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 18

Grade 7: Pirkei Avot Playlist Assignment (Due: Friday 4/3)

Welcome to Jewish Studies online! Now that we have talked about and discussed the first chapter of Pirkei Avot, we will be moving on to learn about the second chapter. As we study these texts, it is important to think about personal connections that you can create. Additionally, I encourage you to take notes, look up unfamiliar terms, and experiment with decoding the Hebrew prior to jumping into the English.

 

Think about the following:

What lesson does this mishnah teach me?

What personal connection can I relate to this text?

How can I use this information to make me a better person?

 

On Friday, you will have time in your schedule dedicated to working on your Pirkei Avot Playlist Assignment. This assignment asks students to read and analyze the verses in the second chapter of Pirkei Avot. After you have read and analyzed the text, students are being asked to create a playlist of five songs. I have provided additional sources along with a link to the Illustrated Pirkei Avot (Cartoon) text in the links below.

 

Please click the links below to access the Google Docs for this assignment:

Pirkei Avot Playlist Instructions

Pirkei Avot Playlist Graphic Organizer

Pirkei Avot Playlist Rubric

Illustrated Pirkei Avot Ch. 2 (Cartoon Interpretation)

 

  • Create a playlist of 5 songs that are each related to a specific Pirkei Avot Chapter 2 verse

 

    1. You must choose 5 different verses; one for each song on your playlist. (there are 16 verses in Ch. 2)
    2. Decide how you will connect each verse to your song 
      1. Here are a few different ways you could create a connection:
          1. The lesson/meaning
          2. The way the song makes you feel 
          3. The lyrics themselves
      2. You do not have to create your connection to the entire verse…your song may only connect to one part of that verse (which is okay!)
    3. Write 5-10 sentences explaining the connection between your song and the verse you choose
      1. Use these questions to guide your writing:
        1. What does the verse mean? What is the verse about?
        2. What is the song I chose about?
        3. How does this song connect to the verse?
          1. Remember that the connection does not mean the words are the same 

Schedule: 

Day 1
  1. Read the instructions. If you have any questions, write them down and email Mr. Wash
  2. Spend 30 minutes reading and interpreting Verses 1-5
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Doc next to each verse 
  3. Take a 15 minute break and listen to some of your favourite songs for inspiration
Day 2
  1. Spend 30 minutes reading and interpreting Verses 6-10
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Doc next to each verse 
  2. Take a 15 minute break and listen to some of your favourite songs for inspiration
  3. Begin writing your explanations as you match a song to a particular verse
Day 3
  1. Spend 30 minutes reading and interpreting Verses 11-16
    1. Jot down any ideas, lessons, meanings that you could connect to in your Pirkei Avot Playlist Doc next to each verse 
  2. Take a 15 minute break and listen to some of your favourite songs for inspiration
  3. Continue writing your explanations as you match a song to a particular verse
Day 4
  1. Spend 20 minutes reviewing your notes
  2. Focus your time and energy into creating your connections and developing your playlist

 

February 25

Grade 7: Pirkei Avot

This week the students have been diving into the first chapter of Pirkei Avot. We looked through the first five verses of chapter one together. We reviewed the benefits of annotating the text as we read. Additionally, students were encouraged to read and analyze both the Hebrew and English text. As we came across unfamiliar terms, students looked up words in an attempt to uncover their meaning and better understand each lesson. We discussed the value in developing our own interpretations of each text. Students are being asked to create connections between these texts and their own lives. Each student has received a source packet that contains the verses in both Hebrew and English. We have also been using the The Illustrated Pirkei Avot as an additional resource. Our sessions thus far have lead to fantastic questions and interpretations.

Task:

  • Each student will read Pirkei Avot Chapter 1 individually (Pg. 1-5)
      • As you are reading…feel free to look at the corresponding cartoon images to provide clarity 
  • Decide which two verses (lessons) you believe are most important 
  • Write two paragraphs explaining their importance and the lesson that you learned from contemplating these texts

 

Click here to access our classroom notes:

Pirkei Avot Google Slides

Pirkei Avot Ch. 1 (Hebrew and English)

 

February 24

Grade 7: Board Games with Edelweiss Academy

The Grade 7 class thoroughly enjoyed meeting their new friends from the Edelweiss Academy last month. We are looking forward to our next session this upcoming Wednesday. These sessions provide our students with an opportunity to put the Jewish values discussed in class into action!

Please bring in your favourite board game this Wednesday, February 26th, 2020.

 

Image result for board games

January 13

Grade 7: Interpersonal Mitzvot Video Project

Students are being tasked with diving deeper into one of the mitzvot we have studied in class. This is a fantastic opportunity to head down to the makerspace and use the green room for video recording.

Each group will create a video presentation that explains:

  1. The meaning/significance of the mitzvah (explain various interpretations)
    1. Where is it found within a Jewish context? (Torah? Mishnah?)
  2. How this mitzvah connects to your life/modern every-day life situations (applications)
  3. Your own interpretation on the value of this lesson (Why do you believe this is important?)

Remember that for each section, your group members may have different ideas. This is great! You can present more than one lesson/interpretation in these videos.

Requirements:

  • Research your mitzvah to uncover various interpretations and applications
  • Each person in your group must speak at least once
  • This video will also include a skit/visual representation of the lesson learned
  • Minimum of two minutes long (maximum eight minutes)

 

January 9

Grade 7: Mitzvah Projects Galore

This week our class began to prepare for our first lesson as apart of our TIPES Mitzvah Project. Next week our students will be meeting with a program coordinator from TIPES to learn more about the students we will be partnering with.

We watched and discussed a video that highlighted the strengths and challenges that many people face on the Autism Spectrum. The video did a great job providing students with tips and suggestions as they prepare to meet their new friends.

https://www.autismspeaks.ca/about/about-autism/

 

Lastly, we discussed the connection between this program and our Jewish values. How can you incorporate gemilut hasadim (acts of loving kindness) into your life?

Image result for the world rests on three things

 

 

January 8

Grades 6-8: Israeli Inventions with Shai

Today the middle school students learned about Israeli inventions with our shinshin Shai! They discussed the various narratives behind some of the most important Israeli inventions. The students learned about Waze, Pillcams, USB,  the Iron Dome, and Krembo Wings.

Students used this interactive website to record their responses  : https://www.mentimeter.com/features

Shai emphasized the idea that inventors and innovators are each unique in their own way. Each class participated in an activity that focused on utilizing their creativity and resourcefulness. Students were tasked with taking an everyday object and thinking about how they could repurpose those objects. Maybe the next greatest invention will be created in our very own OJCS Makerspace!

November 6

Grade 7: The Mitzvah Project Continues!

The Grade 7 Jewish Studies curriculum focuses on interpersonal mitzvot and the analysis of Jewish values. Last year, the Grade 7 class began a mitzvah project initiative. They  wanted to build a stronger relationship with students from TIPES (Thinking In Pictures Educational Services). The students recognized an opportunity to bridge a gap between two school communities that operated so closely together. The students invited members of the Edelweiss program within TIPES to join our class for incredible activities such as: a scavenger hunt, lego challenge, carnival, and team sports. This mutually beneficial program allowed the students to feel the effects of gemilut hasadim (acts of loving kindness) first hand.

 

This year’s Grade 7 class will be continuing the initiative with TIPES! Students are working in groups to design, plan, and organize their own respective activities for our friends at TIPES. Group members will work together to plan an activity (or series of activities) that lasts roughly 45 minutes.

  • Group 1- Sarah N., Brandon, Sasha
  • Group 2- Talia, Jordana, Jenny, Noam
  • Group 3- Jordan, Jacob, Maayan, Sarah K.
  • Group 4- Abby, Ruben, Yamaya

Each group has been asked to brainstorm and choose an activity to prototype. After they have come to a consensus, the group must submit the following:

    • Written instructions for peers/students
    • List of materials
      • Who/how are we getting the materials
    • Pictures/examples

Once this plan has been submitted to Mr. Washerstein, the group will move forward in creating their activity.

Additionally, the class has decided that they would like to volunteer at the Ottawa Food Bank. The students identified helping those who are in need within our local community as an important mitzvah.

Image result for gemilut hasadim