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Shaloh House

UPDATE #20 March 9, 2012

15 Adar, 5772

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The Shaloh House Jewish D y School Newsletter

Happy Teachers Make Happy Students Our school got a nice compliment from a prospective parent who visited out school. The parent noticed that all our teachers are happy, and told us that this wasn’t the case at the school where her children were currently enrolled. It’s common knowledge that children feel happier when the adults around them are happy – so we greatly appreciated the compliment. If our teachers are happy year-round, this is especially the case in the Jewish month of Adar – the month of Purim. This month, our teachers are going all out to surprise and delight the students. We feel that the happiness is a good balance for the academic challenge we provide at all grade-levels, even in our academically-advanced preschool grades. In recent weeks, our teachers have dressed in costume to teach math, hosted a funny-hat day in K-Juniors 1, and put on a Purim skit in which the teachers were the actors on Purim day. We are also emphasizing the mitzvah of increasing in brotherly love – which is the hallmark of Purim. As you can see from the picture, our Adar has been a big success.

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Shaloh House Update #20 (5772)

Friday, March 9, 2012

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the above, to save His people. He was just disguising Himself as a Persian palace soap opera.

Parshas Ki Tisa

Masquerade! By Yanki Tauber On Purim, nothing is as it seems. That ferocious monster is really sweet shy Sarah from second grade. That beautiful Queen Esther with the jewel-studded crown is really your brother Moishe. Is that a gigantic three-cornered poppy-seed-filled cookie walking down the street? And how did little Michael grow that luxuriant white beard? Why do we disguise ourselves on Purim? Because on Purim nothing is as it seems. Was the banishment of Vashti simply one of those things that happen when a debauched Persian emperor gets drunk? Was it just coincidence that Mordechai happened to overhear a plot to kill the king? Did Achashverosh choose Esther to be his queen because she happened to be the most beautiful woman in the empire? Was it plain bad luck for bad Haman that he happened to come visit Achashverosh just when the king was having Mordechai’s heroic deed read to him? Was it Esther’s charm and Achashverosh’s flippancy that made the king suddenly hang his favorite minister? Purim was instituted because the Jewish people at the time understood that it was G-d Himself who did all of

Shaloh House Update #20 (5772)

Friday, March 9, 2012

When G-d took the Children of Israel out of Egypt on Passover, the entire neighborhood, from Giza to Gaza and from Memphis to Mesopotamia, resonated with the miracles wrought by the G-d of the Hebrews. When a small jug of oil burned for eight days on Chanukah, the most skeptical Hellenist saw that it was an act of G-d. Purim (“lots”) is unique in that the most miraculous of salvations was shrouded in the garments of nature, luck and coincidence. G-d was hidden and remained hidden—His name does not once appear in the entire Megillah (Scroll of Esther)! Purim is a masquerade. Esther (“I shall hide”) is scrolled up. Even the poppy-seed filling is barely peeking out of the folds of dough of the hamantash (or is it prune?), not to mention the wholly concealed meat (chicken?) filling in the kreplach. Not paradoxically, Purim is also the most joyous festival on the Jewish calendar. It’s great to celebrate miracles, but how often does a miracle come your way? Far more exhilarating is the realization that nothing is as it seems, that G-d is always pulling the strings, even when things seem to be “just happening.” From www.Shaloh.org/Magazine

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tant as that really fun day where you get dressed up, give out gifts of food, eat a yummy meal, listen to a cool story and give money to the poor? How can it be that Purim is on the same level as our final redemption and the coming of Moshiach?

Sharing the Credit The Importance of Purim By Elana Mizrahi Believe it or not, my kids love salads. They also love eating whole-grain cookies and cakes. Why salad, and how do I get them to eat healthy, whole-wheat goodies? I have them make it! Okay, so I wash the vegetables, I cut them open and check to make sure that they don’t have any bugs. I put them in a bowl in front of them. I give them a chopper. They then put the veggies on the chopper, press down, and voila! “They made the salad.” While they are doing this, a pepper goes into one child’s mouth, a tomato in the other’s. As they chop, they eat the veggies along the way, and at dinnertime they all want to eat the salad that “they” made. Am I happy to give them all the credit? Absolutely! Would I have made the salad without their help? Absolutely! Would I have told them to eat salad at dinner? Yes. Would they eat it so happily? I don’t think so. It’s the same with the dessert. I arrange all the ingredients. I tell them the measurements, and sometimes, depending on the age of the child making the cake, I even have to measure the ingredients out. But they put them into the bowl. They mix it. I pop it into the oven, and voila! “They made a cake!” The flour happened to be whole wheat, the sweetener was dried fruits or juice and not white sugar, but do they still eat it (and even like it!)? Of course—because “they” made it! We were eating dinner, and my eldest was a bit surprised when I told him that when Moshiach comes, all the Jewish holidays (Passover, Shavuot, Sukkot, Rosh Hashanah, etc.) will pale in comparison with the miracles of Moshiach, except for Purim. What? How can that be, that our most important holidays, the ones where we eat matzah, stay up all night to study Torah, and shake a lulav and etrog, won’t seem like such a big deal any more compared to Purim? The holidays that have lengthy prayer services, including the Days of Awe, or that commemorate the Exodus— which is the foundation of the Jewish people and our formation as a nation—aren’t going to seem as imporShaloh House Update #20 (5772)

Friday, March 9, 2012

Before I could answer, my son took a bite of his salad— you know, the one that he made—and answered his own question for me. “Ohhhhh, I know! It’s because in Purim and Chanukah, we battled, and when we left Egypt, G-d did everything.” Hmmm. I had to think about that for a moment. First things first, let’s get this straight. G-d does everything all the time—whether we “fight” or not, He’s the one going into battle and winning the war for us. But my son definitely had a point. In both Purim and Chanukah, we battled against the enemy. We fought with weapons and with our hands, with prayers and supplications. We fought with whatever we had, and we, the few against the many, miraculously won the wars. In other words, G-d did all the work to prepare the salad, and He let us press down on the chopper. He gave us the ingredients, and let us mix the cake. He let us be “partners” with Him in our redemption, so that when Moshiach comes, we are going to say, “This holiday is ours!” This one is precious to us because we made it happen. When confronted with physical persecution, we continue to pray, to cling to the truth, and to fight to live! Purim is a beautiful treasure that teaches us that even when we think that what we do won’t make a difference, it really does. It also teaches us that when a person puts their energy into something and gets involved in it, they take ownership of it. “This is an amazing insight,” I tell my son. “Can you pass me the salad you made? It’s delicious! By the way, I thought that we could get started on cleaning your room for Passover. I know that you’ll do a terrific job making sure that there is no chametz.” “Aba,” I call to my husband, “don’t you remember how the children prepared our home for Passover last year...” From www.Shaloh.org/Magazine

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Toddler Room This was a very special week! On Monday we made masks and decorated them.

On Tuesday we made our Graggers - the children enjoyed using it for Purim , knowing that they made it themselves. On Thursday we made a clown, heard Megillat Ester, and had fun watching the play that the teachers acted out. On Friday we had our Shabbos party and sad Shalom Purim! We can't wait for Purim to come again next year!

We wish you and your family a Good Shabbos, Morah Anna, Morah Leah and Morah Masha Shaloh House Update #20 (5772)

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Preschool Room It was very exciting to learn the story of Purim, about the Tzaddik Mordechai, Queen Esther, King Achashveirosh and the wicked Haman. We enjoyed making our Megillot and tried not to color on the letters, so Mommy or Tatty can read it to us. We can’t wait until Monday, when we can bring home our Megilla and all of out Purim projects. Please ask me about the Purim story: • In the city of Shushan there was a king named (Achashveirosh).

• • • • • • • •

What did Achashveirosh make? (a big party) Who did Achashveirosh invite to the party? (everyone, even the Jews) Mordechai was a big (Tzaddik). What did Mordechai tell the Jews? (“Do not go to Achashveirosh’s party!”) Queen Vashti was very (mean). What did Vashti do to the Jewish girls? (She made them work on Shabbat.) What was Vashti’s punishment? (many pimples and a tail) Did Vashti go to Achashveirosh’s party? (No, she was embarrassed of her pimples and tail.)

• •

Who became the new queen? (Esther)

• • • •

Haman was very (bad).

What did Bigtan and Teresh want to do to Achashveirosh? (to put poison in his food) • Who saves the king’s life? (Mordechai)

• •

What did Haman tell everyone to do? (to bow down to him) Did Mordechai bow down to Haman? (No, no, no!) What did Mordechai say? (“I bow down only to Hashem, because he is

our king.”) What did Haman build? (a big tree to hang Mordechai on) Because Hashem saved us from evil Haman, we celebrate the Yom Tov of (Purim).

Shabbat Shalom, Morah Ruti, Morah Polina and Morah Basya Shaloh House Update #20 (5772)

Friday, March 9, 2012

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Kindergarten Junior 1 On Purim day our classroom was filled with fun, laughter, great costumes and lot’s of mixed up things. In the spirit of ‘V’nahapoch Hu’ the kids had a chance to be the Morahs. They did a great job leading the davening, doing the calendar and even giving out stickers. The whole school gathered on the second floor for a grand Megilla reading. The kids did a great job sitting quietly and listening and then making a lot of noise when they heard the name of Haman. Towards the end of the reading everyone also got a lollypop. After the Megilla reading, the teachers of Shaloh House put on a grand play. We had Morah Yael reading a poem of the story while Morah Chava was Esther. Morah Basya was the King Achashveirosh and Morah Anna was Queen Vashti. Morah Chava was the kind Queen Esther. Morah Esther was Haman and Morah Shulamis was Mordechai.

The kids loved this adorable show and we teachers had fun performing it.

Who in our class dressed up like? A bunny? A Witch? A king? Queen Esther? A Princess? A ninja? A lady bug? A Mitzva pirate?

Have a Good Shabbos, From Morah Yael and Morah Goldy Shaloh House Update #20 (5772)

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Kindergarten Junior 2 Enjoy pictures of some of our kids dressed for Purim:

Have a Good Shabbos, From Morah Marina and Morah Chava Shaloh House Update #20 (5772)

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Kindergarten Senior Parshas Ki Tisa We had a very enjoyable Purim at Shaloh House! Many children wore costumes. We listened to Megilla reading and enjoyed a Purim show by the preschool teachers as well. Alef bais One group started learning chirik and the second group began learning koobootz. Both groups are working hard and are becoming great Hebrew readers!! Parsha Parshas Ki Sisa 1)

Why did each Jew give Moshe a machatzis hashekel? (To count Bnei Yisroel)

2) 3)

Who uses the kiyor? (The Kohanim) When do we make our hands holy? (When we wash our hands before eating bread)

4) Could Bnei Yisroel build the Beis Hamikdash on Shabbos? (No) 5) What did Bnei Yisroel do when Moshe wasn’t returning from shamayim?( They themselves made a new leader) 6) What did Moshe do when he saw Bnei Yisroel dancing around the new leader (Broke the luchos) English One group reviewed ‘sh’ and ‘th’ sounds and read words beginning with these digraphs. We read the book “The King Lost his Ring”. Please read with your child over the weekend to improve their reading skills. The second group practiced writing neatly lower case letters k-t and spelling words beginning with each letter. Additionally, we read the megilla story in English. Math One group counted up to 100 and practiced adding and regrouping numbers 1-20. We solved word problems using addition and subtraction. The second group reviewed and added numbers over twenty. We solved word problems and counted and added by fives and tens. Additionally, we worked together in groups to solve math problems.

Shaloh House Update #20 (5772)

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With wishes for a wonderful Shabbos, Morahs Esther, Shulamis Yehudis and Tova Shaloh House Update #20 (5772)

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Elementary School NEWS Judaic Studies Sara Wolosow We have been busy preparing for the holiday of Purim. Studying the Halochos, learning new songs and of course hearing the Purim story. Megillat Esther is such an exciting story. How foolish Achashverosh and evil Haman wanted to destroy the Jewish people only to be saved by Mordechai Hatzadik and Esther Hamalkah. Even though we do not openly see Hashems name in the Megilah we know Hashem orchestrated all the events. Through the tefillot and teshuvah of the jewish people and especially of the Jewish children the evil decree was annulled and the Jews were saved.

1st, 2nd & 3rd Grades Grades one, two and three had their own Purim booklets telling the Purim story with all the characters and important events.

4th Grade Grade four studied the Megiallah from the text with translation and questions. The students were excited to read the story from the Megillah itself. The students came with much prior knowledge and learned many new explanations. With Pesach just around the corner we will be studying the Haggadah and Pesach laws.

Social Studies Andrew Countis 1st Grade We are continuing our study of American life by learning about the contrast between urban and rural life. This is something we are studying largely from a geographical perspective, to provide our students with an opportunity to develop a sense of scope. Our initial lessons focused on those elements of social science that are part of a student’s everyday life such as home, school, neighborhoods, etc. We have lately taken a step back to look at social studies in a broader context by studying cities and states. Soon our focus will take an international perspective as we contrast life in America to life in other countries around the world.

2nd Grade We have just completed a test on American symbols and we have transitioned into a study of how American institutions function. This period of study is a combination of stand alone lessons drawn from the textbook and basic concepts of the study of civics, to provide the student with a foundational knowledge of government. Soon we will begin the study of important individuals in American history, those who “made a difference.” When that occurs, each student will select an individual to write a simple biography of and will present this biography to the class. Shaloh House Update #20 (5772)

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3rd Grade We have been studying American history from two perspectives. In the first form, we have continued our regional studies of America and will soon test on those two regions, the Southeast and the Northeast. We have transitioned into a study of the Midwest and this lends itself to a greater understanding of agriculture, the development of industry and the changing face of America between the 1800’s and the 1900’s. At the same time, we have taken a step back and begun work on a timeline, in order to better understand the broader scope of American history.

4th & 5th Grade We have spent a significant amount of time studying ancient Greece, from the early cultures that precede Greece’s Dark Ages, to the Greek defense its territory from a series of Persian invasions, and currently to the rivalry between Athens and Sparta. By comparing and contrasting these two city states, we are learning important facts about both, particularly the beginnings of democratic government in Athens. We are nearing the end of our studies of Greece and will soon be moving on to the early days of Rome.

6th Grade We have been focused on the historical period immediately following the Middle Ages. We had a brief survey of the Renaissance and then moved on to an examination of the Age of Exploration, when European nations began to explore the world with ambitious expeditions. Each student did a biographical report on a particular explorer, and we studied this historical period from a geographical perspective as well. We have now transitioned into a study of the subsequent colonization of the Americas, dominated by the Spanish conquest of South America and the contest between Spain, France and England for hegemony in North America. Soon we will complete this area of study and transition into an examination of the history of these colonial powers.

Shaloh House Update #20 (5772)

Friday, March 9, 2012

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And some more Purim pictures:

Shaloh House Update #20 (5772)

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Shaloh House Update #20 (5772)

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#20 Updates