NEVE SHALOM

HEBREWSCHOOL

CURRICULAR GOALS

Prepared by Hazzan Sheldon Levin

Summer 2012

NEVE SHALOM HebrewSchool

Curricular Goals

Contents

Introduction page 3

School Goals page 4

Review of Special Activities page 5

Review of GanK’tan page 9

Review of Ken (1st grade) page 10

Review of Kita K’tana (2nd grade) page 11

Kita K’tana Vocabulary page 12

Review of Aleph page 14

Aleph Vocabulary page 16

Review of Bet page 18

Bet Vocabulary page 19

Review of Gimel page 21

Gimel Vocabulary page 23

Review of Daled page 26

Daled Vocabulary page 28

Review of Hai page 30

Hai Vocabulary page 31

Hebrew High Possibilities page 34

Overview of Hebrew page 35

Overview of Prayer Goalspage 36

Holiday & Life Cycle Goals page 39

Bible and History Goals page 41

Textbooks page 43

INTRODUCTION

A good curriculum is an evolving guide to running a successful school program. The school strives to reach its goals, however, not every child will excel in every area of study. One youngster might be very interested in Bible or history and find language skills difficult or vice versa. Teachers have different styles and though every teacher will follow this curriculum many will augment the materials and information listed here with their own experiences and auxiliary materials.

A good school quickly adapts to changing needs of the times and of individual students. NeveShalom’s Hebrew school plans to be flexible enough to treat each child as an individual and to develop programs which incorporate new texts and media as they become available. Some things printed in this booklet may be outdated in a short time, however, in my thirty plus years of experience as an Educational Director, I have found that the majority of students have been able to accomplish these goals.

These goals are realistic and achievable for the majority of students. We hope that our children gain a great deal from their years in our school andwill use this information for the rest of their lives.

Hazzan Sheldon M. Levin,

Educational Director

Neve Shalom Hebrew School Goals

The primary mission of Neve Shalom’s Hebrew School is to develop a positive attitude about being Jewish and to teach a fundamental understanding of our religion, our people, our Hebrew language, our culture, our history, our prayers, our holidays, Israel and ourselves as Jews.

The goals of our school are designed to offer each student the opportunity to:

Develop the reading and writing skills necessary for understanding basic Hebrew and synagogue participation

Gain a sense of spiritual and cultural kinship with Israel and the Jewish people

Develop the skills and foster the desire to participate in services, holiday celebrations and rituals at home with his or her family and in the synagogue with the larger community

Encourage a sense of involvement in Jewish community life through curricular and extra-curricular activities as well as opportunities to perform “acts of kindness” (G’milut Chasadim), contribute to “righteous causes” (Tzedakah) and follow “God’s commandments” (Mitzvot)

SPECIAL ACTIVITIES

CLASS SERVICES

Each class, Kita K’tana through Hai, will participate in leading parts of a service and sharing the rituals of Shabbat with the congregation. Teens have special services, sometimes on their own and other times with the Main Sanctuary. The Kita K’tana, Aleph & Bet classes participate in a Friday evening service followed by a dinnerand/or desserts. The Gimel, Daled&Hai classes participate in Shabbat morning services and have a Shabbat luncheon. Teens participate in several Shabbat services and meals.

The first Friday night of the month there is a FAMILY SERVICE which is led by our 2^nd-7^th grade students. Several times during the year there will be Family Shabbat morning services in addition to Jr. Congregation about three times per month.

SIMCHAT TORAH and PURIM evening services at Neve Shalom are very child oriented and provide important Mitzvah experiences. Singing, flags, noisemakers, prizes, candy and other fun activities fill the service. Teen readers are usually featured. Funny hats on Simchat Torah and costumes on Purim are worn by many children and adults in our community.

It should be noted that children and their families are welcome andencouraged to attend services including: Friday evenings, Shabbat mornings and all Holidays (even weekdays such as Pesach, Sukkot and Shavuot)

Note: Children from our congregation who attend Solomon Schechter are invited and encouraged to attend the age appropriate programs and trips at our congregation. Jewish friends who are not members of our congregation may also attend.

HOLIDAYS

During the HIGH HOLIDAYS there are children's services augmenting the information taught in classes. Each year SUKKOT is celebrated with a family dinner or lunch in the Sukkah which is decorated by members of the congregation with art work created by our children. (Please speak with the Men’s Club about volunteering to help build the synagogue Sukkah.) During the holiday the Mitzvah of Lulav andEtrogis stressed school wide. SIMCHAT TORAH is prepared for with flag making, learning of songs and discussions of Torah ideas.

CHANUKAH may be celebrated with a school wide assembly where each class prepares a skit or song. Alternately, there may be a Chanukah learning fair or special party for families. TU B’SHVAT often includes a Seder including special foods, blessings, stories and songs.

PURIM gears the children towards synagogue attendance and hearing the story of Esther chanted. Hebrew High students are taught the appropriate chanting melodies.

For PESACH (Passover) some years there are class Seders where several classes may participate together demonstrating what they have learned for the home seder. Other years the Hai class may lead a school wide Seder with each grade doing specific parts. We might some year do an alternative “walk through” Seder or a school wide Pesach Concert.

For YOM HASHOAH (Holocaust Memorial Day) there is an annual assembly for grades Aleph and older. This "memorial service" includes some discussions, prayers, readings, poetry, films or slides and a speaker. The material helps sensitize thechildren, appropriate to their levels, to one of the saddest periods in Jewish history, the Holocaust.

For YOM HA‑ATZM‑AUT (Israel's Independence Day) the whole school learns songs and prepares for a school wide Israel learning day. There may also be class projects, a song festival or concert participation, movies, speaker, art projects or other special activities to help identify with the State of Israel.

PASSPORT TO ISRAEL is a grant from the Susy Schwartz Memorial Fund which is matched by the Jewish Federation of Greater Middlesex County. The money (a total of up to $2,000 from the two funds) will be sent to a supervised study oriented teen trip to Israel for any child who goes during their High School or College years. We truly believe that personal connection to Israel with a quality teen trip can be a most valuable experience for our youth. Additional scholarships may be available from the synagogue, community or programs for those with financial needs.

LAG B'OMER features games (some Hebrew or Bible oriented) to relate to this "student holiday." A film or simulation game (playing Torah students hiding from the Romans) may also be used.For SHAVUOT a Torah Bee or arts projects related to Torah may be featured as well as the annual CONFIRMATION SERVICE and participation in the synagogue Late Night Study Program (LeilTikkun).

SPECIAL PROJECTS

Throughout the year special foods symbolic of a holiday may be made or brought into the classroom or activity period. Special decorations for home and/or class are often created. Occasionally, a unit is prepared for a celebration for a single class which is curricular based (Kashrut, Life Cycle, Holocaust, History, etc.) This may involve a trip to a museum, community program or other special event. We also react to current events (a problem in Israel, a national event or even something special in our own community) with caring and sensitivity. We try at the appropriate age level to help the children understand an issue and then address it through a variety of means. These might include sending letters, collecting food or money, discussing the issue, or a special assembly or prayer service.

CONCERTS and CONTESTS

We will encourage our children to participate in synagogue and community concerts such as the Susy Schwartz Spring program, and other local and area Jewish musical events. We may participate in national “contests” such as book reviews, read-a-thons and essays for important Jewish causes. The synagogue may create our own “in-school” contests for art work, photography, reading and other media to inspire our children to participate in Jewish life outside of the classroom. These might include model Sukkah creations, creative Chanukah menorahs, Israel oriented projects or Mitzvah activities.

TRIPS

When possible we try to bring our children’s Jewish experiences outside of the classrooms. Trips might include: The Zoo (finding Biblically mentioned animals), the Planetarium and Natural History Museum (to compare creation stories with the Bible), the Jewish Heritage Museum, Ellis Island and East Side of NY, the rare book collection of the Jewish Theological Seminary, a Donut Shop (to make sufganiyot‑jelly donuts), the Matzah Factory, a supermarket (to find Kosher markings on foods) and for older grades trips to NY, Philadelphia and Washington DC.

FILMS, COMPUTERS, INTERNET

We make extensive use of videos and films including some in Hebrew, holiday films, films about Israel, a series of films about each Torah portion, a variety of animated Bible stories, Sesame street characters teaching about Israel, films about the Holocaust, Jews in other lands, Jewish rituals and trigger films to stimulate discussion on many subjects for example anti-Semitism or Jews in the Media.

MACCABIYAH

The annual color‑war program lasts several weeks in the last months of school. This activity for grades Bet‑Daled divides the children into teams to compete for points through games, quizzes, song contests, art projects, spirit, knowledge and participation.

YOUTH GROUPS

In addition to our school programs, Neve Shalom runs exciting informal Jewish activities for students grades 4-12. Hanoar (4^th-5^th grades), Kadima (6^th-8^th grades) and USY (High School) members participate in synagogue and regional social, religious, mitzvah, sports and fun programs. Contact Stacey Sern, 732-205-1934, our Youth Committee chair for more information.

SPECIAL PROJECTS

We look for new and exciting ways to interest the children. In former year we've participated in running an ISRAELI FAIR, a PRAYER FAIR with multi‑media participation, workshops on CULTS, AIDS, Anti‑Drug Programs and many other worthwhile ventures. We may produce our own show or try making our own videos on holiday or history themes and others. There will be an “Activity” (Chuggim) period for cooking, newspaper, dancing, singing and other arts projects.

We encourage b’nai mitzvah students to run TZEDAKAH PROJECTS to collect funds for important causes. Students select where our Tzedakah funds will be donated. There have been many family learning projects with information shared with parents to further understand the goals of the activities.

FAMILY EDUCATION

We are planning many intergenerational and family learning experiences. We will invite parents of specific classes to attend with their children lessons, activities, workshops and discussions on curricula based information. There will also be programs when grandparents are invited and special events (such as a Learning Fair or Torah Tikkun) when multigenerational learning can take place.

GAN K’TAN (KINDERGARTEN) CURRICULUM

HEBREW

During this first year in Religious School we begin to introduce the Hebrew

Ianguage on an oral basis to the children. They learn mostly through games and pictures approximately 75 Hebrew vocabulary words. Units include numbers, colors, parts of the body and people (Aba, Ima, Hazzan, [father, mother, cantor], etc.) Through Israeli songs, stories, Sesame Street videos and other teaching techniques, the children are introduced to new words and a new culture. Using coloring books and picture cards they begin to recognize some Hebrew words and learn the direction of this language. They may learn to recognize the letters of the aleph‑bet but not to phonetically read during this introductory year.

PRAYER

The children will be learning many congregational melodies for prayers including: Sh'ma, Bar'chu, EinK'Elohenu, Adon O1am, Kiddush, Oseh Shalom and others. There will be discussion of personal/communal prayer, G‑d, the use of Tallit, Tefillin, what is the Torah and prayers for particular holidays and horne celebrations.

HOLIDAYS

Each child will be doing age appropriate hands‑on activities including arts and crafts, cooking, stories and songs to learn about the Jewish holidays of the school year. They will be preparing for and participating in school wide celebrations of Simchat Torah, Chanukah, Purim, Pesach and YomHa-Atzmaut(Israel Birthday).Each child will learn to light the Shabbat and Chanukah candles and their corresponding blessings. Each child will learn at least the first of the four questions for Pesach.

BIBLE

Through stories and some videos as well as coloring and crafts projects, the

students will learn some of the early stories of the Bible and the Jewish

people. These include Creation, Shabbat, Adam & Eve, Cain and Abel,

Tower of Babel, Noah, Abraham, Sarah, Jacob, Esau, and Joseph.

KEN (FIRST GRADE) CURRICULUM

HEBREW

The children will be introduced to the Hebrew Aleph‑Bet through the

entertaining and colorful SAM THE DETECTIVE SERIES which will expose them to approximately 75 Hebrew classroom and synagogue oriented vocabulary words.

Since the primary goal of the Hebrew school is to develop a POSITIVE JEWISH IDENTITY, we want the children to enjoy this learning. To do this, the teachers will be using a positive motivational approach (rather than a pressured, oppressive atmosphere) to teach the material.

PRAYER

The children will be learning many congregational melodies for prayers

Including: Sh'ma,Bar'chu, EinK'Elohenu, Adon 01am, Kiddush, Oseh Shalom. There will be discussions of several aspects of prayer. When do we do it, how do we feel, how should we participate, connecting to the Torah and understanding Shabbat and some holidays.

HOLIDAYS

Each child will be using age‑appropriate hands‑on activities, discussions, worksheets, songs, stories, crafts, cooking and other techniques to explore the celebrations of the Jewish calendar.

They will be preparing for and celebrating holiday events with the rest of the school community. They will learn a number of parts of the Pesach Seder, including the 1st and 2nd of the Four Questions. They will learn Kiddush (1st part) and candle lighting for Shabbat at home and the blessings for Chanukah.

BIBLE

This class will continue the study of important figures of the bible including: Moses, Jonah, David, Solomon, Ruth, Samson and others. The children will read, act out, use puppetry, songs and pictures to learn the beginnings of the Jewish people and the lives of these leaders.

KITA K’TANA (SECOND GRADE) CURRICULUM

HEBREW

The children will use the whole word reading approach of the text and workbook series, YeshLanu Lama(Behrman). They will learn all of the letters of the Aleph‑Bet and the basic vowel sounds from the text Ready, Set, Aleph-Bet. The children this age enjoy copying letters and will be encouraged to do some writing exercises with print letters. The children still are in an introductory phase and the classroom atmosphere will be presented in positive, joyful nature. We will encourage games, coloring, singing and other active methods of learning.

PRAYER

Each week the children join in a short prayer service which reviews many congregational melodies. They also sing Holiday and Israeli songs. There is time allotted for discussions of Shabbat and the holidays, and for ways of participating as a member of the congregation. They learn about ritual

garb: Tallit, Tefillin and Kippa. Discussions also focus on feelings of prayer

and ways of connecting personally to G‑d. ModehAni and Sh'ma‑V’ahavta

will be sung in class each week.

HOLIDAYS

Each student will do a variety of age‑appropriate hands‑on activities to learn the vocabulary and rituals of the major holidays. There will be worksheets as well as songs, stories, discussion, cooking, crafts and other programs to reinforce what the children are learning.

They will be preparing for and celebrating with the rest of the school a number of holiday programs. Each child will be expected to know the blessings for Chanukah and all of the Four Questions asked at the Pesach Seder.

ISRAEL

The youngsters will be taking an imaginary trip to ISRAEL. Visiting the

major religious sites and learning of the different cultures (Kibbutz,

Moshav, etc.). They will also be learning Israeli songs and dances and

creating arts and crafts projects as well as viewing pictures and films about

EretzYisrael.

BIBLE

This class uses a wonderful text, Explorer Bible Book One (Behrman) to teach meanings of the Biblical stories of Genesis and the beginning of the Moses saga. The children will be looking at several interpretations of the text and be encouraged to add their own ideas.

KITA K’TANA VOCABULARY

KITA K’TANA VOCABULARY

ALEPH CLASS CURRICULUM

HEBREW

Through the text L'Shonee I (K'tav) the children will learn to read all of the Hebrew consonants and vowels phonetically. In addition, the children will learn to write the alphabet in cursive script. The class will also use prayer texts to improve reading fluency.

Vocabulary will be taught from the L'Shonee I text with approximately 100 word vocabulary introduced in the Aleph year. (see Aleph vocabulary page] Siddur phrase reading will be exercised using the prayers the children learn. The L'Shonee I workbook will be used in class to reinforce writing skills, vocabulary drills and more reading experiences. Occasionally, work sheets from this text or flashcards may be sent home for extra review.

Supplementary materials are encouraged to interest and excite students into learning Hebrew. Flashcards, letter stencils, overhead transparencies, flannel board materials, making letters out of cookie dough, pretzel sticks or cake frosting, posters of the letters or words and gaming ideas will be used to teach and review lessons. The Aleph class year is a time to begin the students Hebrew education on the right foot. Using their natural curiosity and interest in learning this new language skill, the teacher will create a joyful class which will learn a great deal in one year. Information will be sent home informing the parents of letters, vowels, skills and vocabulary taught each month.

HOLIDAYS/MITZVOT

The Holidays program for the Aleph‑Gimel years closely follows the material in the Melton Holidays, Mitzvot, Prayer Curriculum. These booksgive the teachers carefully prepared lesson plans, information and structure.

The experienced teacher will augment this material with additional activities while still presenting the core ideas which are in the "curriculum." The Aleph year features the introduction of holiday facts and information, especially relating to observances the child can do at home or in the synagogue. For the sake of example, the following lessons are taught about the holiday of

Purim:

Lesson 1: The main goal is to introduce the students to the terms "Pur"and

"Purim" by playing at casting lots. It is an introductory lesson to the story

itself.

Lesson 2: The main goal of this lesson is to teach the students (the story of

the scroll of Esther.)

Lesson 3: This lesson is primarily a review of the story itself. It provides individual and group review of the story with sentence completion exercises

and a a game to put the story in order.

Lesson 4: This lesson introduces the students to the various Mitzvot (commandments) of Purim which they can observe: i.e., hearing Megillat Esther,making a grogger to drown out Haman's name, having a party, giving gifts to friends giving to tzedakah, dressing in costume, having a carnival, eating Hamantaschen.

Lesson 5: This lesson focuses on the Mitzvotof MishloachManot (gifts to friends and neighbors)and Tzedakah, exploring the traditional way Jews can celebrate their good fortunes. It also includes a closing activity in which students can make their own personal Purim celebrations.

PRAYER

Prayer skills for the Aleph and Bet years emphasize Shabbat evening and

home celebrations throughout the year. The regular weekly prayer sessions

include the following: the home welcoming Shabbat ceremonies, a mini-Shabbat evening service including all of the congregational prayers of the

Friday evening service

The MELTON materials, in class, focus on the fundamentals of prayer; basic

ideas about G‑d, prayer, thanks and appreciation. Also examined are the

prayers: ModehAni, Bar'chuand the opening of the Amidahand the

Sh'ma. Allprayers and songs in the Aleph year are taught at first by rote and, later in the year, the children begin reading from a siddur they are given at the Consecration. The following prayers and songs are taught in school and are found on the synagogue website under the Education Section: Musical Examples.

Unit 1: Shabbat Candle Liqhting, Kiddush (complete for Friday night),

Alenu, L'chaDodi, Bar'chu, Sh'tna, MiChaMoCha, Oseh Shalom, Alenu

and Adon 01am.

Unit 2: Havdalah Blessings and Shavua Tov, Chanukah Candle Lighting,

MaozTzur ,MiY'mallel. Other prayers: ModehAni, Blessings for Foods,

V'ahavta, Shalom Aleichem

Unit 3: Pesach Kiddush, Four Questions. Dayenu, Adir Hu, ChadGadya,

EchadMiYodea, L'shanaHabaah, Hatikvah.

HISTORY-BIBLE

We try not to repeat the same lessons every year. The moral and historic lessons ofB’reshit (Genesis) will continue with later biblical books in Aleph class. Using the text Explorer Bible Book Two (Berhman) studies include Joshua, Deborah, Samson, Ruth, Samuel, David, Solomon, Elijah, Jonah, Isaiah, Jeremiah, Esther, Daniel and Ezra.

ADDITIONAL

Consecration is a ceremony during the Aleph year to formally welcome the students to Hebrew language study. They will prepare a presentation in the late fall, around Chanukah, or near TuB’Shvat in the winter. This might include a sample lesson, songs and skits based on what they learning in the class.

Special events for the year include a Friday night family service, a class family learning event and participation in the activities and other school wide events [see special activities program page 5].

ALEPH CLASS VOCABULARY

ALEPH CLASS VOCABULARY

BET CLASS CURRICULUM

HEBREW

The Bet class is using LikroUl’varech To Read and To Bless(Torah Aura) and Sarah and David Hebrew Review Book-Script (Sarah and David). This book are an introduction to language skills suchas prayer reading fluency, simple grammar forms (masculine, feminine,singular, plural and simple sentence structure). Conversation is not stressed; Neve Shalom has elected to emphasize Siddur (prayer) skills and vocabulary which will be used in the following years.

During this year the child will learn approximately 100 new vocabulary words [see Bet vocabulary pages 21-23]. He/she will do a number of interesting exercises and drills to fine tune writing skills, learn translating procedures and review old and new vocabulary. The teacher is encouraged to use the accompanying teacher's guide for ancillary materials, games and drills. This guide will also give methods for introducing the vocabulary prior to the story in each lesson.Prayer reading will be stressed throughout the year. By the end of the year, the child should be able to read out loud any vocalized text (with vowels) at an even, slow pace and write the letters in script.

HOLIDAYS/MITZVOT

The focus in the Bet year of Holidays/Mitzvot is on the symbols of the Holidays and observances in the synagogue and the world. (The Aleph year concentrated on the individual and the home). In addition to holiday celebrations the Melton Guide presents units on Talmud Torah, the Synagogue, Family History, Tzedakahand Kashrut.

Continuing the Purim example from the Aleph year, the Bet Class will review the events in tile MegillatFstherstory. They will learn of the historic context and focus on the moral lessons of the text. They will also have units showing how the holiday is celebrated in Israel and how those celebrations are similar to or different from our own. They will discuss what is important about the celebrations for themselves and learn the appropriate blessings that they will hear (in the synagogue) when they attend the Megillah reading.

PRAYER

The Bet class reviews and expands the prayers and skills taught in the Aleph year. The focus will be on Shabbat evening. The short service performed during school will include either Shabbat home rituals or Friday night melodies for synagogue. The children themselves take turns at leading these prayers, which they will also lead at Family Services. In addition to the many prayers listed in the Aleph curriculum and that are on the synagogue website, the Melton Curriculum (for Holidays/Mitzvot) includes some lessons on understanding the Friday evening prayers. The prayers included are: Shalom Aleichem , L’chaDodi, Bar'chu, The Sh'ina‑V’ahavta, MiChaMoCha, V'shamru, Vay’chulu, Kiddush and Alenu.

BIBLE/HISTORY/STORIES-VALUES

The children in this year return to the Bible studies of Genesis and Exodus.

Using the text A Child’s Bible (Berhman) for each lesson they will learn new ways of analyzing the text: Peshat (what does it mean?), Drash (What does it teach?), Remez (important lessons). The book also has colorful illustrations and an accompanying game book. There is also a series of stories which teach Jewish values from Rabbinic and folk literature which will be read and discussed.

BET CLASS VOCABULARY

BET CLASS VOCABULARY

GIMEL CLASS CURRICULUM

HEBREW

The Gimel class uses the text, S’fataiTiftach I(Torah Aura). This text focuses on many prayers with excellent word drills and review games. These give the studentsreading, writing and translating experiences. There are approximately 130new words introduced this year and the text also reviews 75 words from the former year's work.

The grammar that is taught explains singular and plural rules for regular nouns, adjectives and verbs in the present tense. Also, many prefixes and suffixes are drilled, encouraging the pupil to make more complex words. Since the Siddur and Biblical Hebrew often are of this complex structure, this idea is important for the students to understand. The lessons relate to themes of Mitzvot. Kiddush, B'rachot, Siddur, Tzedakah and Torah. In this class we also review prayer reading (see prayers below).

HOLIDAYS/MITZVOT

In the Gimel Year the Holidays/MitzvotMelton program features a more

mature attitude toward Jewish observance. Themes like Freedom, Renewal, Forgiveness, Assimilation and Caring for others are stressed. At the end ofthe year, we do a review of all of the holidays and for each list other names, the Jewish date, its historic significance, a food associated with it, the rituals,prayers or observances we celebrate.

As an example of the Melton approach, Gimel year stresses Jewish identity and Jewish "unity" during its study of Purim. [ "KolYisraelAreivimZeBaZeh. All Israel is responsible for another."]

Lesson 1: The students examine their feelings about their Jewish identity. They compare these feelings with the changing attitudes toward Jewish identity expressed in the Megillah.

Lesson 2: Being Jewish carries with it the responsibility of being identified

as a Jew and of caring for all other Jews. Exercises include deciding “Federation” allocations, discussing whom to invite to a party, wearing a Kippahin public and some role playing games.

Lesson 3: This lesson organizes the customs of Purim as related to the attitudes listed above. For example, the children find references of "All Israel is Responsible..." in the Megillah. They also study current customs of fasting before Purim, men and women hearing the Megillah, dressing in

costume, gifts of food and money to the poor, eating hamantaschen, having a carnival, a special meal and drinking. We might have the children use the

theme "All Israel is responsible..." to create bumper sticker slogans or a mural.

Lesson 4: This lesson includes exercises to review the Megillahstory and important Purim phrases. This lesson is often augmented with the Purim Game, an A.R.E. publication.

PRAYER

In this year, we begin study of the Shabbat morning service. We feature

several of the important prayers and also teach the Torah service. The children take turns in leading this weekly "shortened" service and are encouraged to attend Jr. Congregation or lead Ashrei in the Sanctuary.

Also Holiday prayers, Holiday songs and discussions of prayer‑related issues fill in the Prayer and Song class time. The following prayers are on the synagogue website www.NeveShalom.netand are taught in the Gimel year.

Unit IV: (High Holiday) AvinuMalkenu, Zochrenu, Candle Blessings, N'tilatLulav, LeshevBaSukkah, Ana Adonai

Unit V: (Shabbat Morning) Shacharit blessings, Ashrei, Shochen Ad,

Bar'chu, EilAdon, Sh'ma‑V'ahavta, K 'dusha responses. (Torah Service:)

EinKamocha, Sh'ma, Torah Blessings, HatziKaddish, EinK'Elohenu

Unit VI: (Pesach) Kiddush,Halachma Anya, V'hiSheAmda, BirchatHamazon, EliyahuHanavi, Hodu, Od'cha, Ani Ma-amin, L'shanaHaba-ah and Hatikvah.

HISTORY/BIBLE

Using the text, Introduction to Jewish History(Behrman) and several animated videos the children read, view and discuss stories about the events from the age of the Patriarchs to the destruction of the Second Temple and the Talmudic period. Excellent artwork and interesting time-lines help put Jewish history in order and helps the children compare it to civilizations they study in secular school.

LIFE CYCLE

This course covers a Jewish life's events from Birth to Death. It looks at the

major rituals and ceremonies wecelebrate. Using a textbook The Time Of Our Lives (Behrman), the children are exposed to a great deal of material and information and are aided by colorful pictures and lessons. They learn the vocabulary of these many Jewish rituals (BritMilah, Ketubah, Mikveh, Taharah, etc.). When possible this course is augmented by films and videos, guest speakers, (a Mohel, Funeral Director), and actual attendance at some events or class recreations (a mock wedding, a "doll" baby naming).

GIMEL CLASS VOCABULARY

GIMEL CLASS VOCABULARY

GIMEL CLASS VOCABULARY

DALED CLASS CURRICULUM

HEBREW

Using the text S’fataiTiftachII(Torah Aura). This text focuses on many prayers of Shabbat morning with excellent word drills and review games. These give the studentsreading, writing and translating experiences. This book, divided into 10 chapters, introduces 140 new words (not counting related forms of the same words) and includes approximately 150 words taught in the former years which are reviewed.

The vocabulary is again Siddur oriented and the stories relate to study, Bar/t Mitzvah, the Sh'maand Shabbat. The stories are entertaining, written clearly to help the children quickly comprehend and master the material presented. [see vocabulary lists]

The grammar stressed during this year includes the past tense, the use of the infinitive, finding the Shoresh(root) and more extensive use of prefixes and suffixes. The possessive contraction is drilled (Avi‑nu =our father, rather than AvShelanu ). We also work on using a dictionary and translating from English to Hebrew and vice versa.

Reading fluency is reviewed and tested periodically to make sure the children are still improving. A second book, Sarah & DavidBar/t Mitzvah Book, helps students with exercises that will help them prepare for Bar or bat Mitzvah including understanding the Shabbat service, the parts of the Tanach (Jewish Bible), Trop and blessings.

PRAYER

We continue to review and practice the prayers found in the Shabbat morning service. As soon as each child learns to read the Ashreifluently, he or she can lead it on Shabbat mornings in the Adult Service. The students will participant in the weekly Mincha (afternoon) and Maariv (evening) services. The class will participate in a Shabbat morning service and luncheon as well as learn Torah&Haftarah Trop. The children will participate in leading the Torah Service and possibly Musaf on a Shabbat morning. [See the Gimel class prayer paragraph for a list of the goals] and are urged to attend Jr. Congregation regularly.

HOLOCAUST

The text of Bea Stadtler’sThe Holocaust(Behrrnan) traces the period from WW I till the end of WW2. The students see how the political developments unfolded one step at a time to the point where all rights of freedom were lost including the right to leave Germany. The children learn of life in the ghetto, the concentration and work camps and activities of the underground. They learn about resistance fighters and the Warsaw Ghetto uprising.

The subject matter is intriguing to the students giving rise to many questions and concerns. Age appropriate material is presented with a great deal of time allowed for questions and discussions. The students are encouraged to do outside reading (Night, Anne Frank, Mausand other age appropriate fiction and non-fiction) and to discuss this period with their parents and grandparents.

HISTORY

Journey Through Jewish History picks up where the Gimel Class textbook concluded. Contents include: Jewish Life in the Middle Ages, Ashkenazic Jewry, Sephardic Jewry, Zionism, The Jewish World Today and more. The continuity of Jewish values and the survival of the Jewish people are brought to life in this vivid, richly illustrated text.

CURRENT EVENTS/ISRAEL This course will vary depending upon the events of the day. It will try to include an overview of modern Israeli history from the late 19th century until the present. Names such as Theodore Herzl, Chaim Weisman, Ben Gurion, Moshe Dayan, Golda Meir and other early pioneers and leaders will become recognizable to the students. Events such as the Aliyot, the Balfour Declaration and the major wars will be taught.

The class will spend a great deal of time looking at current Israeli situations. The political, social and economic factors, the border tensions and problems with neighbors, world opinions and religious differences (Jews/Moslems, Conservative/Orthodox Jews) will be brought to life using maps, role playing, magazine articles, guest speakers and news videos.

Other issues facing Jews may be taught including some of the following:Anti‑Semitism today, Hate Groups, Intermarriage, Missionaries,Prayer in Public School, "JAP”Stereotyping and other issues in the headlines.

DALED CLASS VOCABULARY

DALED CLASS VOCABULARY

HAI CLASS CURRICULUM

HEBREW

The Hai class uses the Shabbat morning service S’fataiTiftachIII(Torah Aura) and the Friday night reviwSarah and David Friday Night Book. This text focuses on many prayers of Shabbat morning with excellent word drills and review games. These give the studentsreading, writing and translating experiences. The teacher may augment the understanding of why we praywith the Sh'ma Is For Real Lab Book(Torah Aura).

For each prayer the students learn important words, concepts, background material about the services, translation skills, grammar skills (finding the root, dividing the word into parts) in addition to a great deal of reading practice.

By the end of the year, the children are expected to understand these prayers, many of which they recognize from former years of study. They should be able to read each prayer fluently and to sing most of them. It is hoped that they will be able to connect personally to the meanings and concepts of the service. A major objective is to enable the children to feel comfortable with Shabbat worship whenever and wherever they attend Saturday morning services.

PRAYER/ BAR/BAT MITZVAH

Throughout the Hai year, prayer discussion emphasizes Shabbat morning texts and general feelings about prayer. The Hai class will lead a Friday evening service in the Spring and they should attend services regularly for the year prior to their Bar or Bat Mitzvah on Saturday mornings. The students will learn to lead the weekly Mincha (afternoon) and Maariv (evening) services. They can receive credit for going to B’nai Mitzvah at other synagogues by filling in a simple comparison form to sensitize the students of the differences between the various services.

Preparation for Bar or Bat Mitzvah includes understanding the story and ideas found in their Torah and Haftarah portions. Each child is expected to write a review of the ideas found in the Torah portion. There is a "Mitzvah Honor Society" program which encourages B'nai Mitzvah to participate in a number of Mitzvah projects at home and in the community during this final year before becoming a Bar or Bat Mitzvah. Many of these Mitzvot are discussed in the Hai class and opportunities to fulfill them are sought. The boys and girls learn to put on Tefillin. Alllearn when and how and why Tefillin are worn.

BIBLE

The Hai class studies, in depth, the events, the moral lessons and the values of the part of the book of B'reshit. Using the Melton Bible techniques and worksheets, the children willlearn to relate to the Biblical events in a personal way and struggle with some of the same ethical issuesfaced by the Patriarchs

which still face us today.

Using the J.P.S. translation of The Torah, the students also learn to analyze a text and to deal with the Biblical language (in English). Using the inquiry method, the students deal with the text on three levels:

What does the text say?

What does the text mean?

What do these ideas mean to me?

The materials present age appropriate questions that help young people understand the Bible and themselves. Also, additional material from Midrashic (Rabbinic stories) sources will augment the text.

ADDITIONAL CHOICES

During GUG (Activity), the students may have the option of joining with the Hebrew High students for part of the time. Course selections may include Art, Israel, Holocaust, Conversational Hebrew, BiblioDrama, Ethics and other topics.

HAI CLASS VOCABULARY

HAI CLASS VOCABULARY

HAI CLASS VOCABULARY

HEBREW HIGH SCHOOL POSSIBILITIES

COURSES

Our Hebrew High classes from grades 8‑10 meet for two hours per week, 11-12^th grades meet once month. We offer the teens a variety of choices each year. Course titles may include: Conversational Hebrew, Intermarriage and other current issues, Sex In The Texts, Five Megillot, History of Jerusalem, History of the Jewish Middle Ages, Holocaust Films & Literature. Introduction to Mysticism, Jewish Philosophy, Overview of Jewish History Course, Prayer & Spirituality, Sex, Drugs & Jewish Values, Talmud Text Study, MTV /Video Values and similar possible subjects. The course selection will depend upon the available teaching staff and the number of registered pupils who are interested in certain subjects. The courses are rotated so that over several years students will have the opportunity to study from various areas of text, history, values, Israel and religion.

CONFIRMATION

Confirmation is an opportunity for a Jewish teen to reaffirm his or her commitment to Judaism. It is marked with a beautiful ceremony which will include presentations written by the students at a service during (or near) the holiday of Shavuot. In order to be confirmed a student needs to continue his or her Jewish education for three years following Bar or Bat Mitzvah. Participation in our Tuesday evening program with additional Mitzvah or Torah Reading projects. Attendance at SolomonSchechterHigh School also fulfills our goals. Summers in intensive programs like CampRamah or USY on Wheels together with some educational components here or another HebrewHigh School are also acceptable.

Since many of our teens are already attending the Tuesday evening classes as well as reading Torah, participating in Kadima and USY activities, and helping with Mitzvah projects, we hope they will all continue their studies for three years beyond Bar/Bat Mitzvah to share this wonderful Confirmation experience with the community.

SPECIAL HEBREW HIGH EVENTS

The School runs a variety of events for teens either as part of their regular Tuesday evenings or together with the USY group. In the past, these have included the GesherProgram to learn about Jewish activities on college campuses, AIDS awareness programs, anti‑drug events and fun activities like Sukkah Pizza Parties. Guest speakers and films may teach about Israel, the Holocaust, Jews In Sports and Interfaith programs.

OVERVIEW OF GRADES GAN‑HAI

HEBREW

GAN K’TAN

Reading Readiness Program, 75 vocabulary words, direction of Hebrew language, recognize Aleph‑Bet units include: numbers, colors, part of body, names and family members.

SUNDAY SCHOOL (FIRST GRADE)

Using Sam the Detective students will learn to recognize the Hebrew alphabet, copy letters, approximately 100 Hebrew word vocabulary including classroom and synagogue oriented words. Work on developing positive Hebrew and Judaic identity.

KITA K’TANA (SECOND GRADE)

Using Ready, Set Go Aleph-Bet and, if time, YeshLanu Lama,children learn to read using a whole word approach. They learn to write letters in print. Approximately 75 new Hebrew vocabulary words are taught.

ALEPH CLASS

UsingL'Shonee and Workbook children learn to read and write the entire alphabet and vowel sounds. They learn cursive script and 100 new Hebrew words. They practice phonetic reading skills.

BET CLASS

The text and workbook for LikroUl’varechintroduces language skills in reading, writing, translating, simple grammar forms (masculine, feminine, singular, plural and simple sentence structure) and the use of Hebrew as a living language. Approximately 100 new words are taught and many exercises reinforce the vocabulary and grammar skills. Phonetic reading skills are reviewed and practiced.

GIMEL CLASS

Starting with S’fataiTiftach Vol. I students focus on prayer oriented vocabulary and stories. 130 new words are taught and 75 old ones reviewed. Grammar includes: singular and plural rules for nouns, adjectives and verbs in the present tense. Prefixes and suffixes are drilled. Themes include Mitzvot, Kiddush, B’rachot, Siddur, Tzedakah and Torah.

DALED CLASS

S’fataiTiftach Vol. IIcontinues the prayer vocabulary foundation. Approximately 140 new words are taught and 150 old ones reviewed. Grammar includes past tense, use of infinitive, finding the root, use of prefix and suffix, possessive contractions and use of dictionary. Reading fluency is stressed through prayers. Units include: Bar Mitzvah,the Sh’ma and Shabbat.

HAI CLASS

This class studies S’fataiTiftach Vol. IIIas its text book and goal.

The three books teach the concepts, important vocabulary, background material, some grammar skills and reading practice to enable the child to participate with understanding in Shabbat services.

PRAYER

PRAYER	Gan	1st	2nd	Aleph	Bet	Gimel	Daled	Hai
Candle Lighting	v	v	v	v
Motzi	v	v	v	v
"short" Kiddush	v	v	v	v
Complete Friday night Kiddush				v	v			v
"very short" BirchatHamazon	v	v	v
Standard short BirchatHamazon				v	v
Complete BirchatHamazon						v	v	v
Yom Tov Candles				v	v
Yom Tov Complete Kiddush							v	v
Shalom Aleichem			v	v	v			v
L'chaDodi (1st few verses)			v	v	v			v
TzadikKatamar				v	v			v
Chatimot for Kabbalat Shabbat								v
Barchu (Friday Night)				v	v			v
Sh'ma	v	v	v	v	v	v	v	v
V'ahavta				v	v	v	v	v
MiChamocha				v	v	v	v	v
V'shamru			v	v	v	v	v	v
HatziKaddish						v	v	v
Oseh Shalom	v	v	v	v
Vay'chulu								v
KaddishShaleim							v	v
Aleinu				v	v	v	v	v
AdonOlam				v	v	v	v	v

PRAYER	Gan	1st	2nd	Aleph	Bet	Gimel	Daled	Hai
ModehAni						v	v
Ashrei (Shabbat &Wkday)						v	v	v
Psalm 150						v	v
Shochen Ad								v
Yishtabach (Shabbat morning)								v
HatziKaddish (Shabbat morning)								v
Barchu (Shabbat morning)						v	v	v
EilAdon							v	v
KadoshKadosh& Baruch K'vod						v	v	v
Or Chadash							v	v
AhavahRabbah								v
V'haeirEinenu								v
Sh'ma-V'ahavta (see Friday night)				v	v	v	v	v
"Tzitzit" paragraph								v
MiChamocha Shabbat morning							v	v
TzurYisrael							v	v
Avot
M'chalkelChayim						v	v	v
KedushaShacharit responses						v	v	v
complete ShacharitKedusha								v
L'dorVador							v	v
KaddishShaleim								v
Weekday Nusach for Mincha							v	v
Weekday Nusach for Maariv							v	v
EinKamocha						v	v	v
Av Harachamim						v	v	v
Vay'hiBinsoa						v	v	v
"Bei Ana Rachetz"						v	v	v
Sh'ma-Echad-Gadlu						v	v	v
L'chaHaShem						v	v	v
Blessing before Torah						v	v	v
Torah TROP							v	v
Blessing after Torah						v	v	v
Blessing before Haftarah						v		v
Haftarah TROP						v		v
Blessings after Haftarah						v		v

PRAYER	Gan	1st	2nd	Aleph	Bet	Gimel	Daled	Hai
EitzChayimHee						v	v	v
KedushaMusaf responses							v	v
complete MusafKedusha								v
Yism'chu								*
KadsHainu…								*
R'tsei								*
Modim								*
V'alKulam								*
BirchatCohanim								*
Sim Shalom								v
EinKelohenu	v	v	v	v	v
Aleinu			v	v	v	v	v	v
Havdalah Blessings					v
Shavua Tov					v
EliyahuHanavi					v
AvinuMalkeinu				v	v	v	v	v
Zochreinu							v	v
High Holiday Evening Nusach				v	v	v
N'tilatLulav				v	v	v	v	v
LeishevBaSukkah			v	v	v	v	v	v
Prayers of Hallel: Hodu						v	v	v
Ana HaShem						v	v	v
Aneinu (Simchat Torah)			v	v	v	v	v	v
Chanukah Candles	v	v	v	v	v	v	v	v
MaozTzur					v	v
Pesach Kiddush							v	v
Four Questions	v	v	v	v
Halachma Anya					v	v	v	v
Dayeinu	v	v	v	v	v	v	v	v
Adir Hu						v	v	v
ChadGadya				v	v	v	v	v
EchadMiYodea				v	v	v	v	v
L'shanaHab-ah	v	v	v	v	v	v	v	v
Hatikvah				v	v	v	v	v

* if time permits

OVERVIEW OF GRADES GAN‑HAI

HOLIDAYS/MITZVOT

GAN

The holidays are taught through games, songs, foods, hands on projects,

discussions and participation.

FIRST GRADE

Age appropriate hands‑on activities, discussions, worksheets, songs, stories, crafts, cooking and other techniques are used to make holiday celebrations meaningful and interesting.

KITA K’TANA

In addition to the types of techniques mentioned above, many worksheets from Our Holidays (Behrman House) reinforce blessings and concepts taught in class.

ALEPH CLASS

Melton Curriculum year I is used to focus on basic skills for the home for each

holiday of the school year.

BET CLASS

Continuing the Melton Curriculum year II, prayers and concepts are featured in the Bet year for each holiday. The children learn of observances of the holidays in the synagogue and the world. Age appropriate projects and worksheets are included.

GIMEL CLASS

The Melton Curriculum year III stresses values at a mature level for each holiday, i.e.: Freedom, Assimilation, Renewal, Forgiveness, Caring for others, etc. A review includes identifying a date, Hebrew names, historic significance, food, rituals and prayers for each holiday.

DALED CLASS

Holidays are not "taught" this year, but participation in activity projects and school wide celebrations help review the songs, foods, prayers and concepts of the holidays while not "boring" the children with another Holiday course.

HAI CLASS

Mitzvot are stressed using the workbook, Tzedakah, Gemilut&Ahava and/or It’s A Mitzvah planning of individual and class projects. An important lexicon of Jewish terms is taught. Service participation and leadership is encouraged. Participation and skills for Bar or Bat Mitzvah are taught and understanding of prayer concepts is stressed.

JEWISH HOLIDAYS AND LIFE CYCLE GOALS

Prepared for the BIE Phila. Oct. 1983 by Nancy Messinger and Cantor Sheldon Levin

After completing 5 years of a 6 hour a week Hebrew School Program the student should be able to complete successfully the following:

1. Participate in a specific number of Mitzvah and holiday experiences, i.e. building a Sukkah putting up a Mezzuzah having Shabbat Dinners, attending Seders, Megillahreadings, etc.

2. Students will have attended a specific number of Shabbat and Holiday services.

3. Students will be able to identify the Jewish customs related to life cycle events by describing the specific ceremony and using key terms, i.e. Ketubah (marriagecontract).

4. Students will be able to give many examples of acts of Tzedakahand GemilutHasadimtoday.

5. Given a blank Jewish calendar and a list of Jewish Holidays students will be able to place the holiday in the proper month in which it occurs.

6. Given a list of holiday prayers and blessings the students will match each to the corresponding holiday on which it is said.

7. The student will be able to chant on his/her own ( using a Siddur) the following: the blessing before and after the Torah and Haftarah, the Shabbat and holiday candle blessings, Shabbat Kiddush, the blessings for the Chanukah Menorah, BirkhatHaMazon, several key songs from the Pesach Seder.

8. The student will be able to perform the holiday rituals (with appropriate blessings) for Havdalah. affixing a Mezzuzah, eating in a Sukkah, shaking lulav and etrog, eating specific foods at a Seder. They will have opportunities to prepare and give Shalachmanot. bake Challa, etc..

9. The students will be able to differentiate between food items which are Kosher (have Kosher symbols or ingredients) and those which are not.

10. Students will be able to differentiate between food which is kosher for Pesach and those which are not.

11. The pupils should develop personal responsibility for participation in holiday observances.

12. The student will be able to locate specific holiday prayers in the Siddur. The holiday curriculum should develop from concrete (blessing, fact, action, song) to the abstract (values, concepts).

OVERVIEW OF GRADES GAN‑HAI

BIBLE-HISTORY

GAN

Through stories, videos, coloring and craft projects, the children learn

some of the early stories of the Bible: Creation, Shabbat, Adam and Eve,

Cain and Abel, Babel, Noah and Abraham.

FIRST GRADE (KEN)

This class continues the study of the major characters of B'reshit. They hear stories, role‑play, use puppetry, songs, art projects and pictures to learn about: Moses, David, Solomon, Samson, Ruth, Devorah and Jonah.

SECOND GRADE (KITA K’TANA)

This class covers the personalities of Biblical heroes from Adam and Eve to

Joseph. They will use Explorer Bible Book Itext to study the stories in a different level than earlier grades.

ALEPH CLASS

Explorer Bible Book IIteaches about the events and values ofthe Biblical books Exodus through Deuteronomy including Joshua, Devorah, Gideon, Samson, Samuel and David. Their historic times and values they taught are explored

BET CLASS

The Child’s Bible Bookuses discovery technique of Pshat, Drash and Remez to study the stories of Genesis and Exodus.

GIMEL CLASS

The Introduction of Jewish History gives highlights and time-lines of historical events from the Patriarchs until the SecondTemple period.

DALED CLASS

An overview of Jewish history from Rabbinic times until the establishment of Israel is given. The text Journey Through Jewish History continues where the previous text ended. Teaching techniques include the text, videos, games and individual projects. Units include: Sephardic Jewry, Jews in the Middle Ages, Birth of modern Israel and others. Also, see Holocaust below.

HAI CLASS

This class studies the text of part ofB'reshit (Genesis) in depth using Melton Workbooks. The children learn to relate to the events personally and try to answer dilemmas which still face us using the examples from the Bible in English. The JPS TORAH and the New Media Bible(on video) are used to augment the student work‑books.

OVERVIEW OF ADDITIONAL COURSES

ACTIVITIES

All classes fourth grade through Daled have a 40 minute activity period on

Sunday mornings. During this time a variety of hands‑on programs take place. There often are holiday programs throughout the year with cooking, arts, crafts, singing, dramatics, films, Assemblies, guest speakers, learning centers, games or other interesting techniques used to interest the children. Occasionally, school‑wide holiday celebrations (Chanukah Extravaganza, TuB’Shvat Seder, etc.) take place during this time. Some months we work in Chuggim (clubs) such as Choir, Drama, Art, Cooking, Newspaper, etc. to develop a project over several weeks.

LIFE CYCLE

This course is taught in the Gimel year and emphasizes the vocabulary and

rituals of a Jewish person's religious events: Birth, Baby Namings, Brit Milah, BarlBat Mitzvah, Confirmation, Marriage, Death and Mourning.

HOLOCAUST

The year-long Holocaust class is taught in the Daled year. It brings together the historical background, the social issues, the moral problems, the facts and issues of the Holocaust and the work on behalf of the survivors and their children. We emphasize positive work of resistance but do deal with the trauma of this period for the Jews of Europe. Films, guest speakers, outside reading and serious discussion brings the subject home to the children.

Holocaust is also discussed at each class level prior to the Yom HaShoah memorial in the spring in age appropriate ways.

CURRENT EVENTS/ISRAEL

This program for Daled students brings issues facing Israel today to life. Background information helps the students understand the problems in Israel today. Role playing, films, TV programs and newspaper articles make upthe "text". The history of the modern State of Israel and its leaders is also taught this year. Other Jewish current events topics (anti‑Semitism, politics, intermarriage, etc.) may be covered.

All of the classes of the school study different aspects of Israel. Songs, maps, foods, films and discussions are presented in every grade especially around TuB'Shvat and Yom HaAtzmaut. The Kita K’tana class has an extended program to study the important places of the country through an imaginary "trip".

OVERVIEW OF TEXBOOKS

	HEBREW	HOLIDAYS	BIBLE/			ADDITIONAL
			HISTORY	ISRAEL	PRAYER
GanK’tan	Sam Detective Reading Readiness	Let’s Discover Holidays	Let’s Discover Bible Set 1		Let’s Discover God and the Synagogue
Ken (1^st)	Sam Detective Mystery Book, Alef Parent Folders	Sam Detective Holiday Masters	Let’s Discover Bible Set 2
Kita K’tana	YeshLanu Llama & Ready Set, Go Aleph-Bet	Jewish Holiday Copy Pak, Here I Am Journal	Explorer Bible I	Great Israel Scavenger Hunt, Modern Israel	KK Prayers
Aleph	L’shonee& Aleph Bet Quest Wkbk	My Jewish Year	Explorer Bible II		Aleph Prayers
Bet	LikroUl’varech,	Experiencing Holidays	Child’s Bible	S & D Israel Bk	Bet Prayers	Stories of Our Living Past
	S & D Hebrew Bk
Gimel	S’fataiTiftach I	Book of Jewish Holidays	Intro. To Jewish History		Gimel Prayers	Life Cycle Wkbk,
					S & D Shabbat
Daled	S’fataiTiftach II		Journey Jewish History, Holocaust	Artzeinu	Daled Prayers,	Times of Our Lives,
					S & D Bar/t MitzvahBk
Hai	S’fataiTiftach III		JPS Torah & Melton Genesis Materials		Hai Prayers	It’s A Mitzvah &
					S&D Friday Night	Tzedakah-GemilutChasadim-Ahava