First Days of Freedom, 10 Commandments & More
Jewish Studies
Andrew’s Monday/Wednesday Class
We continued our story of Moses with the 10 Commandments and the Golden Calf. On Monday, the students engaged in a deep discussion around why we have the 10 Commandments and what they represent. The class was divided into two groups and each had the opportunity to write their own new 10 Commandments and perform them in a skit to the other group. Wednesday led us to the Golden Calf. After thinking about why it was a Golden Calf and what it means, we used clay to create miniature versions of the animal. Next week we will be starting our Purim celebrations!
Lee’s Monday/Wednesday Class
This week we continued forward in our story, having teased before the break where it would be going next (with our inclusion of ‘Joseph’ on our family tree). After talking about times in our own lives when we’ve dealt with jealousy, we told the first part of Joseph’s story with some miming and acting along the way. We then started a project where we will make our own version of Joseph’s rainbow-colored cloak using various materials and including details from the stories we’re learning about him. Students had some great ideas about including elements of Joseph’s controversial dreams on the cloak. To remind ourselves of some of the details of the story, we also watched a Torah-rap about it and a clip from the classic musical ‘Joseph and the Amazing Technicolor Dreamcoat’ (something which we’ll return to as we progress to different parts of Joseph’s story).
David’s Tuesday/Saturday Class
After exploring the incredibly emotional reunification of Joseph’s family, students began learning about the Israelites time in Egypt, at the start of which the new Pharaoh did not know Joseph and felt threatened by the Israelites. Students started to fill out a KWL (Know | Want to Know | Learned) chart about the Exodus story and began to watch The Prince of Egypt, while writing what themes reappear and what questions they have about the story.
Lee & Marna’s Tuesday/Saturday Class
To continue our conversations about our names and where they come from, some students who brought in the research they did at home over the break shared with the class some of what they learned about who they might be named after and what parts of their names might mean. This tied in nicely with our activity about the name Israel, which we learned is traditionally understood to be made up of the shoreshim (roots) ‘Sarah’ (which can mean either princess/noblewoman or fight/struggle/persevere) and ‘El’ (one of the names for God). Using some tiles with these different concepts, as well as some connecting words, students were challenged to do some “magnetic poetry”, rearranging the words to explore what different meanings we might find for the word ‘Israel’. Students did thoughtful artistic work, writing and in some cases decorating as well, and we’ll be putting on finishing touches and then displaying the students’ creative ideas in our classroom.
Richard’s Tuesday/Saturday Class
On Tuesday, after everyone shared what they did over the break, we welcomed a second teacher, Julia Westbrook, who promptly learned each student’s name. The class continued the story of Moses and the Israelites once they crossed through the Red Sea. Students acted as the Israelites, Moses and God to retell events that unfolded after the crossing. We then discussed why the Israelites complained so much and how God helped to appease their complaints with miracles. One of the miracles, that addressed their hunger, was the manna that fell from the sky every day except for Shabbat. The students drew what they wanted their manna to taste like following the Midrash (commentary) we learned during class.
Hebrew through Movement
Monday/Wednesday
This week we started learning about Purim!! We introduced the main characters of the Megilla, wore masks and made noise with our gragers as we learned the following vocabulary:
Grager (Purim noisemaker) – Ra’ashan – רַעֲשָׁן
To make noise – Le’haraish – לְהַרְעִישׁ
Mask – Masecha – מַסֵּכָה
Scroll – Megilla – מְגִלָּה
King – Melech – מֶלֶךְ
Queen – Malkah – מַלְכָּה
Crown – Keter – כֶּתֶר
During the next three weeks we will discuss the Holiday costumes, learn Purim songs in Hebrew, and Hebrew vocabulary regarding purim traditions.
Tuesday/Saturday
This week we had fun reviewing many of our movement commands:
Action: לרוץ / larutz / running, לקפוץ / likpotz / jumping, להסתובב / l’histovev / turning), Classroom objects: לוח /luach/blackboard, כסא/kiseh/chair, דלת/delet/door)
Body parts: ראש /rosh /head, בטן /beten /stomach, רגלים /raglayim /legs, גב /gav /back).
Next week we will focus on the following two Hebrew commands: לקחת/ lakachat/ to take and לתת /latet/to give and introduce some Purim objects in Hebrew such as רעשן /ra’ashan /gragger, כתר/ keter /crown and מסכה /masecha /mask.
Announcements
1. A Family Gathering: Installation of Rabbi Rebecca Epstein
Friday, March 1
5:00- Dinner, Temple House Ballroom
6:30- Installation Ceremony, Sanctuary
7:45- Champagne Toast & Dessert, Rotunda
We look forward to seeing you this Shabbat for a wonderful evening in celebration of Rabbi Epstein.
Please use the 8th Avenue entrance to the Temple House for the Installation Dinner.
2. 6 Points Creative Arts Virtual Parlor Meeting, March 5
We are very excited to share a special opportunity with you! 6 Points Creative Arts, the URJ’s newest summer experience for 3rd-11th graders. On Tuesday, March 5th at 7:30pm EST, the 6 Points Creative Arts team is holding a virtual parlor meeting for you to learn about the program, (air conditioned!) dorms, and community that your child could be part of this summer. To RSVP for the virtual parlor meeting, please use this link: https://urjyouth.wufoo.com/forms/ww5u3j110l7mjp/. If you have any questions please feel free to contact hisaacs@cbebk.org