#these are 4 cards it’s easier to do the repeating patern this way

[nollimet]

Just some late night post card making ft Gars

[ID: horizontal lines of blue and white identical garfish with orange and yellow stars interspersed. end ID]

[7-9lavanluria-blog]

7-9 Highlights and  

Questions of the  Week

Week of February 13, 2017 -  תשע"ז שבט  יז

Learning Highlights

Language  Arts

Year 2  students learned about the American presidents we celebrate on Presidents’  Day and discussed how both Lincoln and Washington impacted America. The  students then wrote an opinion piece expressing who they think made a more  powerful difference and used evidence from our Montessori card sort and from  Luria library books to support their opinions.

Year 3  students learned how to distinguish their own opinion from that of the  author. We discussed, that even in non-fiction books authors will write from  their perspective. Students also continued their work on their non-fiction  books writing chapters based on their organized table of contents.

 Yahadut:

Nora and  Shirel’s group: Students learned this week’s parasha, focusing on the suggestion  that Yitro made to Moshe. We discussed how it feels to take advice, how Moshe  might have felt, and what it means to be a good leader. Students connected  these ideas to their own lives.

Daphna’s  group: We learned this week’s parasha, focusing of the Judicial system  that Yitro proposed and Moshe accepted. We spoke about the structure of the  system and why delegating is important, as well as the benefits and downsides  of it. Students also learned about the Tefila, Halelu Kel Bekodsho,  and spoke about why music is important to them and why sometimes it’s easier  to express ourselves with songs and music. We concluded our Kashrut unit,  which focused on kosher animals, and children wrote new facts they learned.

Mitzvot: We learned  about the mitzvah to love one’s neighbor as oneself. We talked about how this  mitzvah is similar to and different from the mitzvah to love God, and how it  relates to the mitzvot of being close to God and emulating God.

 Ivrit:

Rehovot: We  finished our Zrai’m Shel Mastik project, where the kids used the  program StoryBoardThat to illustrate parts of the song. We also read the book  Kaspiyon Hadag Hakatan and spoke about the characters, problems that  arise, and the solutions. The children shared their thoughts about the  characters’ motives and feelings, and what they would do and feel if they  were in the characters’ shoes.

Rosh Pina and Degania: We  concluded the sick and healthy unit, by writing individual and group skits to  act out. We had a lot of fun using props and practicing, and we will video  the skits when we’re back from vacation.

Afula  Yerushalayim and Tel Aviv

In  continuation of our health unit, students played charades acting out patients  and doctors. The “patients” read and acted out their illness and the  “doctors” tried to give their diagnoses. They matched pictures to text and  started writing their own play as doctors, patients and parents.

 Cultural:

Year 2  students finished writing essays about their maternal and paternal  grandparents for the Personal Family History Project.

 Year 3  students learned about the various forms and bodies of water in the  hydrosphere and recorded key vocabulary terms including glacier and calving.  They also identified the differences between lakes, rivers, oceans and seas.

Later in the  week, as part of our Continent Study, the students learned about the regions  and countries of Europe. They used a world atlas, map, or globe to label a  political map of Europe.

  Chumash:

Daphna’s Bereshit  group: We learned psukim 6-11 in chapter 3 where Adam and Chava hide and  feel shame after they eat from the Tree of Knowledge, which they had been  forbidden to do. We focused on the actions in the psukim, and the motives of the characters. The students  identified the speakers in the pasuk  and wrote what they said in their own words. We spoke about the emotions of  the characters, and who they think is responsible. We put ourselves in the  characters’ shoes, and thought about their thoughts and feelings.

 Shirel’s Bereshit  group focused on quotes and narration in psukim 1-5 in the dialogue  between the snake and the woman. We acted out the psukim using Lashon Hatora  and practiced our reading fluency, reading comprehension, and also how to use  our tone of voice and body language to act different characters.

We learned psukim 6-9 where the man and the woman  were hiding from G-d after they ate the forbidden fruit. We discussed how  they felt while hiding, and their understanding the difference between good  and bad. We tried to understand why did G-d say “איכה” (Where are you?).

 Jaclyn’s Bereishit group: We  continued to learn about Chava’s dilemma about whether or not to eat the  fruit from the Tree of Knowledge of Good and Evil. We examined several verbs  that repeat in the pesukim we studied,  and identified their subjects, as a strategy to using context and grammatical  structures to help understand pesukim.

Jaclyn’s Lech Lecha groups: We  finished learning chapter 17, and Parashat  Lech Lecha! We learned about God’s covenant with Avraham—signified by a brit milah—Avram’s and Sarai’s names  to Avraham and Sarah, and God’s promise to Avraham that he will have a child  with Sarah named Yitzchak. We talked about how Avraham felt at different  points in this conversation.  

 Math

Daphna’s  group: We continued to practice addition of two digit numbers, and used  our strategies and understanding of place value to solve word problems of  various difficulty.

Year 2: We  continued to practice addition with two- and three-digit numbers, and we  began learning strategies for subtraction, utilizing our understanding of  place value to solve problems.

Year 3: We learned  to distinguish between length and area of a square tile and discover that the  number of tiles along a side corresponds to the length of the side.

4th  Grade: We learned to interpret and find whole number quotients and  remainders to solve one-step division word problems with larger divisors of  6, 7, 8, and 9

Questions

Language  Arts

Which presidents  are remembered and celebrated on Presidents’ Day?

How did they  make a difference?

What are  some ways that you can identify the author’s opinion?

 Yahadut:

Daphna’s  group: Tell your family about the judicial system the Yitro suggested and  Moshe implemented. Do you think it was a good idea? Why? Why not?

Mitzvot: How is the  mitzvah to love one’s neighbor similar to the mitzvah to love God? How is it  different?

 Ivrit:

Rehovot:  מה היית עושה אם היית כספיון? אם היית הלוויתן? מה הייתה  הבעיה? מה היה הפתרון?

Degania and Rosh Pina: Act out the skit you wrote or help write!

Tel Aviv, Yerushalayim and Afula

Play with a friend: Try to act out an  “illness” to help your friend give you his “diagnosis”. Use only Hebrew! J

 Cultural:

What is the  largest country in Europe?

Which  European country looks like a boot?

 Chumash:

Daphna’s Bereshit  group: Who do you think is responsible for Adam and Chava eating from the  tree? Why?

Shirel’s Bereshit  group: If God knows and sees everything. Why do you think He said “איכה” to the man and the woman and asked them where  they were?

Jaclyn’s Bereishit group: To whom do  you think the verb וַתֹּאכַל refers? How  do you know?

 Jaclyn’s Lech Lecha groups: Why is  Avraham worried about Yishmael when God tells him that he will have Yitzchak?  

 Math

Daphna’s  group: Angela gave 15 stickers to Michael. Now she has  15 stickers left. How many stickers did she have before?

Year  2: What is 158+77? How did you solve it?

Year 3: Draw a  rectangle that has an area of 8 square units.

4th  Grade: Solve 3629÷5=

Week of: Sep. 26, 201

We hope you have a wonderful vacation week together with your children! We can’t wait to see you all after break!