Kitah Zayin Updates 2025-2026, revised 3-4-26

Teacher: Mr. Dennis Gelbart dennisgelbart@hotmail.com

Please note that the latest class update is always at the top of the page

3-4-26 15 Adar 5786

Dear Kitah Zayin Families,

We had a wonderful and enriching day in the classroom today! Here is a summary of what your child explored and learned.

Hebrew

We began our day with Hebrew, opening our Siddurim for a reading session. Today’s focus was an important phonetic rule: understanding the Sheva — specifically, how it interacts with the letter that precedes it, and when it is pronounced in the middle of a word.

Students then searched for words containing this rule directly within the text, giving them the opportunity to apply their new knowledge in a meaningful and practical context.

Lifelong Jewish Learning

Purim, Persian Jewish Identity & the Story of Esther

In our Jewish Learning session, we used the Israelink curriculum to explore the rich history and identity of Persian Jews, and to connect the story of Purim to our lives today. Students reflected on how this ancient celebration continues to carry deep relevance for modern Jewish communities.

We took a close look at the character of Queen Esther — examining how she might compare to a Jewish woman of today. Did she openly express her Jewish identity, or did she conceal it? Students discussed the tensions she faced and the remarkable courage it took for her to ultimately reveal who she was and stand up for her people. This led to a powerful conversation about what it means to be proud of one’s Jewish identity — both in Esther’s time and in our own.

Esther’s leap of faith served as a springboard for students to reflect on their own courage and sense of identity in today’s world.

The Iranian Revolution of 1979

To provide deeper historical context for the Purim story and the Persian Jewish community, we also discussed the Iranian Revolution of 1979 — what led to it, how it dramatically transformed Iran, and what its lasting impact has been on the region and on Jewish communities. Students gained a broader understanding of the historical and geopolitical forces that continue to shape the world in which we live.

As always, we encourage you to ask your child about what they learned today — these conversations at home make a real difference!

2-25-26 8 Adar 5786

Today we helped set up for the Purim Carnival for a short time before heading to Hebrew. I worked with Sarah S. on her Haftorah, going over both her reading and the meaning behind the text.

We then spent some time discussing Purim, exploring parallels between the events of the Megillah and what is happening in the world today. We looked at Mordechai’s instructions to Esther and what lessons we can draw from them.

2-22-26 5 Adar 5786

Today our class began exploring the history and background of Purim. We started by looking at the period when Jerusalem was besieged by Nebuchadnezzar around 597 BCE and followed the sequence of events leading up to the destruction of the Temple.

We then discussed how different cultures understand history and why it’s important to view events within the context of their time. Even when an action seems wrong, understanding the historical setting helps us see the fuller picture. For example, learning about King Cyrus of Persia—and the positive role he played—helped students think about how perspective shapes our understanding of the past.

2–11–26
24 Sh’vat 5786

Today we were in individual Hebrew learning. It is wonderful to see each student make progress during these sessions and for me to help them understand what their learning means.

We also began exploring the story of Purim, starting with what the students already know and what they understand about the time period. We looked at a timeline to see where Purim fits into Jewish history.

In addition, we learned what Tanach is, including the names and meanings of each of its three sections.

2–8–26
21 Sh’vat 5786

In Zayin today, we began learning what the expression “from the river to the sea” means, the geographic area it refers to, and what happened in 1948 when Israel became a state, particularly regarding the experiences of Arab populations across the region.

We also learned the four mitzvot of Purim, what each one means and why they are part of our celebration.

2–4–26
17 Sh’vat 5786

Today we learned about the Five Books of Moses, the Prophets, and how these texts connect to the Haftarah portions. We explained the tri‑annual Torah cycle used in the Conservative movement. We then discussed what the Haftarah is, what the word means (and that it is not from the Torah), and how it relates to Shabbat and the weekly Torah portion.

We also spoke about the funeral of Ran Gvili, of blessed memory, the last hostage to return home to Israel. The students asked thoughtful and important questions. We reviewed how the events of October 7 began, what happened that day, and the story of the Bibas family, including how two very young children were taken captive. We looked at pictures of who they were and discussed what happened to them.

1–28–26
10 Sh’vat 5786

My name is Mr. Dennis Gelbart, and I will be teaching Kitah Zayin on Wednesdays and Sundays for the remainder of the school year. I have been a teacher at Am Yisrael SJS for nearly a decade and have taught most of our students and madrichim.

Today we had an engaging discussion about the concept of Shabbat: what is considered work, how these ideas developed, and how they relate to our lives today. We also explored the rhythm of six days of work followed by one day of rest.

In addition, I introduced the holiday of Tu Bishvat, which arrives on the Hebrew calendar in five days

Teacher: Morah Roxi Kropveld rkropveld@amyisrael.org

December 5, 2025; 15 Kislev 5786