Hey – Fifth Year – Wednesday (Pearlman)

2/4: Today in class, we worked on:

  1. We began with an all school t’fillah led by Rabbi Bellows.
  2. Today we concluded the film White Bird with noticeable relief on the part of the students. I believe they were expecting a tragic ending even though they knew that the main character survived as she was the narrator. I asked the students what scene was the most impactful to them as well as what facts they learned from the movie. We spoke a little about the authenticity of this particular story and I shared that this was not a true story of any one individual but rather a compilation of the story of many individuals.
  3. We spoke about the role of Righteous Gentiles as well.  I shared the personal story of my father and his role in liberating some of the  concentration camps and its continuing effect on our family
  4. The discussion was followed by a short article about what led to Hitler’s rise to power.
  5. Next session students will begin to create an individual timeline of the events of the Holocaust.

Homework to be completed by next class:

  1. I am pleased to see that the individual student contribution to the class Tzedakah is becoming consistent!! Kudos!

1/28: Today in class, we worked on:

  1. We had an all school t’fillah led by Rabbi Prass.  He asked us what does it show when we bow.  The learners had some interesting answers.  He then pointed out how in the Aleinu, we bow showing many of the things they said earlier. 
  2. Today’s class included part #2 of the movie White Bird. I want to share that this is a wonderful class of interested and serious students who were all engaged in the serious topic of the movie.
  3. After a brief summary of part #1 for those who were not present last week we resumed. Unfortunately, time did not allow for the final segment which we will conclude next Wednesday.
  4. After addressing any questions we will move on to setting the stage for the rise of Nazism.
  5. Our day concluded with a session with Rabbi Prass who addressed the return of the body of the remaining hostage Ran Gvili and the relief of the people of Israel and the desire to move to the next steps.

Homework to be completed by next class:

  1. Bring Tzedakah!!
  2. If you have not seen this movie I urge you and your older children to view it together.

1/21: Today in class, we worked on:

  1. All students met in the sanctuary with Rabbi Prass for t’fillah. Rabbi Prass asked the group, “What are things that we have to do?” He then pointed out that the new (new to Hebrew school t’fillah) prayer Aleinu, says that we need to praise and focus on good things like praising or complimenting. Please, ask your student if they remember which the new prayer was.
  2. After Tefillah I handed out a 3×5 card to each student and them to write on one side 3-5 facts about the Holocaust that they knew. Most students knew at least 3 facts. On the other side of the card I asked them to write 3-5 things they wanted to learn. At the end of class I collected these cards to help guide me in moving forward.
  3. After this activity the students watched the first half of the movie “White Bird” which I highly recommend.  We stopped the movie a few minutes before the end of class to address questions and clarifications. The movie will be completed on the 28th.

Homework to be completed by next class:

  1. Bring Tzedakah!!

1/14: Today in class, we worked on:

  1. Our school day began with all school Tefillah led by Rabbi Prass. Rabbi Prass has been sharing about one of CBA’s college students who has been traveling thru Israel on an interfaith trip with other students from her campus.  So many of the students have been asking for updates.  He asked us why we should care about Israel or her people.  The learners had really lovely answers.  Rabbi Prass pointed out that our connections to Israel are like t’fillah, perhaps it feels far away, perhaps it changes, and perhaps it is difficult, but it is part of our Jewish language.
  2. Today we concluded our Israel unit by dividing into three teams. I handed out a study guide and the folders containing the material that the students had accumulated thus far. As a team the students completed the study guide to prepare the final jeopardy game of the semester. 
  3. The students participated actively (and competitively) throughout the game demonstrating that they learned a lot. Prizes were awarded.
  4. To conclude I asked the students if they were going to Israel what would the want to see and whom would they want to talk to. The answers were very interesting.

Homework to be completed by next class:

  1. Bring Tzedakah!!

1/7: Today in class, we worked on:

  1. Our school day began with an all school Tefillah led by Rabbi Prass. He asked us to share, whether a staycation or a trip, what is something you did with a family member over winter break that created a positive memory?  He then pointed out how these experiences are blessings.  He then reminded us that our bracha, Avot v’imahot is about blessing our relationships that God was with our ancestors, and that we have with one another.
  2. We spent the first few minutes sharing something special that each person did over break.
  3. Following that the students lsrael’s Law of Return guaranteeing every Jew citizenship in Israel. We then reviewed some of the challenges that arose with declaration of the state and continue to today.
  4. Please help your child remember to Bring Tzedakah!!

Homework to be completed by next class:

  1. Bring Tzedakah!!

12/17: Today in class, we worked on:

  1. Our school day began with an all school Tefillah led by Rabbi Prass. Rabbi Prass asked the learners when they felt they were in front of someone/something special. He then related this topic to our kedusha prayer, when we stand on our toes saying “kadosh, kadosh, kadosh” and the Chanukah story. Rabbi Prass passed out the Chanukah candle blessings. We then lit the Chanukiah candles for the 4th night of Chanukah before going off to class.
  2. After Tefilah at which Rabbi Prass lit the Chanukah candles the seventh graders gathered in class to complete the “True Story of Chanukah”. Much to their surprise they learned that the story of Chanukah is NOT in the Bible but in the Book of Maccabees which is a separate book and the original events were a celebration of Sukkot which was missed because of the three-year battle between the Maccabees and the Syrian/Greeks. What we know today as Chanukah was a much later creation highlighting the events of the story.
  3. Following this we played “8 Minutes to Win It” in which the students were given various topics and asked to write lists ( as many as 8) to fill the category such as- name 8 Jewish heroes or heroines.The competition was fierce!
  4. During the last twenty minutes, we had an all-school “surprise” pizza party.  It was lovely to see all sit and chat and build community together.  On the way out, we gave each learner a dreidel.

Homework to be completed by next class:

  1. Bring Tzedakah!!

12/10: Today in class, we worked on:

  1. Our school day began with an all-school Tefillah led by Rabbi Prass. Rabbi Prass began with asking the students how the Maccabees felt as they fought and worked to overcome the Greek-Assyrians.  Rabbi Prass then pointed out that the prayer in our Amidah, Gevurot, means brave/strong, which might be how the Maccabees felt. Ask your student what Judah Maccabee’s last name means in English.
  2. At the conclusion of Tefillah the 7th grade students were asked to remain to be included in a minyan for one of the teachers who was saying kaddish for her husband.
  3. We had a moment to discuss the mitzvah of making a minyan and I am convinced that the students found this to be a valuable experience.
  4. As we returned to class, I asked the students to write down traditions of Chanukah- we then made a list, followed by viewing the video entitled “Not in Our Town” which took place in Billings, Montana       (www.niot.org).
  5. Following the video we discussed the events and the lessons we can learn from it.
  6. It is the story of an anti-semitic act resulting I response from the entire town to support the minority of Jews. Following this discussion the students began to learn the “true” story or the real; “back Story” of Chanukah.

Homework to be completed by next class:

  1. PLEASE PLEASE remember to check to see that everyone is participating in Chanukah.

12/3: Today in class, we worked on:

  1. Our school day began with Tefillah lead by Rabbi Prass. Rabbi Prass invited each of us to share something we did that was helpful over the Thanksgiving Holiday. This brought us to analyzing, the Gevurot, the prayer which literally means strength.  It points out that God uses strength to help others.  By our helping over Thanksgiving, we showed our strength.
  2. After Tefillah I asked the students to keep their siddurim and we looked at the closing song of Hatikvah for specific words like: Zion, Tikvah, the name of a city etc. The students did well.
  3. We then moved to our topic for the day which was the Jewish values lived by Israel. We started with a pre-questionnaire. We then moved on to looking at some Torah text focusing on the concept of B’tzelem Elohim (in the image of God) and some of the ways that Israel acts on this.

Homework to be completed by next class:

  1. The only request is to make sure that the students take the responsibility of bringing in their Tzedakah contribution.

11/19: Today in class, we worked on:

  1. Our school day began with an all school Tefillah led by Rabbi Prass. He asked us about a situation where you didn’t know what to say. He then explained that prayer can be one of those times where we don’t know what to say.  And so the first words of the t’fillah ask God to open our lips to help us pray, and to say positive words.  Or in other words we learned that the Amidah has a spot to help us find the words to pray.
  2. Thank you to all of you for sharing (and providing) for the experience of providing for others. I believe the students learned a lot (a lot of life skills) and felt good about what they did.
  3. After the packing party they examined Maimonides’ Ladder of Tzedakah and discussed the various levels of giving.
  4. Special thanks to Brooke Kidd for dropping the lunches off at PADS on Thursday.

Homework to be completed by next class:

  1. We have a great record thus far in bringing Tzedakah- let’s keep it going after Thanksgiving!! Have a wonderful Thanksgiving!

11/12: Today in class, we worked on:

  1. Our school day began with an all school Tefillah led by Rabbi Prass. We talked about who the students consider to be an impressive person and why it is important to let that person know that is how we feel about them. Rabbi Prass pointed out that the Avot v’imahot prayer, talks about God as impressive, and uses language of complimenting God.
  2. We began class with a quick review of some of the information we covered in our jeopardy game and I was pleasantly surprised that the students remembered some of the information that we covered. 
  3. We then discussed our upcoming project of making the lunches to be delivered to PADS this coming week.
  4. After we learned a little more about the diverse population that make up Israel including the African population, the Mizrachi population and the various sects of Orthodoxy as we as the Masorti ( the traditional) Jews. I think most of the students were surprised to learn about the African population.

Homework to be completed by next class:

  1. Please remember to bring your assigned item to class for the lunches.

11/5: Today in class, we worked on:

  1. Our school day began with an all school Tefillah lead by Rabbi Prass. He asked us who has your back? And how does it feel when that person has your back? He then showed us that the Avot v’imahot prayer is about our ancestors, and by extension us, being in relationship with God.  Or in other words God having our back. 
  2. After Tefillah and Tzedakah collection students were told that we were going to assess what they had learned thus far.
  3. There was a brief panic as some students thought there was a test, but I quickly explained that I merely wanted to know whether I had done a good job and that there were other ways to assess besides test. I asked the students to open their folders and review their notes and handouts of the past weeks.
  4. I divided the class into two teams, and we played a jeopardy game that I had created. Students learned    (and remembered) and I learned what holes there were.
  5. After a short break students took a pre-questionnaire for our next until entitled “Israel: the Land and It’s People”.

Homework to be completed by next class:

  1. Bring Tzedakah!!

10/29: Today in class, we worked on:

  1. Our school day began with an all school Tefillah led by Rabbi Prass. He led a discussion about what makes them feel safe and why it is important to feel safe.  He then pointed out that the end of the Avot v’imahot prayer talks about God being the Magen (or shield of our ancestors).
  2. We started class exploring different options for our Tzedakah collection. The students learned about Magen David Adom, the Ark, testing for Jewish Genetic Diseases, Maot Chitim, Mazon, and Keshet.  I asked for other suggestions from the students and one of the students asked that we consider Make-a-Wish. The students then voted for their top two choices and their overwhelming choice was Maot Chitim which feeds the elderly on Jewish holidays. I am so proud of the thoughtful consideration that the students made while listening and watching.
  3. Following this the students were divided into groups to learn about the innovations and technology that Israel has contributed to the world on our Israellink program.  Feel free to ask your student what was the most impressive innovation they learned about.

Homework to be completed by next class:

  1. Find out another item that was discovered/created in Israel.

10/22: Today in class, we worked on:

  1. The entire school gathered in the sanctuary for t’fillah led by Rabbi Pras, and this week three of our 7th graders/hey students helped lead. Rabbi Prass talked about the end of this month of Tishrei, and how on Thursday night we begin the new month of Cheshvan, and how that brings new opportunities.
  2. Thank you to the students/parents who brought in current news from Israel.  We started our class with information sharing from the students.
  3. We then moved to a class team competition with questions generated by the students on what they have learned about Israel thus far. I am so proud!!
  4. This was followed by a short video bringing the student to modern times about the controversies over the land.  Students took notes (and asked questions). I stopped the clip every few minutes to make sure that the students caught the important information.
  5. We then moved to the topic of Innovation and Technology, and the students took a short pre- unit questionnaire.  At the end of class I handed out replication of a post October 7th painting (I did not tell them of the dating) and asked the students to tell me what they saw.  Their interpretations were profound and insightful.
  6. If students have a laptop or tablet and are able to bring it to class next week it would be appreciated.

Homework to be completed by next class:

  1. Find out another item that was discovered/created in Israel.

10/15: Today in class, we worked on:

  1. We joined the rest of the school and Rabbi Prass for tefillot.  We reviewed the recent holidays thru by looking at the symbols of the shofar, white Torah mantel, lulav, and etrog. We heard how the dried lulav sounds like rain, since the rainy season in Israel has now begun and some of the prayers we say ask for bountiful rain. We also spoke of the recent release of several hostages from Hamas and answered students’ questions.  We concluded with singing Hatikvah.
  2. As a follow up to our previous session on who initially had a vested interested in “the land” the students read original sources of three documents to resolve the issue.
  3. The class was divided into groups each with a different document: the Balfour Declaration, the Sykes-Picot agreement, the Feisel-McMahon agreement and the agreement supported by the Leagues of Nations. Each was represented by parties other than those with a direct interest and none of these promises were kept.
  4. As the examination developed I hope that the students began to understand the complexity of the history and the need for resolution and the rights of all.

Homework to be completed by next class:

  1. I asked the students to bring in a sample of some news about Israel that they heard or read during the week.

10/8: Today in class, we worked on:

  1. The entire school started our session with tefillah led by Rabbi Prass.  We had a short ceremony to mark the 2nd anniversary of the October 7th attack.  We lit a yahrzeit candle, observed a moment of silence.  Then Rabbi Prass asked what we knew about October 7th and what questions we had.  We concluded joining in singing Hatikvah, Israel’s national anthem. 
  2. Celebrated Sukkot outside in the sukkah. Kitah Hey went with Rabbi Prass to the Sukkah.  We reviewed what makes the sukkah unique building and what makes up the lulav/etrog.  Then we each got to shake the lulav and etrog. Students were very interested and asked Rabbi many questions. It was a great experience.
  3. We began our unit on Israel in earnest as we anticipated the marking of October 7th, the 2nd anniversary of the Hamas attack on Israel. We began with a short video giving a perspective on the importance of “the land” to both Jews and Arabs. We then explored the difference between nationalism and patriotism. Students shared their own perspectives.
  4. This is a great class willing to share their own ideas as well as take in what is presented.
  5. Before they left for the day I asked each student what they learned and I was so excited to hear that they learned so much and they were so willing to share! Kudos to you, the parents, for raising such great kids!

Homework to be completed by next class:

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9/17: Today in class, we worked on:

  1. Our session began with Tefillah where Rabbi Prass reviewed how our services are structured. We discussed why we are wearing kippot during Hebrew School t’fillot. We then prayed the avot v’imahot and sang the Israeli National Anthem.
  2. This week we spent the beginning of the session looking at the Avinu Malkeinu prayer.  I asked the students to select the most meaningful statement from the prayer and then find someone else in the class who also selected the same statement.  The students then shared why they selected that statement. Most of the students had never read this prayer most likely because this would be the first year they would join the adult service.  Then the students were asked to create their own statement to add what they would add to this prayer.  Each student shared his/her own statement.  These statements were very well throughout and meaningful.
  3. After a short break we moved to the Israel segment of our curriculum. Students were asked to write an identity statement. I was impressed that the students took this seriously and spent time thinking before they wrote their thoughts.  This was followed by a chart of a number of Jewish values. After reviewing them I asked each student to select 4 they thought were the most important for them and then look at their identity page and see which were included in their statement.  Next session I will give the students an opportunity to revise their statements with these values in mind.
  4. Please be sure to have your student bring Tzedakah.
  5. Shanah Tovah, Fran Pearlman

Homework to be completed by next class:

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9/10: Today in class, we worked on:

  1. We had a great class!
  2. We started with some ice breakers on birthdays and Bar/Bat Mitzvah dates followed by some administrative tasks.
  3. As an introduction to this semester’s topic- Israel- the students viewed 15 different photos and tried to identify them. Many of the students labeled them with generic terms such as “beach”, a building, etc. Everyone got the Israeli and American flag correct! I then asked the students to write down three things they knew about Israel and three things they wanted to know.
  4. We will be using an up to the minute program called Israellink. You can view it by clicking here www.israellink.org
  5. Please have your students bring Tzedakah every Wednesday as well as his/her water bottle.
  6. If you have any concerns or questions please feel free to email me at Pearlsedr@gmail.com
  7. I wish each of you a Shanah Tovah- a Happy, Healthy and Peaceful New Year! Morah Fran

Homework to be completed by next class:

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