TEMPLE BETH TORAH MORRIS NIRENBERG RELIGIOUS SCHOOL

Transcription

1 TEMPLE BETH TORAH MORRIS NIRENBERG RELIGIOUS SCHOOL CURRICULUM 5776 / Director of Education Sarit Ferreira Chair of Education Dana Haberman 2162 Washington Street Holliston, MA (508) /3/2015

2 Vision At Temple Beth Torah, we wish to create an ever growing variety of engaging and well planned educational programs for students and their families in order to provide a foundation for building strong and lasting Jewish identities. Philosophy of Jewish Education Religious education at our school is aimed at developing and embracing one s personal Jewish identity as the foundation of leading a Jewish life. We believe that by truly understanding and internalizing the various areas of Jewish education, children embrace Judaism. We strive to connect with Judaism through music, art, drama, debate and other multisensory experiences. Our students engage in Jewish experiences as they celebrate Shabbat, Jewish holidays, participate in prayer services and rituals, and take part in Temple life. Fulfilling mitzvot and being concerned citizens of the Jewish and secular world are integral parts of our program. Hebrew is studied both for prayer as well as a living language while an understanding of is cultivated as a historical homeland as well as a modern and vibrant state. We encourage our students to practice tzedek (justice), chesed (deeds of loving-kindness) and shalom (peace) in all aspects of their lives. Curriculum Design The following topics are learned each year, with growing depth and changing sub-topics as students advance in grade: Hebrew, T fila Values, Ethics Holidays, Rituals Temple Life, Community Torah, Jewish History

3 Hebrew Language and T fila (Prayer) Curriculum goals Students can accurately read and decode Hebrew. This supports participation in synagogue worship and home ceremonies. Students will develop a varied Hebrew vocabulary from basic conversational skills to words and phrases pertaining to holidays, mitzvot, life cycle, moral and ethical values, family, and community. Some conversational Hebrew is experienced through the creation of a Hebrew cultural environment in the classroom and the school. Students are comfortable with the Siddur and the structure of the various services and ceremonies. Torah, Jewish History Students understand the Torah s central importance in Jewish life and become familiar with the five books of Torah through its literature, law and historical events. They develop the skill of Torah and Haftarah reading, and proper Torah scroll handling. Students understand the covenantal relationship between G-d and the Jewish people in the unfolding of Jewish history. They become familiar with the great personalities and events, which were involved in the shaping of religious, national, and cultural destiny of our people. Our religious education contributes to a growing sense of pride in the Jewish heritage, creating positive associative values in being Jewish. Students understand Jewish history in the context of world history and recognize the achievements and contributions of Jewish people. Students appreciate the historical bond between Jews and the Land of and recognize the importance of as an independent state. They understand the centrality of to our religious ideas and practices. Students experience the diverse culture of modern in a multi sensory way through foods, music, dance, guest speakers and pen pals. Through these experiences and establishing a live connection with Jewish students in, our students are motivated to visit and participate in the Passport to program. Jewish values, Ethics, Mitzvot Students develop multi-layered understanding of the central ideas, expectations and observances of the Jewish tradition through conversations, debates, literature and the practice of Mitzvot and G milut Chassadim (acts of loving kindness). Holidays, Rituals Students actively participate in holiday services and celebrations throughout the Jewish calendar year and develop a meaningful and personal understanding of life cycle events, holidays, and various rituals observed in Jewish life. Students become familiar with blessings, songs, traditional foods and ritual objects in a personal and meaningful way as they relate to the various Jewish holidays and rituals. Temple life, Community Students appreciate the importance of community in Jewish living. They gain and maintain a respect and proper use of the temple building, its furnishing and ritual objects as well as for all people of the Temple community. Students interact with various people and entities within the TBT community and the larger Jewish and secular community in a proper and respectful manner.

4 Gan, Kindergarten/Aleph, Grade 1 - Sundays 8:30am - 10:30am * Gan program is open to members and non-members alike. Hebrew Children learn to name, print, and associate the sounds of all the letters of the Aleph-Bet. Using various tools and materials students practice recognizing letters and associating their sounds. Hebrew words are learned with an accompanying English explanation. Children participate in games and hands on activities to reinforce letter recognition. - Letter recognition all letters, and name. ( א is Aleph) - Sound/letter match ( ת sounds like T, מ sounds like M) - Hebrew Vocabulary (audio only no reading expected): Holidays: ח ג שׂ מ ח Chag Sameach שּׁ בּ ת Shabbat ר אש ה שׁ נ ה Rosh Hashanah יוֹם כּ יפוּר Yom Kippur סוּכּוּת Sukkot ח נוּכּ ה Chanukah פּוּר ים Purim פּ ס ח Pesach Holiday nouns: שׁוֹפ ר Shofar ח ל ה Challah ס כּ ה Sukkah שׁ מ שׁ Shamash מ צ ה Matzah Holiday/Holy objects: תוֹר ה Torah ס פ ר Seffer מ זוּז ה Mezuzah י ד Yad ט ל ית Talit בּ ית כּ נ ס ת Beit Knesset בּ ימ ה Bima ה ב ד ל ה Havdalah בּ ר כ ה Bracha מ צ ו ה, Mitzvah מ צ וֹת Mitzvot צ ד ק ה Tzedakah י שׂ ר א ל Yisrael Conversational Hebrew vocabulary: Hello, Goodbye, Peace Shalom שׁ לוֹם Good morning Boker tov בּוֹק ר טוֹב Thank you Toda תוֹד ה Thank you very much Toda raba תוֹד ה ר בּ ה Please, You re welcome B e vakasha בּ ב ק ש ה Yes Ken כּ ן No Lo לא T fila Short Shma - 1 line Page 30 Brachot shel Shabbat candles (p.301), short Kiddush+Hamotzie (p.315), Havdallah (p.299) Brachot shel Yom Tov (various holidays), 4 questions Brachot shonot food, Shehechayanu Various songs Torah Through a variety of text sources and Torah Play story telling experiences, Torah stories will be told, experienced and explored in a personally meaningful way: God and Creation, Adam and Eve, Noah, The Tower of Babel, Abraham, Rebecca, Jacob and Esau, Joseph, Miriam and Moses, Moses and Pharaoh, The ites and God's Laws, Ruth and Naomi, David and Goliath, Solomon, Jonah, Esther.

5 Jewish values/mitzvot Are derived from the above mentioned Torah stories, as well as explored through hands-on experiences throughout the year. Holidays Students will study the various Jewish Holidays through story books and interactive experiences. Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Children will be introduced to the State of through discussion, visual aides and hands on experiences. Temple life/ community Students will grow to understand proper temple etiquette, the meaning of ritual objects and community leaders. They will also begin to learn some of the prayers and some of the choreography of a service through participation at Small World Shabbat and attendance at other services.

6 Bet - Grade 2 - Sundays 8:30am - 10:30am Hebrew Students use an interactive text combined with multi-sensory activities through which they learn all the letters in the Hebrew alphabet, as well as vowels and begin to blend sounds and combine syllables. - Letter recognition all letters, and name. ( א is Aleph) - Sound/letter match ( ת sounds like T, מ sounds like M) - Visual recognition of Vowels:. וּ) ) Ooh, וֹ) ( Oh Ah ( ) Eh ) ), Ee ( ), - Basic decoding: Reading of one syllable Hebrew words (i.e. Av, Em). Reading and decoding of heritage words. (i.e. Shabbat, Pesach) - Hebrew Vocabulary (audio only no reading expected): Holidays: ח ג שׂ מ ח Chag Sameach שּׁ בּ ת Shabbat ר אש ה שׁ נ ה Rosh Hashanah יוֹם כּ יפוּר Yom Kippur סוּכּוּת Sukkot ח נוּכּ ה Chanukah פּוּר ים Purim פּ ס ח Pesach Conversational Hebrew: Holiday nouns: שׁוֹפ ר Shofar ח ל ה Challah ס כּ ה Sukkah שׁ מ שׁ Shamash מ צ ה Matzah Holiday/Holy objects: תוֹר ה Torah ס פ ר Seffer מ זוּז ה Mezuzah י ד Yad ט ל ית Talit בּ ית כּ נ ס ת Beit Knesset בּ ימ ה Bima ה ב ד ל ה Havdalah בּ ר כ ה Bracha מ צ ו ה, Mitzvah מ צ וֹת Mitzvot צ ד ק ה Tzedakah י שׂ ר א ל Yisrael לא No Lo Torah Students explore Torah stories through a variety of experiences. Among the stories: Creation, Adam and Eve, Noah, The Tower of Babel, Abraham, Rebecca, Jacob and Esau, Joseph, Miriam and Moses, Moses and Pharaoh, The ites and God's Laws, Ruth and Naomi, David and Goliath, Solomon, Jonah, Esther. Holidays Children experience the holidays through hands-on experiences, classroom and school wide celebrations. The holidays included are: Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Jewish life, values/mitzvot Tzedakah, visiting the sick, feeding the hungry, saving the earth, Derech Eretz (kindness), welcoming guests, guarding one s tongue and Torah study are Mitzvot that will be explored through texts and a variety of experiences. Through a variety of resources students explore places in and learn about what life is like in modern. Temple life/ community שׁ לוֹם Hello, Goodbye, Peace Shalom בּוֹק ר טוֹב Good morning Boker tov תוֹד ה Thank you Toda תוֹד ה ר בּ ה Thank you very much Toda raba בּ ב ק ש ה Please, You re welcome B e vakasha כּ ן Yes Ken

7 Students will understand proper temple etiquette, the meaning of ritual objects and community leaders. They will also begin to learn some of the prayers and some of the choreography of a service through participation at Small World Shabbat and attendance at other services.

8 Gimel - Grade 3 Judaics - Sundays 10:00am-12:30pm Hebrew / T fila On Sundays the session begins with 30 minute T fila with the Rabbi. Other Hebrew may be included in the Judaic curriculum as it relates to holidays, Mitzvot and and Jewish life. Torah, Jewish life, values/mitzvot Mitzvot/Middot - Caring for the environment and responsibility toward others. The Ten Commandments. The meaning of each Commandment is discussed in simple terms and accompanied by handon activities to help internalize the moral lessons. Holidays The stories for each holiday are learned with the traditions that have grown around them. Blessings for each holiday are included with key vocabulary words. Holidays learned are: Shabbat, Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Through a variety of resources students explore places in and learn about what life is like in modern. Learning culminates with a project. Dalet - Grade 4 Judaics - Sundays 10:00am-12:30pm Hebrew / T fila On Sundays the session begins with 30 minute T fila with the Rabbi. Other Hebrew may be included in the Judaic curriculum as it relates to holidays, Mitzvot and and Jewish life. Torah A selection of Torah stories from Creation to the death of Moses are explores. Lessons and values related to each story are discussed. Holidays The stories for each holiday are learned with the traditions that have grown around them. Blessings for each holiday are included with key vocabulary words. Holidays learned are: Shabbat, Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Jewish life, values/mitzvot Through Project Based Learning students will explore what makes a place Jewish? learning about synagogues and other Jewish places (like ) as well as how kindness, caring and keeping one s word are Jewish values that can change the world! Through currents events discussion and research students find information personalized to their interests of.

9 Hay - Grade 5 Judaics - Sundays 10:00am-12:30pm Hebrew / T fila On Sundays the session begins with 30 minute T fila with the Rabbi. Other Hebrew may be included in the Judaic curriculum as it relates to holidays, Mitzvot and and Jewish life. Torah A selection of Torah stories from Creation to the death of Moses are explores. Lessons and values related to each story are discussed. A Project Based Learning project is created as a way to demonstrate learning and share with the larger community. Holidays The stories for each holiday are learned with the traditions that have grown around them. Blessings for each holiday are included with key vocabulary words. Holidays learned are: Shabbat, Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Jewish values/mitzvot Through projects and discussions, students will explore a selection of Jewish values. Through currents events discussion and research students find information personalized to their interests of. Vav - Grade 6 Judaics - Sundays 10:00am-12:30pm Hebrew / T fila On Sundays the session begins with 30 minute T fila with the Rabbi. Other Hebrew may be included in the Judaic curriculum as it relates to holidays, Mitzvot and and Jewish life. Torah Parashat hashavua (the weekly Torah portion), discussions, explorations and skills for locating chapter and verse, Holidays The stories for each holiday are learned with the traditions that have grown around them. Blessings for each holiday are included with key vocabulary words. Holidays learned are: Shabbat, Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Chanukah, Tu Bishvat, Purim, Passover, s Independence Day and Lag Ba omer. Jewish life, values/mitzvot Tallit, Sancturay roles, responsibilities and expectations, Minyan, Yhartzheit, Yizkor, Zachor, I am a Jew project. Watch contemporary films followed by a discussion and lessons about Jewish values and ethics as portrayed in the film ( Despicable me and Toy Story 3.) Current events discussions and debates. Holocaust: Through discussion and study of various materials.

10 Hebrew/T fila program Grades 3-6 Tuesdays 5:00pm-6:30pm On Tuesday evenings (5:00-6:30) grades 3, 4, 5, and 6 will be learning Hebrew/T fila only. Grade 3 and Bet-plus students will be working on reading and decoding skills and eventually getting to prayer reading and chanting. Grades 4 and 5 will be working From 5:00-5:45 on prayer mastery, decoding and fluency of reading. Grade 6 will be working From 5:00-5:45 on Prayer mastery and trope. From 5:45-6:30 grades 4,5 and 6 will be participating in Chuggim mini courses lasting 5 weeks each. These will be Hebrew based enrichment activities supporting Hebrew learning in a fun and interactive way: Hebrew in the Torah: Morah Charli will be teaching students how to identify and read the Hebrew vocabulary that they are learning in Ivrit prayer packets in the context of the Torah, Humash, and Tanach. This chug will help the students develop a comfort level with the Torah. Prayer Vocabulary and Personal Prayers: Morah Ruth will be reinforcing the prayer packet vocabulary through fun activities, such as word searches and crossword puzzles. She will also help students to use that vocabulary to develop personal prayers that reflect themselves and their Jewish identity. Hebrew Through Movement and Song: In this highly interactive chug, Morah Jamie will be teaching the students common Hebrew vocabulary, such as numbers, colors, and shapes, through a variety of physical activities, Movement, and song. Cooking in Hebrew: In this chug, taught by Morah Nina, students will learn common Hebrew vocabulary used around the home, especially those used in the kitchen, and be taught about kashrut (kosher laws). Students may find themselves using Hebrew to make their own special treats. Journalism in Hebrew: Morah Elyse will be teaching students how to bring their vocabulary knowledge to the written page. Each five week session will produce some sort of written/video document that highlights common Hebrew vocabulary.

11 The following T filot will be learned. Students progress at their own pace, and use a variety of tools for accessing the prayer text, the meaning of the prayer, the choreography of praying as well as its place in the service. Teachers guide and support students learning of the prayers in small groups. Goals of T fila lessons are accurate Hebrew reading and decoding, prayer proficiency, understanding of prayer meaning, siddur familiarity and sanctuary choreography. Oseh Shalom Page 38 Yismechu HaShamayim Page 16 L chu Neranena Page 15 Romemu Page 19 Shalom Aleichem Page 12 V Shamru Page 34 Ein K Eloheinu Page 182 Hatikvah Page 395 Sh ma/v ahavta Page Kiddush Page 49 Avot, G vurot, Kedushah Page 156b-157 Birchot HaShachar Page 65 L'Cha Dodi (First 3 & last stanzas) Page Mizmor Shir Lyom Hashabat Page 23 Ahavat Olam Page 29 Baruch Sh amar Page 83 Chatzi Kaddish Page 106 Kaddish Shaleim, Kaddish Yatom Page 181, 184 Hallelu Page 100 Aleinu Page 183 Adon Olam Page 187 Ashrei Page 96 Mi Chamocha (up to oseh fele ) Page 32/114 Torah Service/other Torah Blessings Page 142 Sh ma/gadlu; Page 141 Ein Kamocha / Av Harahamim; Kee Mitziyon Page 139 V'Zot Hatorah, Page 154 Eitz Chayim Page 146 Haftarah Blessings Page Haftarah Trope Sim Shalom first part Page 161 Tzadik K tamar Page 23 Musaf - Mizmor L'David Page 20 Kdusha Page 157 Yismechu Page 159

12 K sharim (Connections) Zayin &Chet 7 th and 8 th grades Goals 1. Connect with each other through a variety of activities and experiences (watching movies and having discussions, working on a project, providing a service, sharing a meal, celebrating Shabbat) the students will connect to each other and build a pre-teen TBT community. Students will also develop strategies together to deal with the challenges of being Jewish in a non-jewish world. 2. Connect with TBT community through holiday events (Chanukkah, Shabbat etc.) and volunteering in the religious school as Madrichim, the students will connect to the TBT community. 3. Connect with larger community Through experiences as volunteers in the community (Homeless shelter, food pantry, Farm Pond etc.) and through conversations and discussions, students will deepen their understanding of social service as a basis in Jewish living, as well as explore a variety of ways to live Jewishly in a non-jewish society. Schedule: Sunday mornings 10:30-12:30. Curriculum will vary based on students interest: - exploring the country, culture, and interacting with i teens Current events in the Jewish world - News, politics, Jewish law Teen topics like: bullying, relationships, ethical issues etc. and how to relate to them Jewishly. Jewish cooking - hands on experiences Tikkun Olam - social service and helping others, including field trips What makes me Jewish? What does being Jewish mean to me? Exploring the texts, rules and rituals of Judaism through making personal and meaningful connections. Watching movies (with Jewish topics/ that can be discussed from Jewish perspective) and having discussions Jewish art - making artistic expressions of Jewish nature, learning about Jewish artists. Holocaust - learn about the history, the people and poems/art that came from WWII K sharim will also participate in a program called B nai Telem to meet the Tikkun Olam goals of the program. B'nai TELEM is a community service and Jewish learning program sponsored by JCRC (Jewish Community Relations Council). It provides opportunities for young teens to see where they can have an impact in and around the wider community, including site visits. In addition to helping others, teens learn about the values that have guided Jews for thousands of years through conversation and reflection.