April 1

PESACH VACATION

Today, our final class before Pesach break, we will discuss acts of kindness and how we can make this Pesach meaningful. Additionally, we will create a day to day calendar for family activities during Pesach.

 

We will also create a new song using the verses from Echad Mi Yodeah.  Either a song about kindness or OJCS.  Lyrics click here

March 31

Pesach Vacation

Today, our final class before Pesach break, we will discuss acts of kindness and how we can make this Pesach meaningful. Additionally, we will create a day to day calendar for family activities during Pesach.

 

We will also create a new song using the verses from Echad Mi Yodeah.  Either a song about kindness or OJCS.  Lyrics click here

March 29

Grade 6: Who Says We Can’t Learn About Passover Virtually?

As Passover approaches, we will spend the week in Jewish Studies focusing on the modern meaning of the Haggadah. Students will be creating their own 2020 Virtual Haggadah. Students will work in groups to design their own Haggadah. Additionally, students will be choosing one Passover song to rewrite with a modern twist. You will have the opportunity to work on this assignment Dr. Marcovitz and Mr. Washerstein’s Jewish Studies classes. 

Click here to find out more information about this assignment: Virtual Haggadah + Modern Passover Tune Assignment Details

Click here to learn more about each component of the Passover Seder: Stages of the Passover Seder

  • This document will be incredibly useful as students read, analyze, and develop their own virtual Haggadah.

 

Due date: Your Virtual Haggadah+ Modern Passover Tune must be submitted by the end of class on Friday, April 3rd. Please share your Haggadah with Dr. Marcovitz and Mr. Washerstein via Google Doc. 

 

Part 1- Creating a Virtual Haggadah

  • Students will dive into the various components of the Passover Seder and provide a new modern meaning.
  • Stages of the Seder Explanation (Click here to learn more about each part of the Passover Seder from Kadesh to Nirtzah)  

 

Part 2- Creating a Modern Passover Tune 

  • Please note that this portion of the project is not required. Groups that finish early and would like an additional challenge can choose to rewrite one of the classic passover songs. 

 

Groups

Group 1: Audrey, Maytal, Matthew, Daniel, Sophie

Group 2: Elisha, Meirav, Yaakov, Leo, Griffin, Ava

Group 3: Samara, Maya, Yardayna, David, Becca

 

Check out this video to get into the musical spirit!

 

 

 

March 29

Grade 7: Pirkei Avot + Learning about the Haggadah= A Great Week of Jewish Studies

As Passover approaches, we will spend the week in Jewish Studies focusing on the modern meaning of the Haggadah. Students will be creating their own 2020 Virtual Haggadah. Students will work in groups to design their own Haggadah. You will have the opportunity to work on this assignment Dr. Marcovitz and Mr. Washerstein’s Jewish Studies classes. For those groups that finish early, there is an optional extended learning opportunity. Reminder the Pirkei Avot Playlist Assignment will still be due on Friday, April 3rd, 2020. 

 

Click here to find out more information about this assignment: Virtual Haggadah Assignment Details

Click here to learn more about each component of the Passover Seder: Stages of the Passover Seder

  • This document will be incredibly useful as students read, analyze, and develop their own virtual Haggadah.

 

Due Date: Your Virtual Haggadah must be submitted by the end of class on Friday, April 3rd. Please share your Haggadah with Dr. Marcovitz and Mr. Washerstein via Google Doc. 

 

Part 1- Creating a Virtual Haggadah (Required)

  • Students will dive into the various components of the Passover Seder and provide a new modern meaning.
  • Stages of the Seder Explanation (Click here to learn more about each part of the Passover Seder from Kadesh to Nirtzah)  

 

Part 2- Creating a Modern Passover Tune (extended learning opportunity)

  • Please note that this portion of the project is not required. Groups that finish early and would like an additional challenge can choose to rewrite one of the classic passover songs. 

 

Groups

Group 1: Maayan, Jenny, Noam, Ruben, Talia

Group 2: Yamaya, Abby, Brandon, Sarah K., Jordana

Group 3: Jacob, Jordan, Sarah N., Sasha

 

Check out this video to get into the musical spirit!

March 29

Grade 8: Let My Students Go…To Class!

As we approach Pesach, we will spend the week in Jewish Studies focusing on the modern meaning of the Haggadah. Students have been put into groups and asked to create new lyrics to three classic Passover songs. You will have the opportunity to work on this assignment Dr. Marcovitz and Mr. Washerstein’s Jewish Studies classes. 

Click here to find out more about this assignment: Modernize that Passover Tune Assignment Details

 

Process:

Step 1: Read the English translation of your song

Step 2: Think about how you can change the words/add content that relates to 2020

Step 3: Rewrite your song 

 

Groups

  • Max, Ari, Lior (Dayenu)
  • Jessie, Zoe, Aidan (Echad Mi Yodea)
  • Talia, Jayson, Kiera (Chad Gad Yah)

Due date: Each song must be submitted by the end of class on Friday, April 3rd. Please share your lyrics with Dr. Marcovitz and Mr. Washerstein via Google Doc. 

 

Check out the videos below to get in the musical spirit!

 

 

March 27

The experience of learning Hebrew at OJCS – What Hebrew Grade 8 was working on the past week

Shalom shalom,

Few weeks before the internet and virtual learning, having the end of the year in mind, in grade 8 we started talking about having a project that will present the experience of learning Hebrew at OJCS.

In the last week, it was the main point of focus for Grade 8. Next week the students will share their videos after they wrote the base text for it this week. Reading the student’s notes and ideas for this project can give some understanding of the love they have for past teachers, together with their appreciation and feeling of accomplishment.

Stay tuned, for next week you will actually listen and see it in Hebrew videos of course : )

 

Here is how we framed the project (Hebrew translation will follow):

The Hebrew language is one of the oldest, ancient and complicated languages ​​that exist, according to traditions, academic scholars and linguists experts, it has been spoken for thousands of years.

After the destruction of the Second Temple of Israel and the exodus of the Israelites into exile, Jews all over the world stopped using Hebrew as a day-to-day language and moved to the local languages ​​in the locations where they were. For thousands of years Hebrew maintained its place as a religious language in which holy books are written, and prayers are held but it was not spoken otherwise

The return of the Jewish people to the Land of Israel after the Holocaust and World War II marks an important turning point. From that moment on, the Hebrew language became once more the spoken language of the Jewish people living in Zion. The Hebrew language has been renewed. Today many words from the Torah are spoken in everyday life, along with new words that gap the need to bring Hebrew into the modern era.

This change also had a major impact on Jewish education around the world. In our school, as in other Jewish schools, Hebrew is learned as a content topic by its own right (beyond Torah and Jewish studies). It strengthens our local Jewish community’s connection with Jewish communities around the world, with our history and heritage, and with the State of Israel. There are other benefits to learning the Hebrew language.

Now that you have completed eight years of learning Hebrew, it is time to summarize your learning experience by answering these three questions:

 

How did you learn Hebrew in different ages and classes?

הַסְבִּירוּ אֵיךְ (כֵּיצַד) לְמַדְתֶּם עִבְרִית בַּכִּתּוֹת הַשּׁוֹנוֹת לָאֹרֶךְ הַשָּׁנִים

How knowing Hebrew could help you in the future?

הַסְבִּירוּ כֵּיצַד יְדִיעַת הַשָּׂפָה הָעִבְרִית תַּעֲזֹר לָכֶם בַּהֹוֶה וּבֶעָתִיד

What would you change in it (for future learners)? What could be done better? What was great?

הַאִם הָיִית מִשְׁנֶה מַשֶּׁהוּ בַּדֶּרֶךְ שֶׁלּוֹמְדִים עִבְרִית בְּבֵית סִפְרֵנוּ? אִם כֵּן מָה הָיִית מְשַׁנֶּה?

 

השפה העברית היא אחת השפות העתיקות ומסובכות ביותר שיש, אנשי דת, חוקרים אקדמיים ובלשנים מאמינים שהשפה העברית מדוברת מזה אלפי שנים. 

לאחר חורבן בית המקדש השני ויציאת בני-ישראל אל הגלות, יהודים בכל העולם הפסיקו להשתמש בשפה העברית כשפת יום יום ועברו לשפות המקומיות בארצות שבהם חיו. במשך 2000 שנים מקומה של השפה העברית נשמר כשפה דתית שבה כתובים ספרי קודש, ובעזרתה מתפללים.

חזרתו של העם היהודי לארץ ישראל לאחר השואה ומלחמת העולם השניה, מסמלת נקודת תפנית חשובה. מרגע זה והלאה השפה חזרה להיות השפה המדוברת של העם היהודי החי בציון. השפה העברית חודשה, מילים רבות מכתבי הקודש מדוברות בשפת היום יום, יחד עם מילים חדשות שעונות על הצורך לחסר את העברית לתקופה המודרנית.

שינוי זה גם השפיע רבות על החינוך היהודי ברחבי העולם, בבית ספרנו, כמו בבתי ספר יהודיים אחרים, מלמדים את השפה העברית כנושא תוכן בפני עצמו (מעבר ללימודי קודש, ולימודי יהדות), על מנת לחזק את הקשר של הקהילה היהודית המקומית לכלל עם ישראל, למורשת שלנו ולמדינת ישראל.

 

March 27

Grade 6: Let’s See Those Ketubahs

This week we continued discussing the various traditions associated with the Jewish wedding. Yesterday we reviewed the text of the ketubah. If possible, students are being asked to post a picture of their parents ketubah. As discussed in class yesterday if this is not applicable for every family or someone does not feel comfortable, feel free to disregard this task.

The purpose of this task is to allow the students to see how each ketubah is unique. The text and visuals can be adapted to meet specific requirements or choices that the couple has made.

Post a picture of your parents’ ketubah in the comments! If this post does not allow you to comment a picture…post the ketubah picture on your personal blog and comment the link to that blog post in the comment section below.

 

Here is my ketubah

March 25

Grade 8: Escape from Sobibor (Questions Due: 4/25)

This week we are shifting our focus in Jewish Studies to various resistance attempts that were made by both Jews and gentiles during the Holocaust. Students will be watching, analyzing, and discussing the film, Escape from Sobibor. This film depicts the largest escape from an extermination camp during the Holocaust.

Please read the corresponding questions prior to watching the film. Students will be asked to jot down notes as they watch. By taking notes, students will be able to more accurately recall details as they answer the critical analysis questions.

We will set a due date for these questions upon completing the movie.

Please click the link below to access the Escape from Sobibor Questions:

Escape from Sobibor Critical Thinking Questions

These questions must be submitted by Friday, April 24th, 2020.

 

Please skip the scene at 45:40. This scene contains graphic content and will be skipped in class as well.

The movie can be watched via Youtube on the link below or on Amazon Prime (for those who have access). If you decide to watch on Prime, please make sure you choose the Escape from Sobibor 1987 film.

March 24

Chief Rabbi of Israel Calls for a (half fast) today or a fast

 Israel’s Chief Rabbi calls for public fast day amid coronavirus outbreak

Shalom

I hope you all having a meaning full day. As you see in the headline above, the Chief Rabbi of Israel is requesting everyone to fast for a half a day today in Israel and the world.  He said if you can not fast:

“For those who can’t fast, Lau asked that they take on a “ta’anit dibur,” a practice in which one abstains from all speech that does not concern Torah or prayer.”

 Today in class, I want to also have all of us participate with our homeland Israel. This is also one of our North Stars, “Being responsible for one another”. I think it is important we focus on the value of Gemilut Chasadim – Being Kind to one another. Please watch the following 3 short videos. They all focus on kindness. After watching each video please answer the following questions: (you can send me an audio file or a google doc with your responses). This assignment is due by the end of class on Friday, March 27, 2020. If you need more time, please be in touch with me.

After video 1: What visually impacted you and why?

After video 2: Orly shares a story about a student who was a bully?  What did Orly do? Please share an example in your life of someone showing you a similar type of kindness.

After video 3: What realistic idea can you come up with, to make the world a better place – Tikun Olam?

The first video was produced by Life Vest Inside. Life Vest Inside is a non-profit organization dedicated to inspiring, empowering and educating people of all backgrounds to lead a life of kindness.