I am falling very behind in my updates - so a quick one will have to do.
Chumash: review : How does it say it in pasuk, and review story
Limudei Kodesh: Each student already wrote all they knew about Shavuos divided into 4 categories. Today, we reviewed the minhagim and halachos they knew, as well as any other minhagim and halachos I wanted to add in.
Ivrit: Migdaolor - I am enjoying reading this book with the class more and more. Today, the students split up into groups, read a story, and answered the questions
Tuesday, May 15, 2012
Monday, May 14, 2012
May 14 recap
Tefillah: Review concepts by asking students to say first max three word that comes to mind (after raising hand) for each line of Ashrei I say out loud.
Ashrei=smile
Bchol Yom = say a bracha
Dor L'dor = Generations
Hadar - Zecher - talk, talk, talk
Chanun - kind
Tov Hashem Lakol - everyone & everything
On to פותח את ידך, ומשביע לכל חי רצון - the students are busy studying the food chain in science. My room is covered with food chain chains. This is a concept they will get and will get excited about.
Chumash - The end of the Perek is fast approaching. The test is on Wednesday. The main focus is על מי נאמר, מי אמר למי, content and a few translations. This will be the subject of my review before teaching the last of the pesukim.
Ivrit: Migdalor
Limudei Kodesh: Shavuos - I asked the students to write everything they know about Shavuos in the following categories:. Minhagim, Names, Special halachos, torah & megillah reading.
Once the students are aware of what they know, I don't have to reteach old concepts, and they will know when we are learning new material.
Ashrei=smile
Bchol Yom = say a bracha
Dor L'dor = Generations
Hadar - Zecher - talk, talk, talk
Chanun - kind
Tov Hashem Lakol - everyone & everything
On to פותח את ידך, ומשביע לכל חי רצון - the students are busy studying the food chain in science. My room is covered with food chain chains. This is a concept they will get and will get excited about.
Chumash - The end of the Perek is fast approaching. The test is on Wednesday. The main focus is על מי נאמר, מי אמר למי, content and a few translations. This will be the subject of my review before teaching the last of the pesukim.
Ivrit: Migdalor
Limudei Kodesh: Shavuos - I asked the students to write everything they know about Shavuos in the following categories:. Minhagim, Names, Special halachos, torah & megillah reading.
Once the students are aware of what they know, I don't have to reteach old concepts, and they will know when we are learning new material.
Friday, May 11, 2012
Friday May 11 recap
What happens when you cross Lag B'Omer, two days of Color War and a late night barbeque with a ball game on a beach?
Very tired kiddos. During davening, I got the rhythm going and let the students clap, bang and stamp to the beat in davening. They were louder than normal but at least they weren't asleep.
We reviewed some pesukim, learned another pasuk, and then came parsha time.
A few years ago, I had made up a fictional story about a kohein named Shmeryl Cohen and his life. He almost marries a divorcee (gasp!), he has visions of angels, he is a zookeeper and mashiach comes during his life. http://chinuch.org/item_details.php?mid=4859 The story is written on a first grade level which was perfect to keeping the humor and good cheer going in the classrom.. We also learned about the holidays, the need to make a kiddush Hashem, and the Megadef.
I gave out perek 4 from Pirkei Avos for some extra learning over Shabbos.
Very tired kiddos. During davening, I got the rhythm going and let the students clap, bang and stamp to the beat in davening. They were louder than normal but at least they weren't asleep.
We reviewed some pesukim, learned another pasuk, and then came parsha time.
A few years ago, I had made up a fictional story about a kohein named Shmeryl Cohen and his life. He almost marries a divorcee (gasp!), he has visions of angels, he is a zookeeper and mashiach comes during his life. http://chinuch.org/item_details.php?mid=4859 The story is written on a first grade level which was perfect to keeping the humor and good cheer going in the classrom.. We also learned about the holidays, the need to make a kiddush Hashem, and the Megadef.
I gave out perek 4 from Pirkei Avos for some extra learning over Shabbos.
Thursday, May 10, 2012
May 10 recap
Tefillah: We discussed how ה' is טוב לכל - to all and is good to ALL of his creations. We talked about not hurting animals unnecessarily I even mentioned how Rav Yaakov Yosef Herman would even feed cats in Yerushalayim because he was טוב to all of Hashem's creations.
Chumash - We reviewed a bit and did one more pasuk. The students were a little hyper because they had COLOR WAR.
(My kids were on different teams. When they got off the bus today, my first grader had on this huge grin. I had assumed that he had won. No, he lost - he just had a great two days and felt really successful the whole time. )
Chumash - We reviewed a bit and did one more pasuk. The students were a little hyper because they had COLOR WAR.
(My kids were on different teams. When they got off the bus today, my first grader had on this huge grin. I had assumed that he had won. No, he lost - he just had a great two days and felt really successful the whole time. )
May 9 recap
It's COLOR WAR. Yellow & Blue. We still had davening and chumash for half a period. The kids lined up their desks into two lines facing each other.
Tefillah: We were up to a great pasuk of Ashrei to give a pep talk for color war.
חנון ורחום ה' ארך אפים וגדל חסדו. - I talked about how we are supposed to imitate Hashem. The better we act, the bigger we are.
חנון - be a gracious winner or loser -
רחום - help out the weaker kids/kindergarten kids who seem overwhelmed
ארך אפים - if someone annoys or upsets us, we should say over 8 times ארך אפים - I am slow to anger
גדל חסדו - Think big when helping out others - what could they use or need.
The pep talk combined with the stellar middos of my class shone through. During the first game, the yellow team was losing. The 3rd graders on the blue team decided to alternate cheering for the blue and yellow team to be gracious winners!
Chumash - We reviewed some of the pesukim and learned one new pasuk. We acted out the words to make it memorable.
Tefillah: We were up to a great pasuk of Ashrei to give a pep talk for color war.
חנון ורחום ה' ארך אפים וגדל חסדו. - I talked about how we are supposed to imitate Hashem. The better we act, the bigger we are.
חנון - be a gracious winner or loser -
רחום - help out the weaker kids/kindergarten kids who seem overwhelmed
ארך אפים - if someone annoys or upsets us, we should say over 8 times ארך אפים - I am slow to anger
גדל חסדו - Think big when helping out others - what could they use or need.
The pep talk combined with the stellar middos of my class shone through. During the first game, the yellow team was losing. The 3rd graders on the blue team decided to alternate cheering for the blue and yellow team to be gracious winners!
Chumash - We reviewed some of the pesukim and learned one new pasuk. We acted out the words to make it memorable.
Monday, May 7, 2012
May 8 recap
Tefillah:
הדר כבוד הודך, ודברי נפלאתיך אשיחה. ועזוז נוראתיך יאמרו, וגדלתך אספרנה. זכר רב טובך יביעו, וצדקתך ירננו...
Meaning:
The splendorous glory of Your power and Your wondrous deeds I shall discuss.
And of Your awesome power they will speak, and Your greatness I shall relate.
A recollection of Your abundant goodness they will utter and of Your righteousness
they will sing exultantly....
Each of these three lines of Ashrei mentions different ways to communicate out loud. Focus: Why is it so important to vocalize these ideas?
Activity: What are some things that are important to say? Why do you need to say them? What will happen to our opinion if we talk about something positively? Negatively? Relate it back to the main questions
Chumash: Review - the last few pesukim have been very difficult. Review the hard words - specifically names of animals and other words that will appear again.
Each student has a whiteboard and a dry erase marker. I took off the flash cards from the felt hangings and shuffled the cards, and reviewed them one by one orally. I shuffled them again, this time when I held them up, the students had to write the answers on their whiteboards.
The students get very motivated even though it's drill work. They learn vocabulary words and I can eyeball who needs help and who doesn't immediately.
>
I then asked the kids to go through the next pasuk and write down words they don't know.
The next few pesukim are not easier
I referenced the above picture when teaching this pasuk which helped a lot.
After recess and library, the students had time to practice and perform their plays about rabbi shimon bar yochai. They got very into making these plays. I have a whole stash of fabric stored in the classroom for these occasions, so they draped themselves to be Romans and Jews. They borrowed various hats from the kindergarten. They each performed their scenes wonderfully and we then spoke about Lag B'Omer
הדר כבוד הודך, ודברי נפלאתיך אשיחה. ועזוז נוראתיך יאמרו, וגדלתך אספרנה. זכר רב טובך יביעו, וצדקתך ירננו...
Meaning:
The splendorous glory of Your power and Your wondrous deeds I shall discuss.
And of Your awesome power they will speak, and Your greatness I shall relate.
A recollection of Your abundant goodness they will utter and of Your righteousness
they will sing exultantly....
Each of these three lines of Ashrei mentions different ways to communicate out loud. Focus: Why is it so important to vocalize these ideas?
Activity: What are some things that are important to say? Why do you need to say them? What will happen to our opinion if we talk about something positively? Negatively? Relate it back to the main questions
Chumash: Review - the last few pesukim have been very difficult. Review the hard words - specifically names of animals and other words that will appear again.
Each student has a whiteboard and a dry erase marker. I took off the flash cards from the felt hangings and shuffled the cards, and reviewed them one by one orally. I shuffled them again, this time when I held them up, the students had to write the answers on their whiteboards.
The students get very motivated even though it's drill work. They learn vocabulary words and I can eyeball who needs help and who doesn't immediately.
>
I then asked the kids to go through the next pasuk and write down words they don't know.
The next few pesukim are not easier
| לודֶּרֶךְ שְׁלֹשֶׁת בֵּינוֹ הַנּוֹתָרֹת. | 36 three days' journey betwixt himself the rest |
| לז מַקַּל לִבְנֶה לַח לוּז עַרְמוֹן פַצֵּל לְבָנוֹת מַחְשֹׂף |
After recess and library, the students had time to practice and perform their plays about rabbi shimon bar yochai. They got very into making these plays. I have a whole stash of fabric stored in the classroom for these occasions, so they draped themselves to be Romans and Jews. They borrowed various hats from the kindergarten. They each performed their scenes wonderfully and we then spoke about Lag B'Omer
May 7 recap
Tefillah: Continue with ashrei Dor l Dor. Asked students to think of one thing they learned from a grandparent. Some of the answers were candy making, baseball. Who taught their grandparents baseball - they said their parents. I asked when baseball was invented - that was a debate was it in the 1800s or during the civil war. I mentioned how we have something that goes back generation to generation, further back than baseball or making candy - The Torah & believing in Hashem. The Torah goes back to Moshe. But believing in Hashem goes back to Avraham. When we say דור לדור it reminds us that we have gotten something that has been passed down for thousands of years
Chumash - This part of the Chumash is very confusing. I gave out a handout to help the students visualize what we were learning.
As we read the pesukim, we illustrated the sheet.
Ivrit/Limudei Kodesh. - I distributed a hebrew story about Rabbi Shimon Bar Yochai. I translated all the difficult words on the page and gave out guided questions I split the class into three groups. The first read the text as a group and answered the questions in hebrew, the second read half the story and answered the questions in english. The third group read the story and answered the questions with the help of the teacehr. After reading and answering the questions, each group decided on how they would present soemthing to the class. One group is making a poster and two are making skits.
RT: לב-לה
R: לו-מ
Worksheet
Chumash - This part of the Chumash is very confusing. I gave out a handout to help the students visualize what we were learning.
As we read the pesukim, we illustrated the sheet.
Ivrit/Limudei Kodesh. - I distributed a hebrew story about Rabbi Shimon Bar Yochai. I translated all the difficult words on the page and gave out guided questions I split the class into three groups. The first read the text as a group and answered the questions in hebrew, the second read half the story and answered the questions in english. The third group read the story and answered the questions with the help of the teacehr. After reading and answering the questions, each group decided on how they would present soemthing to the class. One group is making a poster and two are making skits.
RT: לב-לה
R: לו-מ
Worksheet
May 4 recap
Tefillah: We had the second graders join us because of some substitute timing. We reviewed that Ashrei = Happy and what makes us happy. We then translated the first few lines of Ashrei until בכל יום. I asked the students if they needed to thank their mothers today if they already did so yesterday? Why would we need to bless and appreciate Hashem every day? Should our feelings of thanks to our mother be the same each and every day?
Before we said Ashrei, we thought of something we are happy for. We paused before בכל יום to think of what we would thank Hashem for today!
Chumash. We spent today learning the vocabulary for the next unit
כשב = sheep
עז=female goat תיש= male goat
צאן = many goats OR sheep
שה = one goat OR sheep
טלוא = spotted (patched)
נקוד - dotted
עקוד - ringed
What יעקב initially asked for (there is a mistake - the brown sheep should be with לבן's sheep.)
יעקב would mate white goats, black goats, ringed goats, brown goats, checked goats
לבן would mate spotted & dotted goats and brown sheep
יעקב's salary would be dotted & spotted goats & brown sheep
I explained basic genetics by surveying who in the class has blue eyes and who else in their family has blue eyes.
What לבן took
dotted, spotted, ringed, any goats with white (some say any sheep that are white) and brown sheep.
Leaving Yaakov with Black goats, black sheet and according to some white sheep. His salary stays the same.
יעקב's plan
He takes three לח=fresh sticks-מקלות of לבנה, לוז, ערמון and stood (ויצג) them in the gutters (רהטים) of the water troughs (שקתות מים) The goats would get excited (hot ויחמו) when looking at the sticks and have dotted & spotted babies. He did this with the קשורים - the strong ones, for the weak ones - the עטופים - he didn't use this trick so lavan got sick sheep and יעקב got a lot of good sheep.
I also gave out Pirkei Avos Perek 3 to learn over Shabbos.
Wednesday, May 2, 2012
May 3 recap
Intro: We are starting אשרי!
We discussed אשרי means happy. What do we need to do to be happy? We need to focus on good things to appreciate them to be happy. In אשרי, we will focus on many things ה' does which is why we are happy.
Chumash: Review Pesukim 25-27.
Translation sheets
Learn pesukim 28-31
Draw shorashim on board
2) Ask questions:
- if יעקב thinks it is time to leave, what should the conversation go like?
- When do you think יעקב will want to go and why?
- Will לבן want him stay? How will he convince יעקב to stay.
- call on students to read phrases
- read as a class
- kids ask questions based on the fact that the pesukim differ from what they expected.
- read rashis
- read pesukim as a class
4) Fill in translations - the students paired themselves up. I sat in the back of the room. Some students like the security of working with me. Others prefer to work with friends.
- Level 1 - with teacher/ friend
- Level 2 - with friend, and fill in שרשיםת גוף & זמן
Ivrit: Follow up on conversation. Have peple invit e each other to do something
Gedolim: Rav Tuvia Goldstein. His Yartzheit is Sunday, 14 Iyar. I didn't have much material - but one of my students was named after him. There is a cool story about how he managed to survive Siberia because his camp guard thought he had connections in Moscow. This was an opportunity to talk about Stalin and what a Rasha he was to his own people.
Parsha : Two Parshios - - Using the sheets from chinuch.org (word find, balsam) I acted out the steps of the עבודה. For Kedoshim, we went through the Mitzvos to see how many the students would recognize.
Homework: RT: כח-לא R: לב-ו
Homework sheet with translating phrases and מי אמר למי
May 2 recap
Today was a great day.
The class did this awesome unit about the Civil War where each kid took one historical figure, researched his life and role in the Civil War, wrote journal entries from that perspective and then dressed in costume to present in a "town hall meeting"
We went on a field trip today to Genessee Country Village & Museum - a living history museum where they recreate life from the 18th and 19th century. As a parent and co-teacher I came along. It was an awesome place.
There was a pioneer homestead where they got to grind corn, carry a yoke, wash dishes and churn butter. They got to watch a potter churn butter.
We tied the trip slightly into limudei kodesh. When the kids picked up the yoke, they said without prompting "I'm pretending to be Esav and I will break the yoke!" We also discussed how pottery connected to last weeks parsha of metzora.
Trip was not as comprehensive as this one but was cool nonetheless
The class did this awesome unit about the Civil War where each kid took one historical figure, researched his life and role in the Civil War, wrote journal entries from that perspective and then dressed in costume to present in a "town hall meeting"
We went on a field trip today to Genessee Country Village & Museum - a living history museum where they recreate life from the 18th and 19th century. As a parent and co-teacher I came along. It was an awesome place.
There was a pioneer homestead where they got to grind corn, carry a yoke, wash dishes and churn butter. They got to watch a potter churn butter.
We tied the trip slightly into limudei kodesh. When the kids picked up the yoke, they said without prompting "I'm pretending to be Esav and I will break the yoke!" We also discussed how pottery connected to last weeks parsha of metzora.
Trip was not as comprehensive as this one but was cool nonetheless
Tuesday, May 1, 2012
DIY: Making my own self checking quizzes
I hate grading papers. If you are a teacher, you probably understand. Grading papers ranks up there with folding laundry and dusting. And papers do need to be graded.
So to help with the tedious work, I have been photocopying the assignments on transparencies, , writing the answers above the blank on the transparency, and punching holes next to the answer blanks. I also punch a star in the top corner. If the paper is perfect they get the star gets colored. If the answer is correct, I color on the hole.
Less thinking = less painful=less time = papers get returned.
So to help with the tedious work, I have been photocopying the assignments on transparencies, , writing the answers above the blank on the transparency, and punching holes next to the answer blanks. I also punch a star in the top corner. If the paper is perfect they get the star gets colored. If the answer is correct, I color on the hole.
Less thinking = less painful=less time = papers get returned.
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