//This week, we will be learning Mishnah in the tractate of Brachot, chapter 2:4-8. Once complete, we will schedule a quiz on Chapter 2, before moving on to the next subject. If any students did not complete the chart and questions at the bottom of the document, please get that in to me ASAP. Here is a link to the document containing the Mishnahs and chart to fill in on Brachot 2:2, 2:3.
https://docs.google.com/document/d/1jg2QxyH_rPjysPIKRMhCkDUYpXmnXa00KzU7dzbIZaE/edit?usp=sharing
//Hello Middle School students and families. This is the newest part that we are adding to the traditional minyan in the morning. This is taken directly from the Torah and is the song that B’nei Yisrael sang, after crossing the Reed Sea, after the waters closed on the Egyptians. It can be found on page 38 of the blue siddurim. Because it’s from the Torah, it is traditional to chant it in the nussach (melody) that we read from the Torah. There are 3 sections where it does not follow the traditional nussach, and has a special song melody instead.
Students that are able to identify those three different parts by Friday, Jan 17, will receive a bonus in Rabbinics class. Also, the first three students that are able to sing this independently, will also receive a bonus of 1% on their next report card.
Here is a link to a Google sheet with the words to Az Yashir. The Hebrew words include the trope from the Torah, which I will be teaching later in the year. It also includes the entire Tefillah in transliterated Hebrew for those that require it.
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Dear Parents,
I’m excited to share some highlights from our Grade 6 Hebrew class this term.
As the Grade 6 Hebrew teacher, I’ve had the pleasure of guiding my students through a lively and meaningful term. Together, we explored the theme “מה משמח אותי?” (“What makes me happy?”) and learned a Hebrew song that improved their listening skills while connecting the language to real emotions and interests.
We created “עיתון שלי” (“My Newspaper”), where students introduced themselves and imagined what their lives might look like in 20 years. It was wonderful to see them describe future careers and dreams, all in Hebrew. We also met a young traveler character and celebrated his arrival with a “מסיבת הגעה לישראל” (“Welcome to Israel Party”), practicing greetings, conversations, and learning about different cultures.
My students wrote extensively about themselves, their abilities, and what they’ve learned, while also playing Hebrew-language games that made practicing vocabulary and grammar more enjoyable. Near the end of the term, we began exploring the history of Jerusalem, laying the groundwork for deeper study next term.
We would love for you to visit your children’s individual blogs to read more about their work and leave encouraging comments. Your input and support make their learning journey even more meaningful.
Have a Great winter break and a Happy Hanukkah
Morah Liat
Here are some pictures from our Israeli party:
//You may follow this link to access the Google doc for the Gemara in tractate Shabbat that talks about Chanukah. We will be reviewing this in class in the final week before the break and the Holiday.
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