Barkai Sun Issue 13: Educating the Whole Child (Year In Review 2021-22)

EMOTIONAL AWARENESS

LOOSE PARTS TRANSFORM INTO ART

COLLABORATIVE CRAFTING LANGUAGE: A TEACHER’S SUPERPOWER

KERIAH ENRICHMENT THE WHOLE WORLD INTEGRATION ACROSS SUBJECTS

EARTH DAY 2022:LEADING BY EXAMPLE 4TH GRADE TACKLES THE TOPIC OF SARA’AT

STEM HUMANITIES HESED

7TH GRADE HUMASH NAVIGATING THE DIGITAL AGE

MAKAM OF THE WEEK IN MORNING MINYAN SUNDAY SCHOOL PROGRAM

LIMUDE KODESH PROJECTS

ARTS ART FAIR

SHERUT 2021-22

HEAD OF SCHOOL Sara Rosenfeld

RAV YESHIVAH Rabbi Albert Setton

Shoshi Abowitz Limude Kodesh Principal Hebrew Language Director Sharon Esses LS General Studies Principal MS Principal

Sherri Horowitz Early Childhood Director Aaron Shasha Dean of Students Heidi Stiel Early Childhood Assistant Director

FOUNDERS Rabbi Joseph Mizrachi Sam Salem

President Richard E. Chalmé

Vice Presidents Albert Pardo Al Falack

Treasurer Ezra Benun Secretary Etai Lahav

Chairman of the Trustee Advisory Board Joey Shamah

Trustee Advisory Board Ricky Cohen Isaac Gindi Raymond Gindi

Board of Trustees

CONGRATULATIONS

Cover clockwise from top: Marjorie Salem (6G) paints her Chuck Close inspired self-portrait. [pg. 10] • Daniel Dusi (8B) leads the Middle School minyan in the Makam of the Week [pg. 8] • Freda Hazbany (5G) works on note identification and finger independence. (pg.11)

Maurice Lubin (2B) reads from the Humash. • Joy Tawil, Vivien Hidary and Rina Faiena (LN B) • Ruthy Hazbany (5G) views the moon’s phases from the perspective of planet Earth. (pg. 3) • Ramin Masri (6B) learns how to tie sisit (pg. 8). • Sam Cohen (4B) at the Salute to Israel Parade.

Mandy Cohen Solomon Fallas Frieda Franco Steven J. Gindi Abie Hidary Daniel Levy Mark Saada Robert Salame Jesse Salem Louis Shamie Deborah Shiloach Josh Sultan Allie Sutton Jesse Sutton

PTA President Joyce Haddad

A MESSAGE FROM OUR HEAD OF SCHOOL SARA ROSENFELD

ne of the founding principles of Barkai Yeshivah is the Whole Child approach. We engage the many facets of each child as we aspire to tap into the academic, social, emotional, physical, spiritual, and creative development of each student. We view education as a partnership between parents and the school in order to develop children who emerge from their Barkai experience with a developed sense of self and the unwavering ability to express their values in the world.

From Early Childhood through 8th grade, students are engaged in daily activities, conversations and opportunities designed to challenge them, to help them reflect, and to develop every aspect of their being. Students are encouraged to ask questions, analyze information, and integrate what they are learning into their personal worldview and identity.

Our staff is supremely dedicated to the growth and development of each child. They are continually engaged in staff development that incorporates learning about the most current research into how children learn best, conversations about developing midot and the social emotional growth of our students, and setting individual goals for their own professional growth. Our teachers are trained to find opportunities to teach life lessons. For example, when a conflict occurs during recess, a Barkai teacher takes the time to meet with the class to discuss the situation and problem solve together. Through such meetings, students develop a sensitivity

toward others’ feelings, they learn conflict resolution skills and build a shared sense of community.

Throughout the Barkai Sun, you will see example after example of how this approach manifests in the day to day life at Barkai. You will see examples of students exploring their creative talents, leadership skills, spiritual and cultural identity, business acumen, propensity for Hesed, career possibilities, dramatic skills, and civic responsibilities. This is just a tiny glimpse into daily life at Barkai. From the moment students enter the building each day, where they are greeted with uplifting music and warm welcomes and hugs from our Benot Sherut, to the after school homework help and clubs, students feel at home at Barkai. This sense of care and belonging empowers our students to develop confidence and competence that will enable them to engage with the ever-changing world of their future as contributing members of Kelal Yisrael and society at large.

Our greatest pride is our graduates — whether fresh out of school, or years down the road. We encourage you to speak to a Barkai graduate the next time the opportunity presents itself, to see for yourselves the impact of a Barkai education.

Sara Rosenfeld Head of School

A MESSAGE FROM OUR RAV YESHIVAH RABBI ALBERT SETTON

SPIRITUALITY

Teaching to the whole child means ensuring that the child has a rich and engaging spiritual life. Developing a child’s internal connection with Hashem is the central focus of Jewish education. Moshe Rabenu expresses this idea in his famous charge:

ritual practice, enabling them to walk in Hashem’s ways. Our staff members are hand-selected to serve as role models to the students as adults who serve Hashem.

“Now, Israel, what does Hashem your God require of you, but to fear Hashem your God, to walk in all His ways, and to love Him, and to serve Hashem your God with all your heart and with all your soul.” (Debarim 10:12)

At Barkai Yeshivah, we utilize both experiential and intellectual methods to develop and foster the connection to Hashem in each child’s heart. We immerse our students in a Torah centered environment, rich with opportunities for celebrations, misvot, and

The Barkai curriculum is designed to both inspire and educate a young mind in the ways of God, ultimately leading to fear and love of the Creator. Our integrated approach of teaching Torah as the study of God’s word, and general studies as the knowledge of God’s world, enables the student to connect to Hashem in all His ways.

Read on to discover the specific ways we accomplish this great feat!

Rabbi Albert Setton Rav Yeshivah

A MESSAGE FROM OUR PRESIDENT RICHIE CHALMÉ

DEAR BARKAI FAMILY,

For the past 24 years, Barkai Yeshivah’s foundation has been to build the unique potential of each Ben and Bat Torah. We educate so that all elements of our world are part of the framework of Torah.

With the strength from Boreh Olam and our amazing educators, we are producing exceptional students. Students that are aware of their Jewish & Sephardic identity. Students that are confident, curious and have a thirst for knowledge. Students that have become leaders in our community schools, institutions and organizations.

This doesn’t happen by accident. It is built into the fabric of our teachers. We are consistently seeking out new methodologies and asking how, what and why before preparing a lesson, class or curriculum. It is also what happens when the love of Torah is built into every approach, class and event we create.

The Board of Trustees is continuously committed to support our faculty as they engage our students on the highest academic level possible. Our exceptional team of Rabbinic leaders and educators continues to grow in both talent and experience. In addition, the best education cannot be provided without the proper physical space.

We are excited for the upcoming year:

The opening of Barkai Yeshivah High School in September 2023 We will continue to build upon our foundation to develop lifelong learners and leaders.

The finalized plans for the Barkai Campus. We will have a new state of the art facility that will expand our elementary school footprint and house our high school students.

We invite you to join us as we build the next 20 years of unprecedented education in our community. The reality will be bigger than the dream.

On behalf of the Barkai Board of Trustees,

Richard Chalmé President of the Board

EMOTIONAL AWARENESS

In our Early Childhood, the whole child is being educated, including his/her emotional well being. Learning to regulate one’s emotions from a young age is a lifelong skill.

This was the perfect opportunity for the children to make their very own “calm down bags.” Each child filled a bag with hair gel, sequins, pom poms, and beads to be squeezed and thus provide comfort when needed.

In connection with their unit on feelings, the children of Gan B made “calm down bags.”

Together, Morah Dawn Dweck and the class discussed the many emotions people have such as happy, sad, excited, jealous, embarrassed, and angry. After completing a class-made book about happy feelings, the children began to write a new book on the topic of angry feelings. How can we calm down when we feel angry about something? To further explore the emotion and various ways to handle it, the class read When Sophie Gets Angry by Molly Bang and talked about how she calms herself down when needed.

While building with hollow blocks, the Mekhinah children spontaneously built a quiet zone where they could independently choose to relax and unwind. They designated this space as a “calm down area” where they were able to take a break to manage their emotions and rejoin when they felt ready. Some chose to rest, open a book or quietly converse with their friends.

EARLY CHILDHOOD

The children’s social emotional growth is supported by the classroom’s open-ended and adaptable materials which encourage the children to recognize and fulfill their needs.

LOOSE PARTS TRANSFORM INTO ART

Have you ever wondered what to do with your used bottle caps, coffee pods or marker covers? Loose parts are collections of materials, both natural or manmade, that can be used to extend and further develop ideas in children’s play. These open-ended materials can be moved, combined, taken apart and redesigned to encourage higher order thinking. Open to children’s interpretation and creative thinking, loose parts unlock the cognitive and creative mindset that allows them to build, deconstruct, persist, explore, experiment, discover and work together to create endless learning opportunities.

Mekhinah C children enjoyed delving into a variety of media to express themselves, and the holiday of Hanukkah was no different.

For this activity, Morah Faigy Dresdner presented the class with an abundance of materials to peak their creativity. The children paired with friends to decide which symbols of Hanukkah to recreate. This activity required the children to develop

negotiation skills, fine motor skills and language skills. It also necessitated much cooperation and communication between partners.

The boys and girls used or “repurposed” found items as well as conventional art materials. The classroom’s art center is always stocked with an interesting assortment including cork, coffee pods, egg cartons, mesh fabric, pipe cleaners, buttons and wood pieces to name a few. It’s amazing to watch their imaginations run wild as ideas materialize and develop into unique and original artwork.

RONNIE BENUN & JONAH SITT (KC) CREATE A HANUKKIYAH FROM LOOSE PARTS.

A GROUP OF MEKHINAH STUDENTS CAME UP WITH THE IDEA OF CREATING HANUKKAH GELT FROM EGG CARTONS.

THE FINISHED PRODUCT!

YOHAI SAADA (GAN B) CHOOSES MATERIALS TO PUT INTO HIS CALM DOWN BAG.

HOW ARE YOU FEELING TODAY? SOLLY MANDIL (GAN A) POSTS TO THE CLASS’ S FEELINGS CHART.

A QUIET ZONE MADE OF HOLLOW BLOCKS IN THE DRAMATIC PLAY AREA.

As Mekhinah B learned about the properties and purposes of yarn, the children became experts at creating different items with yarn by weaving, knitting and winding necklaces, belts, dolls and bookmarks. The children discussed what they could do with all their creations and decided to open a store. Excitement filled the classroom as the idea caught on, and the plan materialized. With teacher-led discussions, the children generated a price list, planned the physical space of the store and organized the merchandise. After deciding to teach the skills to their guests, they invited the 1st and 2nd graders to hone their teaching abilities.

This comprehensive unit integrates all learning areas — science, social studies, math, reading and writing — while simultaneously supporting the social and emotional growth of the students. The class held multiple conversations about greeting its customers, how to be helpful, and what makes an effective teacher. When the parents arrived, the students did not disappoint. They showed the customers around the store, helped them pick out merchandise and patiently taught them different crafts highlighting the endless possibilities of what one can do with yarn.

LANGUAGE: A TEACHER’S SUPERPOWER

Teacher language, what is said and how it is communicated, is one of the most powerful teaching tools. Always on the cutting edge of best educational practices, our staff attended professional development sessions which reinforced the benefits of Responsive Classroom’s “3 Rs” and Bloom’s Taxonomy.

Teachers utilize the “3 Rs” making a huge impact on how the children think, act and ultimately learn.

Reinforcing: Acknowledging when someone is following directions properly, highlighting the positive effort and attitude.

Reminding: Set the child up for success by reminding him what skills are needed to complete a task or what behavior is expected of him.

Redirecting: Clearly defining in the moment what isn’t OK to redirect the attention elsewhere.

These positive language techniques, in conjunction with tone of voice, body language and facial expressions, convey a genuine interest in the child and his future success. Envisioning language, “Today we’re going to be scientists!” helps students visualize their potential beyond the current reality pushing them to continually grow.

Bloom’s Taxonomy

Bloom’s Taxonomy, a framework which organizes educational goals from the simple to the complex and concrete to abstract, prompts students to develop higher order thinking. Certain language choices stretch students’ thinking such as asking open-ended questions or requiring them to make connections. For example, after attending a baseball game a child may bring the experience into the classroom by using blocks to build the stadium. When a teacher is aware, she can interject with the proper language to raise her student to the next level. Barkai students receive this individual attention and thrive because of it.

THROUGH CONVERSATION AND PLAY, MORAH GOLDIE GRUNHUT HELPS ENCOURAGE LANGUAGE DEVELOPMENT IN HER OROT STUDENTS.

EDDIE SITT WITH HIS PARENTS, DR HAL & ALEXIS, HARD AT WORK.

MEKHINAH B IN THEIR HANDMADE INDIGO-DYED SHIRTS..

DAVID FALACK (KB) TAUGHT EVAN COHEN (1B) HOW TO WEAVE.

LOWER

Daily one-on-one reading with the Rav Mekhinah ushers Barkai students into 1st grade with a solid foundation of Hebrew reading skills. They continue to work diligently to acquire mastery of the Hebrew language with proper Syrian pronunciation of the Tanakh.

Grades 1-4 separate into keriah groups daily, each one working with a teacher. Each student’s education is tailored for his/her individual strengths spanning from one-on-one time to Keriah Enrichment with HaMoreh Murray Mizrachi.

In enrichment, each grade works towards specific goals:

1ST GRADE children immerse themselves in Syrian pronunciation and maintain a high level of reading fluency. With a 1:2 ratio, a group of 8th graders served as mentors to the 1st grade enrichment group. The relationships that developed were special and mutually beneficial as 8th graders assumed the role of teachers and interacted with the youngsters within a Torah setting. Moreover, this was an opportunity for them to give back to Barkai before graduating to high school.

2ND GRADE builds upon their skills with Ta’ame Hamikra, enabling them to read any passuk at random with both the correct te’amim and pronunciation.

3RD GRADE tackles te’amim in other relevant texts such as Megillot Esther and Rut, Tehillim and Haftarah. These texts are structured differently from the Humash and the unfamiliar tunes and te’amim present a further challenge to our students, but ultimately prepare them for Shabbat and holidays.

4TH GRADE strengthens the skills they acquired thus far and learn how to read the Nebi’im and Tehillim and other sefarim with their respective te’amim.

THE WHOLE WORLD INTEGRATION ACROSS SUBJECTS

Everyone may learn about the Earth, sun and moon when they are young, but our 5th graders delved into their science module, Sun, Moon, Planets from another angle —the Hebrew calendar.

They began by learning the ins and outs of these celestial bodies: how they dictate our division of time, how gravity holds them together in a repetitive cycle hour after hour, day after day, and year after year.

Science with Hands-On Projects: Fifth grade girls created models to replicate the positions of the sun, Earth, and moon during their different phases. Using styrofoam balls to represent the moon, and their own heads to replicate the Earth’s perspective, the girls observed how our view of the moon changes as it rotates around Earth.

The boys used Oreo cookies and their cream to recreate the moon phases, from a new moon to a waxing crescent. These hands-on projects delivered a true understanding of the subject matter.

Astronomy: With Hebrew and Gregorian calendars in hand, the girls recorded the phases of the moon as they appeared in the night sky. They were astonished by the patterns that emerged: on the first of every Hebrew month the moon is at its thinnest waxing crescent phase and becomes full around the 15th of each Hebrew month.

Ivrit: They learned that a new moon signifies a Rosh Hodesh and thus the relationship between the word “new” and the shoresh .

Halakhah: The lesson also connected to , the blessing recited on the full moon, and the importance of thanking Hashem for His creations and the miracle of natural cycles.

Tefillah: Rav Yeshivah Rabbi Albert Setton visited the class to discuss how this relationship between the lunar and solar cycles manifests in the ‘Amidah. Why do we switch to Barekh ‘Alenu from Barkhenu on December 4th, a distinctly Gregorian date? Rabbi Setton explained that the prayer for rain was based on seasons dictated by the sun. The Talmudic sages, with the deep understanding of natural cycles that many cultures during that era lacked, figured out the length of a season based on a 365 day and 6 hour year, and calculated the date of the beginning of the rainy season from there.

Art: The girls completed this part of the unit with watercolor paintings to depict the entire lunar cycle.

The students were amazed to see science and Torah so closely intertwined during these lessons.

EDDIE SAADA (8B) MENTORS HIS 1ST GRADE KERIAH ENRICHMENT GROUP.

KERIAH ENRICHMENT GROUP PREPARES MIGILLAT RUT FOR SHABUOT WITH HAMOREH MURRAY MIZRACHI.

YONATAN TOBIAS (5B) USES OREO COOKIES TO ILLUSTRATE THE MOON PHASES.

5TH GRADE GIRLS’ WATERCOLOR PAINTINGS DEPICT THE LUNAR CYCLE.

EARTH DAY 2022: LEADING BY EXAMPLE

3RD AND 4TH GRADERS UPCYCLE CARBOARD

In honor of Earth Day 2022, our 3rd and 4th graders participated in a Makers event led by CIJE (Center for Initiatives in Jewish Education) representatives.

In preparation for the program, our students learned about the importance of conservation and collected cardboard for weeks leading to Earth Day. After being taught how to use special tools (e.g. a safe-saw, SCRU-Driver and SCRUs) that work well with cardboard, the boys and girls jumped right into using recycled materials to create unique floats that would represent caring for our planet. Some ideas included a garbage robot, a Tesla electric car, a windmill and many scenes depicting conservation and keeping our beaches, oceans, and streets clean. The classes then showcased their amazing creations as they marched in a Makers Parade for the young spectators.

8TH GRADERS TAKE THE LEAD

In connection with their unit on ecology and the impact humans have on our ecosystems, our 8th graders assumed the role of teacher on Earth Day. They visited 5th through 7th grade classes to present lessons about Earth and the effects of deforestation and pollution on

our environment. Then they led an experiment which demonstrated how carbon dioxide contributes to the Greenhouse Effect and raises our global temperature. Our younger students were able to visualize this phenomenon in a practical way and voiced their pledges to minimize use of plastics and increase recycling efforts. Our 8th graders demonstrated themselves as true leaders and contributors to the Barkai community.

4TH GRADE TACKLES THE TOPIC OF SARA’AT

In sync with Barkai’s mission, our students learn every one of the 5,845 pesukim in the Hamisha Humshe Torah — even the intricate ones in Perashat Tazri’a and Mesor’a.

Our 4th grade boys and girls completed Sefer Vayikra which included challenging topics such as the laws of , leprosy. From the walls of one’s house, to one’s clothing, hair, or skin, leprosy can come in many different variations. Details of how one confirms his disease is and the process of purification were discussed in depth.

Our students worked hard to grasp the details of this unique topic.

SCHOOL

For an engaging review, the students paired up and presented to their classmates the various types of sara’at. They were very creative in using props, technology, art and even blocks from Mekhinah classrooms to remind the class of what they learned. A special Hazak U’Barukh to all of the students who did a fantastic job on their projects!

LIAM SAKKAL & MARVIN CHALOM (4B)

AN UPCYCLED ROBOT THAT CLEANS UP GARBAGE.

8TH GRADERS TAKE THE LEAD IN AN EARTH DAY LESSON.

CAROL ABOUDI & REGINA SAMSTEIN (4G) PLAY OUT THE SCENE OF A KOHEN INSPECTING A SKIN CONDITION.

In today’s fast-paced world, our youth need to be prepared to apply their knowledge and skills to everyday problems that arise. Building a strong base in STEM disciplines - Science, Technology, Engineering, and Math — provides them with the confidence to lead.

SCIENCE: 7th Grade Doctors Panel

To conclude their extensive study of the Human Body, our 7th graders participated in a doctors panel moderated by Mrs. Selly Tawil. They heard about various medical fields and engaged in a question/answer session as well. What is heart failure and how can we prevent it? What do allergy pills do to the body? They demonstrated their knowledge of the body and conversed with the professionals about their careers and passions. There is no greater “real life connection” to the human body than the doctors who treat patients daily. Thank you to our panel:

Dr. Karen Erani: Dentist • Dr. David Khaski: Internist/Cardiologist Dr. David Mandil: Podiatrist • Dr. Lea Mechlovitz: OB/Gyn Dr. Miriam Samstein: Pediatrics/Allergist

TECHNOLOGY: CIJE Robotics Competition

Barkai’s Middle School Robotics Club participated in the CIJE Robotics Competition against more than 500 students from 53 Jewish schools. The robotics curriculum combines three different disciplines: electrical engineering, mechanical engineering, and computer science. To create their VEX robots, our students first built them, then redesigned and enhanced their capabilities to compete in the challenge. In addition, students sharpened their teamwork and problem solving skills. They discussed and decided how to drive their machines and how to customize them such as moving bases from place to place and even hanging from bars!

STEM

At the competition, STEM knowledge and skills taught in our school were on full display. Students received the most points when they strategized, planned, organized, and worked together with the students whom they had just met. The experience of the day brought the semester of learning full circle as the boys watched their creations in action and witnessed the possibilities for years to come.

ENGINEERING: Physics Day at Six Flags Great Adventure

After studying the engineering design process and the science of physics, our 8th graders applied these concepts at Six Flags Great Adventure’s Physics Day. Exploring the relationships of mass, force, and acceleration, students teamed up to participate in the Egg Drop Challenge. After hearing from the park’s head engineer about how the laws of physics are implemented when they build roller coasters with high speeds and loops, the students had a blast enjoying the rides.

MATH: Special Math Events

Lower School students participated in the NY Elementary State Championship Contest given by MathLeague.org which exposed them to different math problems at each round. Congratulations to those students who placed in their respective divisions.

Carol Aboudi (4G) • Isaac Sutton (5B) • Zach Hidary (5B) • Daniel Dusi (8B) • Eddie Saada (8B)

Middle Schoolers celebrated Pi Day on 3.14 (March 14th) by engaging in a variety of math fun and games, activities and riddles facilitated by our amazing math staff. When all five challenges were completed, the student earned a raffle ticket to win a “pi” of pizza and enjoyed ice cream “pi.”

ISAAC SUTTON (5B) ZACHARY HIDARY (5B)

CAROL ABOUDI (4G)

THE 7TH GRADE DOCTORS PANEL

COMPETING IN THE CIJE ROBOTICS COMPETITION

MS. HAMAOUI WITH MIDDLE SCHOOL BOYS ON PI DAY.

MS. STRIMBER WITH MIDDLE SCHOOL GIRLS ON PI DAY.

PHYSICS DAY AT SIX FLAGS GREAT ADVENTURE

HUMANITIES

Our Middle School Humanities curriculum enhances our students’ integrated learning experiences. Students immerse themselves in reading and writing across content areas revealing the world through multiple perspectives and across disciplines particularly language arts and social studies. Teachers oversee the sequential development of listening, speaking, reading, and writing skills while utilizing diverse sources including newspapers, journals, essays, short and long fiction. The result is a world-view that is nuanced and complex, encouraging students to form connections, ask thoughtful questions, and think beyond “the right answer.”

Sixth grade classes participate in Olympian Wars, an academic competition surrounding their unit on ancient Greece. Displaying their knowledge of ancient Greek civilization, each team works together to write an original song, create a relevant 3D model, design currency, dress up in costume and record a video reenacting famous Greek figures or literary characters. The enthusiasm, creativity and collaboration culminate in a truly unforgettable day for the students.

MIDDLE SCHOOL

7th grade students read and analyze various primary and secondary non-fiction texts to learn about major events which led to the Civil War, such as the Missouri Compromise and the Atlantic Slave Trade. DBQs (data-based questions) deepened their understanding as they worked in groups to research specific parts of the war’s timeline, eventually creating chronological scenes for a historical play. The students took the lead as scriptwriters, actors, editors, costume designers, and prop coordinators. Bravo!

For their independent research projects, 8th graders delve into a specific topic of their choice within the history of World War II and the Holocaust. Using multiple

HESED

Led by their teacher Morah Paulette Cohen, 4th grade girls penned compassionate letters to show their support for Ukraine during this extremely troubling and devastating time as they are being attacked by Russia. One girl wrote, “We are thinking about you. I hope the war ends very very soon. You deserve to live a normal life without war.” The thoughtful letters were shared with Building Manager Boris Burmistrovich (originally from Ukraine), a coworker of Morah Paulette’s husband who currently lives in Ukraine and others affected by this tragedy. Boris also spoke to the girls about the attacks and provided background and context to Russia’s and Ukraine’s political history.

types of sources, including primary and secondary sources in both print and digital format, each student hones their writing skills by synthesizing what they learned into a final written piece. This also provides a deeper understanding of the subject matter as the girls help organize and present the horrors of Nazi Europe at the Middle School Yom HaShoah program.

Hearing back from a recipient, he expressed, “I’ve read them all! This is so sweet. It’s so heartwarming. I showed them to my parents who came from Ukraine last night. Thank you for your support!”

7TH GRADE GIRLS’ PLAY BASED ON THE STUDY OF THE CIVIL WAR.

6TH GRADE OLYMPIAN WARS! WHITE TEAM PORTRAYS THEIR GREEK CURRENCY AND COSTUMES.

BLUE TEAM SHOWCASE THEIR MODEL OF A GREEK AGORA (AN OPEN PUBLIC SPACE).

MIRIAM DWECK (4G)

LETTERS OF SUPPORT TO PEOPLE IN UKRAINE

7TH GRADE HUMASH

At Barkai, each 6th grade class culminates the year with a Siyoum Humash and begins the formal study of Torah Mefarshim in 7th grade. Throughout the year, the boys and girls study the commentary of the great Rabbi Shelomo Yishaki, known by his acronym, Rashi. The discovery of Rashi’s thousand year old commentary is rooted in traditional Sepharadi style.

First, the students study the text for the Torah be’havruta, refreshing their memory of the specific words the Torah uses. They are guided by the teacher to identify questions that stem from the text, enabling them to anticipate a comment by Rashi. This skill remains with them for the rest of their lives.

They then proceed to learn the comments of Rashi, understanding how he explains the text in accordance with the tradition of our holy . Last, the teacher ensures that they understand the relevance of Rashi’s comments and connect them to their own lives, furthering their Yirat Shamayim and Ahavat HaTorah.

The complete learning experience inspires our students to continue their study of Torah and the great Mefarshim throughout their lifetimes!

DID YOU KNOW? Barkai students learn every single pasuk of the Hamisha Humshe Torah culminating with a 6th grade siyoum. That’s: 54 Perashiyot, 187 Perakim & 5,845 Pesukim.

MIDDLE

NAVIGATING THE DIGITAL AGE

Sharon Esses, Aaron Shasha and Dr. Simone Hidary spoke to our parent body about how to understand Middle Schoolers in the Digital Age.

Based on their vast knowledge and experience, they shared insights regarding children’s technology, as well as specific skills the students learn in homeroom regarding digital citizenship, the continuously developing norms of appropriate, responsible, and empowered technology use. A lively discussion ensued between the parent attendees and the speakers focusing on how parents can help serve as mentors in this complicated and ever-changing space. Thank you Frieda and Joey Franco for hosting!

MRS. RUTHIE TAWIL & GRACE TAWIL (7G) DELVE DEEPER INTO THE COMMENTARY.

RAV NATAN DWECK WITH ABRAHAM LEVY & BENNY MIZRAHI (7B).

MAKAM OF THE WEEK IN MORNING MINYAN

Under the direction of Rav Natan Dweck and Dean of Students Aaron Shasha, the tunes chosen throughout the Middle School shaharit minyan are from the “Makam of the Week” (the melody of the week connected to that week’s perashah). In order to encourage student involvement in this initiative, the boys are often asked to hazzen in the appropriate Makam. Additionally, Rav Natan created laminated strips for the Pizmon-to-Tefillah applications of each Makam, facilitating students to begin the corresponding portion of the Tefillah (i.e. Hashem Melekh, Halleluyah, etc.) to the proper tunes.

During the weekly Kabbalat Shabbat program, two pizmonim are chosen from the week’s Makam for all Middle School students to sing aloud together. This not only familiarizes them with the tunes they will hear in synagogue on Shabbat, but also connects them with their rich Syrian-Sephardic heritage and develops the boys into leaders of community minyanim.

SUNDAY SCHOOL PROGRAM

A unique feature of Barkai Yeshivah’s educational model is our Sunday morning program for Middle School boys. They join their Rabbis for shaharit, ensuring that they begin the week with an emphasis on their religious experience. Following a special breakfast, the fun begins.

The Rabbis craft exciting activities and experiences for the boys based upon Torah and the Jewish calendar. These include father-son learning events, Kahoot! quizzes, special guests, and even parent vs. child competitions challenging their knowledge of topics such as hilkhot berakhot and Megillat Esther. The boys also benefit from hands-on experiences like learning to tie sisit, checking

vegetables for bugs, and self-defense which are linked to the appropriate halakhot pertaining to each topic. One week, parents and grandparents were invited for a special tour of the historic community synagogue, Magen David Synagogue on 67th Street, and the nearby Bensonhurst area connecting multiple generations with our illustrious Syrian heritage.

The Sunday program fostered a love of learning and excitement throughout the year culminating with a memorable Ereb Pesah program in Beth Torah. It was remarkable to see the students eagerly await each week’s wonderful and meaningful experience!

BENNY MIZRACHI (7B) BEGINS HASHEM MELEKH IN THE APPROPRIATE TUNE.

EDDIE CHALOM (8B) LEADS THE MINYAN IN THE MAKAM OF THE WEEK

GUEST SPEAKER, NACHIEL SELAVAN, GIVES A VIRTUAL TOUR OF ANCIENT EGYPT

HEVRUTA LEARNING

HILKHOT KASHRUT WITH BARKAI FOUNDER RABBI JOSEPH MIZRACHI

MINYAN FOLLOWED BY A TOUR OF THE MAGEN DAVID SYNAGOGUE ON 67TH ST.

LIMUDE KODESH PROJECTS

In connection with their study of Shimshon, 6th grade girls wrote creative newspaper articles on the topic utilizing strategies such as catchy headlines. The class then had a gallery walk and wrote “two stars and a wish” peer reviews for their classmates — two positive comments as well as one on how to improve their work.

As a culmination of their unit on the , seventh grade girls performed many of the melakhot including (threshing), (winnowing) and (grinding). Connecting Halakha with Humash, they baked bread with the fresh flour like Abraham Abinu served his guests.

LIMUDE KODESH

After studying the story of ‘Akedat Yishak with Rashi commentary, 7th grade boys were assigned a project. Each group created slides to illustrate its knowledge of the assigned text, Rashi’s annotation, as well as a personal reflection on a life lesson learned from the topic.

The students collaborated in innovative ways utilizing creative backgrounds, effects, transitions and even drafting a quiz to ensure the audience understood the subject matter. They then honed their presentation skills and shared their work with their peers. While one group presented, others took notes to provide valuable feedback to their classmates. By empowering the students to be the teachers, they were able to successfully take ownership of the material while internalizing important life lessons.

This experiential learning is engaging and develops a deeper understanding to each lesson.

DID YOU KNOW?

Teachers find meaningful and interesting ways to assess their students’ mastery of a topic along with their ability to apply what they learned in the real world.

SAMMY ASHKENAZI & GABRIEL HABER’S (7B) SLIDESHOW ON ‘AKEDAT YISHAK.

7TH GRADE GIRLS THRESH WHEAT.

6TH GRADE GIRLS COVER THE STORY OF SHIMSHON IN THEIR HANDMADE NEWSPAPERS.

DIANE ASHKENAZIE, RITA SETTON & HANNA SHASHO (8G) PRESENT THEIR TRIVIA GAME ON SEFER MELAKHIM ALEPH.

Barbara Sakkal, Art Educator Sarina Salame, Art Assistant

Barkai celebrated its 7th Annual Art Fair! The school was transformed into an upscale art gallery; and, like any opening reception, the show was accompanied by music and an elegant service of hors d’oeuvres.

This year’s theme, “In The Making,” focused on the variety of materials which our students use to express their most personal and creative ideas. Videos explaining the technique of each specific material informed the visitors of the various processes which are taught in the art program. Examples which were highlighted include watercolor, tempera paint, collage, recycled materials, printmaking, puppetry and drawing materials.

(e.g. Mark Rothko and Ezra Jack Keats) were introduced to the students and inspired them to create their own works in illustration, collage, paint and sculpture.

ART

Students were filled with pride as they walked family members of every generation through the various exhibits, showing off their artwork. Every student from Mekhinah through 8th grade was represented.

A special segment featuring our 3rd graders showcased the work produced through our partnership with The Jewish Museum. Works of art from the collections of the museum

To add to the fun of the evening, two special features were offered: The children enthusiastically participated in an annual activity, the community mural , as they were challenged to camouflage colorful cutouts by extending the designs with markers. Then, as they departed, they were gifted with party bags filled with collage materials, inspiring their creative minds to invent original works at home.

Art…Music… Food…Fun…Family… Every year the Art Fair proves to be a magical experience for all who attend.

DORIS COHEN & AND HER DAUGHTER SOPHIA (1G) WITH HER ROMERO BRITTO INSPIRED OIL PASTEL ARTWORK.

EVAN COHEN (1B) BY HIS CARDOARD ANIMAL RELIEF SCULPTURE.

MORRIS & YONA GINDI WITH THEIR DAUGHTER SUSIE (2G) BY HER OBSERVATIONAL FRUIT PAINTING INSPIRED BY MATISSE.

ALAN COHEN (2B) PAINTS A DRAGON FRUIT USING HIS OBSERVATION SKILLS.

FOLLOWING THE UNIT ON COLOR THEORY, LILLIAN ATTIAS (7G) PLASTER CASTED A MASK MOLD AND CHOSE THE STARRY NIGHT BY VAN GOGH TO COPY ONTO IT.

REBECCA & EVA COHEN (2G) DISPLAY HER PAPER MACHÉ ANIMAL PUPPET.

IN PARTNERSHIP WITH THE JEWISH MUSEUM, 3RD GRADE GIRLS LEARNED ABOUT MAURICE SENDAK & WILLIAM STEIG. FEELING INSPIRED, MARIE HARARI DEVELOPED AN ORIGINAL CHARACTER FOR HER STORY STRIP ILLUSTRATION.

Barbara Azizo, Head of Art Dept.

MUSIC

First graders listened to the classical piece Carnival of the Animals by composer Saint Saens. They were introduced to musical terms such as pitch, rhythm, mood and volume while they illustrated selections of Aquarium and Aviary.

While listening to Beethoven’s 5th Symphony, our 2nd graders thought of original ideas for pictures of repeating patterns (e.g. a field of flowers or a city landscape) to imitate the repetitions within the piece comprising the musical theme.

After discussing things pertaining to autumn and winter, 2nd graders listened carefully to Vivaldi’s Four Seasons to decipher how each season is represented through music.

In connection with their unit on Countries Around the World, 3rd grade focused on Eastern music — China, Japan and India. They noticed many differences between Western and Eastern music such as the instruments, musical sounds, and the role music plays in each culture.

In preparation for learning the glockenspiel, 4th grade boys observed the various sounds of the C scale with a colorful desk bell set.

To simplify learning the notes of the C scale, 4th grade girls colored the notes of their song sheets and placed coordinating magnets on their glockenspiels. Similar to training wheels, this color strategy helped them play songs successfully and eventually on their own.

Rachel Chemtob (5G) works on note identification and finger independence in Music Studies.

MUSIC

Abraham Dweck and Yaakov Shasho (6B) learn proper pick technique as they focus on developing melodic and rhythmic accuracy on their guitars.

ALISA SUTTON (2G)

ESTHER PARIENTE-COHEN (4G)

MARIE HARARI & DIANE SAFDIEH (3G)

SAM SHAMIE, EITAN KRAIEM, HY BLANCO & EZRA SITT (3B)

SAMUEL TARZY (2B)

SUSIE ERANI & REBECCA DWECK (1G)SHAYA HAZAN & JAKE DWECK (1B)

ISAAC ALHADEFF, MARVIN CHALOM & JOJO GINDI (4B)

RACHEL CHEMTOB (5G)

ABRAHAM DWECK & YAAKOV SHASHO (6B) WITH MR. MILES

Rachelle Sitt, 1st-4th Grade Music Teacher Jeff Miles, 5th Grade Music Teacher

One of the hallmark features of Barkai is the sense of warmth and community that emanates through the halls of our school and travels home with our children at the end of the school day. It’s a feeling of familiarity. A transcendent experience of sharing in something greater than our own individual families. It’s the Barkai Family, and it is uniquely ours. Every organization within the school seeks to fortify this idea including the Barkai PTA.

A sense of unity was reignited last year with a jam-packed calendar of events aimed at enriching not just the school environment, but the Barkai experience as a whole.

Capitalizing on the relaxed summer vibes, the PTA hosted a series of events to bring families together and encourage students, parents, and staff to munch, mingle and unwind at our Barkai Family Picnic and Moms’ Night Out. In August, the PTA began preparing our younger children for the transition to school by hosting pajama party read-alouds for Gan-2nd grade. Meet and Greets were also organized for new incom ing parents to acquaint themselves with their class contem poraries in intimate gatherings for both Barkai veterans and newbies alike.

In the wake of the Purim festivities, the Barkai Family Shabbat Retreat stood out as the ultimate expression of what it means to be a part of the Barkai family. Joining forces with the Board of Directors, the PTA invited families to enjoy a relaxed weekend of spirituality and family-fun. Strong Torah values, family, traditions, education, and fun intertwined to form a unifying experience that defied the boundary between school and home and elevated that relationship to one of a collective family. That indescribable feeling is one that will remain in our hearts for many years ahead.

Written by Barkai Parent Aline Sutton

Thank you to our PTA committee members: Reneé Aizer

Tunie Badash Jennifer Cohen

PTA

The PTA trademark event of the fall semester was Literacy Day: S.T.E.A.M. Edition. Parents were invited into the building to read, craft, build, code, create and explore with their children in a variety of science-based activities. The day was an incredible success that showcased the PTA’s ability to fuse hands-on education with family-focused fun.

Evie Caracocly Sophia Dweck

Lenore Faiena Joyce Haddad Allie Halabi Raquel Mizrahi

Shella Mizrahi Sarina Salame Michele Shamie Aline Sutton

PTA PRESIDENT 2021-22 JACQUELYN CHAZANOFF

BARKAI SHABBATON RETREAT

LITERACY DAY 2022: S.T.E.A.M EDITION

BAKE SALE HOSTED BY MONIQUE & DAVID SERUYA

APPRECIATION WEEK

SUMMER PICNIC

AVIYA SHPAK

Israeli Origin Netanya

My Family I’m number 5 of 7 children

Hobbies Horseback riding

Favorite Barkai Program The Purim festivities were amazing Fondest Memory The hugs we received every morning from the children and meeting everyone on the retreat were so special.

AYELET ATTIAS

Israeli Origin Mercaz Shapira

My Family I’m the 3rd of 5 children. My mom is an Israeli tour guide and my siblings are my best friends.

Hobbies I like to travel.

Favorite Barkai Program The Barkai Retreat. Spending time with the community and school was the highlight of Hodesh Adar. Fondest Memory When a Middle School girl told me that we helped her to feel more connected to, and more love for, Israel.

Biggest Surprise About NY That there isn’t any parking and that snow becomes annoying after two days.

Favorite Travel Destination California. Driving along the coast was beautiful! We had a great time.

Biggest Surprise About NY It’s faster to walk to places than to drive!

What I Gained This Year The chance to learn more about the Syrian community in Brooklyn

Favorite Travel Destination Miami

Farewell Message Feel free to call me anytime — especially when you come to Israel.

Contact Info: +972-505771018

ORIYA MESHULAM

Israeli Origin I live in Revava, in Yehuda Ve’Shomron. It’s my favorite place in Israel! It’s small where everyone knows one another. Please come visit!

My Family I am the oldest of 5 children Hobbies I play guitar and this year I learned how to edit videos. I really enjoy that now also.

Favorite Barkai Program Shir Hashbua because it was a yweekly program that got the children excited to sing and make a video. The spirit it brought to the school was amazing. Fondest Memory The retreat was such a special weekend. Spending shabbat with all the families, meeting everyone, and dancing rikudim were the best.

Biggest Surprise About NY Parking is so difficult!

What I Gained This Year Another family. Being a part of the Barkai family means everyone genuinely cares about one another.

Favorite Travel Destination Disneyworld! At Universal Studios I felt like I was in the Harry Potter movie. I’m a huge fan!

Farewell Message I love you all. Thank you for the best year of my life and for being my family. You opened your hearts and homes to us and we knew we could depend on you for anything. Call me anytime! I’d love to hear from you.

Contact Info: +972-526799111

Farewell Message Thanks for the most amazing year. Thank you to all the families of the community and to all the wonderful students. I feel like I have a new family that’ll always be in my heart. I miss you all so much and can’t wait to see you in Israel. Keep in touch!

Contact Info: +972-526044855

ISCA GAMLIEL

Israeli Origin Ashkelon

My Family I’m the 5th of 7 children - five girls and two boys. Hobbies Baking, traveling, doing extreme activities and making art

Favorite Barkai Program Hodesh Adar was so exciting!

Before Purim, each day celebrated a different theme, the Purim carnival was unlike anything else and spending shabbat with all the families at the Barkai Retreat brought us even closer together.

BENOT SHERUT

Fondest Memory The way we were greeted excitedly on the 1st day of school. Everyone was really waiting for us!

Biggest Surprise About NY I wasn’t sure what to expect at Barkai, just that I heard amazing things about the school and the Barkai family. I was surprised that everyone was so loving and had such big hearts! If I had the chance, I would choose it again.

What I Gained This Year Watching the children enjoy the activities we organized for them, and the smiles on their faces, was so fulfilling.

Favorite Travel Destination California was so much fun! Driving down the Pacific Coast Highway along the Pacific Ocean was beautiful.

Farewell Message Thank you for welcoming me into the Barkai family. I had an amazing year and it’s all because of you! I look forward to seeing you in Israel.

Contact Info: +972-586711145

AVIYA, ORIYA, AYELET AND ISCA

DID YOU KNOW? Barkai has benefited from the boundless spirit of our Israeli staff members, Shelihim and Benot Sherut, since its founding year of 1999.

GUIDANCE CORNER IDENTITY DEVELOPMENT THROUGH ART

In the 2021-22 school year, our 6th and 7th grade girls participated in an exciting new initiative focusing on identity development. Our students used different modalities of art to explore key components of their self-perceptions and the way that others perceive them. The program was implemented under the guidance of Dr. Sarah Roer, a psychologist specializing in eating disorders. Through her work in the field, Dr. Roer came to understand the importance of understanding one’s own core identity as a positive force in one’s overall well-being, but also as a protective factor against the development otdered eating patterns. She developed this art program as a tangible way for Middle School students to conceptualize and concretize their identity and values.

As part of this initiative, parents also had the opportunity to learn from Dr. Roer more about how to promote healthy eating patterns at home. We would like to thank the UJA and SBH for making this program possible. We look forward to taking a deeper dive into the project during the 202223 school year to help our students continue to develop a strong inner identity.

GUIDANCE CORNER

Over the course of the program, our students visually depicted their unique feelings and the different components of their inner selves. One 7th grade student commented, “It was nice to have the time to think about me and what is important to me. I never really sit and do that.” Students also had the opportunity to share their work with their classmates. Many students were surprised by the new information that they learned about other students, people with whom they have been in the same class for many years! The program culminated with a self-portrait in which students depicted their outer appearances but also what lies underneath, including their interests and values.

BIRTHS Girls

Maya and Dr. Lionel Abitbol Arlette and Jeffrey Franco Michelle and Joseph Hedaya Shella and Jack Mizrahi Pnina and Abraham Rudy Allison and Josh Sultan Lisa and Richard Tarzy Adele and Daveed Tawil

Program Sponsors:

STUDENTS DREW SELF-PORTRAITS IN WHICH THEY ILLUSTRATED THEIR PHYSICAL AND INTERNAL SELVES INCLUDING THEIR CORE VALUES, INTERESTS AND BELIEFS.

CONGRATULATIONS

BAT MISVAS

Lillian Attias — Jeanette and Sammy Grace Badash — Tunie and Leor Emma Benun — Orlee and Morris Susan Caracocly — Evie and Victor Racquel Castro — Korine and Ezra Grace Chaya — Keren and Sabi Mary Chazanoff — Jacquelyn and Harry Violet Cohen — Michelle and Michael Julie Dweck — Sophia and Rabbi Nathan Frieda Elbaz — Renea Feder and David Elbaz

STUDENTS EXPLORE THE RANGE AND INTENSITY OF THEIR EMOTIONS BY CREATING FEELINGS THERMOMETERS.

Marvin Falack — Ariella and Al Gabriel Haber — Orit and Avi Eli Harari — Sarah and Salomon Abraham Levy — Rhoda and Joey Eddie Saada — Miriam and Mark Jeremy Sakkal — Guila and Jeff Sam Salem — Elana and Isaac Ronnie Seruya — Monique and David Elie Saada — Dina and Anthony Shai Shakir — Meital and Shahar

Boys

Sarah and Michael Ashkenazi Joy and Ari Braha Esti and Rav Yohai Cohen Rita and Gabe Esses

Renea and Chaim Feder Allie and Dr. Eli Halabi Jeanette and Reuben Jeddah Sarah and Morris Kishk Faigy and Gedalya Rosenberg Rivky and Chanoch Rosenthal Rochelle and Jesse Salem Rosette and Michael Setton Marilyn and Ariel Shamah Sylvia and Alan Shiram Linda and Maurice Srour

Felicia Esses — Regine and Jack Vera Esses — Karen and Joey Shira Kampf — Susan and Assaf Neiv Kraiem — Tali and Zev Jaclyn Lazerowitz — Rina and Rafi Linda Mandalaoui — Brigit and David Hadar Menashe — Rachel and Gil Mira Mizrachi — Lori and Eddie Marilyn Schrem — Michelle and Elliot Helen Shabot — Kathy and Toby Grace Tawil — Rachelle and Rabbi Isaac

BAR MISVAS

Sammy Ashkenazi — Renea and Isaac Daniel Dusi — Aurit and Erol

Joseph Dweck — Elaine and Bobby

WEDDINGS

CONGRATS

Sarah Gammal (Class of ‘15) married Moey Levy

Sarah Coopersmith (Class of ‘12) married Al Sultan

Linda Benun (Class of ‘15) married Joseph Abraham Trina Sultan married Jack Shomer Tina Almaghrabi married Mour Laham (Class of ‘12) Jenny Yedid (Class of ‘14) married Elliot Serouya Jacqueline Mizrachi (Class of ‘14) married Dr. Teddy Chattah Barbara Erani married Murray Mizrachi (Class of ‘15)