Camp Am Yisrael: Learn-By-Play (0-3 year olds)
Every time I walk into this room and see so many adorable little children with their parents, grandparents and/or other family members I am reminded that this class is unique. We love our Sunday morning gatherings with this group. We encourage this group to continue meeting in the upcoming school year and will be talking about that the next couple of weeks. -Mr. Sherman
Gan (3-6 year olds)
We discussed the difference in size between Israel and Illinois. The children were shocked at how small Israel really is. We read the story “Sammy Spiders trip to Israel” which the children seemed to really enjoy. We also made a good bye book for Zack who will be leaving for college in the Fall (shh…this is a secret). Tefillah was filled with lots of ruach (spirit) as always. -Morah Lynn
Aleph (1st Grade)
This week the Aleph students were able to celebrate Israel in Omanut (Art Class) by each student making his/her own painting of the Israeli flag. Students continued to learn about Israel when they returned from Omanut. Some facts they learned were:
~Israel is the bridge between Asia and Africa
~Israel is surrounded by lots of bodies of water. For example the Jordan River, the Red Sea and the Dead Sea
~Israel has over 500,000 birds that migrate there every year
Students also added the letter “Pey” to the letters they have learned so far this year. -Mrs. Berlow
Bet (2nd Grade)
Shalom,
Gimel (3rd Grade)
Shalom Gimel Families,
This week we explored how trying to bring about Shalom, peace, is central to Judaism and the Jewish people.
Recap: We looked at the “Oseh Shalom” prayer once again and explored how the value of Shalom is central to our prayer services. We also discussed the holiday of Yom Ha’atzmaut (Israel Independence Day”), specifically how it is celebrated in Israel. We emphasized the importance of working toward peace in Israel. In addition, we explored ways that kids are great examples for bringing peace in their own ways in the Middle East, as they play and interact with children of other religions and cultures. Finally, the students explored their own capacity to create peace by using the Peace-o-matic 5000.
Table Talk: What do we know about Israel as a family? If you have not as yet traveled there, what do you think it would be like to go to Israel?
MyShalomLearning Activity for next week: 3.7.4 Shalom Week 4
Write a few sentences about which unit you enjoyed learning about this year (or remember the most) and why. Please upload your writing to My.ShalomLearning.org.
Ivrit: This week the students studied the בָּרְכוּ (Barchu) and יוֹצֵר אוֹר (Yotzer Or). The students translated the lines of the prayer, and considered the meaning behind it. The students looked at the themes from the lines:
בָּרְכוּ אֶת יְיָ הַמְבֹרָךְ
בָּרוּךְ יָיְ הַמּבֹרָךְ לְעוֹלָם וָעֶד
בָּרוּךְ אַתָּה יָיְ אֱלֹהֵינוּ מֶלֶךְ הָעוֹלָם יוֹצֵר אוֹר וּבוֹרֵא חֹשֶׁךְ עֹשֶׂה שָׁלוֹם וּבוֹרֵא אֶת הַכֹּל
Blessed is G-d who is blessed
Bless G-d who is blessed forever and ever
Blessed are You, Lord our G-d King of the universe who forms light and creates darkness who makes peace and creates all things. Blessed are you Lord, who forms light.
The students looked at the meaning behind “G-d formed light and darkness” and where it’s referring to.
Next week:
Next week we will finish our ShalomLearning Jewish values lessons, with the completion of the seventh and final unit of the curriculum. We will wrap up this unit with a review game. As we view the Jewish value of Shalom as an important goal for our students and their families, we will explore at how we can use each of the previous values to create Shalom and Shalom Bayit.
***Announcement for next week’s class! Wednesday, May 17th ***
In Jewish tradition, we will end a section of study by sharing a sweet treat so that our learning lingers “as sweet as honey on our tongues.” If you so choose, please provide your student with a small, sweet (below you will find a list of some items they wished to bring – please feel free to revise accordingly) to celebrate with at the end of class. Then we will say together, “Chazak, chazak, v’nitchazek, may you be strengthened and may we strengthen one another,” to close our year as we would close our study of a section of Torah.
Aiton – Fruit roll ups
Nate – Bagels, cream cheese, clementine’s
Issac – carrots/fruit/vegetables/plates
Allie – doughnuts
Sivan – plastic forks
Reece – lemonade
Luca – cups
Tatum – chocolate/marshmallows
B’Shalom,
Mrs. Sender & Morah Myra
Dalet (4th Grade)
Heh (5th Grade)
Shalom,
This week students were learning tunes to ” Gesher Tzar Me’od“, “Ani ve’atah” and “Amar Rabbi Akiva.” Later, during rehearsal with Cantor Simon, the students did an outstanding job singing together as a group. -Morah Anna
This past Sunday in Torah Trope, the Heh students reviewed the “choreography” of the Torah service and studied the Torah (aliyah) blessings. Students learned that you congratulate a person who has received and aliyah by saying “Yashir Koach,” and the honoree responds “Baruch t’hi’ye.” -Mr. Lerner
Vav (6th Grade)
This week we learned what the definition of conflict is and how it pertains to Israel. In order to understand conflict it helps to try and see where it started, if possible. In the simplest of forms we tried to see where the Israel/Arab conflict started. We drew a small family tree of Abraham and Sarah and Hagar. Please ask your child what the connection between the Jews and Arabs has in common. -Mr. Arnet
Zayin (7th Grade)
Continuing out unit on the power of speech, we studied a text from the beginning of Genesis as well as one from Numbers Chapter 12. Students were asked to compare these, and consider what each has to say about the way our choice of words and the intent behind them can change the world. We also watched a video on tzara’at, an illness in the Torah commonly translated as “leprosy,” but actually referring to a spiritual malady, commonly associated with inappropriate speech, whose symptoms do not exactly match any illness known to modern medicine. -Hazzan Szenes-Strauss (Mr. S.)
This week we learned what the definition of conflict is and how it pertains to Israel. In order to understand conflict it helps to try and see where it started, if possible. In the simplest of forms we tried to see where the Israel/Arab conflict started. We drew a small family tree of Abraham and Sarah and Hagar. Please ask your child what the connection between the Jews and Arabs has in common. -Mr. Arnet
This week in Zayin the students looked at the French election and the two candidates. The students looked at the possible effects on the Jewish community, Israel, and international policies if each of the candidates were to win the election. This led to further discussion on international policies and how they effect us as members of the Jewish community. –Mrs. Sender
Prozdor (8th Grade)
This week we learned what the definition of conflict is and how it pertains to Israel. In order to understand conflict it helps to try and see where it started, if possible. In the simplest of forms we tried to see where the Israel/Arab conflict started. We drew a family tree of Abraham and Sarah and Hagar. It was a very important review of our Avot (Patriarchs) and Imahot (Matriarchs). The students asked many questions about Hagar and her role with regards to Abraham. Please ask your child what the connection between the Jews and Arabs has in common. Lastly they were questioning the believability of Sarah actually having a child in her 90s. It was very excited to see how many questions the students have and this demonstrates clearly the importance of continuing Jewish learning throughout life. -Mr. Arnet
Pardes (9th & 10th Grades)
Pardes students visited the Islamic Foundation in Libertyville on Sunday. The students showed amazing intellectual curiosity and asked a multitude of well thought out questions. Our host openly said we had the sharpest students who ever visited them. Students discovered parallels between Islam and Judaism, including dietary restrictions and the requirement to be good stewards of the Earth. -Cantor Simon
