabulary Review, and CHILE project) to bring home and went to the social hall for a schoolwide Tu B'Shvat seder.
At the Tu B'Shvat seder, the Rabbi, Cantor, and Director of Life Long Learning led the students in the Blessings for wine (grape juice) and fruits. Students read aloud portions of a Tu B'Shvat "Haggadah" about trees and nature. Everyone enjoyed a mixture of white and purple grape juice which symbolized the cycle of seasons in Israel and sampled a tasty variety of natural treats which represented plants that grow in Israel- oranges, apples, dates, raisins, olives, figs, and sunflower seeds, to name a few.
We sang (and acted out) the song "Atzei Zeitim Ohmdim" ("Olive Trees Are Standing") - an energetic ending to a joyful celebration.
Tu B'Shvat Sameach - Happy Tu B'Shvat
L'hitraot - See you soon,
Morah Ronni
Tuesday, January 18, 2011
Tu B'Shvat - Happy Birthday Trees from the Fourth Grade
"Ha Shkeidia Porachat...Tu B'Shvat Higiah - The almond tree is blossoming...Tu B'Shvat is coming" This Israeli children's song doesn't exactly describe Tu B'Shvat in my neighborhood, but is a reminder that in Eretz Yisrael, trees are really beginning to bud and the ground is warm enough to plant saplings. On Tu B'Shvat (the 15th day of the Hebrew month of Shvat), Israeli students leave their classrooms and plant trees in parks, along roadsides, and in barren areas throughout the towns. While tree planting isn't possible in many parts of the US, synagogues and religious schools often celebrate with a Tu B'Shvat "seder" - complete with Blessings, four cups of wine, and a bounteous array of fruits to savor. In terms of Jewish Education, Tu B'Shvat lends itself to hands-on projects that range from crafting an almond tree out of a fallen branch, green tissue paper, and pink-painted cotton balls to collecting materials for re-cycling. Our synagogue's Religious School is the site of many imaginative projects. This Shabbat, congregants and guests on their way to Torah Study and services enjoyed poster-sized "Birthday Cards" for the trees designed by the Fourth Graders. The posters were mounted on easels prominently placed in the synagogue's foyer. Each poster was uniquely tree-themed. In one, the tree trunk was made up of colorful hand cut-outs. Another was ladden with bright red apples. Still another was made entirely from collage materials. Not only did the students learn about Tu B'Shvat, their project proudly displayed in the main entrance to the synagogue, symbolizes that our synagogue's programs are "rooted" in commitment to life long learning at every age and skill level. Temperatures may be frigid, but celebrating Tu B'Shvat encourages us to "Think Spring!" Chag HaIlanot Sameach - Happy Holiday of the Trees!
Friday, January 14, 2011
Commentary - Beshallach
Parshat Beshallach might be called "Days of Whine and Moses." The Israelites' behavior in Beshallach is an embarrassment, a shonda, as my mother would say in Yiddish. After experiencing God's protection from Ten devastating Plagues, after escaping from slavery to freedom under the leadership of Moses who communicated directly with God, the Israelites had the chutspah to whine and grumble about their plight as they began their journey in the wilderness. The parting of the Red Sea - it wasn't enough. Instantly turning bitter water to sweet - it wasn't enough. An abundance of quail and manna raining down - you guessed it! These people didn't know from "Dayenu."
Why does the Torah portray the Israelites in such a negative way? Commentators offer various interpretations, but, as a parent, the answer appears to me to be that the Israelites were like little kids. In Egypt, mean daddy Pharaoh made them work hard, but also fed them and took care of them after a fashion. Now they were on their own in a vast wilderness with a deity and a leader whom they had yet to really believe in or trust. The Plagues, the parting of the Red Sea, the Manna - all the wonders which so awe us as a "mature" Jewish People, didn't comfort or satisfy the ancient Israelites. Think back. As children, how often did we show our appreciation to our parents for meeting our needs and satisfying our wants. Was it ever enough?
There is a wonderful midrash about two Israelites who were so busy complaining about the mud on their feet, that they didn't notice that God had parted the Red Sea for them, even as they walked through the walls of water to the other side.
In his translation and commentary, The Five Books of Moses, scholar Everett Fox captures the Israelites' anger, frustration, and distrust as they realize that Pharaoh's army is pursuing them:
"As Pharaoh drew near, the Children of Israel lifted up their eyes:
Here, Egypt marching after them!
They were exceedingly afraid.
And the Children of Israel cried out to YHWH,
they said to Moshe:
Is it because there are no graves in Egypt
that you have taken us out to die in the wilderness?
What is this that you have done to us , bringing us out of Egypt!
Is this not the very word that we spoke to you in Egypt,
saying:Let us alone, that we may serve Egypt!
Indeed, better for us serving Egypt
than our dying in the wilderness!"
(Exodus 14:10-12)
It's tempting to shake our heads at the Children of Israel's behavior and ask, "What is wrong with these people?" But in the Divine Immediacy of Torah time, we are "these people." Moses led us from slavery to freedom!
And after thousands of years of freedom, are we that much wiser and more "grown-up" than the Children of Israel? Like the two Israelites with the muddy feet, we often fail to look around and appreciate "Everyday Miracles" - miracles of birth, miracles of healing, miracles of creative vision and ability, miracles of resiliency and renewal.
Beshallach portrays the Israelites as far more human than heroic. Torah, eternally relevant, portrays us as we were and as we are - with all of our human faults and blemishes. In this way we repeatedly learn that flawed as we are, God is always with us - guiding, strengthening, encouraging, at times, even threatening - just like a parent. Now, that's a Miracle!
Shabbat Shalom Rest and Renew
Why does the Torah portray the Israelites in such a negative way? Commentators offer various interpretations, but, as a parent, the answer appears to me to be that the Israelites were like little kids. In Egypt, mean daddy Pharaoh made them work hard, but also fed them and took care of them after a fashion. Now they were on their own in a vast wilderness with a deity and a leader whom they had yet to really believe in or trust. The Plagues, the parting of the Red Sea, the Manna - all the wonders which so awe us as a "mature" Jewish People, didn't comfort or satisfy the ancient Israelites. Think back. As children, how often did we show our appreciation to our parents for meeting our needs and satisfying our wants. Was it ever enough?
There is a wonderful midrash about two Israelites who were so busy complaining about the mud on their feet, that they didn't notice that God had parted the Red Sea for them, even as they walked through the walls of water to the other side.
In his translation and commentary, The Five Books of Moses, scholar Everett Fox captures the Israelites' anger, frustration, and distrust as they realize that Pharaoh's army is pursuing them:
"As Pharaoh drew near, the Children of Israel lifted up their eyes:
Here, Egypt marching after them!
They were exceedingly afraid.
And the Children of Israel cried out to YHWH,
they said to Moshe:
Is it because there are no graves in Egypt
that you have taken us out to die in the wilderness?
What is this that you have done to us , bringing us out of Egypt!
Is this not the very word that we spoke to you in Egypt,
saying:Let us alone, that we may serve Egypt!
Indeed, better for us serving Egypt
than our dying in the wilderness!"
(Exodus 14:10-12)
It's tempting to shake our heads at the Children of Israel's behavior and ask, "What is wrong with these people?" But in the Divine Immediacy of Torah time, we are "these people." Moses led us from slavery to freedom!
And after thousands of years of freedom, are we that much wiser and more "grown-up" than the Children of Israel? Like the two Israelites with the muddy feet, we often fail to look around and appreciate "Everyday Miracles" - miracles of birth, miracles of healing, miracles of creative vision and ability, miracles of resiliency and renewal.
Beshallach portrays the Israelites as far more human than heroic. Torah, eternally relevant, portrays us as we were and as we are - with all of our human faults and blemishes. In this way we repeatedly learn that flawed as we are, God is always with us - guiding, strengthening, encouraging, at times, even threatening - just like a parent. Now, that's a Miracle!
Shabbat Shalom Rest and Renew
Wednesday, January 12, 2011
Shalom Kitah Gimel Students and Families #13
Welcome to the new Hebrew month of Sh'vat!
Today, students led the Blessings for Torah Study and cookies. They added the new Hebrew month of Sh'vat to the attendance conversation and identified Tu B'Sh'vat as the Holiday of the Month.
To review the vocabulary and language patterns from the previous week, students completed a "Pop" quiz ( and received lollypops as they finished the activity.) As students strive to apply the vocabulary and language concepts they've learned, they're encouraged to realize the importance of daily review of their word cards and use of the Hebrew words even in combination with English.
We read the last story in Chapter 4 in our modern Hebrew text. Students practiced giving Hebrew answers to Hebrew questions about the story. While the story ideas are simple, students are required to focus on using the language forms correctly - and that is a challenge! Students prepared the final two vocabulary cards for chapter 4. These are to be reviewed during the week along with previous cards. In the next class, there will be a quiz and other learning activities based on the vocabulary cards.
After reviewing the past weeks' portions from the Book of Shemot, students examined an information packet on this week's Torah Portion, Beshallach. Moses has led the Israelites out of Egypt. They are trapped between the Red Sea and Pharaoh's army coming to recapture them. God, acting thorough Moses, parts the Red Sea in one of a series of Divine Actions to ensure the survival of the Israelites as they begin their journey through the wilderness. Students considered how they might have felt as newly freed slaves. One student answered that she would be thinking about ways to learn and become educated, an opportunity denied to slaves. As we continued our discussion of Beshallach, I pointed out to the students that the Israelites, even after experiencing God's miracles in the Ten Plagues and the parting of the sea, complained about their plight over and over. Torah truly reflects human nature!
In T'fila, Kitah Gimel led part of the evening service and sang the Mi Chamocha prayer beautifully. The Cantor discussed the concepts of Keva (Prayer Ritual) and Kavanah (intention and feeling toward prayer). We had the opportunity to engage in silent prayer.
At the close of the service, as a tribute to the memory of well-known singer-composer Debbie Friedman who recently passed away, we sang her melody for Oseh Shalom...a sad event, but a joyful song.
L'hitraot - See you soon,
Morah Ronni
Today, students led the Blessings for Torah Study and cookies. They added the new Hebrew month of Sh'vat to the attendance conversation and identified Tu B'Sh'vat as the Holiday of the Month.
To review the vocabulary and language patterns from the previous week, students completed a "Pop" quiz ( and received lollypops as they finished the activity.) As students strive to apply the vocabulary and language concepts they've learned, they're encouraged to realize the importance of daily review of their word cards and use of the Hebrew words even in combination with English.
We read the last story in Chapter 4 in our modern Hebrew text. Students practiced giving Hebrew answers to Hebrew questions about the story. While the story ideas are simple, students are required to focus on using the language forms correctly - and that is a challenge! Students prepared the final two vocabulary cards for chapter 4. These are to be reviewed during the week along with previous cards. In the next class, there will be a quiz and other learning activities based on the vocabulary cards.
After reviewing the past weeks' portions from the Book of Shemot, students examined an information packet on this week's Torah Portion, Beshallach. Moses has led the Israelites out of Egypt. They are trapped between the Red Sea and Pharaoh's army coming to recapture them. God, acting thorough Moses, parts the Red Sea in one of a series of Divine Actions to ensure the survival of the Israelites as they begin their journey through the wilderness. Students considered how they might have felt as newly freed slaves. One student answered that she would be thinking about ways to learn and become educated, an opportunity denied to slaves. As we continued our discussion of Beshallach, I pointed out to the students that the Israelites, even after experiencing God's miracles in the Ten Plagues and the parting of the sea, complained about their plight over and over. Torah truly reflects human nature!
In T'fila, Kitah Gimel led part of the evening service and sang the Mi Chamocha prayer beautifully. The Cantor discussed the concepts of Keva (Prayer Ritual) and Kavanah (intention and feeling toward prayer). We had the opportunity to engage in silent prayer.
At the close of the service, as a tribute to the memory of well-known singer-composer Debbie Friedman who recently passed away, we sang her melody for Oseh Shalom...a sad event, but a joyful song.
L'hitraot - See you soon,
Morah Ronni
Sunday, January 9, 2011
In Memory of Debbie Friedman
I've just received the heart-wrenching news that Debbie Friedman passed away. Musician, composer, songwriter, singer, Debbie Friedman invented modern Jewish music. Where once there were mostly traditional synagogue melodies and ponderous "hymns," Debbie Friedman created Jewish songs with soaring melodies, spirited and spiritual lyrics. In addition to her original works, Debbie composed music for words of Torah, sacred Jewish writings, and prayer texts. In her songs, she also celebrated life-cycle events both joyous and poignant.
Debbie Friedman entertained and led songs at Jewish camps, synagogues, and organizational gatherings. Debbie's songs are meant to be experienced, to evoke deep emotions. Her songs are meant to inspire, teach, strengthen, comfort, and heal.
Her memorable performances were a highlight of the annual CAJE Conferences (the former Conference on Alternatives in Jewish Education) - and that is where I first experienced Debbie Friedman's music. During the CAJE Conferences, Debbie would offer a series of workshops where she taught her songs and even tried out different versions of compositions she was working on. All were welcome. No special musical talent was required (which made it possible for an off-key singer like myself to join in). At the closing program, on the last night of CAJE, Debbie brought all of her workshop participants out on the stage and led them in the songs they'd practiced. The only way I can describe the thrill of being in "Debbie's Chorale" is to borrow a phrase from psychologist Abraham Maslow and call it a "Peak Experience," the best of the best!
It was at a CAJE Conference that Debbie taught us her healing song, "Mi Shebeirach." We all cried as we sang and thought of those close to us who were "...in need of healing with r'fuah sh'leimah."
"Mi Shebeirach" is now a part of the Healing Service in the siddur of the Reform Movement, Mishkan T'filah.
One more memory...On a snowy day in January, 1996, I traveled to Manhattan with several family members to hear Debbie Friedman perform at Carnegie Hall - or as she dubbed it,
"Beth Carnegie." While the blizzard outside turned increasingly fierce, the audience of over 1700 felt only the warmth and excitement of singing with Debbie.
Over the years, I've collected Debbie Friedman's records, then tapes, then CD's. But, from today, when I listen to them it will be with a touch of sadness and a sense of gratitude for the musical legacy that Debbie Friedman has left to the Jewish community and to the world.
In her song, "Save a Life," Debbie sings:
"Darkness fades, the morning light appears.
Shadows dance and come to greet the day.
The voices of angels sing,
Words of comfort whispering,
Save a life and you will save the world."
I don't know if there truly are angels in the World-To-Come, but if there is a Heavenly Chorale, they'll be singing Debbie Friedman's songs.
Debbie Friedman - Zichrona L'Bracha
Debbie Friedman entertained and led songs at Jewish camps, synagogues, and organizational gatherings. Debbie's songs are meant to be experienced, to evoke deep emotions. Her songs are meant to inspire, teach, strengthen, comfort, and heal.
Her memorable performances were a highlight of the annual CAJE Conferences (the former Conference on Alternatives in Jewish Education) - and that is where I first experienced Debbie Friedman's music. During the CAJE Conferences, Debbie would offer a series of workshops where she taught her songs and even tried out different versions of compositions she was working on. All were welcome. No special musical talent was required (which made it possible for an off-key singer like myself to join in). At the closing program, on the last night of CAJE, Debbie brought all of her workshop participants out on the stage and led them in the songs they'd practiced. The only way I can describe the thrill of being in "Debbie's Chorale" is to borrow a phrase from psychologist Abraham Maslow and call it a "Peak Experience," the best of the best!
It was at a CAJE Conference that Debbie taught us her healing song, "Mi Shebeirach." We all cried as we sang and thought of those close to us who were "...in need of healing with r'fuah sh'leimah."
"Mi Shebeirach" is now a part of the Healing Service in the siddur of the Reform Movement, Mishkan T'filah.
One more memory...On a snowy day in January, 1996, I traveled to Manhattan with several family members to hear Debbie Friedman perform at Carnegie Hall - or as she dubbed it,
"Beth Carnegie." While the blizzard outside turned increasingly fierce, the audience of over 1700 felt only the warmth and excitement of singing with Debbie.
Over the years, I've collected Debbie Friedman's records, then tapes, then CD's. But, from today, when I listen to them it will be with a touch of sadness and a sense of gratitude for the musical legacy that Debbie Friedman has left to the Jewish community and to the world.
In her song, "Save a Life," Debbie sings:
"Darkness fades, the morning light appears.
Shadows dance and come to greet the day.
The voices of angels sing,
Words of comfort whispering,
Save a life and you will save the world."
I don't know if there truly are angels in the World-To-Come, but if there is a Heavenly Chorale, they'll be singing Debbie Friedman's songs.
Debbie Friedman - Zichrona L'Bracha
Friday, January 7, 2011
Shabbat Commentary - Bo
On the Jewish calendar, we may be only two weeks away from Tu B'Shvat, but in this week's Torah Portion, Bo, it's Passover - THE original Passover!
Pharaoh remains steadfast in his refusal to free the Israelite slaves. As a result, three more plagues ( locusts, darkness, and death of the first born) descend, upon the Egyptians.
Before initiating the deadly Tenth Plague, God directs the Israelites to mark their doorways with the blood of a lamb, so that when the first born of the Egyptians are struck down, the Israelite homes will be "passed over" and their first born spared.
Devastated by the death of his own first born child, Pharaoh demands that the Israelites leave Egypt at once.
God, through Moses, instructs the Israelites in the ways that they (and we) are to commemorate the Exodus from Egypt and observe Passover on into the future. God commands that we tell the Passover story to future generations.
"And you shall explain to your child on that day, 'It is because of what the Eternal did for me when I went free from Egypt.'" (Exodus 13:8)*The very act of saying "...what the Eternal did for me..." places each of us in the company of the fleeing Israelites. When we celebrate Passover, we re-enact an event at once ancient and immediate.
When discussing Parshat Bo with my sixth graders, one student asked, "What if when Moses and Aaron asked Pharaoh to free the Jews, Pharaoh just said, 'OK, go?'"
This question, like the Four Questions of the Passover Seder, provides an opportunity to tell the story . The Torah tells us in the opening lines of the Parsha that Pharaoh was not free to act as he wished. God "hardened" Pharaoh's heart for reasons which forever resonate through and underlie Jewish belief.
10:1"Then the Eternal One said to Moses,'Go to Pharaoh. For I have hardened his heart and the hearts of his courtiers, in order that I may display these My signs among them, 2 and that you may recount in the hearing of your children and of your children's children how I made a mockery of the Egyptians and how I displayed my Signs among them - in order that you may know that I am the Eternal." (Exodus 10:1-2)*
With Moses as God's reluctant agent, God demonstrated to the Egyptians, to the Israelites, and to us modern Jews, the power of the Eternal.
We were in Egypt and we are here now preparing to welcome Shabbat with the words of the Kiddush - "zeicher litziat mitzrayim" (remember the Exodus from Egypt.)
We remember God's "signs."
The Torah, a past, present, and future " reminder" that God works in wondrous ways.
Shabbat Shalom - Rest and Renew.
*From The Torah - A Modern Commentary W. Gunther Plaut, General Editor Union for Reform Judaism
Pharaoh remains steadfast in his refusal to free the Israelite slaves. As a result, three more plagues ( locusts, darkness, and death of the first born) descend, upon the Egyptians.
Before initiating the deadly Tenth Plague, God directs the Israelites to mark their doorways with the blood of a lamb, so that when the first born of the Egyptians are struck down, the Israelite homes will be "passed over" and their first born spared.
Devastated by the death of his own first born child, Pharaoh demands that the Israelites leave Egypt at once.
God, through Moses, instructs the Israelites in the ways that they (and we) are to commemorate the Exodus from Egypt and observe Passover on into the future. God commands that we tell the Passover story to future generations.
"And you shall explain to your child on that day, 'It is because of what the Eternal did for me when I went free from Egypt.'" (Exodus 13:8)*The very act of saying "...what the Eternal did for me..." places each of us in the company of the fleeing Israelites. When we celebrate Passover, we re-enact an event at once ancient and immediate.
When discussing Parshat Bo with my sixth graders, one student asked, "What if when Moses and Aaron asked Pharaoh to free the Jews, Pharaoh just said, 'OK, go?'"
This question, like the Four Questions of the Passover Seder, provides an opportunity to tell the story . The Torah tells us in the opening lines of the Parsha that Pharaoh was not free to act as he wished. God "hardened" Pharaoh's heart for reasons which forever resonate through and underlie Jewish belief.
10:1"Then the Eternal One said to Moses,'Go to Pharaoh. For I have hardened his heart and the hearts of his courtiers, in order that I may display these My signs among them, 2 and that you may recount in the hearing of your children and of your children's children how I made a mockery of the Egyptians and how I displayed my Signs among them - in order that you may know that I am the Eternal." (Exodus 10:1-2)*
With Moses as God's reluctant agent, God demonstrated to the Egyptians, to the Israelites, and to us modern Jews, the power of the Eternal.
We were in Egypt and we are here now preparing to welcome Shabbat with the words of the Kiddush - "zeicher litziat mitzrayim" (remember the Exodus from Egypt.)
We remember God's "signs."
The Torah, a past, present, and future " reminder" that God works in wondrous ways.
Shabbat Shalom - Rest and Renew.
*From The Torah - A Modern Commentary W. Gunther Plaut, General Editor Union for Reform Judaism
Thursday, January 6, 2011
Shalom Kitah Gimel Students and Families #12
Welcome back from winter vacation and welcome to second semester. We started off 2011 with every Kitah Gimel student present! After students led the Blessings for Torah Study and cookies, we launched into a review of the Hebrew vocabulary which students had practiced during their vacation. Students demonstrated good recall of word meanings and everyone had an opportunity to create and translate sentences.
Students are asking very perceptive questions regarding Hebrew grammar and word usage as they form known words into original sentences.
Following these review activities, we read a new story in Chapter 4 of Shalom Ivrit. Additional verbs, adjectives, and nouns were introduced including everyone's favorite Hebrew word, "uga" which means "cake." Students prepared 12 vocabulary cards for daily review at home. Daily vocabulary review really helps students to develop fluency and confidence in modern spoken Hebrew.
While we were on vacation, Torah Portions continued to unfold. We have entered the Book of Shemot (Exodus) which begins with the action-packed story of Moses and the flight of the Israelites from slavery in Egypt. Table groups read information packets about the last two Portions, Shemot and Va-Era, and this week's Portion, Bo. Each group described the details of their Portion - the tyrannical Pharaoh; baby Moses' rescue from the Nile by an Egyptian princess; Moses killing an Egyptian who was beating a Jewish slave; Moses fleeing to Midian and marrying; Moses' encounters with God; Moses and Aaron imploring Pharaoh to free the Israelites, and the PLAGUES! We even had a "replica" of Moses' snaky staff.
Students commented that God was very "creative."
One student asked the thought-provoking question, "What if when Moses and Aaron asked Pharaoh to free the Hebrew slaves, Pharaoh had just said, 'OK, Go!' " That is a super question and one which we'll discuss more extensively next week.
In T'fila, each class was responsible for leading a portion of the evening service. Students were eager to demonstrate their emerging synagogue skills and families were proud to watch.
We're off to a great second half of the school year.
See you soon - L'hitraot,
Morah Ronni
Students are asking very perceptive questions regarding Hebrew grammar and word usage as they form known words into original sentences.
Following these review activities, we read a new story in Chapter 4 of Shalom Ivrit. Additional verbs, adjectives, and nouns were introduced including everyone's favorite Hebrew word, "uga" which means "cake." Students prepared 12 vocabulary cards for daily review at home. Daily vocabulary review really helps students to develop fluency and confidence in modern spoken Hebrew.
While we were on vacation, Torah Portions continued to unfold. We have entered the Book of Shemot (Exodus) which begins with the action-packed story of Moses and the flight of the Israelites from slavery in Egypt. Table groups read information packets about the last two Portions, Shemot and Va-Era, and this week's Portion, Bo. Each group described the details of their Portion - the tyrannical Pharaoh; baby Moses' rescue from the Nile by an Egyptian princess; Moses killing an Egyptian who was beating a Jewish slave; Moses fleeing to Midian and marrying; Moses' encounters with God; Moses and Aaron imploring Pharaoh to free the Israelites, and the PLAGUES! We even had a "replica" of Moses' snaky staff.
Students commented that God was very "creative."
One student asked the thought-provoking question, "What if when Moses and Aaron asked Pharaoh to free the Hebrew slaves, Pharaoh had just said, 'OK, Go!' " That is a super question and one which we'll discuss more extensively next week.
In T'fila, each class was responsible for leading a portion of the evening service. Students were eager to demonstrate their emerging synagogue skills and families were proud to watch.
We're off to a great second half of the school year.
See you soon - L'hitraot,
Morah Ronni
Monday, January 3, 2011
A Message on a Fence
Several times this week, I've driven by an elementary school near my house. The school is bordered by a metal mesh fence. This week, there is a message on the fence spelled out in bright pink plastic cups pushed through the mesh. "We 'heart' you Mrs. Diller RIP" the large pink letters read. The message is framed by two pink ribbon symbols.
I have no connection with the school and never met Mrs. Diller, but I'm sad. I'm sad that this teacher who surely cared for her students and was loved by them in return is gone.
Students don't expect such a loss. They expect their teachers to finish the school year with them, to wish them luck as they move on in their learning and in their lives. Students expect to be able to return to their former classrooms, to stand shyly in the doorway, taller, deeper-voiced, waiting for their teacher's grin of recognition and surprise. They don't expect to say a final good-bye - not mid year, not ever.
Though decades have passed, I still remember with great sorrow, those teachers who didn't finish the school year with me, who were gone before I could come as a "grown-up" to visit.
In Pirkei Avot, Yehoshua Ben Perachyah says: "Appoint a teacher for yourself; acquire a friend for yourself."
May Mrs. Diller's memory be for a blessing.
I have no connection with the school and never met Mrs. Diller, but I'm sad. I'm sad that this teacher who surely cared for her students and was loved by them in return is gone.
Students don't expect such a loss. They expect their teachers to finish the school year with them, to wish them luck as they move on in their learning and in their lives. Students expect to be able to return to their former classrooms, to stand shyly in the doorway, taller, deeper-voiced, waiting for their teacher's grin of recognition and surprise. They don't expect to say a final good-bye - not mid year, not ever.
Though decades have passed, I still remember with great sorrow, those teachers who didn't finish the school year with me, who were gone before I could come as a "grown-up" to visit.
In Pirkei Avot, Yehoshua Ben Perachyah says: "Appoint a teacher for yourself; acquire a friend for yourself."
May Mrs. Diller's memory be for a blessing.
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