Who Were the Patriarchs and Matriarchs?
Please see below for your child’s class update since returning to Yachad. You’ll find that classes are at various points in the curriculum and are exploring the same Torah stories through diverse teaching methods!
Jewish Studies
Andrew’s Class
We continued our Torah journey of unraveling the story of Joseph. We deciphered the dreams Joseph interpreted for Pharaoh and the cupbearer and baker he was placed in jail with. This led us to learn about his rise to governorship in Egypt after he saved the Pharaoh’s land during famine, and the visit of ten of his brother’s who sought assistance from Egypt during the famine. We concluded this part of the saga when Joseph sent his brothers back to Canaan to retrieve the youngest child left with the Jacob. At the end of the stories, the students rehearsed and performed skits demonstrating the story of Joseph and we will continue our odyssey on Wednesday!
Lee’s Class
We’ve continued our exploration of the stories of the Patriarchs and Matriarchs. After having a chance to share our drawings from the Akedah (the Binding of Isaac), we continued Isaac’s story with his search for a wife. We learned about Abraham telling him to find a wife in the land they came from rather than from among the people of Canaan (which answered one of our earlier thought questions about whether Canaan was inhabited). We talked about what might be a good quality to look for in a new friend, and then learned how Eliezer, Isaac’s servant, sought the quality of chesed (kindness) and found it in Rebecca. To help us remember Rebecca’s kind act of carrying water for Eliezer’s camels, we had some fun with a little water-carrying competition of our own.
We then learned the story of Rebecca and Isaac’s twins, Jacob and Esau. We talked about times when we might have agreed to something and later regretted it, and whether or not it’s sometimes okay to lie. We then looked at these questions in light of Esau trading away his birthright, and Rebecca and Jacob tricking Isaac into giving Jacob his blessing. We started to brainstorm ideas about what might make each character guilty or innocent in these stories, and we started preparing a trial/debate on that topic.
David Nusan’s Class
During the first half of class on Shabbat we explored the meaning and significance of the name Isaac/Yitzchak, which in Hebrew means laughter. We talked about the older age in which Avraham and Sarah became parents to Isaac, and the disrespect the society around them demonstrated, and the fact that they tried to direct the laughter to a place of happiness. We talked about the laughter and beauty that children bring to the world. In the course of the discussion, we conducted a fun jokes and riddles contest.
In the second half, we dove into the character of Isaac, who represents the second generation of Judaism & continued his father’s path. Students explored the importance of tradition [Isaac] and renewal and development on the other [Abraham]. After learning the stories, students reflected on these themes. Each child made a list in which they wrote about items you set forth for them in their education which they agree with and which they struggle with. Surprisingly some of the children agreed with your request that they go to bed early 🙂
On Tuesday students launched into the birthright story between Jacob and Esau, Isaac & Rebecca’s twins (Genesis 25 & 27). We tried to understand what makes something a lie and whether or not it is always forbidden. We spoke of white lies and of the midrash/legend that God lied when he told Abraham what Sarah would say in a way that would not hurt him. We also watched saw a video that describes the struggle for primacy, and among other things criticizes Rebecca and Jacob’s behavior when they cheated Esau and Isaac.
In this context, we played tactile games- ex. the children found a partner, and tried to guess what was traced on their back on the basis of the sense of touch alone, just as Isaac felt his sons when he was blind. Another activity we conducted in class was sharing three stories, one of which is a lie and having to guess which were true and which was not. The lessons were pleasant and the class cooperated beautifully.
Lee/Marna’s Class
On Saturday students began learning about the story of Isaac and Rebecca. How did they meet? What made them strong matches for each other? What did they add to each other’s lives? The class opened up considering the questions to frame the unit: 1) What makes a good friend? 2) What would you do with/without your parents’ consent? Rabbi Epstein joined class to share the story of the matchmaking of Isaac & Rebecca and students began weaving their answers to our essential questions into the story.
On Tuesday We spent time reviewing the stories of Creation, Noah, and the lives of Abraham & Sarah. After a brief exploration of intense story of the Akedah (The Binding of Isaac- Abraham almost sacrificing Isaac), we moved ahead in Isaac’s life to when he is looking for a wife. We learned that Eliezer, who went searching for a wife for Isaac, was seeking someone full of chesed (kindness), and found this in Rebecca, who offered to give him and his camels water from the well. As a fun way to reenact her kind deed, we had a little water-carrying competition of our own!
Richard’s Class
Students began learning about Joseph in Egypt (Genesis 39-40) by first exploring their own answers to the question, Are dreams important? Joseph’s dreams about his brothers bowing down to him, his interpretation of the butler and cupbearer’s dreams and ultimately, his interpretation of the Pharaoh’s dreams are such core elements to the plot development. Students raised wonderful questions about whether or not God was involved in these dreams and their interpretation, or if it was a unique quality of Joseph on his own. Students then read the story and watched a video for another rendition. After reflecting on the story students either continued their illustrated maps of Jacob’s family’s route from Canaan to Egypt or prepared skits to retell this part of the story.
Hebrew through Movement
Monday/Wednesday
This week we learned about Tu-B’Shevat -ט”וּ בִּשְׁבָט ! We discussed the holiday’s customs, and learned the following words:
Tree – Etz – עֵץ
Flower – Perach – פֶּרַח
Fruit – Pri – פְּרִי
We then combined these words with the colors we have learned so far. For example,
A green tree – Etz betzeva tarok – עֵץ בַּצֶּבַע יָרֹק
Tuesday/Saturday
This week in HTM, we focused on some of the Hebrew vocabulary from the Motzi (blessing over bread) such as l’hotzie (to take out) and lechem (bread). We familiarized ourselves with this vocabulary by taking out a variety of familiar objects from a box by following a Hebrew command with the infinitive verb, l’hotzie. For example, “Jacob, l’hotzi lechem min hakufsah (take out the bread from the box).” On Tuesday, we reviewed a set of Hebrew verbs from earlier in the year and students were encouraged to choose one of the three words to command another classmate. As a reward for their efforts, they were each challenged to throw a ball (kadur) and have it land into the kufsah (box). Next week, we will continue to learn some of the vocabulary words from the Motzi blessing and incorporate words for Tu B’Shevat while continuing to review.
Shabbat Shalom!
Announcements
Upcoming Closures:
Yachad is closed Friday Jan 18- Monday Jan 21 for MLK Jr. weekend. While there will be no Yachad classes, please see here for CBE-wide opportunities to engage in MLK Weekend.
Tu B’Shevat Seder
We are excited to celebrate the holiday of Tu B’Shevat with 4th grade families on Friday Jan 25, 6pm! Join us as we honor the earth with a fun and unique seder featuring various types of fruits and nuts! We’ll have a musical Shabbat service and dinner as well. Register via this link by Wednesday January 23.
URJ Camps Info Session & Lunch
On February 9th the Director of URJ Crane Lake Camp, Debbie Shriber, will be coming to CBE to tell us all about Eisner, Crane Lake, and Sci-Tech! This is a great opportunity for students and parents to ask questions and learn about the URJ camping system. We will be providing lunch as the presentation will be directly after Yachad on Saturday February 9th in the Ballroom. Please email Hannah Isaacs (hisaacs@cbebk.org) to let her know you’re attending!