This week's Torah Portion, Va-Yak'hel, echoes previous Portions. Moses addresses the children of Israel and repeats the instructions which God gave him for building the Mishkan and creating the furnishings and sacred accouterments associated with worship in this Holy Space.
As God instructed, Moses begins by warning the children of Israel that no work is to be done on Shabbat.
God has chosen Bezalel and Oholiab to direct the building and crafting work. Va-Yak'hel tells us that God "...filled them with wisdom of heart..." (Exodus 35:35)* so that they might carry out all the tasks needed to make the many elements of the Mishkan. Bezalel and Oholiab are to be joined in their labors by those among the children of Israel who are "wise of heart."
"And Moses called Bezalel and Oholiab and everyone who was wise of heart, in whose heart YHWH had put wisdom, everyone whose heart inspired him to come forward for the work, to do it." (Exodus 36:2)*
What does it mean to be "wise of heart," to have a heart filled with wisdom from God? I suggest that one who is "wise of heart" is not only skilled at a craft, but also willing to work honestly and ethically for the good of the community. A person "wise of heart" understands that to accomplish a complex task such as building the Mishkan, the workers must respect one another. They must be creative, but ever mindful of directions. Those "wise of heart" demonstrate cooperation, dedication, and a willingness to put forth their best communal effort.
"Wisdom of the heart" - I believe that I've seen this God-given attribute close-up in a modern context. While teaching in a Jewish day school, I was asked to coach the school's Odyssey of the Mind Creative Problem Solving Team. Odyssey of the Mind or OM was (and may still be) an international organization which promoted creative thinking in children by providing an annual set of problems for seven-member teams to solve and present in regional, state, and "world" competitions.
The problems varied and might require the team to devise a dramatic presentation or to construct devices to carry out specific tasks or to build weight bearing structures of balsa wood.
Through the years, my teams chose problems which required a dramatic solution.
Like the instructions for the Mishkan, the Odyssey of the Mind (OM) problems were detailed and demanded strict adherence to directions. To add to the OM challenge and to ensure fair play, teams were absolutely forbidden to receive "outside assistance" in developing their problem solution. According to the OM rules, solutions had to derive solely from the ideas and efforts of team members.
For over a decade, I watched my OM teams sort through ideas, re-work solutions, grapple with materials, check and re-check the problem instructions. Through it all team members encouraged each other to put forth the best effort each could possibly offer. Team members consistently demonstrated intelligence and integrity. Whether they won or lost in competition, they were proud of the solution they'd achieved.
I can easily imagine Bezalel and Oholiab leading a winning Odyssey of the Mind team. And I can picture my OM team members making outstanding contributions to the building of the Mishkan.
The members of my Odyssey of the Mind teams are grown now, with children of their own. But, like the portable Mishkan which accompanied the children of Israel in ancient times, I hope the "wisdom of the heart" which informed their OM experience has traveled with them.
In Va-Yak'hel it is written:
"Let, then Bezalel and Oholiab and all the skilled persons whom the Eternal has endowed with skill and ability to peform expertly all the tasks connected with the service of the sanctuary carry out all that the Eternal has commanded." (Exodus 36:1)**
In an Odyssey of the Mind newsletter, an article on "What It Takes to Build a Winning OM Team" advises:
"A team works well that has diverse talents - technical, art, music, presentation skills. A diverse team makeup quickly fosters an appreciation for other people's skills. Everyone feels needed and a part of the group."
Coincidence? No.
The timeless relevance of Torah? Yes!
Shabbat Shalom Rest and Renew.
*From: Commentary on the Torah by Richard Elliott Friedman
**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
Sunday, February 27, 2011
Wednesday, February 23, 2011
Shalom Kitah Gimel Students and Families #18
Shalom Kitah Gimel Students and Families.
Today students led the Blessings for Torah Study and cookies and the attendance conversation.
Modern Hebrew Language
Students were given 2 minutes to look over the vocabulary words which they'd been assigned last week for homework. We then applied these words to the Surprise Box game. Each student, in turn, reached into the Surprise Box and pulled out an object representing a vocabulary word such as iparon (pencil), sefer (book), machberet (notebook), and even shulchan (table - a very small one). Students named the object in Hebrew and used that Hebrew word in a sentence pattern based on positive and negative possessive forms. ("I have," "I don't have"). The class responded by using the form "You have." (Yeish l'cha or Yeish Lach)
Following the Surprise Box activity, I held up items that had been in the Box and said a Hebrew sentence using the possessive form Yeish Li (I have). Depending on whether or not the item I held up matched my sentence, students had to respond with a "Yes" or "No" Hebrew sentence using possessive form.
Students completed 3 written exercises in Chapter 5 of their Hebrew text, Shalom Ivrit. These exercises reviewed use of maculine and feminine forms for verbs and adjectives and knowledge of vocabulary.
I reminded the students that reviewing vocabulary assigned for homework is absolutely necessary in order to participate fully in the language activities which we do in class. Our motto now is "Ten Minutes!" - meaning "Please review vocabulary words assigned for homework at least 10 minutes each day."
Please encourage students to set aside 10 Minutes daily for Hebrew homework. It really makes a difference in their progress.
Torah Study
Prior to discussing this week's Torah Portion, Va-Yak'hel, we reviewed the highlights of the five previous Torah Portions. In the five previous Portions, God gives the children of Israel the Ten Commandments directly. Then to Moses, alone, God communicates a code of laws; elaborate instructions for building the Mishkan (Portable Tabernacle) and its furnishing; and directions for the Priest's clothing, ornaments, and ritual utensils.
In Va-Yak'hel, the children of Israel, under the direction of Betzalel actually build and craft as God had instructed.
We noted that the children of Israel are warned three times to oberve Shabbat.
Students suggested that the Israelites might be so busy building the Mishkan that they might forget shabbat.
Also, as a student pointed out, in the Portion Ki Tissa, the Israelites even forgot that God had freed them from Egypt and created a Golden Calf to worship.
We observed that in Va-Yak'hel, God is present through Betzalel whose skills and creativity are divinely inspired.
As they lined up for T'fila, students examined modern Hebrew used in an Israeli calendar on the wall. They also used Hebrew nouns and adjectives in sentences as their "Ticket Out."
In T'fila, students practiced four lines of Torah Trope, including new Trope symbols. They found the new Trope symbols in the V'Ahavta Prayer - and applied the melodies to the Prayer words. Next week the Cantor said we'll move "beyond V'Ahavta."
L'Hitraot - See you soon,
Morah Ronni
Today students led the Blessings for Torah Study and cookies and the attendance conversation.
Modern Hebrew Language
Students were given 2 minutes to look over the vocabulary words which they'd been assigned last week for homework. We then applied these words to the Surprise Box game. Each student, in turn, reached into the Surprise Box and pulled out an object representing a vocabulary word such as iparon (pencil), sefer (book), machberet (notebook), and even shulchan (table - a very small one). Students named the object in Hebrew and used that Hebrew word in a sentence pattern based on positive and negative possessive forms. ("I have," "I don't have"). The class responded by using the form "You have." (Yeish l'cha or Yeish Lach)
Following the Surprise Box activity, I held up items that had been in the Box and said a Hebrew sentence using the possessive form Yeish Li (I have). Depending on whether or not the item I held up matched my sentence, students had to respond with a "Yes" or "No" Hebrew sentence using possessive form.
Students completed 3 written exercises in Chapter 5 of their Hebrew text, Shalom Ivrit. These exercises reviewed use of maculine and feminine forms for verbs and adjectives and knowledge of vocabulary.
I reminded the students that reviewing vocabulary assigned for homework is absolutely necessary in order to participate fully in the language activities which we do in class. Our motto now is "Ten Minutes!" - meaning "Please review vocabulary words assigned for homework at least 10 minutes each day."
Please encourage students to set aside 10 Minutes daily for Hebrew homework. It really makes a difference in their progress.
Torah Study
Prior to discussing this week's Torah Portion, Va-Yak'hel, we reviewed the highlights of the five previous Torah Portions. In the five previous Portions, God gives the children of Israel the Ten Commandments directly. Then to Moses, alone, God communicates a code of laws; elaborate instructions for building the Mishkan (Portable Tabernacle) and its furnishing; and directions for the Priest's clothing, ornaments, and ritual utensils.
In Va-Yak'hel, the children of Israel, under the direction of Betzalel actually build and craft as God had instructed.
We noted that the children of Israel are warned three times to oberve Shabbat.
Students suggested that the Israelites might be so busy building the Mishkan that they might forget shabbat.
Also, as a student pointed out, in the Portion Ki Tissa, the Israelites even forgot that God had freed them from Egypt and created a Golden Calf to worship.
We observed that in Va-Yak'hel, God is present through Betzalel whose skills and creativity are divinely inspired.
As they lined up for T'fila, students examined modern Hebrew used in an Israeli calendar on the wall. They also used Hebrew nouns and adjectives in sentences as their "Ticket Out."
In T'fila, students practiced four lines of Torah Trope, including new Trope symbols. They found the new Trope symbols in the V'Ahavta Prayer - and applied the melodies to the Prayer words. Next week the Cantor said we'll move "beyond V'Ahavta."
L'Hitraot - See you soon,
Morah Ronni
Tuesday, February 22, 2011
Take It From Here #1 - Surprise Box
This post is the first of a series with the title, "Take It From Here." The "Take It From Here" posts briefly describe an activity, a project, or a teaching strategy for you to take away and either use as is or modify to fit your grade level and learning environment. The ideas are meant to be easy to replicate and are based on readily available materials.
Take It From Here #1 - Surprise Box
To create a Surprise Box, cut a circle in one end of a sturdy cardboard carton. Make the circle large enough for your hand to fit through. Poke three holes along both edges of the flaps on the top of the carton. Thread a shoelace through the holes so that the flaps can be pulled apart enough to put an object inside the carton. Pull the laces tight after putting the object inside.
Cover the carton with colorful wrapping paper or "contact" paper.
To make it more difficult to see inside the carton through the hand hole, glue or tape the top part of an old sock to the hand hole. (The top part of the sock is the straight part that remains after the foot part with the toe and heel has been cut off. An adult sized sock works best.)
Now your Surprise Box is ready for classroom use, as in the following examples:
To introduce, summarize, or review a unit of study, put individual objects related to that unit into the Surprise Box. Ask a student to reach into the box, pull out the object, identify the object, and explain how it relates to the topic of the unit. If the item is too large to be pulled out through the hand hole, ask the student to identify it and then take it out through the flaps at the top of the Box.
Examples: To introduce a unit on Israel, put an Israeli coin, a small plastic bag of dates, a small Israeli flag, a postcard from Israel, or an envelope with Israeli stamps on it into the Box.
To complete a unit on Hanukkah, put a little dreidel, a candle, or picture of Judah Maccabee into the Surprise Box.
As a modern Hebrew language exercise, put items into the Surprise Box that represent vocabulary words which the students are studying. Students pull out an item, name the item in Hebrew and use the Hebrew word for the item in a Hebrew sentence. The sentence may be an original one which the student composes or it may make use of a grammatical pattern (such as the possessive), which you supply.
For younger children, the Surprise Box can be a regular feature of the Early Childhood classroom routine. After a few experiences with the Surprise Box, the children will come to associate it with the introduction of something new and special. The items in the Surprise Box might include a utensil for a cooking project, a paintbrush or tube of glitter for an art activity, an item related to a new read-aloud book, a paper snowflake or small paper umbrella to start a weather conversation.
Depending on the age of the students, the child might describe what he/she is touching in the Surprise Box and have the class guess the item described.
NB: When using the Surprise Box, especially with younger children, I stress that the contents of the Box will always be fun and pleasant - that there will never be anything scary or yucky in the Box. The cheerful wrapping paper on the outside of the box, reinforces this statement.
The Surprise Box adds visual and tactile stimulation to any lesson. It transforms a routine exercise into an entertaining game. Once you've made a Surprise Box, it can be used year after year, class after class.
Enjoy a Surprise Box with your students. Share this idea with your colleagues and...Take It From Here!
Take It From Here #1 - Surprise Box
To create a Surprise Box, cut a circle in one end of a sturdy cardboard carton. Make the circle large enough for your hand to fit through. Poke three holes along both edges of the flaps on the top of the carton. Thread a shoelace through the holes so that the flaps can be pulled apart enough to put an object inside the carton. Pull the laces tight after putting the object inside.
Cover the carton with colorful wrapping paper or "contact" paper.
To make it more difficult to see inside the carton through the hand hole, glue or tape the top part of an old sock to the hand hole. (The top part of the sock is the straight part that remains after the foot part with the toe and heel has been cut off. An adult sized sock works best.)
Now your Surprise Box is ready for classroom use, as in the following examples:
To introduce, summarize, or review a unit of study, put individual objects related to that unit into the Surprise Box. Ask a student to reach into the box, pull out the object, identify the object, and explain how it relates to the topic of the unit. If the item is too large to be pulled out through the hand hole, ask the student to identify it and then take it out through the flaps at the top of the Box.
Examples: To introduce a unit on Israel, put an Israeli coin, a small plastic bag of dates, a small Israeli flag, a postcard from Israel, or an envelope with Israeli stamps on it into the Box.
To complete a unit on Hanukkah, put a little dreidel, a candle, or picture of Judah Maccabee into the Surprise Box.
As a modern Hebrew language exercise, put items into the Surprise Box that represent vocabulary words which the students are studying. Students pull out an item, name the item in Hebrew and use the Hebrew word for the item in a Hebrew sentence. The sentence may be an original one which the student composes or it may make use of a grammatical pattern (such as the possessive), which you supply.
For younger children, the Surprise Box can be a regular feature of the Early Childhood classroom routine. After a few experiences with the Surprise Box, the children will come to associate it with the introduction of something new and special. The items in the Surprise Box might include a utensil for a cooking project, a paintbrush or tube of glitter for an art activity, an item related to a new read-aloud book, a paper snowflake or small paper umbrella to start a weather conversation.
Depending on the age of the students, the child might describe what he/she is touching in the Surprise Box and have the class guess the item described.
NB: When using the Surprise Box, especially with younger children, I stress that the contents of the Box will always be fun and pleasant - that there will never be anything scary or yucky in the Box. The cheerful wrapping paper on the outside of the box, reinforces this statement.
The Surprise Box adds visual and tactile stimulation to any lesson. It transforms a routine exercise into an entertaining game. Once you've made a Surprise Box, it can be used year after year, class after class.
Enjoy a Surprise Box with your students. Share this idea with your colleagues and...Take It From Here!
Saturday, February 19, 2011
Shabbat Commentary - Ki Tissa
This week's Portion, Ki Tissa, continues the theme of God and Moses on Mount Sinai. God gives Moses more instructions for the Israelites - instructions for taking a census; instructions for fashioning oil, incense, and utensils for Priestly rituals. God divinely inspires Betzalel, a master craftsman, to lead the building process.
God tells Moses to remind the Israelites to observe Shabbat even though they have been given many sacred tasks to fulfill.
Meanwhile, down below...Uh Oh! After 40 days, the Children of Israel fear that Moses has abandoned them. They enlist Aaron's help in making a statue of a Golden Calf for them to worship. What a horrifying turn of events! Or is it?
Let's imagine that our ancestors, the Israelites, waited 40 days for Moses' return. Let's imagine that they and their leader-in-Charge, Aaron waited patiently, calmly, faithfully. Moses returns bearing the Tablets of the Covenant. The Tablets remain intact. Moses has no reason to return to the Mountain top. All rejoice and follow God's Laws and instructions. Everyone lives happily ever after. What do we learn? We learn that God is with us when we're good.
However, in real life, we're not "good." God created us to be human. On the one hand, we are capable of great creativity ourselves. We have been given an agile intellect and the vision necessary to carry out God's Laws for behavior and God's complex instructions for a place and procedure for worship.
On the other hand, we humans are free to succumb to fear, pressure, selfishness, arrogance, greed, loss of faith, and a multitude of other negative forces which constantly ensnare the human psyche. No, all too often, we are not "good." A god who only connects with and responds to "goodness" would, in time, have become irrelevant and most likely would have been abandoned as the Jewish people struggled to survive.
Wisely, however, the Torah gives us Ki Tissa and the Golden Calf to teach us that God forgives our inevitable wrongdoings and continues to guide and connect with us.
In his anger over the Golden Calf, Moses smashes the Tablets. It is then necessary for him to re-climb the Mountain to ask forgiveness for the Israelites and to again receive God's word. It is at this time that Moses is allowed to see God's "back" and to feel very close to God's Presence. Moses proclaims, "...The Eternal! The Eternal! a God compassionate and gracious, slow to anger, abounding in kindness and faithfulness..." (Exodus 34:6)
Moses' return to Mount Sinai enables us to know more about the attributes of God and we, with all our imperfections - we, too, come closer to the Eternal.
We learn from the Israelites' errors in Ki Tissa to heed the "Golden Calf alert" within us, to compare our actual behavior with the Laws God has given to guide us. We learn to remember, to believe, to improve.
When we make mistakes, like the Children of Israel, we're given a chance to change our ways, to grow, to thrive. Like Moses, when we err, we are given another chance to experience God's presence in our lives.
Shabbat Shalom - Rest and Renew
God tells Moses to remind the Israelites to observe Shabbat even though they have been given many sacred tasks to fulfill.
Meanwhile, down below...Uh Oh! After 40 days, the Children of Israel fear that Moses has abandoned them. They enlist Aaron's help in making a statue of a Golden Calf for them to worship. What a horrifying turn of events! Or is it?
Let's imagine that our ancestors, the Israelites, waited 40 days for Moses' return. Let's imagine that they and their leader-in-Charge, Aaron waited patiently, calmly, faithfully. Moses returns bearing the Tablets of the Covenant. The Tablets remain intact. Moses has no reason to return to the Mountain top. All rejoice and follow God's Laws and instructions. Everyone lives happily ever after. What do we learn? We learn that God is with us when we're good.
However, in real life, we're not "good." God created us to be human. On the one hand, we are capable of great creativity ourselves. We have been given an agile intellect and the vision necessary to carry out God's Laws for behavior and God's complex instructions for a place and procedure for worship.
On the other hand, we humans are free to succumb to fear, pressure, selfishness, arrogance, greed, loss of faith, and a multitude of other negative forces which constantly ensnare the human psyche. No, all too often, we are not "good." A god who only connects with and responds to "goodness" would, in time, have become irrelevant and most likely would have been abandoned as the Jewish people struggled to survive.
Wisely, however, the Torah gives us Ki Tissa and the Golden Calf to teach us that God forgives our inevitable wrongdoings and continues to guide and connect with us.
In his anger over the Golden Calf, Moses smashes the Tablets. It is then necessary for him to re-climb the Mountain to ask forgiveness for the Israelites and to again receive God's word. It is at this time that Moses is allowed to see God's "back" and to feel very close to God's Presence. Moses proclaims, "...The Eternal! The Eternal! a God compassionate and gracious, slow to anger, abounding in kindness and faithfulness..." (Exodus 34:6)
Moses' return to Mount Sinai enables us to know more about the attributes of God and we, with all our imperfections - we, too, come closer to the Eternal.
We learn from the Israelites' errors in Ki Tissa to heed the "Golden Calf alert" within us, to compare our actual behavior with the Laws God has given to guide us. We learn to remember, to believe, to improve.
When we make mistakes, like the Children of Israel, we're given a chance to change our ways, to grow, to thrive. Like Moses, when we err, we are given another chance to experience God's presence in our lives.
Shabbat Shalom - Rest and Renew
Thursday, February 17, 2011
Shalom Kitah Gimel Students and Families #17
Shalom Kitah Gimel students and families.
In Wednesday Hebrew class, we began with the Blessings for Torah Study and cookies.
As part of our attendance conversation, we sang Yom Huledet Sameach (Happy Birthday) to two students who had recently celebrated their birthdays.
Modern Spoken Hebrew
As review, we re-read aloud the story Yom Sheleg (Snow Day). Students illustrated events from the story and described their illustrations in Hebrew. A popular drawing was Achbar ochel uga (A mouse is eating cake.) There are very artistic and imaginative students in our class!
To review the story, Ba Kitah ("In Class") which we've been studying in Chapter 5 of our modern Hebrew texts, students participated in an activity called "Cut-Ups." Each student received a slip of paper with two lines cut from the story. Using their lines, students answered Hebrew questions posed in a variety of formats. They also matched their Hebrew lines to English translations.
Students read aloud a new story, Doron Ba Kitah ("Doron is in Class"). This story introduces the names of common classroom items, as well as several possessive word forms ( "You have," "I don't have")
Students made vocabulary cards for the nine new words. As we add more vocabulary and word forms, it is vital to students' progress that they review their vocabulary cards at home. Please encourage your students' efforts to study their modern Hebrew vocabulary during the week.
Torah Study
We moved from Doron in the classroom to the children of Israel in the wilderness, where they anxiously awaited Moses' return from Mount Sinai. We recounted major events in previous Torah Portions as background for this week's Portion, Ki Tissa. Students read an information packet on Ki Tissa and focused on the Israelites' creation of a Golden Calf as an object of idol worship. Students pointed out that the Israelites were scared by Moses' lengthy absence and that their faith in God had weakened. Students expressed surprise that Aaron, Moses' brother and God's choice for High Priest, would have participated in the making of the Golden Calf. We discussed Moses' efforts to persuade God not to destroy the Israelites and Moses' angry reaction to the misguided behavior of the Israelites. Moses smashed the stone tablets containing God's Laws!
As a visual representation of Ki Tissa, I showed the class a large "Golden Calf" made out of gold posterboard. (Thank you to my daughter for drawing the calf image.) Students shared ideas about what the Golden Calf might be thinking -"Oh, No! I'm going to be destroyed!" - and that's exactly what Moses did!
As students left class for T'fila, they each described something they'd learned in class.
In T'fila, the Cantor presented additional Torah Trope symbols and led students in a lively practice session. Students discovered that the first line of the V'Ahavta Prayer contains many of the Trope symbols they'd learned.
L'hitraot - See you soon,
Morah Ronni
In Wednesday Hebrew class, we began with the Blessings for Torah Study and cookies.
As part of our attendance conversation, we sang Yom Huledet Sameach (Happy Birthday) to two students who had recently celebrated their birthdays.
Modern Spoken Hebrew
As review, we re-read aloud the story Yom Sheleg (Snow Day). Students illustrated events from the story and described their illustrations in Hebrew. A popular drawing was Achbar ochel uga (A mouse is eating cake.) There are very artistic and imaginative students in our class!
To review the story, Ba Kitah ("In Class") which we've been studying in Chapter 5 of our modern Hebrew texts, students participated in an activity called "Cut-Ups." Each student received a slip of paper with two lines cut from the story. Using their lines, students answered Hebrew questions posed in a variety of formats. They also matched their Hebrew lines to English translations.
Students read aloud a new story, Doron Ba Kitah ("Doron is in Class"). This story introduces the names of common classroom items, as well as several possessive word forms ( "You have," "I don't have")
Students made vocabulary cards for the nine new words. As we add more vocabulary and word forms, it is vital to students' progress that they review their vocabulary cards at home. Please encourage your students' efforts to study their modern Hebrew vocabulary during the week.
Torah Study
We moved from Doron in the classroom to the children of Israel in the wilderness, where they anxiously awaited Moses' return from Mount Sinai. We recounted major events in previous Torah Portions as background for this week's Portion, Ki Tissa. Students read an information packet on Ki Tissa and focused on the Israelites' creation of a Golden Calf as an object of idol worship. Students pointed out that the Israelites were scared by Moses' lengthy absence and that their faith in God had weakened. Students expressed surprise that Aaron, Moses' brother and God's choice for High Priest, would have participated in the making of the Golden Calf. We discussed Moses' efforts to persuade God not to destroy the Israelites and Moses' angry reaction to the misguided behavior of the Israelites. Moses smashed the stone tablets containing God's Laws!
As a visual representation of Ki Tissa, I showed the class a large "Golden Calf" made out of gold posterboard. (Thank you to my daughter for drawing the calf image.) Students shared ideas about what the Golden Calf might be thinking -"Oh, No! I'm going to be destroyed!" - and that's exactly what Moses did!
As students left class for T'fila, they each described something they'd learned in class.
In T'fila, the Cantor presented additional Torah Trope symbols and led students in a lively practice session. Students discovered that the first line of the V'Ahavta Prayer contains many of the Trope symbols they'd learned.
L'hitraot - See you soon,
Morah Ronni
Saturday, February 12, 2011
Shabbat Commentary - Tetzaveh
In the last few Torah Portions, we've seen God play many roles. Now, in this week's Parasha (Portion), Tetzaveh, we see God as Fashion Designer, describing in minute detail the Priest's clothing and ornaments.
In addition, God tells Moses of the ritual offerings which the Priest, Aaron, and his sons shall make.
In the final verses of Tetzaveh, God reminds Moses that for the "children of Israel" "...I am YHWH, their God, who brought them out from the land of Egypt for me to tent among them. I am YHWH, their God." (Exodus 29:46)
By commanding Moses to communicate to the Israelites God's detailed instructions for the Mishkan and its furnishings, for the Priestly clothing, and for the ritual offerings, God is partnering with the Israelites or as they are called in Tetzaveh, "the children of Israel."
God is trusting in their intellect, creative ability, morality, and faith. God is setting the stage for the Israelites to demonstrate that they are capable of forming a strong, moral community of believers, governed by the laws which God has commanded and worshipping together in the manner and place that God has prescribed. God has set forth visionary plans for the children of Israel to follow, but it is not God who will embroider the curtains, craft the acacia wood, gild the Ark, fringe the Priestly garments, or prepare the offerings. All these complex Divinely ordained tasks will be done by human hands, the hands of God's partners, the children of Israel.
What a wondrous arrangement! What a supreme honor and awesome responsibility for the Israelites!
And what are those Israelites actually doing while Moses receives God's words on the mountain top? It would be a pleasant Shabbat image to imagine the children of Israel diligently striving to live by the Ten Commandments which they received from God only 40 days before; striving to fulfill their promise to God that, "We'll do everything that YHWH has spoken." (Exodus 19:8)
SPOILER ALERT! If you find this image of righteous, faithful Israelites comforting, please read no further. Shabbat Shalom.
Those of you who remember the Israelites whining in the wilderness after directly experiencing God's miracles in Egypt and at the Red Sea, may be skeptical. You may be doubting the chilldren of Israel's ability to maintain their faith in One God during Moses' absence. Well, sad to say, you're on the right track!
Until next week - and the Big Bovine Mistake...
Shabbat Shalom - Rest and Renew
Resource: Torah Text translations are taken from Commentary on the Torah by Richard Elliott Friedman
In addition, God tells Moses of the ritual offerings which the Priest, Aaron, and his sons shall make.
In the final verses of Tetzaveh, God reminds Moses that for the "children of Israel" "...I am YHWH, their God, who brought them out from the land of Egypt for me to tent among them. I am YHWH, their God." (Exodus 29:46)
By commanding Moses to communicate to the Israelites God's detailed instructions for the Mishkan and its furnishings, for the Priestly clothing, and for the ritual offerings, God is partnering with the Israelites or as they are called in Tetzaveh, "the children of Israel."
God is trusting in their intellect, creative ability, morality, and faith. God is setting the stage for the Israelites to demonstrate that they are capable of forming a strong, moral community of believers, governed by the laws which God has commanded and worshipping together in the manner and place that God has prescribed. God has set forth visionary plans for the children of Israel to follow, but it is not God who will embroider the curtains, craft the acacia wood, gild the Ark, fringe the Priestly garments, or prepare the offerings. All these complex Divinely ordained tasks will be done by human hands, the hands of God's partners, the children of Israel.
What a wondrous arrangement! What a supreme honor and awesome responsibility for the Israelites!
And what are those Israelites actually doing while Moses receives God's words on the mountain top? It would be a pleasant Shabbat image to imagine the children of Israel diligently striving to live by the Ten Commandments which they received from God only 40 days before; striving to fulfill their promise to God that, "We'll do everything that YHWH has spoken." (Exodus 19:8)
SPOILER ALERT! If you find this image of righteous, faithful Israelites comforting, please read no further. Shabbat Shalom.
Those of you who remember the Israelites whining in the wilderness after directly experiencing God's miracles in Egypt and at the Red Sea, may be skeptical. You may be doubting the chilldren of Israel's ability to maintain their faith in One God during Moses' absence. Well, sad to say, you're on the right track!
Until next week - and the Big Bovine Mistake...
Shabbat Shalom - Rest and Renew
Resource: Torah Text translations are taken from Commentary on the Torah by Richard Elliott Friedman
Thursday, February 10, 2011
Shalom Kitah Gimel Students and Families #16
This is my 100th blog post. What better way to celebrate than to share Wednesday's happenings in Kitah Gimel! We began with the Blessings for Torah Study and cookies, followed by our attendance conversation. The class no longer needs the "prompt" sheets as they know the questions and answers by heart. We noted that we're now in the happy month of Adar, looking forward to Purim. As we increase our Hebrew vocabulary, new words will be added to the attendance routine.
To review the Chapter 5 Hebrew vocabulary words, we played "Concentration" and matched each Hebrew word with its English translation. Students participated very enthusiastically!
Building on that review activity, students next read aloud a story which I wrote about a "Yom Sheleg" ("Snow Day") - recalling last week when Hebrew School was closed due to harsh weather. Students responded in Hebrew to Hebrew questions about the story - another opportunity to use vocabulary and practice speaking.
In the coming week, students are to review again the Chapter 5 vocabulary cards which they've made and brought home. Each student received a sheet with the transliteration of all Chapter 5 vocabulary. This transliteration sheet is for the convenience of family members who aren't familiar with Hebrew, but who would like to help their students with their vocabulary review - a very important part of the modern Hebrew program.
For the Torah Study section of our class, each table group received an information packet about one of the last three Torah Portions: Mishpatim, Terumah, and Tetzaveh (the Portion for this Shabbat). A fourth packet described the portable desert Tabernacle and its furnishings.
Students presented summaries of the information they'd read, so that everyone could recognize the themes and main details of the Portions. One student, who had recently begun Bar Mitzvah studies, told us that his assigned Torah Portion was Terumah and asked to take home the Terumah information packet. Having pre-B'nai Mitzvah students identify a Torah Portion we're studying as "theirs" is a special element of the Kitah Gimel experience.
We discussed the differences between the last four Torah Portions (Yitro, Mishpatim, Terumah, and Tetzaveh) and those that came before. Students insightfully pointed out that these four Portions focus on "rules instead of a tale," that they aren't mainly stories "about a person."
A student suggested that the last four Portions we've studied involve "preparing" to live as a law-abiding community, preparing to build structures and sacred implements for worship, and even preparing unique clothing for the Priests.
As students lined up to go to T'fila, I showed them color pictures of the golden Menorah and the bejeweled Priestly Breastplate that Terumah and Tetzaveh had described.
Students were also invited to tell something they'd learned as their "ticket" to depart for T'fila.
One student was excited to learn about the gold covered Ark of the Covenant which inspired the movie "Indiana Jones and the Raiders of the Lost Ark!"
In T'fila, the Cantor introduced students to several Torah trope symbols and melodies. Students really enjoy learning trope and applying it to familiar prayers. Please join our students for Wednesday T'fila and share the joy of seeing their synagogue skills blossom.
L'hitraot - See you soon!
Morah Ronni
To review the Chapter 5 Hebrew vocabulary words, we played "Concentration" and matched each Hebrew word with its English translation. Students participated very enthusiastically!
Building on that review activity, students next read aloud a story which I wrote about a "Yom Sheleg" ("Snow Day") - recalling last week when Hebrew School was closed due to harsh weather. Students responded in Hebrew to Hebrew questions about the story - another opportunity to use vocabulary and practice speaking.
In the coming week, students are to review again the Chapter 5 vocabulary cards which they've made and brought home. Each student received a sheet with the transliteration of all Chapter 5 vocabulary. This transliteration sheet is for the convenience of family members who aren't familiar with Hebrew, but who would like to help their students with their vocabulary review - a very important part of the modern Hebrew program.
For the Torah Study section of our class, each table group received an information packet about one of the last three Torah Portions: Mishpatim, Terumah, and Tetzaveh (the Portion for this Shabbat). A fourth packet described the portable desert Tabernacle and its furnishings.
Students presented summaries of the information they'd read, so that everyone could recognize the themes and main details of the Portions. One student, who had recently begun Bar Mitzvah studies, told us that his assigned Torah Portion was Terumah and asked to take home the Terumah information packet. Having pre-B'nai Mitzvah students identify a Torah Portion we're studying as "theirs" is a special element of the Kitah Gimel experience.
We discussed the differences between the last four Torah Portions (Yitro, Mishpatim, Terumah, and Tetzaveh) and those that came before. Students insightfully pointed out that these four Portions focus on "rules instead of a tale," that they aren't mainly stories "about a person."
A student suggested that the last four Portions we've studied involve "preparing" to live as a law-abiding community, preparing to build structures and sacred implements for worship, and even preparing unique clothing for the Priests.
As students lined up to go to T'fila, I showed them color pictures of the golden Menorah and the bejeweled Priestly Breastplate that Terumah and Tetzaveh had described.
Students were also invited to tell something they'd learned as their "ticket" to depart for T'fila.
One student was excited to learn about the gold covered Ark of the Covenant which inspired the movie "Indiana Jones and the Raiders of the Lost Ark!"
In T'fila, the Cantor introduced students to several Torah trope symbols and melodies. Students really enjoy learning trope and applying it to familiar prayers. Please join our students for Wednesday T'fila and share the joy of seeing their synagogue skills blossom.
L'hitraot - See you soon!
Morah Ronni
Wednesday, February 9, 2011
"Chair Time"
Friends who are vacationing in Florida sent me a postcard. They wrote that they were having "lots of chair time just looking at the sea."
"Chair Time" - I like that phrase. "Chair Time" suggests a relaxed contemplation of natural surroundings, a chance for unhurried observation, quiet thought, and measured response.
Chair Time is not a time to escape from reality, but a time to appreciate it.
I believe that Chair Time can be applied metaphorically to Jewish Education. Students need a chance to sit back and process the information presented in Religious School and Hebrew School, whether it concerns Hebrew language, the weekly Torah Portion, Holiday studies, Jewish History, or any other Judaic Studies topic.
The concept of Chair Time is a valuable addition to our repertoire of teaching strategies. This idea with its pleasing image of a sunlit beach chair at the ocean's edge, reminds us to give students ample opportunity to understand, integrate, and apply what they're learning; ample time to think about a question before volunteering an answer.
In a classroom setting, Chair Time means creating a warm, comfortable, cheerful atmosphere for gaining knowledge, developing skills, and progressing along the path of life long Jewish learning.
Even though our teaching time with our students is limited to a few activity filled hours a week, let's plan for some Chair Time so that students can truly appreciate what they are studying and why.
In Pirkei Avot (The Ethics of the Fathers), Ben Zoma teaches: "Who is wise? One who learns from every person." (4:1)
I thank my insightful friends (who are also family members) for giving me "Chair Time" to share.
"Chair Time" - I like that phrase. "Chair Time" suggests a relaxed contemplation of natural surroundings, a chance for unhurried observation, quiet thought, and measured response.
Chair Time is not a time to escape from reality, but a time to appreciate it.
I believe that Chair Time can be applied metaphorically to Jewish Education. Students need a chance to sit back and process the information presented in Religious School and Hebrew School, whether it concerns Hebrew language, the weekly Torah Portion, Holiday studies, Jewish History, or any other Judaic Studies topic.
The concept of Chair Time is a valuable addition to our repertoire of teaching strategies. This idea with its pleasing image of a sunlit beach chair at the ocean's edge, reminds us to give students ample opportunity to understand, integrate, and apply what they're learning; ample time to think about a question before volunteering an answer.
In a classroom setting, Chair Time means creating a warm, comfortable, cheerful atmosphere for gaining knowledge, developing skills, and progressing along the path of life long Jewish learning.
Even though our teaching time with our students is limited to a few activity filled hours a week, let's plan for some Chair Time so that students can truly appreciate what they are studying and why.
In Pirkei Avot (The Ethics of the Fathers), Ben Zoma teaches: "Who is wise? One who learns from every person." (4:1)
I thank my insightful friends (who are also family members) for giving me "Chair Time" to share.
Friday, February 4, 2011
Commentary - T'rumah
From B'reishit on, we've experienced God as Creator, Guardian, Miracle Worker, Law Maker, Teacher. In this week's Torah Portion, T'rumah, we see God in the roles of Fundraiser, Architect, Artisan, and Interior Decorator. With no Home Depot or Lumber Liquidators in sight, God commands the Israelites to build a portable Mishkan - "And let them make Me a sanctuary that I may dwell among them." (Exodus 25:8) Although the Israelites are wandering in the desert wilderness, God specifies that the Mishkan be elaborately constructed and lavishly furnished with materials such as acacia wood, precious metals, gems, fine linens, colored yarns, and what some translators call "dolphin skins." What is God thinking?! That's exactly the point of T'rumah. That is the question confronting centuries of commentators. What is the purpose of God's complex, detailed plan for a structure where the Israelites can pray and sacrifice to God?
According to Harvey J. Fields' A Torah Commentary for Our Times, some commentators see the Mishkan as fulfilling the human need for "...a special space set aside for meditation and prayer." (page 65)
Others define the function of the Mishkan as "...a tangible, visual assurance of the bond that God had forged with the people of Israel at Mount Sinai." (page 65)
Still other commentators interpret the details of the Mishkan as having "allegorical meaning." (page 67)
In addition to these worthy ideas, I propose another view. Divinely commanded, humanly crafted, the Mishkan was a significant step in the evolution of the Jewish people. This evolution began with Abraham's belief in One God and progressed through a succession of founding families, territorial tribes, oppressed slaves, and freed followers of God through Moses. In Parashat T'rumah, we can recognize the formation of a Jewish community, contributing its wealth (Exodus 25:2), committing its skills to building the Mishkan according to the exacting details of God's plan.
God gives very specific details so that the construction can proceed in a timely, efficient, harmonious way. If God had simply said, "Build and furnish a structure worthy of My Presence," there would have been endless, time-consuming arguments over what exactly constituted a dwelling place for God. The Israelites had , after all, labored at building great monuments to the Pharaohs. They would, most likely, have considered such structures appropriate for God. By providing detailed instructions for the Mishkan, God kept the Israelites from lengthy, contentious debate, and from looking backward to the culture that had enslaved them. Instead, God focused the Israelites on the cooperative and communal execution of God's plan for a suitable place for sacred worship and sacrifice.
In building the Mishkan, the Israelites needed to invest themselves physically, economically, and spiritually. In the process they would make God's sacred space their own, and strengthen their ability to function as a community.
Today, in constructing and furnishing our synagogues, we descendents of the wandering Israelites still incorporate elements of God's Mishkan - vibrant colors, embroidered textiles, precious ornaments, rich woods. Communally, we contribute from the heart to create a place where we can gather for prayer, for study, for comfort and support. For the Jewish community, God's presence is with us as strongly in our solidly grounded synagogues, as it was amidst the curtains and planks of the ancient Mishkan.
Shabbat Shalom - Rest and Renew
Quotations from T'rumah are taken from The Torah: A Modern Commentary edited by W.Gunther Plaut
According to Harvey J. Fields' A Torah Commentary for Our Times, some commentators see the Mishkan as fulfilling the human need for "...a special space set aside for meditation and prayer." (page 65)
Others define the function of the Mishkan as "...a tangible, visual assurance of the bond that God had forged with the people of Israel at Mount Sinai." (page 65)
Still other commentators interpret the details of the Mishkan as having "allegorical meaning." (page 67)
In addition to these worthy ideas, I propose another view. Divinely commanded, humanly crafted, the Mishkan was a significant step in the evolution of the Jewish people. This evolution began with Abraham's belief in One God and progressed through a succession of founding families, territorial tribes, oppressed slaves, and freed followers of God through Moses. In Parashat T'rumah, we can recognize the formation of a Jewish community, contributing its wealth (Exodus 25:2), committing its skills to building the Mishkan according to the exacting details of God's plan.
God gives very specific details so that the construction can proceed in a timely, efficient, harmonious way. If God had simply said, "Build and furnish a structure worthy of My Presence," there would have been endless, time-consuming arguments over what exactly constituted a dwelling place for God. The Israelites had , after all, labored at building great monuments to the Pharaohs. They would, most likely, have considered such structures appropriate for God. By providing detailed instructions for the Mishkan, God kept the Israelites from lengthy, contentious debate, and from looking backward to the culture that had enslaved them. Instead, God focused the Israelites on the cooperative and communal execution of God's plan for a suitable place for sacred worship and sacrifice.
In building the Mishkan, the Israelites needed to invest themselves physically, economically, and spiritually. In the process they would make God's sacred space their own, and strengthen their ability to function as a community.
Today, in constructing and furnishing our synagogues, we descendents of the wandering Israelites still incorporate elements of God's Mishkan - vibrant colors, embroidered textiles, precious ornaments, rich woods. Communally, we contribute from the heart to create a place where we can gather for prayer, for study, for comfort and support. For the Jewish community, God's presence is with us as strongly in our solidly grounded synagogues, as it was amidst the curtains and planks of the ancient Mishkan.
Shabbat Shalom - Rest and Renew
Quotations from T'rumah are taken from The Torah: A Modern Commentary edited by W.Gunther Plaut
Tuesday, February 1, 2011
Highly Recommended - The Bedside Torah
Remember bedtime stories? Comforting, entertaining, perhaps even instructional. In the spirit of those appealing, memorable narratives, The Bedside Torah by Rabbi Bradley Shavit Artson (McGraw Hill Publishers) features three of what the author calls "meditations" on each Torah Portion. These essays or meditations originated as weekly columns in the Orange County Heritage. Some also appeared in Rabbi Artson's on-line commentary, "Today's Torah."
Each set of three meditations begins with a succinct description of the major themes and events in the Torah Portion. The meditations are readable, insightful, engaging, and inspiring. They are easily understood without the need to consult a dictionary or scholarly reference book. In crafting each meditation, Rabbi Artson weaves in midrashim and the ideas of other commentators ancient and modern.
Many of his meditations encourage the reader to actively apply the lessons which the Portions teach:
"...All of us have the ability to come face to face with God in our contacts with each other. The midrash tells us that Moses had to confront Pharaoh so that the self-obsessed monarch would be able to look upon a former slave and say, 'This is God.'
Can we, in the weeks ahead, teach ourselves to regard our fellows and to say the same?"
(From a meditation on Parashat Va-Era - page 101)
Rabbi Artson's meditations frequently relate current Jewish traditions, observances, and experiences to the images expressed in the Torah Portions. His approach to interpreting Torah Text is contemporary without being self-consciously trendy:
"The bush is still burning, still giving off light. In our generation, we have been blessed to witness the revival of our ancient language (Hebrew) in our ancient land (Israel). The lesson of the burning bush is a lesson about the shining light of being Jewish..."
(From a meditation on Parashat Sh'mot - page 96)
The final section of each meditation personalizes the Portion for the reader:
"Today's Torah portion insists that our deepest convictions find articulation in deeds and cooperative behavior. By training ourselves to perform mitzvot, we school ourselves anew in the values and perspectives of Judaism. We transfer an aspect of the original peak experience, a spark from the original flame, into the remotest aspects of our daily lives.
With the light of those sparks, we warm our fellow human beings and ourselves. We illumine our lifelong journey, invigorating ourselves, our traditions, and our God."
(From a meditation on Parashat Mishpatim - page 131)
By speaking of "we," "us," "our," "ourselves," Rabbi Artson draws us in to the message of the Portion and leaves us with ideas to ponder as we fall asleep and to apply as we wake up to face the new day.
The Bedside Torah is an excellent resource for group Torah Study sessions as well as for personal enlightment.
Be sure to read the Introduction, Reading Torah and Hearing God's Voice. This section explores the intellectual, emotional, and spiritual aspects of Torah Study and sets the stage for an appreciative Portion by Portion reading of the whole book.
Each set of three meditations begins with a succinct description of the major themes and events in the Torah Portion. The meditations are readable, insightful, engaging, and inspiring. They are easily understood without the need to consult a dictionary or scholarly reference book. In crafting each meditation, Rabbi Artson weaves in midrashim and the ideas of other commentators ancient and modern.
Many of his meditations encourage the reader to actively apply the lessons which the Portions teach:
"...All of us have the ability to come face to face with God in our contacts with each other. The midrash tells us that Moses had to confront Pharaoh so that the self-obsessed monarch would be able to look upon a former slave and say, 'This is God.'
Can we, in the weeks ahead, teach ourselves to regard our fellows and to say the same?"
(From a meditation on Parashat Va-Era - page 101)
Rabbi Artson's meditations frequently relate current Jewish traditions, observances, and experiences to the images expressed in the Torah Portions. His approach to interpreting Torah Text is contemporary without being self-consciously trendy:
"The bush is still burning, still giving off light. In our generation, we have been blessed to witness the revival of our ancient language (Hebrew) in our ancient land (Israel). The lesson of the burning bush is a lesson about the shining light of being Jewish..."
(From a meditation on Parashat Sh'mot - page 96)
The final section of each meditation personalizes the Portion for the reader:
"Today's Torah portion insists that our deepest convictions find articulation in deeds and cooperative behavior. By training ourselves to perform mitzvot, we school ourselves anew in the values and perspectives of Judaism. We transfer an aspect of the original peak experience, a spark from the original flame, into the remotest aspects of our daily lives.
With the light of those sparks, we warm our fellow human beings and ourselves. We illumine our lifelong journey, invigorating ourselves, our traditions, and our God."
(From a meditation on Parashat Mishpatim - page 131)
By speaking of "we," "us," "our," "ourselves," Rabbi Artson draws us in to the message of the Portion and leaves us with ideas to ponder as we fall asleep and to apply as we wake up to face the new day.
The Bedside Torah is an excellent resource for group Torah Study sessions as well as for personal enlightment.
Be sure to read the Introduction, Reading Torah and Hearing God's Voice. This section explores the intellectual, emotional, and spiritual aspects of Torah Study and sets the stage for an appreciative Portion by Portion reading of the whole book.
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