HEY 1 & 2: Sunday/Wednesday
Dear Kitah Hey 1 & 2 (5th-grade) Families,
It is so wonderful having your children in my IN PERSON Talmud Torah class.
They are so happy to be together and I share in their happiness with them.
Below is an overview of my curriculum for Hebrew, Life Cycle, and History .
Hey 1 & 2 Curriculum Overview
Mary Baumgarten
Ivrit/Hebrew/T’fillah
Textbook: The New Siddur Program, Book 2
Reading: focus on prayers and short stories
Vocabulary: prayer-related and modern Hebrew
Grammar: present tense, root words, prefixes, suffixes, possessives
Speaking: simple Hebrew sentences with basic verbs and vocabulary
Life Cycle
Text: Make, Create, Celebrate
Study of Holidays
Basic knowledge
Historical background
Rituals
How we celebrate today
Relevance in today’s world
History
Timeline of Jewish History (mostly through the holidays)
Historical context
Where do holidays fit into the timeline
It is a privilege having your children in my class.
Thank you for partnering with us.
Please feel free to reach me at any time (mbaumgarten@talmudtorahmpls.org)
L’hitraot,
Mary
Hey 1 & 2 Curriculum Overview
Susie Chalom
Now that classes have started and we are all In person, I wanted to give you an overview of the four main goals of my Torah class in 5th grade. I will strive to:
Transform the class into a “Kehilla Kedosha” (a holy community) where we are kind and supportive of each other, where we enjoy each other’s talents, we help each other, and we always respect each other. We will play games and sing songs that will be fun.
Start to teach students the basics of serious Torah study through the study of B’reisheet (The Book of Genesis). We will be using the JPS translation of B’Resheet, and Parasha - a book on B’Resheet by J.L.Grishaber.
Work on learning and interpreting key prayers of the Shabbat Liturgy.
Learn about the land of Israel—its geography, its people, and its culture.
THE BASICS OF TEXT STUDY
When we start Torah Study this year, I convey to the students that, for the first time in their lives, they will be learning Torah like adults who study Torah. This requires careful, slow reading of the text. The method we use is a variation of Biblical Inquiry called PaRDeS:
a) Pshat – What does the text say? In simple words.
b) Remez – Are there hints to meaning, recurring words, echoes of previous words, and stories?
c) Drash – What does the text actually mean? Does it feel like there is missing dialogue?
What are some interpretations—midrashim that our sages have thought about for this text? What are some interpretations your imagination can fill in and expand the meaning even further?
d) Sod is the secret meaning – what hidden meanings are embedded in the text that will help you relate to it today, in your life?
I hope to engage our students in discussions that will make them think critically, sometimes change their minds and always help them understand the importance of their inheritance as Jews.
Showing respect for the study of holy text is one reason we wear a kippa. I have asked the students to bring a kippa to class and that includes girls as well, since we are an egalitarian school. Please help your child find a kippa to keep in class.
T’fillah (Prayer)
The emphasis will be on deepening our students’ knowledge of the Shabbat services in this important year as they start their studies at their Shabbat synagogue programs. While they work on the correct chanting of the prayers at the synagogue and with their TT tutors, we will work in class on their understanding of the concepts behind the different prayers.
Israel
Students will learn about Israel in a variety of ways. Our goal is to develop an understanding and an appreciation of the diversity of the Jewish people and the merging of the different cultures.
God Talk
I want our students to feel comfortable talking about God. It is important for children to feel that the world is a safe place. When kids this age ask us questions about God, what they are really trying to do is to make sense of the world they live in. Their questions about God are an attempt to construct a world that makes sense and that is loving—not random or cruel. So I strive to lay a foundation of a good world so they feel secure in a loving community where God watches over us.
Communication
I will write a monthly blog post in our TT E-newsletter to update you on what is being taught in class. If your child tells you about something s/he learned in class that doesn’t make sense to you, please contact me so we can figure it out! Sometimes students can misunderstand what is said, and I would very much like to work together with you so we can straighten out any confusion or explain what I was trying to convey. My contact information is schalom@talmudtorahmpls.org, 612.916.8799. Please feel free to email or call me if you have concerns or questions.
Thank you for trusting me to teach your child. It is a privilege and an honor that I take seriously.
I look forward to partnering with you!
Susie Chalom
HEY 3: Tuesday/Thursday
Dear Kitah Dalet 3 (4th grade) and Kitah Hey 3 (5th grade) Parents,
I am delighted to have your children in my Tuesday/Thursday IN PERSON Talmud Torah class.
The children are so happy to be together and I share in that happiness.
Since this is a combined class, my 3, D-3 students work with Jeanne for Hebrew and both classes are combined for everything else.
Below is an overview of our curriculum.
Ivrit/Hebrew/T’fillah
Textbook: The New Siddur Program, Book 2
Dalet 3: first half of book
Hey 3: second half of book
Dalet 3 and Hey 3 in separate Hebrew groups
Reading: both groups, with more emphasis in Dalet, including prayers and short stories
Vocabulary: prayer-related and modern Hebrew
Grammar: emphasis more in Hey: present tense, root words, prefixes, suffixes
Speaking: Simple Hebrew sentences with basic verbs and vocabulary
T’fillah (prayer) component: familiarity with the themes and content of selected prayers ie. Torah Service, Ashrei, Alenu, Shema, Adon Olam
Torah
Textbook: Parashah: the Book of Genesis
Introduction to Torah: What is it? Bible? What is special about it?
Overview of each Parashah (portion)
Key Hebrew verse from portion
Making meaning, relevance, out of text
Midrash (commentary)
Mitzvah connected with Parashah
Life Cycle
Textbook: Make, Create, Celebrate, and original materials
Study of holidays
Basic knowledge
Historical background
Rituals
How we celebrate today
Relevance in today’s world
History
Timeline of Jewish History (mostly through the holidays)
Historical context
Where do holidays fit into the timeline
Israel
Last part of year
Famous personalities
Israel’s gifts to the world – inventions
It is a privilege for me to work with your children.
Thank you for partnering with us.
Feel free to reach out to me with any comments or questions: mbaumgarten@talmudtorahmpls.org
L’hitraot,
Mary
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