On a beautiful April day our Jewish Cultural School classes met.  We had perfect attendance !!!!! so students were able to connect with all of their JCS friend.  Below are summaries of the learning and fun that happened in each group.

The Littles Group, PreK – Kindergarten, teacher Josh Kaplan

This month at JCS we learned about Tikkun Olam and Tzedakah. We listened to a song, read two stories, and shared/drew ideas for ways we can help the world.

an ornate tzedekah box 



The Middles Group, grades 1 & 2, teacher Colline Roland

For our class we reviewed holidays and why/what they celebrate by reading two books.  Then we learned about Lag B’Omer and made our own bonfire craft. Because of the orientation of our fire, student were asked to have their parents take a picture and send it to Arty!

Ilana’s   paper  bonfire for Lag B’Omer

The Juniors Group, grades 3-5, teacher Renee Dorman

In April, the juniors class discussed how music can be used to create change and reviewed the history of Israel through music. We watched the music video of “March March” by The Chicks and listened to “The Times They Are A Changin'” by Bob Dylan to discuss the power of music and our duty to fight for justice.

Then we listened to 10 Israeli songs and watched a video putting them in context. We drew as we listened to the music, then went back to add color while we learned the historical context of each song. All the Israeli songs and the informational video can be found at https://youtube.com/playlist?list=PLt3DCnxWC38o0xk1-m5R4eMsphLv36Bbe

The B’Mitzvah Prep Group, grades 6-8, teacher Eva Cohen
During JCS this month the B Mitzvah prep class spent most of the lesson focused on Yiddish. After opening with discussion about the Derek Chauvin trial, Daunte Wright’s recent killing, and issues of justice and protest, we did our regular Hebrew conversation warm-up. Then we shifted to Yiddish, reviewing the letters of the aleph-beys and the sounds that they make together.
Next, students worked in teams to transliterate Yiddish terms ranging from מבֿין (meyven) to מענטש (mentsh) and all things in between. Students compared their transliterations to an answer key, then matched transliterated terms to their correct definitions and again compared their matches to an answer key. Finally, students wrote  creative pieces that incorporated at least ten of these Yiddish terms and shared their clever, funny writing with the class.
We closed with students  sharing what they already know about the Holocaust, the topic of our next session.

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