KITAH GIMEL – 3rd GRADE

In Gimel, students continue to increase their reading skills, add some writing skills, look at Biblical stories with an ethical perspective and begin a deeper study of Israel.

Israel – Students will begin to studyIsrael to develop an understanding of how and why the country came to be.  Why it is important to Jews everywhere.  Who lives there?  What the major cities are.  Students should be able to:

  • locateIsraelon a map of the world
  • name the capital
  • tell several ways in which life for Jewish children is similar to and different from life for Jewish children inVermont
  • explain the Law of Return
  • give a reason why Jews care about what happens inIsrael

God- Students will further their discussions about God

  • they will begin to form a personal idea of God that can grow as the student matures
  • provide vocabulary for thinking and talking about God

Bible – study more of the Bible stories and begin exploring on a deeper level of motivation behind character’s actions.  Look back on the stories they learned in previous years but explore them from an ethical point of view.

  • new stories from the Prophets
  • emphasis on David- students should be able to:

                        -tell several incidents from his life

                        -tell who had the Templebuilt and why     

Hebrew – To increase Hebrew/prayer vocabulary with an emphasis on building reading and comprehension skills.

  • Students will be able to read the prayers and blessings they’ve learned since Ganon

-Some students may already know blessings if they are doing it at home; for those who do not, frequent repetition is essential

  • Students will learn service prayers and songs: Barechu, Oseh Shalom, Shalom Aleichem
  • Students will be taught to write in script; low emphasis on writing and too much class time should not be devoted to it.  However, it is important that when learning a language, all components are taught: reading, writing, speaking

KITAH DALET – 4th GRADE

Students begin an in-depth study of Jewish life cycle and lunar calendar.  The study of Torah and the Prophets are brought into deeper focus and are taught through stories, folk tales, play-acting, cooking and other projects.  Hebrew language intensifies as students continue learning the Saturday morning prayers necessary for B’nai Mitzvah and service leadership.

Jewish calendar – Students should be:

  • aware that although secular dates of Jewish holidays change, Hebrew dates do not.
  • able to explain how the Hebrew calendar is related to the lunar cycle
  • able to tell when the Jewish day begins and ends (sundown)
  • able to name some of the holidays, which begin on the full moon

Holidays and Life Cycle Events – Students should be able to:

  • describe how each holiday is celebrated, name several components
  • name the holidays in correct yearly order and tell in which season each occurs
  • go through life cycle events [birth to death] and name some customs on how each life cycle event is celebrated/commemorated

Hebrew – To increase Hebrew/prayer vocabulary with an emphasis on building reading and comprehension skills.

  • Students will learn service prayers and songs: Barechu, Oseh Shalom, Shalom Aleichem, Sim Shalom, Aliyah, begin learning Amidah
  • Students will increase reading and vocabulary skills
  • Students will increase script-writing skills through practice
  • Students will learn conversational vocabulary

KITAH HEY – 5th GRADE

Students study Jewish history from Biblical times to the destruction of the Second Temple in 70 CE and its aftermath.  Hebrew language intensifies as students continue learning the Saturday morning prayers to deepen their understanding of the service and those prayers necessary for B’nai Mitzvah and service leadership.

Students will study selected topics from the Nevi’im and Ketuvim.  Who were the Prophets, Kings, and Judges?  Why do we remember them?  What issues and problems did they face?  Do we have similar issues today?

  • To study the Bible as a document, to explore how it is organized and to examine different types of material in it/different Biblical authors
  • Recognize the contributions of characters in the Torah, Nevi’im Ketuvim (TaNaKh or Tanach)

-each student will select a figure from Jewish history to research and make a presentation to the class, school or their families as to the significance of their particular hero and why s/he was chosen

  • Changes in religious practice – development of the synagogue, study and public reading of Torah

                  -role of rabbis and beginning of Oral Law – Mishnah & Talmud

  • Hellenistic Period and significant personalities

                  -JudahMaccabee

  • Roman period and significant personalities: Hillel, Shamai, Bar Kochba, Rabbi Akiva, events atMasada
  • Review 10 Commandments and their significance

Hebrew – To increase Hebrew/prayer vocabulary with an emphasis on building reading and comprehension skills.

  • Students will learn service prayers and songs by adding to those learned in previous grades
  • Students will increase reading and vocabulary skills
  • Students will continue to practice writing in script – low emphasis

Israel – Ancient Geography & every day life

 
 

INSTRUCTORS

Sharon Silverman - This is Sharon's first year teaching Hebrew School. Sharon graduated from Penn State in May 2011 with a B.A. in Jewish Studies. She has spent the past seven summers directing musicals at a Jewish day camp outside of Philadelphia. Sharon works as the Engagement Coordinator for UVM Hillel and she also leads the women's A Capella group at UVM, the Kosher Katz.

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