PASSOVER POEMS

Slavery smells like smelly armpits
Slavery feels dumb
Slavery sounds like sad people
Slavery looks stupid

Freedom smells like brownies
Freedom feels like soft stuff
Freedom sounds like jumping people
Freedom looks like happy people

Slavery smells like pollution
Slavery feels jail
Slavery sounds like kids crying
Slavery looks hard work

Freedom smells like cookies
Freedom feels like running around
Freedom sounds like peace and quiet
Freedom looks like no work and you can recline

Slavery smells like sweat
Slavery feels torture
Slavery sounds like screams
Slavery looks suffering

Freedom smells like sweet fruit
Freedom feels like happiness
Freedom sounds like dancing and singing
Freedom looks like smiles and joy

FROM SLAVERY TO FREEDOM

Next week at this time all of us will have had our fill of matza and the memories of another Seder will be gently stored.  However, we still have plenty of time to explore the many laws and traditions Passover in our classroom, and that is exactly what we have been doing.   We know we are commanded to teach the story of our Exodus to our children, and all future generations.  We also know we are not to eat any leavened bread for seven days.  These are indeed biblical laws, and commandments from the Torah.  Then, the story gets a bit more vague.  Of course we have the haggadah, a rubric for the evening, but we are free to use it as we see fit.  We are encouraged to waiver from the ordered pages in order to include our children, and make the experience meaningful for all of those at the table.  So, this year, we encourage to ask the children as many questions as you can, put them on the hot seat and make them think.  They are well prepared to participate and they have a wealth of information to share.

Here are a few appetizers to get the ball rolling....

Why did GOD send 10 plagues, when the last one would have been enough?

Which finger is best used when spilling out the wine to remind us of the plagues?

Why do we spill out the wine from our full cup?

What might be ten modern day plagues?

Why did Moses chose to go from freedom to slavery? 

How many different times do we see the number four in the Haggadah?

Wishing you and those you love a kosher Passover, and a wonderful holiday!  

PASSPORT TO PASSOVER

Welcome Back!  

This afternoon we worked like slaves and began to unpack the story of Passover. We talked about the commandment to celebrate the holiday, and the importance of passing down this narrative from one generation to the next.  We deconstructed the Haggadah and looked for the many ways numbers play an important role at the Seder.   We found three forefathers, three matzot, and the four questions, four mothers, four cups of wine, and the ten plagues.  

The ten plagues were a bit distressing, and we spent some time exploring them in great detail. Our students were a extremely troubled by the severity of the punishments afflicted on the Egyptians, and questioned the necessity of being so destructive.  We also talked about what is fact and what is fiction, and the importance of learning from our past to make sure we don't make mistakes in the future.  As our afternoon came to an end, we had a brief but interesting discussion about slavery.  Students questioned how Jews had the audacity to have slaves in America, when we were slaves to Pharaoh.  I guess this is a great question to get a Seder going, and I encourage you to broach this subject at your own holiday table.  

Next week we continue our travels from slavery to freedom, and look forward to enriching your family Seder with well versed participants.  See you Sunday!  

A HERO IS IN THE EYE OF THE BEHOLDER

On Sunday morning our Kitah Dalet students shared their rough draft Hero Papers, and we scratched the surface on who really is a hero.  Students chose sports figures, TV personalities, and entertainment celebrities.  Many of these people certainly did fit some of our criteria, but with some digging, we began to recognize our standards were quite low.  We talked about suicide bombers being heroes to some, and the problem with our original definition of a hero.  We then expanded our definition to include responsibility to make the world a better place, and incorporated Jewish values into our discussion. 

On Tuesday, students were asked to think about the heroes in their lives.  Students were challenged to think about the people who they interact with on a daily basis, and find the hero like qualities that make these people modern day heroes.   Students were then asked to be introspective, and look deep into their own personality characteristics for the qualities that could make them a hero one day, because of these role models.  Students were asked to think about the everyday heroes who fill their world, and reflect on the qualities of these very real super heroes.  

Next week we take a spring break, and we look forward to introducing our Passport to Passover Unit when we return.  Until then, enjoy the beautiful spring weather, and we hope to see everyone back in class on Tuesday, April, 12, 2016.  

A HERO IN MY EYES

This week we unpacked the Purim story with a different slant, and we gave our students a new way to look at a very old story. After retelling the story and reviewing the setting, the plot, and the laws associated with this joyous festival, we spent some time delving into the personality traits of the main characters.  We talked about the hidden attributes of each of the characters, and compared these personality traits to our own strengths and weaknesses.  

We talked about the absence of  GOD in the story of Esther, but of course we know GOD is always watching over us, acting as a puppeteer when needed.  Purim is a story with many twists and turns, and things are not always as they seem.  Although GOD is never mentioned in the megillah, GOD sets things in motion, and intends for each of us to be mindful in a situation, stepping up to the plate when necessary.  Such was the case of Esther and Mordechai, hiding their identities until the future of all Jews was in jeopardy, and then coming forward. We see King Ahashverous, often in a drunken stupor, hiding behind  Haman, a descendant of Amalek, the most evil of all human beings, being defeated only after Esther comes out from hiding, and opens the king's eyes. Unfortunately, we still see the descendants of Haman who continue to plague us even today with acts of terror around the world. 

Finally, we talked about bullies and heroes, and what it means to stand up for what is right. We talked about being honest with ourselves and others, and how we can't hide from the bad choices we make.  We talked about taking action when things are wrong, admitting our mistakes, and coming forward to defend the weak.  From here, students spent some time brainstorming, and described a hero as someone who works hard, is honest, brave, kind, helpful, thoughtful, unselfish, and strong-minded.  A hero is awesome, stands up for themselves and others, makes mistakes, and puts others before themselves.  

To end the week, students were asked to describe their hero,and wrote position papers on why they chose their subject.   We hope to share these stories on Sunday morning at 10:30am.  If you are available, please feel free to join us for these presentations. 

DO AS I SAY, FOLLOW IN MY WAYS

This week, we talked about the many lessons presented in each Torah portion, and how GOD gave the Torah to the Jewish People with the expectation that we turn the words over and over again, learning new and different things every time we read a passage. We talked about finding meaning in the words of Torah at different stages in our lives, and how even as adults, there are new things to learn, and different ways to interpret the words of Torah to meet our needs.

As we conclude the first two chapters of the Torah, we learn GOD spent a tremendous amount of time teaching us about creation, and how to live a Jewish life. We have the ability to think and make individual choices, and we are expected to take responsibility for the choices we make. We are partners and rulers, and we are the caretakers for all living things. In the first two chapters of the the Torah, GOD fails to create moral and ethical leaders able to carry on the traditions of Torah, and so we begin to see a new wave of leadership, this time through Abraham and Sarah.

In our Taste of Torah, we began to explore the journey of Abraham and Sarah, and we talked about what it means to carry the future of Judaism on our shoulders.  Abraham was chosen by GOD to be the leader of the Jewish people. GOD told Abraham to pack his bags and move to a place he did not know, and with this commandment, Abraham was promised that he would become a great nation.  

Our students talked about moving and how difficult it would be to leave all that was familiar and start life anew.  We talked about what it would be like to move to a new state, a new neighborhood, and a new school, and trusting our parents to make the right choices for us.  We also talked about having faith in our parents just as Abraham had faith in GOD.  

Please take a few minutes and ask your children what it means to follow in GOD's footsteps, and the importance of challenging those that make decisions that are not fair or just.

MANY VOICES ONE RESPONSIBILITY

For those of you wanting a one word description of what we do in our class every week, I would have to say TORAH.  The Torah teaches us the skills we need to be a partner with GOD.    We learn Jewish values to help us live a Jewish life from the Torah, and most importantly, the Jewish people live for the Torah.  In our core class, we spend quite a bit of time turning and twisting the words in the Torah to help us understand the importance of living a Jewish life in a non-Jewish world.   The Torah challenges us to think and to take responsibility for our actions, and  no matter how often we study, speak, teach, say, learn, or live Torah, there is always more to explore.  We are teaching our students to turn the Torah over and over, in order to better understand the words passed on from generation to generation.  The take away every week, is we are created in GOD’s image, and we are here as GOD’s partner.   The stories are great, the imagery even better, but most importantly, it is the values we learn from the Torah that really stick with us.

This week we explored the last passage in Noah, and we talked about the Tower of Babel.  Students learned the first commandment in the Torah, and the importance of following GOD's commands. The generations after Noah lived a sedentary life in a small area of earth, speaking one language and pitting one against the other.  They tried to build a Tower to GOD, showing GOD their power, strength, and wisdom, and GOD quickly recognized their bloated egos and lack of commitment to bettering the world.  He confounds their speech and scatters the people to the four corners of the land. It is here we see the last of  Creation narrative, and begin to examine the lives of our forefathers.   

Finally, we talked about what we need to do to build a relationship with GOD even if our plate is quite full.  GOD understands we have many responsibilities, but also demands we work to make ourselves better so we can serve GOD through mitzvot.  We had an interesting discussion about how much we can do, and even though we are busy, we can always push ourselves to help others. It is these little things that really make a difference in our lives and the lives of others.   

Please ask your children the first commandment in the Torah, or better yet, let them ask you.