aca demic s - Joseph Kushner Hebrew Academy

KUSHNER
HEBREW
ACADEMY
ACADEMICS
JOSEPH
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TABLE OF CONTENTS
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FACULTY..............................................................................................................ii
A MESSAGE FROM OUR HEAD OF SCHOOL.................................................. 1
CORE VALUES.................................................................................................... 2
LOWER SCHOOL
Pre-Kindergarten............................................................................................. 4
Kindergarten................................................................................................... 5
First Grade...................................................................................................... 6
Second Grade................................................................................................. 7
Third Grade..................................................................................................... 8
Fourth Grade................................................................................................... 9
Fifth Grade.................................................................................................... 10
Supplemental Curricula..................................................................................11
The Learning Center...................................................................................... 12
MIDDLE SCHOOL
JUDAIC STUDIES
Hebrew Language (Ivrit)................................................................................ 15
Tanach .......................................................................................................... 16
Talmud (Oral Traditions)................................................................................. 18
GENERAL STUDIES ................................................................................... 19
Language Arts............................................................................................... 19
Math.............................................................................................................. 19
Science......................................................................................................... 19
Social Studies............................................................................................... 20
Enrichment.................................................................................................... 20
Student Support........................................................................................... 21
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JOSEPH KUSHNER HEBREW ACADEMY FACULTY
A MESSAGE FROM OUR
HEAD OF SCHOOL
JKHA ADMINISTRATION
Rabbi Eliezer Rubin
Head of School
Ms. Debbie Finkelstein
Middle School Associate Principal
Ms. Natalie Lichtman
Lower School Associate Principal
Mr. Gary Berger
Director of Guidance and Student
Services
Dear Prospective Parents,
Ms. Sandra Blank
Director of Admissions
JKHA/RKYHS has deep historical roots. We are committed to academic excellence in
our religious and general studies programs, and value our critical mission to partner
with parents in the transmission of Torah ideals.
Rabbi Nachum Wachtel
Lower School Assistant Principal
Ms. Sharona Faleck
Director of Student Services
LOWER SCHOOL FACULTY
Pre-Kindergarten
General Studies
Judaic Studies
Learning Center
Ms. Fran Friedman
Ms. Michal Levine
Ms. Sharon Acierno
Ms. Debbie Buechler
Ms. Michelle Degen
Ms. Ruth DiGiovanni
Ms. Julie Ginns
Ms. Rachel Ginsberg
Dr. Rosalyn Grad
Ms. Bonnie Hollis
Ms. Claire Kagel
Ms. Robin Kwestel
Ms. Channie Lundner
Ms. Susie Nussbaum
Ms. Shayna Reiss
Ms. Deborah Salkin
Ms. Shira Stein
Ms. Elissa Titen
Ms. Jocelyne Berkowitz
Ms. Susan Braverman
Ms. Rachelle Cohen
Ms. Rebecca Feldman
Ms. Debra Goldberg
Rabbi Reuven
Greenberg
Ms. Gail Gruber
Ms. Pepi Kolb
Ms. Yaffa Liebman
Ms. Naomi Maron
Ms. Mirjam Schapiro
Ms. Debra Silverman
Ms. Linda Sipzner
Ms. Ora Bloom
Ms. Shira Buchen
Ms. Nancy
Dattelkramer
Ms. Linda Litland
Kindergarten
Ms. Bluma Acocella
Ms. Dena Arfe
Ms. Hemda Cohen
Ms. Ricki Roth
Ms. Ruth Wasser
Ms. Deborah Weintraub
Specials
Mr. Craig Goldman
Ms. Ida Lipman
Ms. Leslie Monchar
Ms. Rachel Pineles
Ms. Michal Robinson
Psychologist
Dr. Marina Gelfand
MIDDLE SCHOOL FACULTY
General Studies
Ms. Melanie Bienstock
Ms. Diane Bohs
Ms. Christina Chase
Mr. Craig Goldman
Dr. Rosalyn Grad
Ms. Rebecca Hagler
Ms. Mindy Haller
Ms. Deborah Hunter
Ms. Ariel Levenson
Ms. Linda Litland
Ms. Melinda Nagy
Mr. Jeff Reiss
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Ms. Michal Robinson
Ms. Lisa Swanson
Ms. Pattie-Jo Tripp
Judaic Studies
Ms. Michal Ben-Guy
Ms. Kayla Bluman
Rabbi Yaacov Feit
Ms. Danielle Goldstein
Rabbi Jacob Haller
Ms. Yaffa Malashock
Rabbi Eliezer Rubin
Ms. Vicki Schreiber
Rabbi Dovid Selengut
Ms. Miriam Shamsian
Rabbi Dovid Sukenik
Rabbi Nachum Wachtel
School Psychologist
Dr. Ruth Glasser
Guidance Counselor
Ms. Sarah Guttmann
Learning Center
Ms. Rebecca Hagler
School Nurse
Ms. Hilary Levin, School Registrar
Ms. Franine Glajchen, Admin Services Coordinator
Ms. Sheree Bohbot
Ms. Alexis Henslovitz
Ms. Betty Wong
Ms. Rona Dickman
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At JKHA/RKYHS, we strive to inspire our students to discover their strengths and develop and strong, healthy identities. We value the trust parents place in our school to
impart knowledge and motivate our students, your children, to embrace their heritage
and history and assume responsibility for the world around them.
Consistent with our school mission, we set high standards for all students to enhance
their commitment to Torah study, strive for educational excellence, and strengthen the
foundation of their community.
In our broader society, education today is associated with economic prosperity, and its
main utility is perceived by many as a way to sustain a competitive edge and gain social
status. Jewish education, however, has a different purpose: to inspire children to embrace Torah study and values; to motivate them to challenge themselves intellectually;
to stimulate their independent thinking; and to help them develop critical thinking and
social skills in a safe and supportive environment. From Dewey to Rav Kook, wholesome and thoughtful educational philosophy emphasizes the need to teach children
how to learn while they discover and explore realms of life that spark their curiosity and
help strengthen their character.
Please read through the many wonderful facets of our school described in our guidebook and discover the many ways in which our school inspires excellence from all our
students. I look forward to partnering with you to enhance your child’s learning experiences through our challenging and exciting school program.
Best wishes,
Rabbi Eliezer Rubin
SUPPORT STAFF
Office Staff
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CORE VALUES
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Pirkei Avot describes Torah study in a way that best characterizes our yeshiva:
‫—הפך בה והפך בה דכלא בה‬turn the Torah over, and over again, for everything is within.
LOWER SCHOOL
For more than 60 years, our Modern Orthodox, co-educational Yeshiva has
inspired children to embrace Torah study and ideals, and strive for personal excellence, in a safe, supportive environment. Our Judaic and General Studies programs
are designed to teach students how to learn by challenging them to discover their
strengths, expand their understanding of the world, and deepen their connection
with the Jewish people and the State of Israel. Graduates of the Joseph Kushner
Hebrew Academy are well prepared to take responsibility for themselves and their
communities, because we encourage them to forge strong, healthy identities and
to treasure their priceless heritage.
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PRE-KINDERGARTEN
KINDERGARTEN
The pre-kindergarten at Joseph Kushner Hebrew Academy provides our youngest students
with child-centered experiences as they cross the threshold to formal school learning. Academic readiness focuses on letter and word recognition and spoken vocabulary, on fine and
gross motor skill development, on number concepts, comparisons, and patterns, and on the
natural and social environments. The curriculum builds language and early literacy skills using the Treasures program and Handwriting Without Tears. Numerical awareness is taught
using Math in Focus and Pre-K Numbers and Math. The program also focuses on the emotional, social, and spiritual development of each child.
The kindergarten at Joseph Kushner Hebrew Academy builds foundation skills for early literacy and numeracy by working in both whole class and small developmentally appropriate learning groups. The literacy curriculum emphasizes beginning word recognition skills,
expansion of oral and written vocabulary and the nurturing of the emergent writer. Through
hands-on experiences in mathematics, students solve simple word problems, recognize
number concepts to 10, and use the calendar to interpret and recognize patterns. Science is
a hands-on program exploring the natural environment, and Social Studies introduces values
of community at school and home and country, through literature, songs, and poems about
America. All kindergarten students learn to work autonomously and collaboratively in a classroom where good midot are modeled.
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Our curriculum provides for full integration of Judaic and General Studies with an emphasis
on pride in Jewish identity and familiarity with ritual and tradition. Torah values are incorporated into daily instruction and activities.
Kindergarten Judaic Studies at Joseph Kushner Hebrew Academy immerses the child in
basic Hebrew literacy and the Jewish environment, through Bible stories, Chagim, and
Shabbat observance. The Hebrew program focuses on letter recognition and handwriting
of block print. Students learn the stories in the Bible by creating their own Parsha books.
Weekly hands-on Shabbat activities connect Jewish law and practice, and holiday projects partner home and school celebrations. Our Kindergarten children learn foundational
content in a dynamic Jewish environment.
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FIRST GRADE
SECOND GRADE
Students in first grade at the Joseph Kushner Hebrew Academy continue to establish formal reading and writing skills using a balanced literacy approach. Instruction in phonics,
comprehension and writing occurs in small differentiated groups using both fiction and
nonfiction texts. In mathematics, students use Math in Focus, a Singapore Math-based
program to develop an understanding of place value to 100, basic addition and subtraction to 20 and have daily opportunities to solve real life word problems. In Social Studies,
students explore the concept of family through a multicultural study of families around
the world. The science curriculum provides students with hands-on opportunities to explore, observe, question and hypothesize and about their physical environment. Topics of
study include ecology, living and non-living things, habitats and weather.
At the Joseph Kushner Hebrew Academy, second-graders become increasingly more autonomous learners as they build on the foundations of learning established in the early childhood years. Students gain a strong sense of social and academic responsibility in a nurturing, collaborative learning environment. Students continue to use the Treasures program
to gain more sophisticated fluency, phonics, vocabulary and comprehension skills in small,
differentiated guided reading groups. They use the writing process to brainstorm, edit and
collaborate on more complex writing pieces.
In the first grade, our TaL-Am curriculum particularly focuses on introducing Hebrew reading,
as it serves as a building block for tefillah (prayer) and Chumash (Bible) study. Students first
review Hebrew letters, vowels, and sounds, and they continuously build upon reading skills
until they attain basic reading fluency. The culmination of this endeavor is the first grade siddur (prayer book) production, which celebrates students’ Hebrew reading proficiency and
their readiness to engage in tefillah as both a textual and religious experience. In addition,
classes study the stories of the Parsha (weekly Torah portion) and they prepare students for
the rituals and messages of the numerous chagim (Jewish holidays,) thus connecting students to fundamental Torah ideals, Jewish ideas and practices.
In Science, students investigate the life cycle of plants and animals, various body systems
and force and magnets through hands-on exploration and experimentation. The Social Studies curriculum centers around an understanding of geographic location through map study.
Students also begin to use informational text to study Native Americans and Early Colonial
life.
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In mathematics, students use the Math in Focus program to help build understanding of
numbers to 1,000 and expand their addition, subtraction and beginning multiplication.
Second-grade students at Joseph Kushner Hebrew Academy continue to build their Ivrit skills,
as Hebrew serves as the basis for all Judaic knowledge acquisition. In addition, students begin a formal introduction to Chumash (the Pentateuch,) with a special production to mark the
transition to textual study. Students learn to navigate the Chumash, to recognize root words,
and to glean meaning through the use
of context clues. Through Chumash
study, students encounter the morals
exhibited by our forefathers and mothers so that they may learn from the life
stories of our forebears. In addition,
Shabbat serves as a starting point for
teaching Jewish practice as it relates
to the Jewish calendar.
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THIRD GRADE
FOURTH GRADE
Third graders at the Joseph Kushner Hebrew Academy become increasingly more autonomous learners, while simultaneously learning to work collaboratively with peers. In literacy,
they expand their understanding of fiction and nonfiction by investigating texts matched to
their level. They write daily and use the writing process to expand, elaborate and edit their
work. In mathematics, students use Singapore math methodology to explore the four operations of addition, subtraction, multiplication and division, and number concepts into the
10,000s. Students explore fraction concepts, and read and interpret data and represent and
solve problems using a variety of strategies including model drawing. In Science, children use
the scientific process and hands-on laboratory experiences to explore animal habitats, states
of matter and sound. The focus of the third grade social studies curriculum is an in-depth investigation of different types of communities, including the social, economic and geographical features of rural, urban and suburban communities.
Fourth grade at the Joseph Kushner Hebrew Academy is a transition year in which students
are encouraged to become increasingly more independent and self-directed in their learning. In literacy, they continue to use a balanced literacy approach to expand vocabulary and
concentrate on more sophisticated comprehension strategies such as inferencing, distinguishing between fact and opinion and synthesizing ideas. Students delve into informational
texts in order to study the content areas. The Math in Focus program provides the students
with extensive real-world problem solving opportunities using the skills attained in their study
of whole numbers, fractions and decimals. They explore geometric concepts including lines,
angles, perimeter and symmetry, and analyze data. In Social Studies, students explore geographic, political, historical and social concepts related to their study of the State of New
Jersey. The Science curriculum provides the students with an in-depth study of topics related
to Earth Science, including weathering and erosion, minerals, rocks and fossils, weather and
climate, and air and water.
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The third grade Judaic studies curriculum focuses on developing Chumash and Ivrit skills
while equipping students with the intellectual tools to become independent learners. As students progress in their study of Chumash, they further their comprehension skills and they
identify the differences between dialogues and narratives. They begin studying Rashi’s commentaries and learn to read Rashi script. Lessons in Hebrew grammar are stressed and
woven into both Chumash and Ivrit units. Moreover, units dealing with the weekly Parsha
emphasize real-life applications of our religious ideals, while each Rosh Chodesh (the beginning of the new lunar month) serves as a model for the practical and spiritual events in the
Jewish calendar.
The fourth-grade curriculum focuses on building Ivrit and Chumash skills while furthering the
development of the independent learner. Hebrew composition is an important part of the Ivrit
curriculum and students begin to study Hebrew poetry this year. The Chumash curriculum
emphasizes higher order thinking, asking students to make inferences, predictions, and connections between events as they study the text along with the commentary of Rashi (Rabbi
Shlomo Yitzchaki, the famous medieval commentator). In addition, fourth-graders begin the
study of Navi (the books of the prophets) focusing specifically on sefer Yehoshua (The Book
of Joshua) as well as an introduction to
Nach (the books of the prophets and
the books of the writings) as a whole.
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FIFTH GRADE
SUPPLEMENTAL CURRICULA
Fifth grade at the Joseph Kushner Hebrew Academy serves as the bridge between the elementary years and middle school. In an intellectually stimulating learning environment that integrates technological resources, students’ interest and curiosity about the world are piqued.
Our balanced literacy curriculum provides every student with opportunities to investigate various genres with a strong emphasis on nonfiction text. Students are encouraged to express
themselves in writing in more sophisticated ways and for multiple purposes including creative
writing, poetry, persuasive writing and expository writing. Using Singapore math methodology, students solve problems related to fractions, decimals and percents, while continuing
to hone in their automaticity of all four numerical operations on whole numbers. Students
explore customary and metric measurement and explore various geometric concepts such
as the properties of two dimensional shapes. In Social Studies, students integrate their research and technology skills to conduct an in-depth state study. They begin formal study of
American History leading up to the Revolutionary War. In science, students use the scientific
method to explore human body systems, nutrition and the properties of matter.
Art
The JKHA art education program instills a
love for art of all different media. Children
develop an appreciation of the style, history
and contributions of master artists. Through
study of the works of Miro, Monet, Picasso,
Matisse, Andy Warhol, Marc Chagall and Van
Gogh—to name just a few—students are exposed to a diversity of artistic styles. They are
encouraged to create their own works of art
inspired by these artististic styles, working
with different media such as pencil, crayon,
watercolors, paints and clay. Children are
given many opportunities to express themselves creatively and to use their imagination
as they produce original works of art.
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As the last grade in the lower school, fifth grade concentrates on enabling students to engage
in independent study and preparation. Fifth-grade students delve into the story of the exodus
in their study of Chumash, so that they may understand its crucial role in our formation as a
nation. Students begin to understand the oral tradition by studying Mishna (teachings from
the Tannaitic period). They learn the background of the Torah She’be’al Peh (the oral tradition)
and begin the study of Mishna with Pirkei Avot (The Ethics of our Fathers), wherein classes relate the lessons of the text to everyday
life. In Ivrit, Hebrew conversation and
writing is targeted to enable students
to work on their own. This includes
student preparation of the Parsha of
the week. In general, the students are
expected to use the skills acquired in
fourth grade as they work alone and in
chevruta (partner study), thus empowering themselves as active learners.
Music Program
The music program introduces students to the art and science of music. Children in the
youngest grades are encouraged to explore the different timbres, tones and pitches produced by different instruments. By actively listening to the differences in the sounds they
produce, they begin to hear and appreciate music in a more interactive way. As they progress
each year, more complex musical concepts such as harmony and orchestration are introduced. With music classes integrated into school productions such as the Joseph and the
Amazing Technicolor Dreamcoat and the fifth-grade State Presentation, students learn not
only the basics of musical theory, but applied music as well. In addition, students in JKHA
learn songs related to both Jewish and American holidays and can be counted on to fill the
corridors of our school with their melodious voices!
Physical Education
The physical education program is designed to develop each student’s physical fitness level
while emphasizing sportsmanship and cooperation. The classes provide a safe environment
in which students feel comfortable trying new activities while developing the skills for overall fitness. Instruction is differentiated by age level; our experienced teachers have in-depth
knowledge of early childhood physiology, and structure activities appropriate to each stage
of gross and fine motor skill development. From the youngest grades, they place great importance on teaching children how to avoid sports injuries by proper warm-ups and gymnasium
safety procedures. The overarching goal of the curriculum is to nurture a “nefesh bri’ah b’guf
bari”—a healthy soul in a healthy body.
A sampling of units covered includes:
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Gymnastics
Basketball
European Handball
Volleyball
Football
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Pickleball
Ultimate Frisbee
Track and field
Fitness testing
Jump rope
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Games (capture the flag)
Soccer
Softball
Lacrosse
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THE LEARNING CENTER
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The JKHA Lower School
Learning Center is a multifaceted program which addresses the individual learning needs of identified children
in Kindergarten through Fifth
Grade. The Learning Center is
a place where learning differences are understood, acknowledged and supported. Its goal is
to create a secure environment
in which children can grow both
academically and emotionally.
The Learning Center philosophy is to equip students with effective strategies and provide them with the skills needed to perform to the best of their ability in the mainstream
classroom.
MIDDLE SCHOOL
The Learning Center is a partnership between special education teachers, classroom teachers, students and parents. Learning Center staff members work collaboratively with classroom teachers to adjust curricular demands. They help teachers modify
assignments and tests in order to minimize frustrations and maximize success. All kindergarten and first-grade students are screened at the beginning of each school year in
order to identify any child in need of support. Early intervention is provided to kindergarten students who are referred by their teachers and identified by this specialized screening. First- through fifth-graders are supported as needed, either by an in-class inclusion model, or a pullout group which meets up to four times per week. Learning Center
teachers provide instruction in basic skills, as well as help in navigating the demands of
a dual curriculum. They teach test-taking and study strategies, methods for improving
comprehension of texts, and assistance in developing grade-appropriate organizational
skills. They recommend modifications and accommodations and assist teachers in their
implementation. Learning Center teachers meet regularly with classroom teachers and
collaborate in choosing the best support model for each student.
Learning Center teachers foster a positive, nurturing atmosphere in which a variety of multi-modality techniques are employed. Students are taught individually and in
small groups, enabling each child to work at his/her specific level and pace. They are
empowered by understanding their own unique learning style in order to gain insight into
their personal strengths and challenges. Given consistent encouragement and the proper tools, students in the Learning Center are taught to advocate for themselves and develop the skills and confidence necessary to become independent, successful learners.
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Building on the formative learning years of the Lower School, the JKHA Middle
School is dedicated to inspiring the intellectual, religious, and emotional growth of
each individual student. Our faculty is dedicated to their roles as both academic
instructors and mentors. To this effect, the faculty works to nurture students’ commitment to a life of Torah and mitzvot in the modern world, as well as a love for the
land of Israel.
In the middle school academic world, the curriculum is departmentalized. The
sixth grade has seven subjects and the seventh grade has eight subjects; both
grades include Judaic and General subjects mixed throughout the day.
In addition to our rigorous dual curriculum, our middle school is deeply invested in promoting and embracing each student’s individual growth both inside
and outside the classroom. Beyond the classroom experience at JKHA, we have
informal educational programming designed to stimulate students’ emotional and
religious growth while fostering students’ increased independence and responsibility. In each and every learning scenario, JKHA strives to create opportunities
for students to work together collaboratively and to take on leadership roles. With
the knowledge and skills provided by our middle school, our students are ready
to meet the demanding challenges of high school and soar to greater academic
heights.
JUDAIC STUDIES
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Hebrew Language (Ivrit)
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The middle school students use a unique program entitled NETA for Hebrew instruction. NETA is designed
especially for youth in the Diaspora. Created by experienced Hebrew language curriculum developer/teachers,
NETA offers curriculum, a wide range of digital and print
materials, and ongoing professional training and support for teachers. The NETA program emphasizes the
four basic language skills: reading, writing, conversing,
and listening.
In all grades and levels, the students work on conversational Hebrew through the composition and performance of dialogues and skits. In addition, all students
have regular listening comprehension exercises.
Sixth Grade
There are three levels in the sixth grade: introductory, intermediate, and honors.
The introductory level and the intermediate level largely cover the same material, though
they work at different paces. In the seventh grade, students are expected to already have
some foundation in Hebrew.
The curriculum focuses on functional, conversational Hebrew. Activities include dialogues in which students must introduce themselves to others and ask questions about
one another, as well as exercises in which students become familiar with the map of
Israel. Grammar is built into these activities, with subjects such as pronoun usage, conjunction usage, noun-adjective agreement, subject-verb agreement, and the pa’al and
pi’el verb forms.
The honors sixth grade level focuses on functional, conversational Hebrew, such as its
discussions of colors, shapes, weather terms, and Judaic symbols. In addition, its passages are often more complex, with Hebrew songs, articles about nature, and depictions
of Biblical scenes. Grammar is taught as an outgrowth of these lessons and this level
focuses understanding the use of infinitives, more complex syntax, and more. Students
are able to produce paragraphs in oral and written form at the end of this level.
Seventh Grade
There are three levels in the seventh grade: introductory, intermediate, and honors.
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The introductory level focuses primarily on practical Hebrew for everyday conversation.
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The intermediate level also focuses on conversational Hebrew, such as its discussions
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of colors, shapes, weather terms, and Judaic symbols. In addition, its passages are often more complex, with Hebrew songs, articles about nature, and depictions of Biblical
scenes. Grammar is taught as an outgrowth of these lessons and this level focuses understanding the use of infinitives, more complex syntax, and more. Students are able to
produce paragraphs in oral and written form at the end of this level.
In the seventh grade honors level class, students read and discuss pieces of Israeli literature; they also are asked to read Biblical excerpts (in their original Hebrew) and to convert
them into modern Hebrew. The grammar covered at this level is more complex, with an
introduction of more verb forms (such as the past tense of pa’al and pi’el, and the present
tense of hif’il) and a guided instruction of correct dictionary use, so that students understand how to look up root words.
Eighth Grade
There are three levels in the eighth grade: introductory, intermediate, and honors.
The eighth grade introductory level focuses on conversational Hebrew, such as in discussions of colors, shapes, weather terms, and Judaic symbols. In addition, its passages are
often more complex, with Hebrew songs, articles about nature, and depictions of Biblical scenes. Grammar is taught as an outgrowth of these lessons, and this level focuses
understanding the use of infinitives, more complex syntax, and more. Students are able
to produce paragraphs in oral and written form at the end of this level.
In the eighth grade intermediate level class, students read and discuss Israeli literature;
they also are asked to read Biblical excerpts (in their original Hebrew) and to convert
them into modern Hebrew. The grammar covered at this level is more complex, with an
introduction of more verb forms (such as the past tense of pa’al and pi’el, and the present
tense of hif’il) and a guided instruction of correct dictionary use, so that students understand how to look up root words.
The eighth grade honors level continues to present literary passages as a medium for
engaging with the text, and the curriculum includes increasingly complex grammatical
constructions. For instance, students learn how to conjugate the pa’al form in past, present, and future; understand the hitpa’el verb form in past and present tense; identify verbs
according to their verb form and conjugate them correctly
according to context; and apply prepositions and superlatives correctly in sentences.
Tanach
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“Tanach” refers to the Jewish literary canon, which includes Chumash (the Pentateuch,) Navi (the books of the
prophets,) and Ketuvim, (the books of the writings.) In the
middle school, each grade has a separate class for Chumash and for Navi.
Sixth Grade
Chumash
The sixth grade Chumash curriculum covers the first half
of the book of Bamidbar (Numbers,) which includes the
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parashot (sub-sections) Bamidbar, Behaalotcha, and Shlach. This course considers the
preparation of the Jewish people for their entry into the land of Israel and the ultimate
40-year delay that results from their sins. In the course of their studies, students examine
the text in the original Hebrew, breaking down words into their root words, prefixes, and
suffixes, empowering them to learn such texts independently in the future. In addition,
each unit includes “life lessons” gleaned from the chapter studied, which help connect
the text to the students’ religious lives and identities.
Navi
In the sixth grade, the book of Shmuel alef (Samuel I) is taught. The classes learn about
the initial storyline of Shaul being chosen as the first King for the Jewish nation, and
students examine his accomplishments as well as his failures. There is a heavy focus on
the relationship between Shaul and King David, as a large portion of the book is spent
on Shaul’s fear of losing his kingship to David and his resulting attempts to kill David.
Throughout each unit, the students reflect on the characters’ actions and events that occurred. The classes discuss what lessons can be derived and applied to their own lives.
Seventh and Eighth Grade
(Note: Seventh- and eighth-graders are combined in their Judaic studies classes as they
are separated by gender and the combination of grades enables the school to offer three
levels for study.)
Chumash
The seventh/eighth grade curriculum alternates between the study of Bamidbar (Numbers) and Devarim (Deuteronomy.) The study of the book of Devarim covers key topics in
parashot Devarim, Va’etchanan, Ekev, Re’eh, Shoftim, and Ki Teitze, considering Moshe’s
final words to Bnei Yisrael before his death and before their entry into the land of Israel.
The seventh and eighth grades study the second half of the book of Bamidbar, which
includes parashot Korach, Chukat, Balak and Pinchas. There is a particular emphasis on
the rebellion of Korach, the sin of Moses, the beginning of the journey toward the land of
Israel, the encounters with the nation of Moav, and the appointment of Joshua as leader.
When either book is studied, part of the curriculum includes students’ work with the Hebrew text, breaking down words into their root words, prefixes, and suffixes, empowering
them to learn such texts independently in the future. In addition, each unit includes “life
lessons” gleaned from the chapter studied, which help connect the text to the students’
religious lives and identities.
Navi
The combined seventh and eighth grade curriculum alternates each year between the
books of Shmuel bet (Samuel II) and Melachim alef (Kings I.)
In the study of Shmuel bet, students learn about the reign of King David. The classes
consider David’s rise and establishment as a successful king through his military victories and they study at length the challenges that David faced throughout his rule, including the rebellions of his children.
In the study of Melachim alef, the first half of the curriculum deals with the kingship of
Shlomo (Solomon) and the building of the Beit Hamikdash (Temple). Lessons also focus
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on Shlomo’s popularity among the nations of the world and his immense wealth and wisdom, which is the eventual cause of his downfall. The second half of the curriculum deals
with the split of the kingdom and the various kings that arise and fall in the aftermath,
culminating with the kingship of Achav.
In each unit of both curricula, the students reflect on the characters’ actions and events
that occurred. As a class, students discuss what lessons can be derived and applied to
their own lives.
Talmud (Oral Traditions)
Sixth Grade
Students review the concepts of Torah She’be’al Peh (the
Oral Law) and the mesorah (tradition) that has been passed
from generation to generation until today. These concepts
include detailed law as well as core Jewish values. It explains the mitzvot (commandments) that we perform on a
daily basis, as well as other mitzvot such as the moadim
(Jewish holidays) and life cycle events.
Students study mishnayot (teachings from the Tannaitic period) from various masechtot (tractates,) learning mishnayot
that pertain to specific chagim (holidays) during the appropriate times of the year. There
is also a focus in particular on parts of masechet Berachot, a tractate that discusses the
laws relating to prayer. Throughout the year, the students also cover topics in halacha
(practical Jewish law) that relate to daily practice.
Seventh and Eighth Grades
(Note: Seventh and eighth graders are combined in their Judaic studies classes as they
are separated by gender and the combination of grades enables the school to offer three
levels of study.)
In the seventh and eighth grades there is a two-year Talmud program that introduces various skills for understanding Talmud. As part of their introduction to the study of Talmud,
students are oriented to the layout of a daf (page) of the Vilna Shas, which is the standard
for the Talmudic text. Students also gain introductory Talmudic tools and vocabulary
words that will enable them to eventually develop into self-sufficient learners.
During the first year in this cycle, students learn the fourth chapter of masechet Berachot,
which discusses the three daily prayers: shacharit, mincha and maariv. During the second year in this cycle, students focus on the tenth chapter of masechet Pesachim, which
deals with the laws of various rituals such as kiddush, havdalah, and the Pesach (Passover) seder.
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Language Arts
The Language Arts curriculum for grades
six, seven, and eight is a literature-based
program designed to encourage fluency
in reading comprehension and mastery
of the writing process. Students read
works of growing complexity in a variety
of genres, including prize-winning fiction
and non-fiction, newspaper and magazine articles, poems, essays, and plays.
Teachers use project-based learning
activities, computer technology, movies, journal projects, and creative writing
projects to spark a love of reading and
enhance student engagement with both
reading and writing. In addition, newspaper and magazine articles are used to promote
and improve the reading comprehension skills necessary for success on standardized
tests. The Language arts curriculum emphasizes the integration of writing, grammar, vocabulary, literature and oral communication skills.
Math
JKHA Middle School teachers seek to foster students’ appreciation for the beauty of
mathematics, building on previous concepts to ensure in-depth understanding. We expect student to master each topic as it is completed, enabling them to model real-world
applications, and to problem-solve by incorporating all previously acquired knowledge
and skills.
Upon graduation from MS, students will have developed a strong foundation for algebra,
as well as competency in using a variety of problem-solving techniques; determining the
best strategies for solving word problems; estimating the reasonableness and effectiveness of solutions; and taking standardized exams and other kinds of tests. We are proud
of our students’ active participation in many national math contests, include Mathematical Olympiads, Continental Math League Contest, New Jersey Math League Contest,
and the New Jersey Math League Algebra Contest.
Science
The Science curriculum at the Middle School focuses on exposing students to the scientific principles of the world we live in. In sixth grade, for example, students study the
Earth, examining the ways in which our planet changes over time. The theory of plate tectonics helps to explain many phenomena, including the shape and position of continents,
earthquakes and volcanoes, and the location of mountain ranges.
In seventh grade the study of life sciences leads our students to discover the impact our
environment has on their everyday lives. Students examine all forms of life--from cellular
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to multi-cellular, from bacteria to humans—to determine the relationship of each organism to its ecosystem.
Our Science program for eighth graders focuses on exploring the basic scientific principles that underlie the physical world. The role of science in society is emphasized, as
is the importance of critical thinking and experimentation to all branches of knowledge.
Engaged by a rich variety of science experiments and projects, students also develop
critical social and communication skills.
Social Studies
Our Social Studies program is designed to illuminate the connections between personal
identity and the history of humankind, focusing on the developments that have shaped
and continue to influence people and nations.
In sixth grade, students explore the ancient cultures of Mesopotamia, Egypt, Greece, and
Rome, comparing and contrasting these civilizations and the literature and other social
artifacts they produced. The role of the Jewish people during this era is emphasized,
beginning with the Babylonian exile and the roots of Zionism.
Seventh graders explore United States history from the pre-Columbian era to the culmination of the Civil War. Major topics include Native Civilizations, Colonial Expansion, the
American Revolution and the birth of Constitution, Westward Expansion and the changing roles of African-Americans and women in American society.
In the eighth grade, students investigate United States history from post-Civil War era to
the period after World War II. A thematic approach to the history of that century includes
the study of industrialization, the Progressive Era, World War I and the Roaring Twenties,
the Great Depression and the New Deal, World War ll, and the Cold War and post-Cold
War eras.
Middle School Enrichment
Science Enrichment: E2K Program
The Mitchell Excellence 2000 (E2K) Program is an extracurricular program we have
offered to our gifted sixth- and seventh-graders in Math and Science. Based on their
performance in these two disciplines—as well as standardized test scores and teacher
recommendations—these students were invited to join our after school program. The
students meet once a week for one hour after school and explore through experimentation the various principals of science. This program has been very exciting as the children
develop critical thinking skills while having fun. The depth of their questions and insights
is inspiring.
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Math Enrichment - E2K Program
Through the efforts of the Gruss Foundation, JKHA participates in an enrichment program that challenges and inspires our top students to take their math knowledge and
instincts to a higher level. Although all students are taught to think about what lies behind
their answers and analyze the results, there are certain areas of math that are beyond
the scope of a middle school math curriculum. Many of these ideas encompass what
is generally referred to as discrete math. This is a more subtle approach to math which
requires a creative eye to not only know which tool will correctly solve the problem, but
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to create a new tool with which to solve the problem at hand. The program takes place
after school one day a week, and has a much more casual atmosphere of learning than
a regular class, which supports the innovative mode of thinking required for these types
of problems
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Middle School Student Support
Learning Lab
At JKHA, our goal is to provide students with the tools and strategies that they need to
become successful, independent, lifelong learners within the rigorous academic setting
of a yeshiva day school. To help all students on the learning spectrum succeed, the JKHA
Middle School Learning Lab offers learning support services to eligible children from
sixth–eighth grade, with an emphasis on multi-modality approaches to instruction.
The Middle School Learning Lab at JKHA provides a nurturing environment where learning differences are understood, acknowledged and supported. Working individually and
in small groups with special education professionals, Middle School students enhance
their understanding of both General and Judaic Studies subjects, while mastering study
skills. As students mature, they are also encouraged to practice self-assessment and
self-advocacy—skills that are critical to success in middle school and beyond.
Psychologist
The School Psychology Department at the JKHA Middle School is a resource of guidance
and support, dedicated to promoting the emotional and social development of our students. Throughout the year the psychology department develops school programming
and group activities geared to issues of health, socialization, maturation, and adjustment
for the students. Individual and group counseling services are provided to support students through particular challenges, and to supply them with specific behavioral plans,
skills and techniques to function most effectively in the school environment. In addition,
the psychology staff collaborates with the administration and teachers as well as individual therapists treating students outside of school, to ensure that students’ individual
emotional needs are being supported in the classroom setting. Classroom observations
and crisis intervention services are also provided. As well, the psychology staff works
closely with parents to address particular concerns, and offers an extensive referral network, helping parents identify community resources to further address social, emotional
and behavioral concerns.
Middle School Student Council
The JKHA Student Council is an elected group of students who meet frequently to discuss issues that affect the students and they meet with the administration to help resolve
student concerns. In addition, the Student Council develops and carries out a number
of fundraising activities throughout the year to benefit the school and other important
causes. Fundraisers have included weekly donut and muffin sales, Chanukah boutiques,
Chanukah concerts, moon walks at Purim, and an annual Shalach Manot basket program
which is then distributed to the faculty and administration. The students also have held
a Chocolate Day, Wacky Hat Day, and Dress Down Days. All monies collected throughout the year are given back to the school and the students. Annual gifts have included
computers, monies for the individual classrooms to spend on supplies, an in-house video
projector and sound system for the Stein Auditorium, and a Smart Board.
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