This is a long message here! If you don't read it all, please do note: we ARE starting to collect Tzedakah now! And there IS a little bit of easy homework for this week! So please do read the end of this message for the homework and other comments. : )
We began the morning with community prayer, singing Ma Tovu and Oseh Shalom and focusing our thoughts on peace in the world. Then, in class, we then pulled back to review the Torah portions we've studied so far, to help us connect the dots and tell a "whole" story. We also did some learning games today. So we started with a bit of written work, where students put Torah events we've learned about so far in order. Talking it through, we could notice what was interesting, such as the Tower of Babel coming after Noah and the Flood. That was good for both showing what they've learned and discussing some ideas. Then the students made cards for a shared Jeopardy game about what we've learned so far, coming up with questions and answers to put into the game. We played the Jeopardy game at the end of class, and it was pretty fun! The focus was on names, numbers, places, and events in the Torah. While we explore meaning, this is also a path into feeling you "know" the Torah story.
You can ask you kids about some order-of-events and their meaning. For example, what was Lot's wife looking behind at, and what might that mean for us? Who ate the apple first in the Garden of Eden? Did Sarah laugh before or after Isaac was born? (I also forgot to mention - Isaac's name means laughter!) Did the lentil soup-birthright story come before or after the blessing for Jacob and Esau? If Abraham was the first Jew and not Noah, what does that mean about being "righteous" and being Jewish? (Hint: they are not the same thing).
At the end of class, we talked about collecting Tzedakah and where we might donate any funds. The kids listed causes they care about, and we voted to find the top few. One of the causes the students listed was to help refugees, and I identified HIAS as a Jewish organization for refugees. It was meaningful when the class raised some difficult issues about Israel briefly and we found a way to bridge the gap we identified, settling on finding an organization that would be supportive of peace between Israelis and Palestinians.
In Hebrew class, we did a brush-up on reading letters and vowels with some games where students could improve and compete a little bit. They definitely *did* get better! We'll always try to include flashcard Hebrew reading as a warm-up and other reading games as we go along. This is a good way to move their Hebrew reading forward towards the prayer reading we'll do.
Most of the students also brought home a brief HOMEWORK sheet that will help us next week when we study three more Torah portions. If you don't have it, here's what it is! The portions will complete the list of the Jewish forefathers and foremothers, including the 12 sons of Jacob who are the 12 tribes of Israel. Tp place ourselves in a genealogy and among the Jewish ancestors, this sheet asks the students to list the names in their own family tree: parents, two sets of grandparents, and any names they have that go further back. Of course, you can include the names that are comfortable for you. I hope to connect family trees to the idea of the larger Jewish family tree - so please help your child fill this out!
I would like to mention that we did not talk about the challenging events of this week-end in the PIttsburgh Jewish community. While some students raised it with me, there were reasons we did not discuss it as a class and there was little opportunity for private conversations. If Michelle or I can be helpful to your family in this conversation, please do let us know, as we know of many resources online also. If all the students know about these events by next week and you are comfortable as parents with the conversation, we can perhaps discuss it then, and identify some ways we might reach out positively as a class to the Pittsburgh community. Feel free to share your thoughts with me about this.
Thanks and have a good week!
Dear Parents: We had a busy day on Sunday this week! We began with the 15 minutes of prayer as a whole school. The kids are learning Ma Tovu and the Sh'ma. Perhaps we can go over it in class also, because they will really enjoy knowing those prayers better and better, to sing together. We then started the next three "parsha's" (portions) from the Torah, in our year-long Torah project. This included a LOT of action, from the parsha's called Vayeira, Chayei Sarah, and Toldot. In a "journalistic" way, we used a grid that shows the people, events, places and numbers (Judaism loves numbers!) in these Torah portions. We also talked about stories and themes that are interesting in this 3-parsha storyline. The highlights include Isaac's birth and the test Abraham goes through from Gd about (not) sacrificing Isaac; Abraham "arguing" with Gd to try to save Sodom and Gomorrah for the sake of 50 and then down to even 10 good people; Lot's wife "looks back" and turns to salt; Eliezer finds Rebecca as a wife for Isaac; the birth and early lives of Esau and Jacob, including the birthright and Isaac's final blessing - which ends with the "younger" twin Isaac getting the birthright and blessing, but running away due to Esau's anger. That's a lot! The students started to express some of these stories and themes and we'll continue with that next week so they can complete them. We also play some interactive games and we may continue to explore some questions that were behind the portions today: 1. Who Gets Chosen? (HInt: everyone has their path.) 2. Why Did Sarah Laugh? (Hint: what do we do when we're told we will get something good we never expected to happen for us?) 3. Why did Lot's Wife Look Back (Hint: We need to move on from bad things probably.) 4. Why Did Abraham Argue with Gd for Sodom and Gomorrah? (Hint: We all count in making a good world, even 1 person, or at least 10.) 5. Who is Rebecca? (Hint: she passed Eliezer's test in caring for the camels, and she also preferred and made it so that Isaac selected Jacob over Esau for the future of the Jewish people.)
We also talked about "Mind" (Jacob) and "Heart" (Esau). As a family at home, you might ask the students: what do you think about how we need to use both and how each one might help the other?
We're looking forward to next week, to continue the discussion and some new ways to work on learning!
~ Shirah H
It was great to see the kids this past week! With the holiday, it had been a while!
This week we started a couple of new things for the school and 6th Grade class. First, we met as a whole school for the first time for prayer. We used the first 15 minutes of the morning well, as we began to learn two prayers, Ma Tovu and the Sh'ma. The students will no doubt learn the prayers more and more as we go along. If you'd like to hear one of these prayers at home, you can find it at this link. You can follow the first line you see here (in Hebrew!) and listen to Ma Tovu here: https://www.youtube.com/watch?v=X9arS21R36E .
Then, in our class, we started to study more about ethics and values. To begin, we're going to use the Torah portions we learn about in the "Torah" weeks to explore values and ethics. This week, the students engaged in a conversation about four situations presented in the first three Torah portions we studied so far. These included: (1) When Rules are Broken (Adam and Eve eat the apple) (2) Sibling Rivalry (Cain and Abel) (3) Finding the Courage to Begin (Abraham is told by God to leave his home and start the Jewish people) (4) Choose Harmony (Abraham creates more peace with his nephew by separating their lands). The students shared a lot of great stories in the discussion and just about everyone participated. Then, after Hebrew class, we broke up into groups and each group created a poster - and most also created a skit - about the questions and lessons related to one of these situations. They did a lot of work and a great job, and also had fun! I hope we'll continue to work on the Torah portions this way, with the first "pass" being about "what happened" and the second review being to mine the Torah for lessons and ideas for living.
In the middle of the morning, we had Hebrew class also. In that half-hour, we went over the aleph-bet by identifying patterns in the letters. Each student has an aleph-bet chart in their folder, and we used that to color in the different letters that fit a specific pattern. If your student is in my class for Hebrew, you can see the results in their folder. We also had time for a short game at the end, to practice reading a Hebrew letter-vowel combination accurately - and the kids did great!
To follow up, you can ask your student... What are some good ways we can use to resist temptation, when we want to break a rule we know we shouldn't break (a great one is thinking long-term!)? Also, it might be good to think about: Does the Torah only show us "good" behavior - or does it show us all kinds of human behavior? Why would the Torah do one or the other and how can we get meaning from it that way?
If the students have time for some homework, it would always be good to review the Hebrew aleph-bet!
I look forward to seeing the kids again on Sunday!
This past week we celebrated Sukkot together, across the whole school. The 6th grade class had a little time together in the morning to learn about Sukkot. In that time, we did a word-search puzzle with some words from Sukkot, like Lulav and Etrog. Then we talked briefly about some themes of Sukkot. One is hospitality, or welcoming people into your sukkah. We have the Hebrew word "ushpizim" as the special people we might welcome into our Sukkah from the Jewish tradition. With that in mind, we talked a bit about who the students might want to invite into their sukkah. We talked about some of the requirements of a sukkah, including that you can see through the roof - to see the stars. If you talk with your students about that, you might make a nice connection from that to our earlier discussion of Abraham being promised that his people would be as numerous as the stars. I also shared the idea of the "three Pilgrimage holidays" in the Jewish calendar - in Hebrew, "shalosh regalim" or three legs. Sukkot is one of them and the kids helped identify the other two (Passover and the tricky one, Shavuot). Each one has spiritual meaning and is also connected to an agricultural point in the year - fall harvest (Sukkot), spring (Passover) and summer (Shavuot).
After that short discussion, the class was slit into two groups, to help out younger students through the day. Half went to Pre-K/K and 1st grade classes, and the other half went to the 4th grade class. Through the morning, all of them had the chance to help the younger students make Sukkot decorations, and a model Sukkah, Sukkah gift of food for others. Most important, and sweetly, the students visited the Sukkah at the school, and had a chance to say the prayers and shake the lulav and smell the etrog, along with the younger students.
It was a lovely morning. If you'd like to ask your student more about Sukkot, perhaps you could explore who is important to you to "invite" and welcome into your virtual sukkah - perhaps people who are with us or those we remember who are not here anymore. I wonder, too, if the students might be able t make the connection for you between the two times we talked about the stars, to represent how numerous the people would be and to see them through the sukkah roof.
At our next class, we'll return to studying together. I plan to begin a Tzedakah box with the students, and please be sure to have them bring their bookbag and folder.
Best to all for the next week or so, until we get together again!
Today we had another fun class and the kids did great work! This was our first day of working on the Torah portions, which we'll do just about every other class session.
First a quick LOGISTICAL NOTE. Please check your student's SSJS backpack for a folder and be sure they bring it to class each time! If their name isn't clearly on it, please be sure to add it. It would also be great if they kept a pen in the bag for classwork.
The portions today were Bereshith (In the Beginning), Noach (Noah), and Lech Lecha (Go Forth). We used the theme of "beginnings" for all of the many stories in these first sections of the Torah. We started by hearing some of the students' thoughts about "beginnings" before going over the Torah portion summaries. I also explained how "beginnings" are often marked in Jewish life, especially for holidays, the beginning of the day (prayers), the beginning of each month (Rosh Hodesh), and different beginnings of a new year. Then we learned what happens in these portions and talked about some topics along the way. The students also often could fill in some of the details they already knew about Adam and Eve, Noah, and the Tower of Babel, for example. With a short listing provided, the students also listened for the people, places, events, and significant numbers that come up in these chapters.
Finally, we moved over to the "doing" part of this Torah project. Two groups created games related to what we learned, and others created art - often with the rainbow from the Noah story or other references to new beginnings. One student also created a comic strip with great drawing and words! We hope to eventually collect all of these drawings and representations of their work in a "scroll" that is like their own created Torah.
We ended the class by finishing up these projects and sharing them with the other students. I also finally told them why I brought a green bean along with a dried pod and seeds from the green bean plant in my garden for them. I explained about how the seed was the new beginning of the plant - and that I learned not to throw away the dried pod when I found out that there were seeds in there for the *next* new beginning of a plant. The kids all took home a little handful of seeds, that they can plant in the spring.
In the middle, we also had a brief Hebrew "assessment" for the students and some Hebrew practice. We are starting out in my class with reminders of the Hebrew letters, and today we played Bingo where the students wrote some letters and then identified them in the game.
There are some questions or "ask me about" things I'd love for you to talk about with the students at home this week.
1. What are some significant numbers we hear about in the beginning of the Torah and where are they? (Note: the number 10 is one of them, with 10 generations two times; the number 10 represents "new beginnings" in the Torah.)
2. The Torah tells us that God kind of started over with the world, when he made the Flood - he kept the good things (Noah as the most righteous person in terrible times and his family, and the animals). Was there a time when you were doing a work project or something else and you needed to "start over" and tried to keep only the good ideas or things, getting rid of everything else?
3. What was the (Hebrew) letter that was added to make Abraham's and Sarah's *new* names, and what does it remind us about? (Hint: it was a "H" sound, and it refers to their new relationship to God.)
4. As a bonus question, what are all the ways we might think about "new beginnings" in these three portions (parsha's or parshiot) that we learned about today?
Next week we'll have some special programming for the Sukkot holiday. Happy Sukkot and have a great week!