We began as we do every week with a student leading the Blessings for Torah Study and cookies. The student who led the attendance conversation challenged the class by asking the questions out of order. Students still readily responded with the correct answers.
Modern Hebrew Language
To review language patterns and vocabulary which students had studied for homework, we played “Search and Say.” Cards with students’ names and the Hebrew names for classroom objects were drawn from boxes. Students incorporated their classmates’ names and the names of various objects into sentences using the possessive form. Before a student could respond, however, he/she had to find the object or a picture of the object to demonstrate an understanding of the word’s meaning.
This activity required careful listening and a knowledge of vocabulary and sentence structure.
I am working toward using “only Hebrew” (rak ivrit) to give directions and guide activities.
We began Chapter 6 in our text, Shalom Ivrit. Students read the first story aloud and answered questions to show their understanding. This story describes a family gathered around the table to welcome Shabbat.
For homework, students took home the story sheet. Their assignment is to read the story aloud and study the new words in the vocabulary box for at least ten minutes a day until we meet again on March 23rd. (Next week , Wednesday March 16th, there will be no Hebrew class due to spring vacation.)
In addition, each student received an index card with a list of the Hebrew words he/she had used incorrectly on last week’s pop quiz. Each word is translated. Student are to review these cards as part of their homework assignment.
Conscientious preparation of homework assignments helps students to build vocabulary and develop Hebrew language fluency.
Torah Study
As we are about to begin the Third Book of Torah, Va-Yikra, students were given a sheet summarizing the Portions in the Second Book of Torah, Shemot. They read the sheet in table groups. Each group wrote down several themes which they noted in the Book of Shemot. They then shared their ideas which included:
- God shows God’s presence in “extreme ways” such as the Ten Plagues and the Cloud and Fire in the Mishkan.
- Many “specific details” are given regarding the building of the Mishkan.
- God gives the Ten Commandments and many other Laws.
- Moses showed “reverance” for God, even though “Moses’ people betrayed him by building the Golden Calf.”
- Donations were collected both for the Mishkan and for the Golden Calf.
- Water played an important role. For example – A Plague turned the Nile River to blood. The Israelites complained that they had no water and Moses struck the rock. God parted the Red Sea for the Israelites, while the Egyptians drowned.
Excellent thinking!
Students then read an information sheet on this week’s Torah Portion, the first Portion of the Third Book of Torah, Va-Yikra. Va-Yikra deals with sacrifices offered in the Mishkan. Students recognized that today, instead of a Mishkan, priests, and sacrifices, we worship in a synagogue, led by the Rabbi and the Cantor. Sacrifices have been replaced by G’milut Chasadim and Prayers.
When asked what we pray for in our Prayers, students mentioned that we ask for forgiveness; for God “to listen to us.” We also thank God “for health and life” and “for the good and bad things that happen to us.”
As they left the classroom for T’fila, students shared one new thing they’d learned today. There were many possibilities!
Students and families gathered for T’fila where we recited the weekday evening Prayers and sang one of our favorite songs, “Od Yavo Shalom Aleinu.” Students were asked how they would impact the world in the coming week through acts of Tikun Olam. Answers included taking shorter showers and re-cycling!
L’hitraot -See you soon. Enjoy spring vacation.
Morah Ronni
- Home From Camp & Back to School - August 6, 2014
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- Starting Over, Starting Up, Reviewing and Re-thinking….Again! - June 6, 2014