Erev Shabbos Parashiyos Acharei Mos- Kedoshim 24th Day of Sefiras HaOmer April 23, 2010 Licht Bentchen: 7:35 Volume XVI, Issue 30

Dear Parents, Our headline event of the week was Tuesday’s exhibits of the Yom HaAtzmaut projects worked on by our youngsters. Classes had learned about our special relationship to Eretz Yisrael, about the sanctity of Israel, about the burning desire of K’lal Yisrael, in general, and Gedolei Yisrael, in particular, to live in Artzeinu HaKedoshah, and about the privilege we have today to have such easy access to this land. We are taught that Eretz Yisrael was created by Hashem as THE place for doing ALL Mitzvos. In fact, Ramban (Nachmanides) says (in Parashas Acharei Mos) that even commandments that are not land-related can only be properly, fully, and completely fulfilled in Israel. Also emphasized was the special Hashgacha Peratis, divine providence and intervention, we have in our lives and which is outstandingly evident to those who reside in Israel. Additionally,

6B/G had a special geography unit about Eretz Yisrael.

Each class then recreated a three dimensional scene, event, or place from the over 3,200 years since we first entered Eretz Yisrael as a people. In fact, the displays encompassed the long period of time from the splitting of the Jordan to modern day Israel. The final products were then set up in the gym, within an imaginary map of Eretz Yisrael, in their proper longitudinal, latitudinal locations relative to each other. The following is what we saw on our tours:

. Kindergartners painted a “realistic” facsimile of the Kotel, with stones, grass growing from the wall, and a bunch of Kevitlach. First Grade Girls (Mrs.

Mendlowitz’ A.M. class) went a little south to Beis Lechem to show us Kever Rochel. They displayed what this familiar holy site looked like

before it was, in recent years, surrounded by a “fortress”. We saw a “person” Davening and various written personal Tefillos. Also shown was the Passuk from Yirmiyahu (31:15 - part of the Haftarah of the second day of Rosh Hashanah) where Hashem reponds to the cries of the Neshamah of Rochel Imeinu. Mrs. Mendlowitz’ P.M. First Grade Girls took us a bit further south to Chevron. There, we saw Me’a’ras HaMachpeilah, where the four Zugos (couples - Adam and Chava, Avraham Avinu and Sarah Imeinu, Yitzchak Avinu and Rivkah Imeinu, Yaakov Avinu and Leah Imeinu) are buried. First Grade Boys set our sights northward to Ein Charod. This was the setting for a series of dramatic events in Sefer Shofetim, Perek 7. It was there that Gid’on, the Shofeit, defeated the armies of Midyan with only 300 men. Although Gid’on originally had 32,000 soldiers, 31,700 were “filtered out” through two “tests” directed by Hashem. Depicted was the second of these “tests” where the final 300 were selected based upon the way they drank from a body of water. Second Grade Girls turned us “down” to Be’er Sheva, whose name marks the oaths made by Avraham Avinu and Avimelech to each other. Appropriately, next to a well there was a (cardboard box) camel – specially designed by Mrs. Penina Greenspan. Second Grade Boys brought us northwest to the city of Yafo. This was the port from which Yonah departed on his way to getting swallowed by a big fish (which was not his intent). Third Grade Girls pointed us eastward to Mt. Gerizim and Mt. Eivel, right near Shechem. It was on these two mountains that Berachos and Kelalos were said when the Jews entered Eretz Yisrael. Included in this diorama were a mini Aron Kodesh, a dry rocky Mt. Eival, a “flowery” Mt. Gerizim, and a recording of the Berachos and Kelalos, with our nation’s responses of Amen. Third Grade Boys lifted us northwestward to Mt. Carmel. There we “saw” the fire which came down

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EE..SS..TT..EE..RR.. EErreevv SShhaabbbbooss ““TToorraahh”” EEvveennttss RReeppoorrtt

from Shemayim to consume the Korban that Eliyahu HaNavi brought (in Melachim Aleph, Perek 18) to discredit the prophets of Ba’al. Fourth Grade Girls went eastward to “show” us Yam Kineret, the splitting of the Yarden, and Yam HaMelach. Fourth Grade Boys turned inland to Beit Shearim, where Rabbi Yehuda Hanasi used to meet clandestinely with the Roman Emperor, Antoninus. We were provided with info about the very special relationship between these two people. Fifth Grade Girls led us a bit southward to two places. The first was the biblical city of Ophra. It was here that Hashem first appeared to Gid’on in Sefer Shofetim, Perek 6. The girls also provided a tape recording (what’s that?) of the history of the modern city of Ophra, which was the second site they created. Fifth Grade Boys traveled southwest to the city of Gaza. It was there, in a temple of the Pelishtim, that Shimshon HaGibbor died for Kiddush Hashem (Sefer Shofetim, Perek 16). The display utilized the contrast between that “temple” and our Batei Keneses to segue into a discussion about proper conduct in Shul. Sixth Grade Girls then moved us northwest to Meiron. There we “visited” the Kevarim of Rebbe Shimon Bar Yochai and his son, Elazar. We also set our sights on the Lag B’Omer celebration in that city. Sixth Grade Boys brought us westward to the Golan Heights. We learned about this area’s very strategic significance in modern times. In pre-Six Day War times, it was under Syrian occupation and used as a base to launch rockets against Israel. It was crucial information supplied by Eli Cohen, the famous Israeli spy – “Our Man in Damascus,” that enabled us to anticipate Syrian attacks and capture the Golan Heights in June, 1967. The children’s creations were outstanding, and, hopefully, the lessons learned are indelibly imprinted in their minds. We thank all teachers and students for a terrific learning and fun-filled activity.

Middah Alert This week, we began our unit on O’na’as Devarim, the prohibition of saying hurtful things to others. The first three Halachos/rules/ principles we covered were:

1) The Torah forbids hurting a person’s feelings with words. O’na’as Devarim is Assur!

2) Avoid comments that make a person feel incapable, unintelligent, or clumsy.

3) Humor alert! Don’t make jokes that might cause pain to others, even if they’re pretending to laugh along.

The materials we are studying were produced by the Chofetz Chaim Heritage Foundation. As an adjunct to this unit, any student who follows certain guidelines can have the privilege of a letter being written for him/her in a Torah scroll produced in memory of the Chofetz Chaim, ZT’L.

On the Horizon

Sunday, April 25 – • 5th/6th Shiurim. • A community-wide gathering to honor the memory of Rabbi Gedaliah Anemer, Z’L, at 6:45 p.m. in the YISE Arcola Belonofsky Sanctuary. Mincha will follow at 7:45 p.m. Tuesday, Wednesday, and Thursday, April 27, 28, 29 - Full post-3:30 schedule. Wednesday, April 28 – • Pesach Sheini, which is always on the fourteenth of Iyar. At the time of the Beis HaMikdash, those who were unable to bring the Korban Pesach (Pascal sacrifice) on Passover (for a variety of specific reasons) had a second opportunity to perform this important Mitzvah on this date, approximately one month after the original time. Today, many people have the Minhag of eating Matzah (many save some Matzah Shemurah) on Pesach Sheini. • Md. Science Center visits us. • Nut House pizza. Todah to all in-house helpers for this week’s pizza. Thursday, April 29 - 4B/G to Historic St. Mary’s City, as a culmination of their year-long Maryland unit. Kids should Daven at home.

8:00 Departure 5:00 Return

Friday, April 30 - Second Annual TSGW Grandparents’ Day from 9:30-12:00. All children whose grandparents will be here will eat lunch with their grandparents in the cafeteria. However, children should bring their own lunches, and lunch for grandparents will be provided. We will

have some special treats for all kids, regardless of whether they have visitors that day. Sunday, May 2 – Lag B’Omer. Monday, May 3 – Lag B’Omer activities. Wednesday and Thursday, May 5th and 6th – Picture Art will be here to take individual and class pictures. Week of May 10 – Standardized Testing for 3rd and 5th Grades. Wednesday, May 12 – Yom Yerushalayim.

Thursday, May 13 Annual Mishmar attendees trip to Baysox game after Mishmar. This includes all members of the male gender in Grades 4-6 and those 4th-6th young ladies who stay on Tuesday and/or Thursday for Rabbi Samberg’s class. As in past years, our PTA will sponsor a deli supper (following Mishmar) and the bus to transport us back and forth. Admission is $4.50 per child. We do need adult chaperones and a few vans to handle our overflow SRO crowd. Please let us know if you can come. If your son/daughter will be coming and/or if you can join us with a van, please fill out the form below. Details: 4:45 – Supper. 5:30 - Leave for game from school. 9:45- Estimated time of return to school. Call school voice mail (301-962-8003 ext. 2) after 9:00 to find out more exact timing. Important Notice: The stadium does NOT allow anyone to bring in food. Friday, May 14 – First ever TSGW Math Fair. Monday, May 17 – Chemdas point accumulation deadline (a mere 24 days away.) Tuesday, May 25 – 6G and Girls’ Choir Annual End-of-Year Program. Location: 2010 Linden Lane. Tuesday and Wednesday, June 1 and 2 – 6B Graduation Trip. Wednesday and Thursday, June 2 and 3 – 6G Graduation Trip. Thursday, June 3 – Chemdas Jr. (1st and 2nd) Trip. Thursday, June 10 – Chemdas Sr. (3rd-6th)Trip.

The deadline for submitting your tuition assistance application to FACTS is next Friday, April 30, 2010. All of the information you need to get started is on the TSGW website at http://www.tsgw.org/images/uploads/forms/tuitionassistance.pdf We wish a Refuah Shelaimah to Mr. Baruch Sussman, grandfather of Rabbi Avraham Sussman and Rachael Starkman.

We wish a heartfelt Mazel Tov to: ☺ Yaakov Miller, his parents, Rabbi Scott and Mrs. Elisheva Miller; his siblings, Akiva, Aviva, Ariella, and Shira; and his entire family, upon his becoming a Bar Mitzvah. ☺ Shayna Milgraum, her parents, Drs. Michael and Lea Milgraum; her siblings, Hirsh, Rena, and Hannah Esther; and her entire family, upon her becoming a Bas Mitzvah. May they continue to be blessed with Simachos. Todah to Simmy Pollock for covering the front desk on Sunday.

Attached Today Classroom Close-ups by Mrs. Dorit

Kasierer. Ooroo LaTefillah. SOVEYA newsletter.

Your help is needed to close Federation’s 2010 Annual Campaign! By calling, you help our community locally, in Israel, and around the world. Please join us at one of these Spring Dial-A-Thons! Federation partner agencies have reported significantly increased demand for services and financial assistance, and without our support, agencies will be unable to meet their growing

needs. Federation is determined to continue to provide the best possible care for needy individuals and families in our community and around the globe, including seniors, Holocaust survivors, developmentally disabled adults, youth, and so many more. Please help us meet these needs by signing up to volunteer at one of the Dial-A-Thons.

Date: Tuesday, May 4, 2010 Time: 06:30 PM to 09:00 PM Location: The Jewish Community Center of Northern Va. 8900 Little River Turnpike, Fairfax, VA, 22031

OR Date: Thursday, May 6, 2010 Time: 06:30 PM to 09:00 PM Location: The Jewish Community Center of Greater Wash., 6101 Montrose Road, Rockville, MD, 20852

What Else is Doin’? 1G/G were told to “Go Fly a Kite,” and they did.

This was part of their Science unit on force (push and pull). They also marked yesterday’s 40th Anniversary of Earth Day by cleaning up our playground.

1B worked and played with things that move, such as balls, toy vehicles, and hockey pucks. Today, they played hockey as a class – watch out, Caps!

On the Siyum circuit this week were 6G (for Mishpatim) and 5B (for MTT and an overdue celebration for VaEyra).

Math topics included division with remainders, symmetry (using mirrors to determine), dividing decimals by decimals, interpreting remainders, graphing, equivalent fractions, simplifying fractions, median, mode, range, doing turns, slides, and flips with pattern blocks, division riddles, and more.

3B completed and 3G began studying animal habitats.

4B discovered a Berachah called Mei’ein Shalosh (A.K.A. Al HaMichya, Al HaGefen, Al HaEitz) and why it has that name. It is because they are short versions of the three primary blessings of Bircas HaMazone. Mei’ein Shalosh

means “similar to three“ Berachos. They’ve also explored the concept and applications of Middah KiNegged Middah and are working on reports of their family histories.

6B analyzed, in Gemarrah, the status of Ketanim (pre-Bar/Bas Mitzvah children) regarding acquiring and transferring ownership of objects.

6B/G are into rocks and minerals and played bingo as a review.

In Social Studies, we’ve covered government, political parties (e.g. Democratic, Republican, Federalist, Tea, Coffee, Cocoa), Lord Baltimore’s attempts to start colonies in Newfoundland and Maryland, signing the alphabet, mid-Western states, capitals, and more stuff.

We’re all working on counting up to Shavuos, and we’re just at the halfway mark.

Have a wonderful Shabbos!

Rabbi Yitzchak Charner Headmaster

Mishmar Trip Permission Slip

I hereby give permission to my child/children, _________________________, to go on the Mishmar trip to the Bowie Baysox game on Thursday, May 13.

Enclosed is $4.50 to cover the cost of the ticket.

I can come. I can drive and take ___ children,

with seatbelts for all of them. Date _________________ Phone #_______________ Parent's Signature _____________________________

 

  KB/KG Kotel 

  

1G(a.m.) Kever Rochel 

  

1G(p.m.) Me’a’ras HaMachpeilah 

 

 

 1B Ein Charod  

  

2G Be’er Sheva 

  

2B Yafo  

  

       

3G Mt. Gerizim and Mt. Eival

  

3B Mt. Carmel 

 

 

4G Yam Kineret,the Yarden, and Yam HaMelach 

4B Beit Shearim 

  

5G Gid’on 

  

5G and City of Ophra 

  

5B Gaza 

 

  

      

6G Meiron 

  

6B Golan Heights 

 

 

April 23, 2010

Classroom Close-Ups

by, Mrs. Dorit Kasierer

Volume VI, Issue 22

What do you think would cause excitement for a second grader?

A few days before Pesach vacation, I told my classes that, after Pesach, we were going to be working on book reports. I expected to hear comments such as: “What is a book report”? Do we really have to?” or “I’ve never done book reports, and, besides, I don’t like them either!” However, I was pleasantly surprised with the responses received: “Yeah! Great! I know what book I’m doing already! Can I get started?” In fact, a parent called me that night to ask if the report was due before Pesach because her son came home and excitedly told her that he has a book report due in two days! (I did assure her that the book report was not due then and that I was assigning the report after Yom Tov.)

I’d like to think that the ways we are introducing our students to writing are causing this excitement. Recently, Mrs. Malka and I were discussing ideas to provide students with more writing practice, as many of my second graders eagerly anticipate journal and writing time each day. For example, we start off class with some daily warm-ups and responding to a journal prompt. Each day, I call on a few students to read their entries to the class. At times, I have to tell kids to stop writing because they have written so much. In addition to free writing, which our kids find so exciting since they can let their imagination soar, we have many formal writing exercises, such as mini lessons and projects each week. Some of our writings in class this year have included:

• Persuasive Letters to Rabbi Charner asking for things to enhance our school day (other than more recess).

• Imagining and creating mixed-up mammals, corresponding to our animal unit.

• Inventing a safety tip for our class, after reading Officer Buckle and Gloria.

• In class book report on a non-fiction novel.

During our mini-lessons, we focus on developing our writing skills, including sentence and paragraph structure as well as proper usage of grammar. We also focus on some of the six major traits of good writing, which are: ideas, organization, voice, word choice, sentence fluency, and conventions. We also use the steps in the writing process on many of our assignments. We begin by brainstorming our ideas by using a graphic organizer, and this usually produces a lot of good discussion and excitement. Next, we write rough drafts and self-check our work. I then go over each child’s writing with him or her, and we make corrections together, before completing our final drafts.

With the guidance of our Secular Studies Principal, Mrs. Malka, I put together a Book Review Report. First, my students needed to choose a fiction book that they had never read before. They, then, will write a three paragraph review of the book. The first paragraph will describe the setting, main characters, and major story plots in the book. Because it is a book review, I have told them not to give away the ending of the story (something that is not that easy for them to do all the time). In the second paragraph, they will include their favorite part of the book. Finally, the last paragraph will be a recommendation to the class about why they should read this book. On the day the reviews are due, each child will dress up as the main character of his/her book and read it to the class.

For most students, it is not surprising that reading comes more naturally than writing, as it requires less effort and is simpler to do. When kids come to second grade, most have really mastered their basic reading skills. This allows us to focus on writing to complement their reading comprehension, by enabling them to relate the knowledge they have gained from their reading. In essence, by making writing a natural extension of reading, we utilize things with which they are already familiar so they do not feel that writing is too much of a burden. I hope that my students will begin gaining a sense of accomplishment through expressing themselves through their writing and that this will provide them with the self confidence to succeed in all their academic aspirations.

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vk̈h ¦p §T©k UrUg______________________

Volume III, Issue 22                    April 23, 2010

Berachah of the Weekvrucdc ktrah rzut

“Who girds (ties) Israel with strength.”

This Berachah refers to the Halacha (Orach Chaim 91:2) that we mustwear a belt around our waists during Tefillah.  In fact, this law is the sourceof many people wearing a Gartel during Davening.

The underlying significance of this Din is that we, as Klal Yisrael, havebeen given the challenge and opportunity to rise above our materialistic andphysical natures.  Prayer is a vehicle to come closer to Hashem and, thereby,elevate our levels of spirituality.  Therefore, when we Daven, we wear abelt/Gartel around our waist to separate the upper, more spiritual  part (e.g.thought, feeling, speech) of our body from the lower, more physical section.  

In the Berachah, Gevurah, strength, is referring to the inner power toovercome our Yeitzer HaRah.  This is what is meant in Pirkei Avos (4:1):

"/urmh ,t acufv ?rucd uvzht" “Who is (truly) mighty? One who is able to control his Yeitzer HaRah.”

A Project of the Torah School of Greater Washington

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Rabbi Eli Glaser, CNWC – Director p 1-888-8-SOVEYA (876-8392) * f 443-379-0665 * www.soveya.com * info@soveya.com Volume 3, Issue 27 6209 Western Run Drive, Baltimore, MD 21209

SWITCHH Newsletter (Soveya Wellness Initiative To Create Healthy Habits)

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Copyright © 2010 by Soveya, Inc.

Torah thought on health and wellness:

One of the primary directives of education and collective responsibility that the Torah gives us is found in parshas Kedoshim: “הוכח תוכיח את עמיתך – You shall surely rebuke your fellow,” (Shemos 19, 17). We are commanded to pay attention to the actions of our fellow Jews and help direct them when they run astray. It would be much easier to hide our heads and just worry about ourselves. However, we simply do not have that option. Our personal growth as Jews does not merely depend on the choices we make. Rather, we are part of a greater nation and can’t excel individually if members of the klal are faltering. All Jews are responsible for each other. Before we go running out the door to reprove anyone and everyone in sight, we must be fully aware of the specific guidelines of tochacha. In fact we have to look no further than the next few words of the very same pasuk to receive our direction: “ולא תשא עליו חטא – and a sin should not go upon him.” As Rashi explains, we are warned not to in any way embarrass or ridicule the transgressor in our attempt to educate him. A sin should not go upon the observer while he tries to provide constructive criticism. In fact, we know the most effective way to teach anyone is not through words, but by example. The more we act in a manner consistent with Torah hashkafa and derech eretz, the greater impression we’ll make on those around us who are not acting appropriately. There is another view that perhaps helps us understand our role to an even greater depth. “And a sin should not go upon him (the observer).” If we see someone doing something wrong and we have the opportunity and relationship with that person to help them – and we don’t – then we are responsible for that person’s transgression. All Jews are truly responsible for each other. The example and direction we set with our children and students are a prime expression of this responsibility, especially when it comes to our food choices and eating behaviors.

“Roll” Modeling

The habits and lifestyle children develop in their youth are most often the ones they bring with them into adulthood. The way parents and teachers conduct themselves with food, and the choices they provide for others form the foundation upon which our children prioritize their relationship with eating. Is it okay to eat whatever we want, as much as we want and whenever we want? Is food to be enjoyed when used as healthy nutrition for our bodies, or also as a reward for doing something good, or as a means to make us feel better if we’re sad or lonely? Are sodas and sweets staples in our school and at home? As parents and educators, we can’t underestimate the role we play in modeling our behavior and the impact it makes. If our choices are not the most sound, and our own eating is less than healthy, then we have no right to expect our children to act any differently. And that runs us right into the commandment found three pasukim earlier, “ ולפני עור לא And you should not put a stumbling block – תתן מכשלbefore the blind.” For as the Ramban comments at the beginning of the parsha, appropriate boundaries and moderation in all aspects of life are required in order for us to fulfill the commandment of being Kedoshim (elevated and distinguished people). Surrendering to self indulgence and gluttony even within that which is technically permissible is considered a נבל ברשות התורה - “a degenerate with the permission of the Torah.” Refraining from not only that which is expressly forbidden, but even from too much of what is permitted is the formula to achieve holiness, says the Talmud (Yevamos 20a). Good שבת.

The SWITCHH newsletter is provided free of charge to schools across the country through the generous support of our underwriting partners including:

(718) 305-5200 www.myheadcoverings.com

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News, information and practical advice:

SWITCHH is a coalition of Jewish Day Schools committed to effecting real and lasting changes toward our approach to eating and nutrition. The Wellness Initiative uses a Torah educational approach combined with practical tools and the latest news and information to inform and empower parents, teachers and students about the

obligation to properly care for our bodies by developing and enjoying healthy eating habits. SWITCHH is presented by Soveya, providing nutrition & wellness coaching, educational programs, teleconferences, seminars, and newsletters concerning health, nutrition, and obesity prevention.

Changing the Jewish World – One Pound at a Time

KIDS CLOTHES: NOT SHAPING UP The demand for large-size clothes among children is higher than ever, according to store owners and tailors servicing the Jewish community - another indication of the growing epidemic of childhood weight gain and obesity. “Fifty percent of the suits I sell to kids are now husky,” says Avrum Elenbogen, owner of the Hat Box on Coney Island Ave. in Brooklyn. Says a popular Boro Park tailor who wished to remain anonymous: “I've been in business for 30 years and in the past decade I have seen astounding changes in the size of 13 - 22 year olds. I've never seen this before - young boys coming in with size 40 chests and waists. Almost half of my stock now caters to heavy and over-sized kids and of that, 25% is for the morbidly obese - 48 chest 52 waist. When I measure the hems, I noticed that the shoes are twisted out of shape due to excessive weight. The shoes were not designed to support such heavy kids. Also the suits are being destroyed more rapidly due to all the sweat these kids create when simply walking around.”

An extraordinary program for exceptional Bais Yaakov-type girls

who are struggling with their weight and are motivated to make real changes.

August 1 - 19, 2010

TUNA w/BLACK PEPPER, ARTICHOKES AND LEMON

Ingredients: 1/2 red onion, thinly sliced, 2 tablespoons olive oil, 3 6.5-ounce jars artichoke hearts, drained and halved, 1 lemon, cut into 8 slices, 2 cloves garlic, thinly sliced, 1 1/2 pounds fresh tuna, cut into 1-inch cubes, 1 1/2 teaspoons kosher salt, 1 teaspoon black pepper, 2 cups cooked brown rice Directions: Heat 1 tablespoon of the oil in a large skillet over medium heat. Add the onion and cook until softened, about 3 minutes. Add the artichokes, lemon, garlic, and thyme (if using). Cook until heated through, 3 more minutes. Transfer to a plate.

Season the tuna with the salt and pepper. Heat the remaining oil in the skillet. Cook the tuna, turning to brown all sides, to the desired doneness, about 2 minutes for medium. Return the artichoke mixture to skillet and toss to combine. Serve over the rice.

Quick Tips to Better Health

Seven snack ideas that will help you stick with your healthy diet plan:

1) edamame Edamame are whole green soybeans that are rich in fiber, potassium and other

essential vitamins and minerals.

2) roasted pumpkin seeds Roasted pumpkin seeds are a great source of fiber, and also contain a

significant amount of iron, magnesium and protein.

3) string cheese String cheese is packed with protein and can take care of almost any salty

craving.

4) chips and salsa A small serving of blue tortilla chips with fresh salsa can easily curb those salty

cravings.

Easy & Healthy RECIPE CORNER

5) nuts Most nuts are high in fat, but eating 1 - 2 oz. of walnuts, peanuts and almonds can keep your cravings under control and even serves as a source of healthy

fat.

6) popcorn Snacking on popcorn is a good replacement for potato chips or other unhealthy

food and is a good source of fiber.

7) fresh fruit HaShem's dessert is filled with vitamins and anti-oxidants and tastes great!