#16 Vayechi.pub

Transcription

#16 Vayechi.pub

Shaloh House
‫בסײד‬
UPDATE
#16
January 13, 2006
Kislev 8, 5766
‫א‬
The Shaloh House Jewish D y School Newsletter
Shaloh House Students Bring Chanukah to Israeli Soldiers
Armed only with menorahs, candles, jelly donuts & dreidels, 65 young
American rabbinical students of Yeshivat Tzeirei HaShluchim in Safed, Israel, visited eight different Israeli army bases during each of the eight
nights of Chanukah – bringing a taste of home to even the most remote
outposts. (Donuts are a traditional Chanukah treat in Israel).
The sponsor of this unusual Chanukah celebration was Shaloh House Jewish Day School, whose students donated the funds to buy the hundreds of
donuts and menorahs that were delivered to the soldiers.
Rabbi Dan Rodkin said, “Just imagine these lonely soldiers – truly modernday Maccabees –-- on a six hour night patrol, visited by dancing young
Rabbis bringing menorahs, dreidels and treats!”
“Our children liked the idea of bringing Chanukah to the soldiers guarding
Israel’s borders,” said Rodkin. “It was a great morale booster for the soldiers
and a meaningful educational project for our children that tied in with the
holiday.” He added, “Chanukah is a family holiday, but because the soldiers –
many in their teens – must be away from their families, we found a way to
bring people together. Donuts unite people,” he smiled.
Each class in the school has two tzedakah (charity) boxes -- one with an
American flag on it to help victims of Hurricane Katrina, and the other with
an Israeli flag on it to help Israeli causes. Every day children donate money to
both charities. The money for this project came from the 'Israeli' tzedakah
boxes.
Open House
10 -12
Shaloh House Update #16
Shabbos Parshas Vayechi
Women’s Club
Food Decorating
8:00 PM
Elementary
Brochos Fair
Candle Lighting Time: 4:16 PM
Page #1
Most of us in these spiritual 00's profess a
"spiritual side",
a
"religious
self" or however else we
might refer to
that part of
ourselves
that's in touch
with
Something Higher.
So the question is not
really do we
have it, but
what exactly is
it. Is it a self-improvement thing, like a woodworking class or a therapy session? Is it a duty, like
obeying the law of the land and going to work in
the morning? Or is it simply who you are?
The Talmud, addressing this question more than
1500 years ago, put it in these terms: what do
you call the place that G-d occupies in your life -a mountain, a field, or a house?
It was something else to each of the three founding fathers of the Jewish people. There is a place - the Temple Mount in Jerusalem -- which the Torah regards
as the focal point of G-d's presence in our world. When Abraham was there, it's called "the
mountain of G-d's revelation."
To Isaac, the place was a "field".
Jacob spent a night there and
proclaimed it "the house of Gd."
The Kabbalists sum up the lives
of the three Patriarchs this way:
Abraham was the embodiment
of love, Isaac personified awe,
and Jacob was the essence of
truth.
The problem with love is that it
can go too far, bearing down on the boundary
between self and other to the extent that it becomes smothering
and
decadent.
Abraham was
the perfection
of love, but his
son, Ishmael,
was an example of love run
amok.
The
problem with
humility, commitment and
self-discipline
is that it can
congeal into cruelty -- Esau is an example of
Isaacness corrupted.
Truth, on the other hand, is what it is; not because it is reaching for something or recoiling
from something. Truth is love that respects
boundaries; truth is commitment tempered with
compassion. Truth is not a mountain, a distended
piece of earth trying to be heaven; nor is it a field,
flattening itself to the ground to submit to the
plow and spade. Truth is a home: a place that
shelters life, facilitates its needs,
enables it to be itself.
Of course, the home cannot exist
without the mountain and the
field. Truth without passion is
dead; truth without commitment
is ungrounded. To become ourselves, we must climb our mountains and work our fields. But we
must remember that life truly
lived is not to achieve or to submit, but to inhabit our achievements and commitments. Or as
the Midrash expresses it: to make
the world a home for G-d.
Somewhere Between
Spirituality & Religion
...There is Truth
By Yanki Tauber from shaloh.org/magazine
Page #2
Walls enclose, insulate, isolate. Walls
cut you off from
the world.
But a broken
wall
signifies
danger. If it's
holding back a
river, water will
come pouring
in. If it's securing
a border, enemies or aliens will infiltrate its
breaches. A broken wall means vulnerability, exposure, loss of identity.
What, then, is it that we need? We
need walls with gates in them.
We need strong walls, with gates that
open and close. Gates that are open
during the day and closed at night.
Gates that open to
allow people to
pass in and out to
exchange
ideas
and merchandise;
gates that also
close, to safeguard
the city to keep out
harmful and destructive forces.
How good it is if
your city, your
community, your
family, you own
body and your
own soul, have strong walls with prop-
erly functioning gates, so that you are
secure in your
own
identity,
protective
of
what is best and
most precious in
yourself,
and
open to the
world to give
and
receive,
learn and teach.
On the 10th of Tevet of the Jewish
year 3336 (425 BCE), the armies of
King Nebuchadnezzar of Babylonia
laid siege to the walls of Jerusalem,
eventually breaching walls protecting
the holy city, destroying the Holy Temple, and sending the Jewish people
into exile.
Every year, we
observe Tevet 10
as a day of fasting
and repentance -a day devoted to
safeguarding the
walls of our identity, repairing its
breaches,
and
making sure its
gates are functioning properly....
Walls and
Gates
From shaloh.org/
magazine
Page #3
This
week
we
continued
learning
about TRIANGLES and the color BLUE. For our
project, we made a boat using a triangle and tree.
We made beautiful project about
the winter .
This week's Parshat HaShavua is
Vayechi. We chose the story of Yakov blessing Yosef's sons.
When Yakov became ill, Yoseph went to visit him with
his two sons, Menashe and Ephraim.
Yosef then put his elder son, Menashe, at Yakov's right hand to receive a
blessing from the right hand and his younger son, Ephraim, at Yaakov's
left hand to receive a blessing from Yakov's left hand.
He then said his famous phrase: "The angel, who has saved me from all
bad, should bless the boys…”
We wish you and your family Good Shabbos
Morah Anna, Morah Pola ,Morah Valia
Page #4
We had such a busy and exciting week! We finished off the first sefer of the Torah with this
week's parasha, Parashat Vayechi.
While they were in Mitzrayim, Yosef brought his two sons, Efrayim and Menashe, to his father,
Yaakov, for a bracha before he would die. He put Menashe, the older one, near Yaakov's right
and Efrayim, the younger child, near his left. This way, Yaakov would put his right hand on the
older one and his left hand on the younger one, but instead, Yaakov crossed his hands so that
his right hand was on Efrayim, the younger one! When Yosef asked him why he did that, Yaakov answered that Efrayim's children would be greater than Menashe's children would be, so
he put his right hand on Efrayim. We have a song that tells us all about Yosef's two sons and
the bracha that Yaakov gave them:
(T.T.T.O. Mary had a little lamb)
Yosef married Osnat, Osnat, Osnat.
Yosef married Osnat.
They had two boys,
Efrayim and Menashe, Menashe, Menashe,
Efrayim and Menashe,
To bring them joy.
Yaakov gave them a blessing, a blessing, a blessing.
Yaakov gave them a blessing
Before he died.
The bracha that Yaakov gave them was that they should have many children. We say this
bracha each night after saying shema. We learned a song to the words:
Hamalach hagoel oti
Hamalach hagoel oti micol ra
Yivarech et haniarim
Viyikare vahem shemi
Beshem avotai, beshem avotai
Avraham v'Yitzchak
V'yidgu larov, v'yidgu larov
Bikerev ha'aretz
We also made a Hamalach Hagoel project of a
child saying shema for you to enjoy!
After this, Yaakov wanted to give a bracha to his own sons, too. He called them all to his
house and blessed each one separately. He then asked his children to bury him in Eretz Yisrael.
Continued on next page
Page #5
Please ask me about Parashat Vayechi
The parasha of the week is (Vayechi).
Yaakov Avinu was getting very (old).
So he decided to give each of his children a (bracha).
He also gave Yosef's children brachot. Their names were (Efrayim) and (Menashe).
How did Yaakov put his hands? (He crossed his hands.)
Yaakov gave them the bracha of (Hamalach Hagoel).
With that, we finished Sefer Bereishit! We learned a song that can help us remember all of the
parashiyot of the sefer:
Bereishit, Noach, Lech Lecha,
Vayera, Chayei Sarah, Toldot, Vayetze,
Vayishlach, Vayeshev, Miketz, Vayigash,
And Vayechi
We made a siyum in school and watched the exciting video, "613 Torah Avenue," which is all
about Sefer Bereishit.
We were very happy to a new duckling to our family. We made a "Chetfor-Challah." We found other words that begin with chet like chalon
(window), chultzah (shirt), chum (brown), chalav (milk), and chatul (cat).
In A-B-C, we learned about the letter, 'F'. We made an "F for
Feathers." We enjoyed Finger painting and stamping Fish this
week. We learned an F song:
(T.T.T.O. It you’re happy and you know it)
There are F’s everywhere, everywhere.
Frogs and forks and feathers, too,
and flags, to name a few.
Shabbat Shalom,
Morah Ruti, Morah Esther, and Morah Natasha
Page #6
PreKindergarten H ighlights
It was so nice to come back to school! I really missed all the children. And now back to our regular schedule.
In Hebrew we met a new friend
TET.
Tet is for Talit, Tov (good), Telepon and Tabat (ring).
Tuesday was the fast of the tenth of Tevet. We discussed that King Nevuchadnetzar put soldiers
around Jerusalem and the Jewish people could not go out or come in. They burned the holy
temple and killed a lot of Jewish people.
This week's Parsha, Parashat Vayechi, talks about Yaakov blessing all of his children
(and grandchildren) as he knows he's about to die. Yaakov was the first person who didn't die
by sneezing. Before him people sneezed once in their life- and then they died. But we know that
thanks to Yaakov, all that happens when we sneeze, is that we need a tissue. LABARI-OT!
When Yaakov wanted to bless Efraim and Menashe, he placed his hand on his grandchildren's
heads in a strange way. Instead of placing his right hand on the head of Menashe, the oldest, his right hand lay on
Ephraim's head and his left on Menashe's. That was a good opportunity to study about right and left. It was nice to
know that we do our mitzvoth with our right hand.
We learned the song :
Yavarch et haniarim
Viyikare bahem shemi
Veshem avotai
Avraham v'yitzchak v
V'yibgu larov
Bikerev haaretz
We made a Hamalach Hagoel project. Please hang it up and remember to say it very night.
This parasha is the last from the first book of the Torah, Beraishit. Therefore we made a mini Torah to help us review
the story from the beginning of creation. Please ask the children to look at his or her Torah and tell you something
that happened in each parasha.
We learned the song that can help us remember all of the parashiot of the sefer:
Bereishit, Noach, Lech lecha,
Vayeirah, Chayie Sara, Toldot, Vayetzie,
Vayishlach, Vayeshev, Miketz, Vayigash, and Vayechi.
Please ask me about the Parsha:
The Parsha of the week is (Vayechi.)
What special mitzvah do we learn about in this week’s Parsha? (Bikur Cholim—visiting sick people)
What happened to Yaakov? ( He was sick.)
Who went to visit him? ( Yosef and his sons.)
How many sons did Yosef have? ( 2)
What were their names? (Menashe and Efraim)
Who was older? (Menashe)
What funny thing did Yaakov do with his hands when he blessed them? (He crossed over his hands)
Where did Yaakov want to be buried? (In Eretz Yisroel.)
We have reached the end of Sefer Beraishit! Chazak, Chazak, Venitchazaik.
In English we learned the letter the 'E. We found many words that begin with E, like elephant and envelope. Four was the number of the week. The children enjoyed doing different
work sheets.
Wishing you a Shabbat Shalom
Morah Sarah and Morah Polina
Page #7
This past week has been very exciting for the Kindergarten kids as they experienced joining Mrs. Epstein
for English and had Cagdas for math for a second time. Morah Shulamis also took some children out to
practice Hebrew reading. It almost feels like we are really in first grade.
It seems as if the unit on winter that we have been studying has given us some nice
weather in the past week and we really enjoyed being outside. Inside the class there seems
to be snow falling from the sky as well as snowmen appearing on the walls. We also
learned about different things to play in the snow and the proper way to dress.
Our Aleph Bet Binders are filling up as we learned about the letters
Samech and Ayin. Actually Mem Sofis had quite an identity crisis when
all the letters in the Aleph Bais house mixed him up with Samech. We received our
own Sidurim to Daven with this week – which begins with a Samech. The children
earned their own Sidurim through davening very nicely and we hope to see them
improve more as the year continues.
I would like to thank Mrs. Yael Davydov as well as Morah’s Allah and Mila, for helping out so much in the
Kindergarten this week. They really gave their time and energy and I really appreciate it.
Thank You for only sending in toys on Friday. Please continue to write Mitzva notes for your children as
we really enjoy reading them in school. We would like to get back to our weekly sharing sessions. This
Wednesday Asya will be our Sharer.
Parshas Vayechi Questions:
Who did Yakov give a Bracha to when he was getting old? ( To Yosef’s sons Menashe and Efraim)
Why did Yakov put his stronger hand on the younger son? ( Because the younger son Efraim would
have more Tzadikim come out of him)
Who else did Yakov give Brachos to? ( All of his children – the 12 shevatim)
Which Son got the Bracha to be a king? ( Yehudah)
When Yakov passed away where did his children bury him? ( In Eretz Yisrael in Mearas Ha Machpaila)
What did Yosef make his brothers promise before he passed away? ( That they would take his body out
of Mizrayim when they woiuld leave to bury it in Eretz Yisrael.)
What do we say in shul when we end the whole Sefer of Beraishis? ( Chazak Chazak V’nischazek)
Song: Hamalach hagoel oti
Yivarech et haniarim
Viyikare vahem shemi
Beshem avotai, beshem avotai
Avraham v'Yitzchak
V'yidgu larov, v'yidgu larov
Bikerev ha'aretz
Have a great Shabbos!
Love, Morah Yael and Morah Mila
Page #8
Grade 1 English and Social Studies - Miriam Epstein
In a previous update, we informed you that the first grade had
written a letter to Tomie DePaola to thank him for his books. This
week, we received a response! Tomie told us that due to recent
shoulder surgery he is unable to handwrite responses to letters,
but he did send us a variety of form letters with attached pictures. He let us know about his upcoming books as well. Although we are long past Tomie DePaola month, we have displayed the colorful pictures in our classroom. The students really
feel a connection to this author and we are proud of our letter!
This week, the first grade has begun a mini-unit on Martin Luther
King Jr. in preparation for Martin Luther King Jr. Day coming up
this Monday. We have begun to explore issues of racial discrimination in general and in the case of black Americans over the past
few decades in specific. We are reading a wonderful called My
Brother Martin, a book written by Martin Luther King Jr.'s older sister with recollections about their
youth. This book is allowing us to see King as not only a hero, but a regular kid who was inspired to
do something great. On Friday, we completed "Martin Luther King Jr. and Me" journals in which we
compared our own lives to his. The students have really been able to relate personally to this American hero and the upcoming national holiday will have more meaning to them because of this.
Computer and Math Logic - Jane Kangun
Grade 1
During the past four months first grade students got used to working with the computer. They
learned computer terms, information about the anatomy of a window, mouse (using drag and drop,
the keyboard, and parts of a computer. They did the first steps in Microsoft ® Paint, a tour around
the paint window, elements of graphics- how to choose new colors, and how to draw different
shapes. We began working with Microsoft ® Word – Clip Art, simple typing, and fonts. We tried to
copy pictures from one application to others (from Word to Microsoft ® Paint). This helps the students realize the connection between different applications. Our first project was to make a greeting card. They played mathematical games (addition, subtraction).
During Math Logic classes we work with word problems and logic problems. They applied their calculations skills (addition, subtraction and multiplication by 2 and 3) . We also improved calculation
skills and practiced addition with two digit numbers.
Continued on next page
Page #9
Grade 2
Students from the second grade worked with Microsoft ® Word during the past four months. They
have learned to create new documents, open, and save their files. Our kids know the meaning of
alignment; and can change the font or color of their text. We worked with Word Art last week, and
the children created a title page for their small essay. Over the last month children wrote short stories and designed the title page using the Menu “Border” and etc. The class also learned how to use
Microsoft ® Paint by coloring pictures taken from Microsoft ® Word Clip Art. The goal of each exercise is to develop their typing skills.
Math Logic is taught only once a week. I try to combine a collage of many different problems in a
single class. For example, in the course of the last class the students worked with the metric table of
measurements, solved a number of word and story problems, and filled out Magic Squares. Also, children solved problems that required them to find the order of the operations, and geometric problems.
Grade 2 Judaic Studies - Rochel Posner
Mazal tov! The second graders finished learning their first Perek of Chumash last week! We spent
much time on the content and storyline, in addition to thoroughly learning the meanings of the
words. Our Chumash class ties in very well to our Hebrew language classes, as each lesson teaches
us new root words, prefixes and suffixes. We had our second Chumash test this week, with the majority of the class scoring in the 90s. We know that Torah learning never ends, and lost no time in
beginning the next Perek. We have come to the point where the students can translate 75% of a
new passuk (verse) without assistance. The translation sheets for the new Perek reflect this—many of
the words are left out for the children to translate on their own.
Our Hebrew language skills are progressing tremendously, as the students’ vocabulary base grows
and they are able to understand a new word based on other similar words that they know. We are
halfway through our “Yesh Lanu Lama” reader and the exciting story of the llama in the classroom
(eating a pencil!) continues to teach us new vocabulary words and shows us how to use them in
sentences. Last week students wrote their first Hebrew essays. A few of the students finished the
first Lashon HaTorah workbook, which focuses on prefixes, plurals and contractions, and began
working in the second book, which goes through possessive suffixes. The rest of the class is scheduled to finish the first book sometime in the next two weeks.
The elementary school has began a school-wide unit on Birchos Hanehenin (blessings made on
food) and in the past weeks the second grade had learned about why we make brochos, what we
have to be careful about when we make brochos, and when not to make a brocha. We looked at
the differences between foods requiring the brocha ‘hamotzei’ and foods requiring the brocha
‘mezonos.’ We will be looking at fruit and vegetables next week, and the blessings made on each.
Page #10
Grades 6-7 English Language/Literature - Frank Hadley
Literature
After moving on from an involving, thorough study of several Sherlock Holmes stories and one
of Arthur Conan Doyle's ghost tales, the students have pursued an investigation of Mark Twain and
his work. After learning about Twain's life and times, we have dug into his great short story titled
"The Man That Corrupted Hadleysburg." The piece is especially valuable to us because it gives us a
look at Twain's wise use of satire and comedy. Next up for us is another classic Twain short
story, "The Notorious Jumping Frog of Calveras County." Then comes probably the best of all American novels, The Adventures of Huckleberry Finn. In addition to understanding literary elements, the
always enthusiastic and inquisitive Shaloh House students will acquire a deeper understanding
of our country and its history through their close study of Finn. Question-comprehension sheets,
quizzes, and writing assignments, along with an oral talk by each boy or girl, will be derived from the
book. Audio tapes, a VHS video, and supplementary information from the teacher's trove of material
will supplement our studies in a fresh way that will help keep all the students eager to learn. The
group really enjoyed listening to spoken-word recordings and seeing a BBC television episode on
Sherlock Holmes. In recent weeks, too, we've taken a look at writer Pearl Buck's famous book on
China, The Good Earth. On the poetry front, we will soon be getting to Marianne Moore's celebrated
work.
Language
Greatly important to our continuing lessons is learning new vocabulary words (from our book Word
Wisdom, assigned literature, etc.), mastering spelling words (from Spelling Connections ), and becoming more and more comfortable with grammar. We've recently finished a comprehensive unit
on verbs, based on our text book and other worksheets, and we are currently studying adjectives
before going on to adverbs. Reading comprehension exercises and other sheets on affixes, word origins, and other interesting facets of English, remain part of our work. Writing is also crucial to the
success of our classes, with class work on adding description to sentences, homework assignments
requiring fabrication of myths, and so much more. Our first book report is due the fourth week of
January, and we will have one report due each month for the rest of the school year. A recently submitted essay on a subject of their own choosing served as an introduction to writing a book report-all five pupils worked hard and well on their essay drafts, revisions, and final copy. Mike, Levy and
Sarah have given oral talks on assigned topics in recent days, with , Valerie and Esther scheduled to
give 5-10 minute reports this month, too; Internet or text encyclopedia research is essential. Poetry
writing is coming up later this month, along with written assignments in which personal expression
through composition is encouraged.
Page #11
Math - Cagdas Tatli
Grade 2
We are learning and practicing two by two multiplication. We are also developing our mental math
by solving two by one multiplication without using paper and pencil. (Ex. what is 68x4). We have
started division and we know all division facts from 1 to 10. Now we are starting to learn long division with or without remainders. As a parent, you can quiz your child daily as you drive, by looking
at license plates. Ask your child to tell you the sum of the numbers in the license plate in front of
you. Have your child multiply the two largest numbers on the plate. For division you can use sticks
or marbles to explain why sometimes we get a remainder in division. (group 10 marbles to 3 equal
parts and show the remaining 1.)
Grade 3
We are starting our unit on Data, Statistics and Graphs. Students will be interpreting information
from pictographs, bar graphs, line graphs and histograms. Addition, subtraction, multiplication and
division facts need to be at an automatic level for students to be successful with fraction concepts.
Grade 4
We are learning ratio and percentage for solving word problems involving discount tax and sales.
We are starting to explore Statistics. We will use our knowledge of division of decimals to explore
mean, median, mode and range and some basic probability problems.
Grades 1 and 2 Science - Naomi Lev
The first and second graders are working in their new
books and workbooks from Singapore. These books do a
good job of teaching the students to organize what they
are learning and see the connections between the different facts and ideas. Some of the examples show things
that are common in Singapore but not here, and some of
the words are British English rather than American (petrol
for gas, terrapin for turtle), so I have been trying to explain the unfamiliar examples. Both first and second
graders are now studying what living things need and
what they can do. The first graders will go on to study
each of these needs (food, air, and water) in more detail. The second graders will study different
types of living things and non-living things and then study the life cycles of living things. The children will be bringing home workbooks to do homework in. It is very important that they bring these
workbooks to class each week. The students may sometimes also bring home the textbook It is important that they bring these back to school each week also. The students may write in the workbooks but not in the textbooks. It would be useful to have magazines in the science room that the
children could cut up to illustrate what we are learning. I would welcome any donations of magazines with lots of pictures and especially pictures of plants and animals.
Page #12
Announcements
Dear parents,
You can help Shaloh House School while doing your regular shopping at the Butcherie. Please
ask the cashier to stamp your receipts and then bring them to school. Shaloh House receives a
percentage from all purchases.
Thank you!
Shaloh House Women’s Club
Invites you to a Melaveh Malkah – Women’s gathering in
honor of Rosh Chodesh Shvat
In the program:
* Explore the customs of Tu B’Shvat –
New Year for the trees
* The Art of Food Decorating
by a professional Chef
Learn how to make your fruits and vegetables stand out!
Saturday night, January 28th
8 p.m.
at
SHALOH HOUSE
Admission $10
Page #13
Page #14

#16 Vayechi.pub

Transcription

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