Basic grammars in Hebrew/Resource

Hello to everyone!

Being a native Spanish speaker  made me realize about some of the challenges that native English speakers can have when learning Hebrew (grammatically speaking, Spanish is more close to Hebrew than English).

Because of that, I want to leave here some cues and resources to your use. Click on the link!

https://www.canva.com/design/DAF_T5AGHSk/LPfq11M4RTbpAShkW4QrEQ/edit?utm_content=DAF_T5AGHSk&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Grade 6: Responsibilities of Bar/Bat Mitzvah Quiz (Wednesday, March 27th)

Over the last month, students have been learning about the responsibilities of reaching the age of Bar/Bat Mitzvah. Students will showcase their knowledge by completing a quiz on Wednesday, March 27th.

The review sheet below provides students with key terms to define along with short-answer practice questions. Students should review their notes to prepare for the quiz.

Grade 6 Jewish Studies Notes

Slides 26-29: Bar/Bat Mitzvah

Slides 31-34: Tefillin

Slides 37-43 Tallit/Tzitzit

Bar/Bat Mitzvah Quiz Review Sheet

Grades 7-8: Canada’s Role in the M.S. St. Louis Assignment (Due: Tuesday, March 26th)

This week we will be discussing the horrific narrative of the MS St. Louis. We watched an incredible documentary that provided our class with testimonies from historians and survivors who experienced this infamous event firsthand. Students will read and analyze a document that discusses specific policies in Canada that were enacted to keep the Jewish people out.

Passengers aboard the St. Louis, seeking refugee from Nazi-occupied Europe, wait to find out if they will be allowed entry into Cuba in June 1939.

Click the link below to access the assignment:

Canada’s Role in the M.S. St. Louis

Grades 7-8: Holocaust Survivor Narrative Reflection (Due: Friday, March 1st)

Today students will read and reflect upon the story of a Holocaust Survivor. The website  Holocaust Survivor Stories provides students with various personal narratives of survivors.

*Students are encouraged to read multiple stories to determine which narrative speaks to them personally*

Directions: Students will choose a survivor’s narrative to read. After reading their story, students will answer the following reflection questions. 

  1. What feelings did this narrative elicit? (Explain the thoughts or emotions you felt while reading this story)
  2. What part of the story did you find most intriguing? Why?
  3. What lessons can you learn from this narrative?
  4. How could you use this story to educate others?

 

Answer the questions in paragraph form. 

Review reflective writing strategies: Reflective Writing Google Slides

 

Click the link below to access the Holocaust Survivor Narrative Reflection Graphic Organizer:

Holocaust Survivor Narrative Reflection Graphic Organizer

Exploring the Heart of History: Our Journey to Jerusalem

Dear Parents,

I am thrilled to share with you the next chapter of our educational adventure in Israel, where our initial stop is none other than the holy city of Jerusalem. This city isn’t just a place on the map; it’s a journey through time, brimming with historical significance and spiritual depth.

As we explore Jerusalem’s ancient world, I am continually in awe of our students’ remarkable intellect and curiosity. Each lesson turns into a discovery session, where complex topics are not only understood but deeply internalized. What makes this even more impressive is their ability to grasp these subjects in Hebrew, a language that is foreign to many of them.

I believe that learning about Jerusalem’s rich history is not just an academic exercise; it’s a way to connect with our collective past. To give you a glimpse into our journey, I have included a selection of the students’ work, showcasing their insights into Jerusalem’s historical tapestry.

Stay tuned for more updates as we continue to explore and learn about our incredible land.

Warmly,

Morah Liat

click the link to discover part of what we already know about Jerusalem link

Add a heading by abigail.presner

רעיונות לעבודות העשרה בעברית לרמה גבוהה

רעיונות לפעילויות העשרה בעברית:           

 

קולולושה – פודקאסטים (הסכטים) מעניינים על השפה העברית – לתלמידים

 

עברית משודרת:  תוכניות טלוויזיה והרצאות מצולמות בנושאים שונים לתלמידים

 

ספרים לימוד אינטראקטיביים – (צריך הזדהות של משרד החינוך)

 

ספרי לימוד דיגיטליים – לרכישה

 

ספרים דיגיטליים חינמיים: באתר הזה אפשר למצוא ספרים נהדרים לקריאה 

 

אתר נוסף לספרים חינמיים

 

אתרים נוספים עם מבחר רב של ספרי קריאה

 

משימות לעידוד הקריאה:

 

1- כתיבת יומן קריאה מפורט

 

2- הכנת יומן קריאה פחות מפורט 

 

2- לעבודה בקבוצות

 

3- רעיונות להכנת יומן קריאה מאויר – יומן קריאה נוסף

 

עבודה נעימה!

מורה רותי

 

 

 

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Grade 7: Tu Bishvat Activities with Ganon (Rabbi Bulka Kindness Project)

Today the Grade 7 students visited their friends at Ganon to lead a variety of Tu Bishvat activities. The Grade 7 students read a story, played a matching game, and helped the children at Ganon colour some amazing Tu Bishvat pictures We can’t wait to see our friends at Ganon next month!

Grades 6-8: Fundraiser for Magen David Adom (Rabbi Bulka Kindness Project)

The Grade 6 students have been making bracelets and will begin selling them tomorrow to raise money for the Magen David Adom. Each bracelet will be sold for $5. Bracelets will be sold during the first and second recesses outside of the chapel. Please help support this important initiative!

handcrafted braslets for Israel by ezra.grossman