Transcript

Erev Shabbos – Purim Katan Parashas Ki Sisa February 18, 2011 Licht Bentchen: 5:31 P.M. Volume XVII, Issue 22

Dear Parents, This has been a real happening week on numerous fronts, but we will begin this communiqué with an event that has yet to occur: (Please fill in the blanks. Answers can be extracted

by consulting our accompanying flyer.) TSGW ___________ Annual __________ Auction Date: Sunday, _____________27, 2011. Location: Beth _______________ in Potomac. Time: ______________ P.M.

Auction APB We are searching for:

Volunteers to schlep “stuff” to Beth Sholom next Thursday, February 24. Volunteers to assemble ticket packages at the home of Rachel and Michael Ravin (11714 Fulham Street.) this Monday night, February 21 at 8 P.M. Clean empty 29 ounce cans from tomato products. Volunteers to help set up on the day of the Auction. Volunteers to staff tables on the night of the Auction.

To offer your services, please call 301-681-0233.

Berachos Bees/Bowl News This week we had the culminating activities of our Berachos unit. On Tuesday afternoon, all the kids in Grades 1st-3rd competed in our team-formatted Berachos Bowl. They showed their well-rounded knowledge of these Halachos, and, after the dust had cleared, we had the following scores (out of a maximum of 450 points): Team Tutti – 431 = 95.7% Team Fruity – 415 = 92.2% Team Roots – 435 = 96.6% Team Stems – 442 = 98.2%

On Wednesday, 58 qualifying finalists from 4th-6th Grades participated in our Berachos Bees. Demonstrating their thorough knowledge of the blessings which are recited before and after eating a variety of foods, we went through many rounds before finding First Place finishers. The kids really “knew their stuff.” In fact, there were six girls still

“around” after we completed all the rounds. They then entered into tiebreaker mode. First, they had to recite Borei Nefashos by heart, and we were left with two young ladies who said the Berachah flawlessly. Finally, our “First Placer” was determined by the blessing said upon seeing a rainbow. Wow!! All those who participated received certificates (thanks to Rabbi Feldman and his computer) and prizes, about which all the kids were excited. The following were the “top” finishers:

Boys Bee Girls Bee First Place Binyamin Broth Ahuva Teitelbaum Second Place BenZion Kott Rena Harris Third Place Eli Shemtov Johanna Robinson Fourth Place Noach Shmuel Solomson Chaiky Backman

Ayelet Makovoz Fifth Place Aron Kreiser Sixth Place Yitzchak Meir Winter Rena Milgraum Seventh Place Avraham Gottlieb Talya Miler Eighth Place Aryeh Stiber Kayla Kramer Ninth Place Eitan Edinger Yael Fink Tenth Place Moishe Newman Avigayil Rabinowitz Mazel Tov to ALL of our students for honing their knowledge, skills, and Dikduk BeHalachah in blessings. In fact, I’ve often been told that this unit has a positive, reinforcing, refresher effect on the entire family’s care in reciting Berachos. In addition, we are currently having an intense focus on HaKaras HaTov which is one of the underlying principles of these laws. Congratulations and thanks to all teachers for their guidance in this successful endeavor. Hopefully, we’ll continue to be “blessed” with lasting effects from our Berachos unit. One final thought (for now): We repeat this unit each year – for all the above reasons. The following Mashal will give additional insight into the necessity for such Chazarah. Rav Yaakov Kaminetzky ZT’L was fond of the following metaphor. He told of the child whose parents bought him a Tallis Kattan at the age of three. The small Tallis Kattan looked adorable on the tiny tot. It fit him well. At the age of four, the small Tallis Kattan no longer was a perfect fit, but the child could still wear it without great discomfort. If the child were to don the same Tallis Kattan at the age of ten or at Bar Mitzvah, he would rightfully be the subject of

$$””22"" TToorraahh SScchhooooll ooff GGrreeaatteerr WWaasshhiinnggttoonn

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

derision and scorn. For a mature adult to continue to wear the original garment would be unthinkable. Reb Yaakov notes that our relationship to Torah and our performance of mitzvos require constant re-evaluation; they should reflect intellectual and spiritual growth. If we do not subject our appreciation of Mitzvos to searching analysis, we remain very much like the adult who continues to wear his first Tallis Katan. A second “final” thought: The Berachos Bees occurred on Day 100 of 2010-2011 (which was duly marked, counted, and celebrated in a # of classes). I was asked if it was planned this way, as Chazal require us to say 100 Berachos daily. Unfortunately, the truth is that, when we scheduled the Bee for February 16, I was totally unaware that it would be Day 100.

2011-2012 Is Around the Bend The next item of significance came to you compliments of USPS. Registration forms for September

should have hit your mail slots/mailboxes by Wednesday. Please take note that the Early Registration Deadline is Tuesday, March 15, 2011. Today’s Myriad Attachments

Ooroo LaTefillah. Classroom Close-ups by Mrs. Lisa

Solomson. Classroom Close-ups by Mrs. Julie Malka. SOVEYA Newsletter. Chosen Words. Flyer with info about ordering Mishloach Manos

Baskets. Ruach Day Flyer and Rules.

It’s that time of year again – The Torah School of Greater Washington is now

selling its famous Purim Cards (great to give family and friends in place of Mishloach Manos).

$2 each or 6 for $10

To order, please call the school office at 301-962-8003 x2304

The Purim Cards are 4x6 (postcard size), full-color,

high gloss and professionally printed.

On the Horizon Sunday, February 20 – Erev Presidents Day – No Shiurim. Monday, February 21 –

Presidents Day – No School. Tuesday, February 22 – Report Cards for 1st-6th sent home, G-d willing. Full post-3:30 schedule.

Wednesday, February 23 – Ben Yehuda Pizza. Thanks for all in-house

helpers this week. Short Friday schedule. No Yoga. 2:00 P.M. dismissal. No P.M. Day Care. Evening Conferences for K-6.

Online sign-up for conferences has been available since 2:30 on Tuesday. To select slots, go to: https://spreadsheets.google.com/ccc?key=0AupG2ImoPSSBdGVHQUxQSFk5SXNuSWtCQmlteEc3aGc&hl=en&authkey=CLmInvAI Thursday, February 24 – 10:00 opening. Day Care starts at 8:30. 2nd-6th should Daven at home. Full post-3:30 schedule.

Sunday, February 27 – Eighth Annual TSGW Chinese Auction at 7:00 P.M. at Beth Sholom. Sunday, March 6 – Girls’ Choir at Ring House at 10:30 A.M. Our young ladies should Arrive by 10:15 dressed in:

Purim Costumes. All female friends/relatives/acquaintances are

invited to the performance.

Kindergarten Aleph-Bais Siyumim Tuesday, March 1 – Morah Rochel’s A.M. class. Wednesday, March 2 – Morah Rochel’s P.M. class. Thursday, March 3 – Morah Chani’s class.

All will start at 9:20 A.M.

Chodesh Adar Doings

NOAM (Night Our At Max’s)- Monday, March 7. ___________________________________

Ruach Day.

Rosh Chodesh Adar is Sunday and Monday March 6th and 7th . As usual, this month brings lots of doings. Monday, March 7 is our Annual Ruach Day. See flyer for this year’s theme. If you are stuck for an idea, just let your imagination run wild. Also, here are the rules for “Things are Popping at the Torah School”: Uniforms are not required for those students who participate. However, students who choose not to come in costume MUST WEAR UNIFORMS. Even when wearing costumes: All Tznius and good taste requirements are in place. Therefore:

No pajamas. No shorts. No pants (for girls) and no skirts (for boys). No weapons (even of the plastic genre). No violent outfits. No outfits representing violent people. No mermaid costumes.

__________________________________ We are always on the lookout for sponsors for

Rosh Chodesh Treats. Project Ahavas Yisrael.

We are again involving our kids in Project Ahavas Yisrael. This endeavor, initiated and sponsored by Baruch and Rochelle Wertenteil, goes to the essence of the Mitzvah of Mishloach Manos – fostering unity among K’lal Yisrael. Our goal is to ask our sons and daughter to bring Mishloach Manos to people who would not otherwise be recipients of this beautiful Mitzvah – which is truly in the spirit of Chazal’s plan. This year, as in the past, each youngster will create a decorated “receptacle” for the required food items. However, only one package will go home to you – with your child who receives the ESTER. The other “baskets” will be distributed to residents of the Ring House before Purim. By the way, this is not a Halachic endorsement of the permissibility of delivering Mishloach Manos before the day of Purim. We are doing this in order to have our kids “reach out” to others. The project that comes home should be given on Purim.

• Matanos LaEvyonim – Checks for Od Yosef Chai should be sent to our office. Info about this organizations is slated for a future ESTER. _____________________________________

Monday, March 21 – Shushan Purim

A.M. Masquerade Parade. Rules for what is allowed and not allowed for costumes are the same as for Ruach Day.

General Foolishness. Other fun “stuff”.

Project Ascent Visits

5B and 5G were treated again to team building activities via Avi Gross and Project Ascent. This was their third encounter with this program, and the young men and young ladies responded really well to the lessons taught about working together. G-d willing 4B/4G can look forward to going to the Project Ascent site in September.

Ongoing Projects Our youngsters have now brought in $9,454.66 for

Chai Lifeline. Chemdas study and testing is still heavily going on.

Point accumulation deadline is Monday, May 23 at COB – a mere 94 days away. Please don’t let your kids stagnate in procrastination mode.

6B Masmid Gavoha voluntary Talmud Torah points have reached 13,318 (222 hours.)

Middah Update: We concentrated on appreciating the beauty, magnificence, and glory of Hashem’s world – made this way just for our benefit.

We wish a heartfelt Mazel Tov to: ☺ Rabbi Pinchus and Mrs. Nechama Idstein and family, upon the birth of a girl to their daughter/sister and son-in-law/brother-in-law, Shana and Dovid Leibowitz. ☺ Mr. Fred and Mrs. Jodi Mailman and Mr. Rami and

Mrs. Arly Mandelbaum and family, upon the birth of a girl to their daughter/sister and son-in-law/brother-in-law, Maurissa and Chananya Pinsky.

Because of this development, Mrs. Mailman will not be here for conferences. When she returns, she will contact parents who request phone conferences. ☺ The Winter, Biberfeld, and Slater families, upon the

birth of a girl to Yitzchak and Esther Winter. ☺ The Tolchinsky family, upon the birth of a boy to

Tzvi and Sarah Tolchinsky.

☺ The Newman family, upon the engagement of Rabbi Newman’s brother.

☺ The Schwechter family, upon Elisha’s Upshearin. ☺ Yoni Merzel and family, upon his upcoming

marriage to Shiffy Grossman. May they all continue to be blessed with Simachos. We extend condolences to Mrs. Donna Mack, upon the passing of her brother’s wife. What’s Goin’ On

Among the 100th day activities were: making necklaces with 100 Cheerios (great, with Pesach only 59 days from tonight), 100 link paper chains, structures made from 100 Legos/Lincoln Logs, writing 100 script words, and more.

1B made flowers and trees to concretize (or “paperize”) their study, in Chumash, of the third day of creation.

Third Graders are now “fluent” in Spanish, as they continue to explore (the legal things) in Mexico.

5B/G learned about the Stamp Act, the Boston Massacre, the Tea Act, and the Boston Tea Party, as they are in full readiness for the Revolutionary War. They also continue their reading of specially selected books about people who have diverse special needs and relating to these individuals.

Decimals and all the fun that goes together with adding, subtracting, multiplying and dividing them were the math topics in a # of classes.

We’re all getting into Purim readiness. 3B/G already learned about the special Four Parashiyos coming up very soon. (Parashas Shekalim is in two weeks.)

As we are presently in the Leap Month of the Jewish Leap Year many topics and questions come to the forefront. Question #1 is, obviously: Why do we have a leap year? A fascinating result of having two months of Adar occurs in the following scenario.

In a leap year, Avraham is born on the 10th of Adar I and Yitzchak joins the world on the 3rd of Adar II. In a non-leap year (with only one Adar) their

birthdays are in the only Adar of that year. If they each become Bar Mitzvah in a non-leap

year, Yitzchak will be 13 on the 3rd of Adar and Avraham will become 13 on the 10th of Adar. This means that Yitzchak turns out to be older

than Avraham even though Yitzchak was born 23 days later.

6B/G have discovered in Shmuel Aleph the lengths that people are willing to go so as not to admit they’ve made a mistake. They learned about people who suffered physical pain and even death rather than confess. Human nature can be very puzzling!

Have a Good Shabbos!

Sincerely,

Rabbi Yitzchak Charner

Headmaster

s"xc

vk̈h ¦p §T©k UrUg______________________

Volume IV, Issue 17                      February 18, 2011

Berachos RishonosIn this lesson, we will discuss the other three (of the six) Berachos said before

eating or drinking.

1.".gv hrp truc"

“Who creates fruit of the tree.”

This Berachah is recited before eating fruit which grows from a “tree” whosetrunk remains from year to year. The fruit must also be recognizable and eaten in itsusual way.

2."vnstv hrp truc"

“Who creates fruit of the ground.”

This Berachah is recited before eating foods which grow from the ground or froma “tree” whose trunk does not remain from year to year (e.g. banana, pineapple).

3."urcsc vhvb kfva"

“Through Whose word everything came to be.”

This Berachah is recited before eating foods:which do not grow from the ground.which are not eaten in their usual way (e.g. uncooked corn).which are not recognizable (e.g. smooth applesauce).

It is important to note that the wording of this Blessing can obviously apply to allfoods. Therefore, scghsc, ex post facto, if one mistakenly said kfva before eating

any food, no new vfrc needs to be said.

A Project of the Torah School of Greater Washington

February 18, 2011

Classroom Close-ups The Torah School Library

By Lisa Solomson Volume VII, Issue 16

The Torah School library is more than a collection of books. It is a warm, nurturing environment

which encourages students to appreciate and enjoy literature and learn more about the world around them. For the past five years, I have had the pleasure of working in the Torah School library, developing both the curriculum and the collection and watching our students grow as individuals and readers.

Classes visit the library every two weeks for twenty-five minutes each. During that time, students might listen to a story, conduct research related to a class project, or learn specific, library-related skills, such as how books are arranged on the shelves. But, most importantly, the students have an opportunity to browse the collection and select books to bring home. Whether it’s identifying the next title in a series, searching for information about a specific topic, or discovering a new favorite author, I look forward to helping students find the perfect book to check out.

Over the course of the school year, students are exposed to a broad range of literature and learn to identify and locate fiction and non-fiction books in the library. A variety of genres, styles, and authors are introduced. Students enjoy reading about people like themselves and situations familiar to them, as well as books that help them expand their knowledge and understand other cultures, new ideas, and historical perspectives. As Dr. Seuss wrote, “The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Whenever possible, I work with grade level teachers to incorporate what is being taught in the classroom into the library curriculum. For example, when the fourth graders study Native Americans, I share Native American folk tales with the students so they gain a broader understanding of Native American culture. Every year, the third grade completes a unit on trickster tales, and I spend several library periods reading different versions of these fun stories.

This past Monday, we were able to combine several aspects of the Torah School’s language arts curriculum with library, when the third, fourth, fifth, and sixth grade classes had the opportunity to visit with author Carolyn Reeder. Ms. Reeder has written a variety of historical fiction novels for middle grade readers. The third and fourth grade classes read Captain Kate, which focuses on the adventures of twelve-year-old Kate and her new stepbrother, Seth, as they travel alone on the family's canal boat down the 184-mile long C&O Canal to deliver a cargo of coal in 1863. The fifth grade read Across the Lines, a story about the coming of age of two childhood companions -- one black, one white --during the last year of the Civil War and the siege of Petersburg, Virginia. The sixth grade read Shades of Gray, about a boy who must overcome his own prejudices when he goes to live with his aunt and uncle in the Virginia Piedmont after the Civil War leaves him an orphan. Many sixth graders read Captain Kate and Across the Lines, as well. Ms. Reeder gave five separate presentations throughout the day. During each session, she discussed her books, the writing process, and what it means to be an author. Ms. Reeder shared with us how she came up with the original ideas for her books, spoke about character development, walked us through the detailed research process involved with writing historical fiction, and included many personal anecdotes surrounding the development and publishing of her books. We learned that editors play a major role in shaping the final manuscript – changing titles and removing characters in an attempt to move the story along. Ms. Reeder spoke about the use of passive and active voice, writing simply, and, much to the chagrin of the fourth grade girls, the importance of revising your writing over and over again until you “get the story right.” The students were well behaved, attentive, and asked very insightful questions. Ms. Reeder’s visit was an invaluable experience for everyone involved.

In April, the kindergarten, first, and second grade students will have the opportunity to learn from a guest author as well. We have already begun preparing for the visit of Laura Krauss Melmed, an established author who writes both fiction and non-fiction picture books for younger readers. I am extremely excited about this upcoming program and know that our younger grades will benefit tremendously from Ms. Melmed’s presentations.

Whether students read for pleasure or academic purposes, the library plays an important part in our children’s education at the Torah School. Please encourage your child to read. Show an interest in the books your child brings home. Help your child to take good care of library materials by providing a safe place for him/her to keep books at home. Help your child remember to return books on time so others may enjoy them. Parental involvement in all of these steps will help create lifelong readers and learners.

ד "בס February 18, 2011

Classroom Close-ups Writing across the Grades, Part 2

Mrs. Malka Volume VII, Issue 17

Our school-wide initiative to encourage and guide our students to become lifelong

writers, who can write fluently, skillfully, and expressively, is going strong. By now, all of our students are familiar with the steps of the writing process—brainstorming, prewriting, drafting, revising, editing, and sharing/publishing. They have also been learning to recognize in their own writings and in the works of others the 6 + 1 traits of good writing—ideas, organization, voice, word choice, sentence fluency, conventions, and appearance. This year, by incorporating additional components into our writing program, we happily observe a progressive transformation in the way that our students perceive their goals as writers.

First and foremost, we have adopted the writing program, Write Traits (by Vicki Spandel and Jeff Hicks, published by Great Source) for grades 3-6. (Please note that, for Grades K-2, 6 + 1 Traits instruction is embedded within their Treasures Reading program.) This is an outstanding program that provides a clear process and a common language for using these traits to discuss and evaluate writing, including trait-specific lessons, guidelines, and writing models. All grades are on the same continuum in their progression through these traits. In addition, students have been writing their own original pieces that highlight each newly learned trait, as well as the ones previously mastered. These writings span a variety of genres, which include descriptive, personal narrative, creative, expository, and persuasive writing.

Another innovation has been our regularly scheduled ‘writing instruction roundtables’ for our Grades K-2 and Grades 3-6 teachers. So far, teachers from each of these groups have met with me twice, once after the instructional period for Ideas and the second time following instruction for the trait of Organization. We are now looking forward to our upcoming sessions on Voice! During these informal get-togethers, our teachers have the opportunity to discuss how their students have been using the traits, share their students’ writings, and offer valued teaching tips to each other. Hopefully, these sessions have helped our teachers in their writing instruction, as well as having fostered a warm, collaborative environment for sharing their best teaching practices with each other.

In order to bring to life all the valuable lessons our teachers have been conveying within their classrooms, we arranged for two published authors to visit our classes to share how they write their books. In April, Grades K-2 will be privileged to meet Ms. Laura Krauss Melmed, a noted picture book author, who will conduct several interactive class presentations on the topic, “From Light Bulb to Book.” She will describe the creation of a picture book from the birth of an idea through writing, illustrating, and revision to

completion. She will bring original (messy) manuscript pages, artist's sketches, editor's comments, revisions, galleys, and proofs. For nonfiction books she’ll discuss the research process. Along the way, props, puppets and guessing games will invite participation. Our other writer, Ms. Carolyn Reeder, a highly respected author of historical fiction, met with our third through sixth grade students just last Monday, February 7. (Mrs. Lisa Solomson, our librarian, describes Ms. Reeder’s memorable presentations in her own classroom close-ups this week.) Ms. Reeder counseled our students, “Never let your story go till it’s the best you can make it.” These words made a deep impression on our students, as the following sampling of their reactions powerfully demonstrate.

“I learned how much effort it took you to make the book.” “I learned that writing is a big challenge.” “You have to make a lot of drafts.” ”This visit made me understand when my teacher tells me, “Do it (i.e. revise) again,” because writers do it a million times!” “I learned from your speech that you should keep trying and follow what you want.” “I learned that, when you’re writing historical fiction books, you are learning when you’re writing because you have to look up information, and you’re learning by that.” “…It takes lots of steps, and you can’t always write a good story unless you have lots of patience to search about history of when your book took place.” “What I appreciated about the presentation was … when she (Ms. Reeder) started talking about the use of certain words, like when it said, ‘…Was she waiting for him to answer or was she giving him the silent treatment?’ And she switched it to ‘…or was she showing him her displeasure?’ How Ms. Reeder did research to see if they used that type of language in that time and then changed it when she saw they didn’t—that will stay with me for a long time!” “You inspired me to be an author; even though I already wanted to be one, you inspired me even more!”

This unique opportunity to hear and question an authentic author, who has experienced her own excitement, frustrations, and satisfaction as a writer, validated for them all the lessons that they have learned thus far. They now believe that a writer’s ideas should stem from what s/he cares about. They now believe that it is vital to revise, revise, revise in order to make their writing the best it can be. They now believe that research is necessary in order to fully develop the details of their ideas. They now believe that a peer editor is a valued and trusted resource on the road of revising. There are many, many more lessons for our students to learn and incorporate into their own writing styles. We look forward to guiding them on their journeys as lifelong writers and cheering them on every step of the way!

Great Low Prices! $36 local pick-up

$40 includes US shipping

Wish family and friends a Happy Purim with unique Shalach Manos gift baskets and support

the Torah School of Greater Washington.

Each gift basket includes: Swirls and Dots Tray French Twist Cookies

Stash Tea Box Stacy’s Pita Chips

Dried Fruit and Nut Mix Jelly Belly Beans

Chocolate Purim Card Hamantashen

These specially designed Shalach Manos burst with delicious pareve goodies,

arrive beautifully wrapped, tied with a bow, and include a personalized gift card.

Goodie Bags ~ Kosher Gift Baskets for Every Occasion ~ www.GoodieBags.biz

For More Information Contact: Aviva Rosen 240-620-6880 or [email protected]

TSGW Shalach Manos 2011 Order Form Your Name:_________________________________ Phone _____________________________ Address:______________________________________________________________________ City:_______________________________ State:______________ Zip:___________________

Orders Must be Received by March 7, 2011 to Guarantee Purim delivery. After this date, a late fee of $5 will be applied to each gift.

Shalach Manos #1 - $36 pick-up or $40 with shipping Personalized Greeting:____________________________________________________________ Recipient’s Name:_______________________________________________________________ Address: ______________________________________________________________________ City:_______________________________ State:_____________ Zip:_____________________ Shalach Manos #2 - $36 pick-up or $40 with shipping Personalized Greeting:____________________________________________________________ Recipient’s Name:_______________________________________________________________ Address: ______________________________________________________________________ City:_______________________________ State:_____________ Zip:_____________________ Shalach Manos #3 - $36 pick-up or $40 with shipping Personalized Greeting:____________________________________________________________ Recipient’s Name:_______________________________________________________________ Address: ______________________________________________________________________ City:_______________________________ State:_____________ Zip:_____________________ Additional basket information may be attached to this order form.

Total number of Shalach Manos ordered to be pick-up ______ x $36 = $________ Total number of Shalach Manos ordered to be shipped ______ x $40 = $________

Total Check Amount $________ Please complete order form and send with payment to: Torah School of Greater Washington, 2010 Linden Lane, Silver Spring, MD 20910 Orders will not be processed without payment

Rabbi Eli Glaser, CNWC, CWMC – Director p 1-888-8-SOVEYA (876-8392) f 443-379-0665 www.soveya.com [email protected]

Volume 4, Issue 21 6209 Western Run Drive, Baltimore, MD 21209

Copyright © 2011 by Soveya, Inc.

SWITCHH Newsletter (Soveya Wellness Initiative To Create Healthy Habits)

Waiting for the Wake-Up Call, and waiting, and waiting . . . Torah thought on health and nutrition:

How could they? Perhaps one of the most often asked questions about the Jewish People’s 40-year journey in the desert is, “how could they have possibly committed the sin of the golden calf?” At Mt. Sinai, the Creator and Sustainer of the entire universe had a direct and intimate revelation with all of Klal Yisroel. This was the single most influential event in the history of mankind – never, as the Torah testifies (Devarim 4, 32-35), to be repeated again. Yet, a mere 40 days later, they question Moshe’s failure to return, coerce Ahron, and form a gold idol in the image of a calf. Various explanations are offered to help us understand this episode: they miscalculated Moshe’s anticipated time on Mt. Sinai; it was the eruv rav (the mixed multitude of tag-along Egyptians) that spurred the uprising; Ahron was attempting delay tactics in order to temporarily assuage them. All of these are certainly true. However, it’s still called the chet haeigel (the sin of the gold calf), a cardinal catastrophe the repercussions of which we are still atoning for to this day. What happened to the effects of that life-changing audience with HaShem that saw each and every Jew rise to the highest levels of holiness and prophecy? One of the many lessons we learn from here is that miracles don’t last a lifetime. As intense and overwhelming as any singular experience may be, a person needs to toil on a daily basis to maintain the priority and perspective they achieved at that special moment. Ultimate clarity doesn’t perpetuate itself. It needs to be nurtured and valued, not taken for granted nor assumed to be everlasting. Forgetfulness is at the same time one of the most beneficial and diabolical traits HaShem put into man. It’s said that if a woman viscerally remembers the pain of childbirth, she would cease from having more children. The ability to move on from any challenging experience depends to a large degree on the faculty of forgetfulness. However, if we fail to concretize the lessons learned from seminal moments in our lives, they usually dissipate into faint memories.

Forgetfulness is not a pathology – it’s the human condition. Miraculous events are not meant to change our lives – they’re intended to get our attention. We have to change our own lives. We see this plainly in Jewish law, which prohibits us from relying on miracles - אין סומכין על הנס. For example: A person is lost in the pitch-black wilderness with no idea which way to turn. All of a sudden, a lightning bolt streaks down from the sky, illuminating the horizon from one end to the other. His return to civilization is perfectly mapped out. But for how long does that clarity last? Less than a second. He now knows the path, but the lightning bolt didn’t pick him up and carry him to freedom. He has to do that himself, one foot in front of the other, one step at a time.

For so many of us that need to transform our lifestyle, whether it be with eating, exercise or any other necessary discipline, we too often look for the miracle to wake us up as well as carry us through to the end result. We garner great motivation at the beginning, only to see it peter out soon after. Why? Because we take that clarity for granted. We must renew and reinforce on a daily basis the reasons we want to adhere to our new priorities – a vital mental exercise just as crucial as the physical workout or behavioral change we want to accomplish. For it will only be realized if we nurture the mental acuity, and possess a healthy respect for our ability to forget why we want to be healthy in the first place.

Through this, perhaps, we may be able to actually achieve an aspect of atonement for the sin of the golden calf. Nothing would taste sweeter. Good שבת.

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

718-252-2332 718-676-1186

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 healthy, nutrition, and obesity prevention.

Changing the Jewish World – One Pound at a Time

PURIM THE WAY IT SHOULD BE (Live Teleconference)

Afraid of drowning in the Mishloach Manos again?! Tired of seeing your kids bounce off the walls from chewing on

their 23rd piece of laffy taffy?!

Join Rabbi Eli & Mrs. Zakah Glaser for inspiration and valuable tips for having the best Purim ever without

having to succumb to all the food and treats!

Monday, February 28 @ 9:00 pm EST

Call will be recorded so you can listen anytime! Only $10 * Register today!

"I had the best Purim ever. That's because I wasn't on a sugar high. In the past I have been so focused on shaloch manos that the greatness of the

day was lost. Thanks for the incredible class." - PW, Cincinnati, OH

Easy & Healthy RECIPE CORNER

Quick & Easy Breakfast Soufflé

Ingredients: 4 egg whites, slightly beaten; 1/2 C. Old-Fashioned oats; 1/2 C. unsweetened applesauce Directions: Spray microwaveable serving bowl with nonstick spray. Place all ingredients in bowl, mix well and microwave, covered, for two minutes. From Soveya’s Incredibly Easy & Healthy Cookbook

(300 no sugar, No flour, recipes – all but a few gluten free & kosher for Pesach)

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Aids weight loss: Those who eat a healthy breakfast eat fewer calories throughout the day and lose more weight compared to those who do not eat breakfast. Also, those who opt out of eating breakfast are usually famished by lunchtime and tend to overeat.

Keeps blood sugar levels stable: Eating a breakfast consisting of sugary cereal or a doughnut causes blood sugar to spike, leading to hunger and carbohydrate cravings. A healthy breakfast keeps blood sugar levels stable, thereby decreasing cravings and hunger throughout the day.

Quick tip for better health

EAT YOUR BREAKFAST! While skipping breakfast may seem like a good idea when in a hurry, the benefits of eating a healthy breakfast are worth taking a few minutes to eat. There are many benefits of a nutritious breakfast, including:

Boosts metabolism: Skipping meals causes the metabolism to become sluggish, but eating speeds the metabolism up because the body is burning calories when its digesting food. Breakfast is the first opportunity of the day to fuel the body and get the metabolism running.

Increases Energy: Studies indicate that those who eat a healthy breakfast have higher energy levels than those who skip breakfast.

ENERGY DRINKS MAY BE DANGEROUS FOR CHILDREN

Energy drinks are under-studied, overused and can be dangerous for children and teens, warns a report by doctors who say kids shouldn't use the popular products. The potential harms, caused mostly by too much caffeine or similar ingredients, include heart palpitations, seizures, strokes and even sudden death, the authors write in the medical journal Pediatrics. "We would discourage the routine use" by children and teens, said Dr. Steven Lipshultz, pediatrics chairman at the University of Miami's medical school. He wrote the report with colleagues from that center.

The report says energy drinks often contain ingredients that can enhance the jittery effects of caffeine or that can have other side effects including nausea and diarrhea. It says they should be regulated as stringently as tobacco, alcohol and prescription medicines. "These drinks have no benefit, no place in the diet of kids," said Dr. Marcie Schneider, an adolescent medicine specialist in Greenwich, Conn.

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2 Scrambled Eggs & ½ Cup Oatmeal Great Breakfast

Benefits: 374 Calories; 22 grams of Protein 6 grams of Fiber; 2 grams of Sugar 14 grams of Fat

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Blueberry Muffin & Caffe Latte Lousy Breakfast

Drawbacks: 910 Calories; 14 grams of Protein 3 grams of Fiber; 64 grams of Sugar 38 grams of Fat