Studying Parshat HaShavua with Midrash

with Morah Sarah

In Kitah Gimmel, we continue to study the parshiot of the Torah, which are read each week on Shabbat. We have learned Parshat Bereishit, Parshat Noach, Parshat Lech Lecha, and Parshat VaYera so far.

After we learn a bit about each parasha, we learn one story in depth, and then also read a midrash that helps fill in the gaps of the story. We then take these midrashim and do various fun activities to help connect them to our lives.

For Parshat Bereishit, we wrote a few sentences of our opinions on why the argument between Cain and Abel first started.

For Parshat Noach, we drew pictures imagining what the Tower of Babel actually looked like.

For Parshat Lech Lecha, we created a skit which we performed for the older grades, re-enacting why Abraham and Lot decided to move in separate directions.

And for Parshat VaYera, we created comic strips imagining Abraham's reaction when he was sitting in his tent, as the three messengers arrived.

Studying Parshat HaShavua

with Morah Sarah

In Kitah Gimmel, we have started our study of the parshiot of the Torah, which are read each week on Shabbat. We learned that the new cycle of parshiot began with the holiday of Simchat Torah this past week.

This week we learned Parshat Bereishit. We reviewed familiar parts of this parsha, including the creation of the world, and Adam and Eve in the Garden on Eden. We then learned a new story from within this parsha -- the story of Cain and Abel found in Genesis chapter 4. After reading the text together, we made up our own midrashim (stories to fill in the gaps) about what caused the conflict between the two brothers. We shared our answers, and also read an ancient midrash answering the same question. Ask us why we think God accepted Abel's offering, but not Cain's.

Studying Chaggim in September

with Morah Sarah

In Kitah Gimmel, we began our learning of the chaggim (holidays) together, by focusing on the rituals and mitzvot involved in the many holidays at the beginning of the year.

We learned about some of the traditional foods associated with Rosh Hashanah, the mitzvot of Rosh Hashanah and Yom Kippur, and the traditions associated with the time between these days. The interim days, known as Aseret Yamei Teshuva (Ten Days of Repentance) are a time to think about the past and look toward the future. We then participated in the ritual of Tashlich together, where we wrote down ways we wanted to improve in the coming year, and cast away parts of ourselves and behavior we hoped to change. Ask us about where we heard the shofar from, when we went outside for Tashlich.

We also learned about many of the rituals involved in the holidays of Sukkot, by creating a game of charades with many key words and phrases. We practiced different ways to act out the many words, including the names of the holidays, decorating a sukkah, and even all four elements of the Lulav and Etrog. Ask us which body parts are represented by each of these elements.

Hebrew

with moreh Itamar

We started our year of Hebrew learning by reviewing and assessing learners' familiarity with the Hebrew alphabet and vowels. From next week onward, we will be using the PHD program for Hebrew learning on. It is an interactive learning app that we use on iPads for learning the alphabet, vowels and gradually reading.

Looking forward to next week!

Hebrew

with moreh Itamar

This week in Hebrew we split into to groups; one started with the PHD program on the ipads and the other played a Hebrew letter recognition game. In the game we had letter flash cards laid out on the floor and learners stood in a circle around them. As I called out a letter, the fastest to find it and grab the card won the round. Halfway through the class we switched so everyone got a chance to use the do both activities.

Hebrew

with moreh Itamar

This week in Hebrew we continued working in groups - one with the ipads, one with me and switching. We played Shimon Omer (Simon Says) learning Hebrew verbs and body parts.

Israel

with Morah Talia

For the past few weeks, Kitah Gimmel and and Dalet have been working on projects to further their knowledge of Israeli cities and regions. In Gimmel, the students are researching Haifa and Tel Aviv and working together to create projects which they will teach the rest of the class. Some of the facts I have guided them to research include history of the cities, significant landmarks, dates, historical figures and additional facts that they find interesting. Additionally, I always encourage the students to ask questions they might have always wanted to know and to try to find the answers themselves.

In Kitah Dalet, the students are using Chromebooks to research various Israeli regions including Upper and Lower Galilee, Jordan River and the Negev. The students have been given key research points to help them guide their research, but I have also encouraged them to pull any research they find significant and interesting. They are creating power points with their research.

In Kitah Hey, the students are learning about the various communities in Israel. Specifically, Arabs, Ethiopians and Druze. I have given them handouts that we have read as a class, and in addition, I have paired the students up and they have been doing their own research. All of the information they find will be put together for a final creative project. These projects can be an art project, a play, a musical performance, or scenarios. I look forward to seeing how all these projects turn out!

Hebrew

with moreh Itamar

For the past few weeks we've working in three stations:

ipads (with the Eyal Hebrew app)

Packets (which are printouts of the Eyal Hebrew app)

Game (varies)

The first game on our third station was Alef Bet bingo. Later on we played Hebrew yoga in which children displayed letters of the Hebrew Alphabet with their bodies and others had to guess which letter it was. Most recently we played "Hebrish", in which children were given a list of English words that they had to spell with Hebrew letters and vowels using flashcards.

In the Eyal app we're approaching the end of chapter two of book one.

Occasionally in recent weeks we were fortunate to have Pnina come in and work with children in the packets station.