Handout - Borehamwood and Elstree Synagogue

igniting your shabbat services
Noach
HOW TO USE
THIS GUIDE
Noach
Hello and welcome to Spark!
Spark is aimed at facilitating the smooth running of Toddlers’ Services, Children’s Services
and Youth Services across United Synagogue communities.
Firstly, thank you for offering to run a Children’s Service in your local shul. The US is very
proud of the numerous Children’s services that are run every week across the UK. We would
not be able to do this without you!
Spark has been designed in order to help you run your Children’s Services. Obviously, every
Children’s Service is different, in terms of how many children there are; what their age range
is; its length; and how knowledgeable the children are likely to be of this week’s parasha.
Ideally, where possible, a Children’s Service should consist of some time used to discuss
the weekly parasha and some time devoted to davening. Spark gives you an overview of
the weekly parasha, a song, activity, discussion or Dvar Torah linked to the parasha or any
important event that week. It is separated into sections for different age groups but often
you will find that an activity in one section will be suitable for children in another section.
So, please take the time to read through it all – I know you are busy people but it will help
you and ultimately the children. Please also try to read Spark during the week as sometimes
some props will be needed. It will give you a chance to find them.
It is important to note that Spark should help you to run Children’s Services, but it does not
completely run it for you. It is not designed to give to one of the children to read out to the
group for them to run themselves. You are running the Children’s Service, and Spark is here
to help you do it.
I hope that you and the children in your service will benefit from Spark2. As always your
feedback would be welcomed.
Shabbat Shalom,
Sharon Radley
[email protected]
2
PARASHA SUMMARY
Noach
nn The parasha begins with an introduction to Noach and his family. Noach had three
sons, Shem, Cham and Yafet.
nn God instructs Noach to build an ark as the world had become corrupt and He wanted
to destroy the earth.
nn Noach is given exact instructions about how to build the Ark.
nn Noach and his family enter the Ark. They take with them a male and female of each
species of animal and another six pairs of kosher animals.
nn Seven days later the rains begin to fall. The flood lasts for forty days and nights and
the Ark is lifted above the waters. When the rain recedes everything on earth had
been destroyed.
nn The Ark comes to rest on the mountain of Ararat and Noach sends out a raven to
assess the situation. The raven returns with nothing in its mouth. Noach then sends a
dove which also returns.
nn Seven days later Noach sends out another dove and this one returns with an olive
branch in its mouth. Noach knew then that the waters had subsided. Seven days later
he sends a final dove which does not return.
nn After the flood, God established a covenant with Noach that whenever a rainbow
appears it is a reminder of God’s promise that He would never again destroy the
world with a flood.
nn The Torah then tells us that Noach died and his descendants are listed.
nn The parasha concludes with the episode of the Tower of Babel. Noach descendants
gather to build a huge tower in an attempt to reach the heavens and battle against
God. God disrupts their plans by causing all the people to speak a different language
thus causing them all to disperse and settle in different lands.
nn The ten generations from Noach until Avraham are listed.
PLEASE READ THROUGH THE ENTIRE BOOKLET AS ALTHOUGH THERE ARE NEW ACTIVITIES
IN EACH SECTION THERE ARE MANY ACTIVITIES IN OTHER AGE RANGES THAT MAY BE
SUITABLE FOR THE PARTICIPANTS AT YOUR SERVICE.
3
PRE-NURSERY TO RECEPTION
Noach
Tots
Please find below some activities and songs that link to Parashat
Noach. Try to find a suitable picture book that you can use to tell the
children the story of the flood (make sure it is accurate) or use the
summary of the parasha in the page above. If you have a Kiddush at
the end of your service it would be a lovely idea to have animal shaped
biscuits and use animal themed disposables.
Activity One
Animal Hunt
Before your service hide several pictures of animals around the room. You could have seven of each
of the kosher animals and two of each non- kosher animal (see parasha summary above.) Paint or
decorate a box to look like Noach’s ark and place it in the middle of the circle on a chair or table.
Sit the children in a circle and explain to them that it is time for Noach to take all the animals into
the ark and that they need to go and search for them. All the children should walk around the room
and look for the animals. When time is up all the children should go back to their seats. Ask each
child to show the rest of the group the animals that they found and then place them inside the
ark. You could, if you wish, give each child a treat for finding the animals. (If you give a food treat,
please ensure that you check the allergy guidelines at your shul.)
Activity Two
Animal Jump
Please only play this game if you have a safe and suitable area.
Place mats or large pieces of sugar paper/newspaper around the room on the floor.
Explain to the children that in the parasha this week, God tells Noach to take a two of each animal
and seven kosher animals into the ark with him.
The children should walk around the room and when the leader calls the number two or seven that
amount of children should jump onto the mat. The last one to reach the mat is ‘out’. If the leader
calls out any other number the children should continue walking around the room. When there are
less than seven children left the leader should only call out the number two. Play should continue
until there are only two children left.
Activity Three
Animal Relay
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4
PRE-NURSERY TO RECEPTION
Tots
Noach
The players form two lines with equal numbers on each team. The first player on each team is one
animal, the second a different animal. The players in both teams are the same animal, so both
‘number one’ animals will be the same and so on. You could ask the players to pick their animals
from a hat containing pre- prepared animal names written on card.
On the word “go", the first team members act like the animal they represent; they run, hop or
crawl to a given place and back. The next member of the team then act like their animals and so
on… until one team is finished and are all sitting down. Use animals such as kangaroos, bunnies,
dogs, cats, etc.
Activity Four
Animal Sounds
Randomly assign animal types to children or ask them to pick them out of a hat. There should
be two children of each animal. As the children walk around the room they make their assigned
animal sound and have to find their partner who is making the sound of the same animal.
Activity Five
The Mabul - Flood
Explain that we are told that in the story of Noach, the flood began gently so that the people could
still say sorry for their ways. It was only when the people refused to do teshuva that the rains
became a deluge. The waters lifted the Ark and then became stronger. The Ark was then thrown
about on top of the waters until the flood was over and then it came to rest on Mt Ararat.
When Noach and his family leave the Ark, God says that He will never again destroy the entire
world with a flood. The rainbow is a reminder of this promise.
Making Rain
nn With thanks to Jason Marantz and Michael Eskin
Sit the children in a circle with the facilitator in the middle. The role of the facilitator is to lead the
activity.
Explain to the children that if they all concentrate and work together they will be able to actually
make the sounds of a rainstorm. This will be achieved by making four types of sounds:
nn Rubbing hands together to make the sound of wind
nn Snapping fingers to make the sound of water drops hitting surfaces
nn Tapping of thighs to make the sound of persistent rain beating down on the ground
nn Banging feet on the floor to replicate the sound of a thundering rainstorm
Practice making the different sounds one by one and also the transition from one action to
another. The facilitator should walk around the circle modeling the actions he wants the children
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5
PRE-NURSERY TO RECEPTION
Tots
Noach
to emulate.
When the children see the facilitator directly facing them they should switch to that action. For
example, everyone should sit in the circle silently and the leader should start rubbing their hands in
front of one child who joins in. As the facilitator walks around the circle facing additional children,
more and more children join in and the ‘wind’ becomes more powerful.
Next the facilitator should model snapping but the children should only join in when they see the
facilitator facing them and snapping in front of them. They should continue making the sound of
the wind until they see the snapping.
A sequence ends when the facilitator fold his arms signaling others to do the same, bringing the
sequence to a close.
Making rain – the full sequence
The full sequence for making rain is below. The sequence moves from the sound of a soft wind to
a larger one. The sound of the raindrops then begin to permeate and become louder and louder.
Eventually like any storm the thunder stops and the sound of the rain dies down leaving only the
sound of drops falling and the wind blowing by.
Calm is restored.
nn Silence
nn Rubbing hands together
nn Snapping fingers
nn Tapping thighs
nn Banging feet on the floor
nn Tapping of thighs
nn Snapping fingers
nn Rubbing hands
nn Silence
Song
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6
PRE-NURSERY TO RECEPTION
Tots
Noach
Explain to the children that the Torah actually says that the animals went in to the ark two by two.
There were two of every non kosher animal and seven pairs of kosher animals.
The classic song ‘The Animals Went in Two by Two’!
The animals went in two by two
Hoorah! Hoorah!
The animals went in two by two
Hoorah! Hoorah!
The animals went in two by two
The elephant and the kangaroo
And they all went into the ark
For to get out of the rain.
The animals went in three by three
Hoorah! Hoorah!
The animals went in three by three
Hoorah! Hoorah!
The animals went in three by three
The wasp, the ant and the bumble bee
And they all went into the ark
For to get out of the rain.
The animals went in four by four
Hoorah! Hoorah!
The animals went in four by four
Hoorah! Hoorah!
The animals went in four by four
The great hippopotamus stuck in the door
And they all went into the ark
For to get out of the rain.
7
CHILDREN’S SERVICE
Years 1&2
Noach
PLEASE READ THROUGH THE ENTIRE BOOKLET AS
ALTHOUGH THERE ARE NEW ACTIVITIES IN EACH SECTION
THERE ARE MANY ACTIVITIES IN OTHER AGE RANGES
THAT MAY BE SUITABLE FOR THE PARTICIPANTS AT YOUR
SERVICE.
Please find below some activities that link to Parashat Noach.
Try to find a suitable picture book that you can use to tell the
children the story of the flood (make sure it is accurate) or use
the summary of the parasha in the page above. If you have a
Kiddush at the end of your service it would be a lovely idea to have animal shaped biscuits and use animal themed disposables.
Activity One
“Noach Says...”
Split the children into three teams. One team will be the dogs, one the cats and the
other the ducks. The dogs bark and beg for food – arms raised and hands pointing down,
the cats meow and pretend to lick their paws /hands and the ducks quack and waddle –
bend down with hands touching shoulders to look like wings.
The facilitator then explains that when he says ‘Noach says’ before a command all of
the children should perform the action. For example, “Noach says bark” – all creatures
should bark.” Noach says meow” -all creatures meow. “Noach says quack”- all creatures
quack.
If the facilitator gives a command without saying “Noach says” first then only that
animal should perform the command. “Bark” would be only the dogs barking and so on…
Any child who does not follow the command correctly has to sit out the rest of the
game. The team with the last remaining player wins.
To give the game a twist combine commands such as, “Noach say bark and waddle “ or
“Lick and quack”.
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8
CHILDREN’S SERVICE
Years 1-2
Noach
Activity Two
Steal the Glove
You will need a small object such as a glove for this game.
The object of the game is to steal the glove and take it back to your team without being
caught.
Split the children into teams and ask them to form two opposing lines. Number each
child and place the glove on the floor in the exact centre between the two lines.
The facilitator should call a number and the players on each side who are assigned that
number need to try to take the glove and run back to their line. Only the players whose
numbers have been called are allowed to move. Neither of the two players may touch
each other until someone touches the glove. Once a player does however touch the
glove the other player may tag him.
If a player is able to grab the glove and carry it back over to his own side, that team
scores a point. If a player is tagged after touching the glove and before he returns to his
own side, the team that tagged him scores a point.
Please note: The sequence of play usually involves the two children running out and
hovering over the glove, waiting for a slight advantage to grab it and run back before the
other player can react.
The game is over when a predetermined number of points are scored, or when all
numbers have been called.
VARIATION: The facilitator can call more than one number, in which case several players
from each side participate.
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9
CHILDREN’S SERVICE
Years 1-2
Noach
Discuss:
nn We are told that the people at the time of the flood were not behaving well at all.
They would steal little things from one another and tell themselves that it was fine.
All of this ‘little’ stealing turned them into dishonest people. We can learn from their
mistake not to take anything - whether it is big or small – if it doesn’t belong to us.
nn We are told by our rabbis that nearly everyone steals. What do you think they mean
by this? (Obviously they don’t mean armed robbery! Stealing can be done in so many
subtle ways that a person ends up thinking it is fine for them to do so. One can also
‘steal’ time and trust.)
nn Why do you think that the stealing by people at the time of Noach led to their
destruction? ( Stealing and corruption always lead to the destruction of a society as
they lead to a lack of respect for other human beings. Once people don’t care about
others or their possessions society breaks down. A difficult concept for the children
so may not be appropriate – you will know the level of your children.)
10
CHILDREN’S SERVICE
Years 3-6
Noach
PLEASE READ THROUGH THE ENTIRE BOOKLET AS ALTHOUGH
THERE ARE NEW ACTIVITIES IN EACH SECTION THERE ARE
MANY ACTIVITIES IN OTHER AGE RANGES THAT MAY BE
SUITABLE FOR THE PARTICIPANTS AT YOUR SERVICE.
Activity One
One Person Can Make a Difference
Split the children into two teams. Each team should nominate a
‘saviour.’ The children in one team should position themselves all around the room with their arms outstretched and feet together. The children in the
other team should also position themselves around the room but with their arms by
their sides and their feet apart.
When the facilitator gives the command the saviour from each team should run up
to the children in their team, tag them and escort them to a team area that has been
chosen in advance. Once there the team member has been saved.
When the facilitator shouts, “Stop,” all children should sit down where they are and the
facilitator should count which teams have the most ‘saved’ members.
In order for this game to work the facilitator must only let the saviour run around for a
ridiculously short amount of time. You do not want all the children to be saved or the
message will not work!
Bring the children back to the circle and read them the story below:
The Starfish
A young girl was walking along a beach upon which thousands of starfish had been
washed up during a terrible storm. When she came to each starfish, she would pick it up,
and throw it back into the ocean. People watched her with amusement.
She had been doing this for some time when a man approached her and said, “Little girl,
why are you doing this? Look at this beach! You can’t save all these starfish. You can’t
begin to make a difference!”
The girl seemed crushed, suddenly deflated. But after a few moments, she bent down,
picked up another starfish, and hurled it as far as she could into the ocean. Then she
looked up at the man and replied, “Well, I made a difference to that one!”
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11
CHILDREN’S SERVICE
Years 3-6
Noach
The old man looked at the girl inquisitively and thought about what she had done and
said. Inspired, he joined the little girl in throwing starfish back into the sea. Soon others
joined, and all the starfish were saved.
Adapted from the Star Thrower by Loren C. Eiseley
Discuss
How do the children think the story connects to the game they just played? (Just like
the little girl couldn’t save every starfish neither could the savior in our game. However
just like the little girl could make a difference to the starfish she did save, so too can all
of us make a difference to the world. Even one person can make a difference! Not only
that but other people will become influenced by what they see other people around
them doing. In the story once the old man thought about what the young girl had said he
joined in and then other people were inspired to join in too.)
In the parasha this week we see that Noach, one good man made the difference between
the survival and destruction of the human race. It was only because of Noach that the
world continued after the flood. We can learn from Noach that each one of us can make
an impact on the world.
What can you do to make a difference?
Activity Two
Responsibility
You will need a clear glass jar; some objects that are table tennis ball sized (walnuts…),
some rice, salt or sugar.
Explain to the children that the walnuts represent all the responsibilities in their day
(homework, piano practice, jobs…) and the rice represents the fun parts of their day
(playing, watching tv,…) The jar represents one day – twenty four hours.
Ask a child to come forward and fill up the jar – ‘his day’ with a mixture of responsibilities
and fun activities. He should fit in as many as he can. The child will probably pour in the
rice first and then try to add some walnuts. This method will not fit everything in.
The facilitator should pour everything out and then demonstrate the alternate method
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12
CHILDREN’S SERVICE
Years 3-6
Noach
which is filling the jar with the walnuts first and then the rice which will fill in the gaps to
the top. The facilitator should explain that this way will allow a person to accomplish much
more.
In life we need to tackle our responsibilities first and then there will be time left over for
the fun (the rice filling the cracks.) If we spend our time just having fun we are usually too
tired to do the responsible acts later.
Note : If a child does fill up the jar in the correct way point out why it worked and show how
the other way would not work.
Discuss:
nn Can you imagine what life was like for Noach in the Ark? He had to feed all the
thousands of animals he had saved from the flood, clear up their rubbish, clean the Ark
and make sure his family was well cared for! He had huge responsibilities! Although it
was hard work it helped Noach to feel a greater love for the animals he was taking care
of. If we look after and take responsibility for those around us and for the environment
we too will turn into more loving people.
nn How do the children think that this process happens? (If we look after people and are
kind to them we give a little part of ourselves which creates a bond with them. In fact
the more you give to someone the more you come to love them. One would think it is
the other way around – the more someone gives to you, the more you love them. Our
sages however tell us this is not the case – it is out of behaving responsibly and looking
after someone else that we grow to love them.)
13
YOUTH SERVICE
Noach
Decide Now!
nn Choose an anchor. The anchor will give the group two choices.
nn Divide the room into two areas – one area for each choice.
nn The anchor calls out a choice, for example, “Chocolate or sweets?”
nn Each participant has to quickly choose one of them and move to the area of the room
that represents their choice. Chocolate may be on the left and sweets may be on the
right of the room. This will ensure a swift decision making process from the participants.
nn Choose different anchors to give the choices and try to encourage them to make the
choices more difficult.
nn The fact that some participants simply move to a side because their friends have chosen
that side, is clearly observed but don’t mention it!
When the game is over ask the participants to sit in a circle.
Discuss:
Did the participants notice anything happening in that game?
Why did some people change their mind?
Did any of them want to change their mind because they saw their friend go somewhere else
but then choose to stick to their own choice?
What made them stick to their original decision?
Our Rabbis tell us that during the many years that it took Noach to build the Ark , people
around him could see that he was building something and came over to have a look and
chat to him. Noach explained that he was building the ark because God was going to destroy
the world. The people all around him laughed at him and mocked him but Noach was true
to himself and continued to build. It was Noach who merited to save the animal life on our
planet and together with his family, begin our world anew.
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14
YOUTH SERVICE
Noach
nn What can we learn from Noach?
nn Is it easy to do something if other people are laughing or making fun of you?
nn If we are doing the right thing, and other people are making fun of us, should we stop or
carry on?
nn What are some practical ways that we can do the right thing even if it is difficult? (Do
the right thing even if your friends are not, tell the truth regardless of the consequences,
stand up for someone who is being mistreated...)
Dvar Torah
In this week’s Parasha we read the following verse:
"These are the generations of Noach, Noach was a righteous man, perfect in his generations,
Noach walked with God." (6:9)
Rashi, in his commentary on this verse, explains the meaning of Noach being ‘completely
righteous in his generation’. He says that this is as an expression of praise. If Noach was
righteous in a generation full of wicked people, he would have been even more righteous if
he had lived in a generation of good people. There are others that learn this as a criticism.
They say that it was only in relation to his generation that Noach was righteous. Had he
been living in the generation of Avraham though, he would not have been considered so
righteous in comparison to Avraham.
We may sometimes wonder how it could ever be possible to live up to the standards of
the likes of Avraham and Noach. A famous Chassidic Rabbi, Reb Zusia was known to say
the following: “When I appear before the Almighty, I am not afraid to be asked: Reb Zusia,
why have you not been like Avraham, the patriarch, or like Moshe, our great teacher?” The
question I truly fear is: “Reb Zusia, have you truly been Reb Zusia?”
Each one of us can be great in our own way, and should try to live up to our own potential.
Are you trying to be the best version of you?
15
igniting your shabbat services
I hope you find this guide to the
parasha useful.
I would be grateful for any feedback.
Please remind the children of the
exciting Tribe programmes in your shul
and also to look on the US website for
current Tribe central events.
Shabbat Shalom
Sharon Radley
[email protected]
Tribe is part of the United Synagogue Registered Charity No. 242552.