השתמשו ב’שאלה הגדולה‘ (או כמה ‘שאלות גדולות‘) של יחידת הלימוד בפתיחת היחידה – לעורר סקרנות ומוטיבציה אצל התלמידים.ות, במהלך היחידה – לעצב ולכוון את הלמידה תוך הפעלת יכולות חשיבה גבוהות ואישוש הנחות, ובסוף היחידה – כחלק מהרפלקציה על הלמידה. אם בחומר הלימוד לא מצויינת ה’שאלה הגדולה‘, אתרו שאלה כזו בעצמכם.ן, לפי תכני היחידה (למשל, מיהו חבר טוב? איך אמנות משקפת ומעצבת את האנשים והחברה? איך סדר היום שלנו מראה מי אנחנו? וכו‘). העזרו במסמך הזה (מאת מחלקת החינוך של אוהיו) לאיתור שאלות גדולות נוספות לפי רמות מיומנות לפי נושאים.
Super-Cool SHINSHINIM: Magic Potion for Enthusiastic Middle School Hebrew Studies at The Brandeis School of San Francisco
At The Brandeis School of San Francisco Students have the choice to continue their Hebrew language studies or switch to Spanish when they enter 6th grade.
The numbers of self-selected Hebrew students remain strong, thanks to the influence of smaller groups and accelerated progress of those who decide to continue learning Hebrew. However, developing close relationships with the Shinshinim is a major motivating factor for continuing to study Hebrew in Middle School.
Shinshinim are 18-year-old Israeli emissaries that come to communities in America to spread knowledge and love for Israel. According to Debby Arzt-Mor, Director of Jewish Learning at The Brandeis School, the Shinshinim bring Ruach, lots of games, up-to-date Israeli music, and enthusiasm for both Israel and for Hebrew language. The selection process in Israeli high schools to become a Shinshin is highly competitive, and is cannot be overstated that Israel’s best and brightest high school graduates are taking a gap year before beginning their army service to serve in Jewish communities. Inspiring Shinshinim increase motivation as they bring Modern Hebrew language to life, throughout the K-8 school, “making Hebrew cool.”
Over the past few years, a strategic decision was implemented to focus a major part of Brandeis’ Shininims’ time to support the work of the 5th, 6th, 7th. and 8th grade Hebrew classes. This has resulted in greater interest among 5th graders to continue their formal study of Hebrew when they move into 6th grade.
Shinshinim are not trained teachers, however they prepare and run a wide range of Israel and holiday related programs. They function as “intern teachers” and interact with students during formal and informal learning times, such as assemblies, arrivals, recess, and aftercare. The Shinshinim that work at the Brandeis School are highly motivated to “teach” Hebrew throughout the school, as they see and feel how their leadership impacts student motivation.
This year The Brandeis School has had one full-time and one part-time Shinshinit, Lia and Avya. Both Shinshiniyot work with 4 Hebrew teachers as well as with Debby, infusing the spirit of Israel throughout the school. The Middle School Hebrew teachers work with the shiniyot an average of 3 times a week, in the different classes and most teachers spend some of their prep time mentoring the Shinshinim, working with them on their ideas, and helping them adapt their ideas to a language class environment. By way of example: the Shinishinim don’t just get to teach a new, trendy Israeli song. They learn to give context, teach vocabulary, and help students integrate the new vocabulary into their own receptive and productive language skills.
When this academic year ends and Lia and Avia return to Israel to begin their army service, they will be able to apply their new skills to their service. No doubt they will employ some recently acquired teaching skills from their year as a Shinshiniyot at The Brandeis School of San Francisco.
For more information on effective utilization of Shinshinim in Hebrew ool classrooms, contact Debby Arzt-Mor at darzt-mor@sfbrandeis.org. Click HERE or more information on bringing Shinshinim to your school and community.
Hebrew is Magic: Full Speed Ahead
Dear friends,
This week we celebrated Israel’s 76th birthday.
What was once a vision and a distant dream has since become our tangible homeland. In the Zionist spirit, we’re going to unpack one of the words in the first stanza of “Hatikvah,” Israel’s national anthem.
As you’ll recall, the fourth line of “Hatikvah” reads:
“The eye looks to Zion”
That final word, tzofiyah (צופיה)
means “to look” or “to scout.” It’s derived from the shoresh (root) tzadi-peh-yud (.צ.פ.י)
Other words derived from this root include the youth movement Tzofim (צופים)
or “Scouts, Tatzpitanit (תצפיתנית)
the battalion of female soldiers in the IDF who monitor Israel’s borders 24-7, commonly nicknamed, “Eyes of the country,” and the Jerusalem hilltop where many of you studied (and partied) during your semesters abroad at Hebrew-U, Har Tzofim (הר צופים)
AKA, Mount Scopus.
But what’s really special about the tzadi-peh-yud root is that it appears in tzipiyah (ציפייה)
Hebrew for “expectation,” which brings us back to Israel’s national anthem.
Hebrew knows something we often overlook: The first step in making dreams come true is to expect them to come true!
When we visualize our goals, we inherently anticipate them into being. Keeping our eyes on the prize is the equivalent of a self-fulfilling prophecy – when it comes to Israel, this holds true as ever. For centuries, the Jewish people maintained an unwavering belief that we would one day return to our homeland; our practice was centered not around if it would happen, but when.
As Theodor Herzl famously said, “If you will it, it is not a dream” – and finally, on that beautiful day in 1948, our expectation became reality.
What’s truly beautiful about the idea of expectation is that it’s a two-way street. While the events of October 7th will be forever seared in our memories, we cannot forget what transpired on October 8th and the days after, when 200,000 Israelis were called for military reserve duty and 350,000 showed up. Meanwhile, Israeli society was overcome with a wave of volunteerism, the likes of which few countries have ever seen.
Why? Because in those harrowing times, Israelis knew what was expected of them, as a nation and as individuals.
As we approach Israel’s 77th year, I invite you to think about your own expectations for Israel and act as though they’ve already been fulfilled.
You might also think about what Israel, in this perilous time, expects of you.
Although this may seem counterintuitive, this mindset is precisely what will turn our expectations into reality.
Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.
תכננו פעילויות בעברית לפיתוח יכולות חשיבה מסדר גבוה אצל כל התלמידים.ות
פיתוח יכולות חשיבה מסדר גבוה ופתרון בעיות היא חלק ממיומנויות המאה ה-21 הנדרשות מהתלמידים.ות שלנו כאזרחים.ות עתידיים.ות בעולם הגדול. השתמשו בטקסונומיה של בלום (החדשה) ויישומה בהוראת שפות נוספות על מנת לשאול שאלות ולתכנן פעילויות בעברית אשר דורשות הפעלת חשיבה מסדר גבוה. הקפידו לעודד חשיבה מסדר גבוה אצל כל התלמידים.ות בכל רמות העברית. לרשימת הפעלים להגדרת הפעילויות ולפעילויות לדוגמה בכל רמת חשיבה, לחצו כאן (מאת מחלקת החינוך של אוהיו).
Hebrew is Magic: The Whole in Peaces
Last week, we concluded our Passover Seders as we always do, with the familiar phrase “Next year in Jerusalem.”
This expression has always struck me as peculiar, considering that Jerusalem is already under our control (and has been for nearly 76 years).
However, this year the contradiction feels even more poignant. With hostages still in Gaza, Israel at war with Hamas, and the IDF gearing up for a potential confrontation with Hezbollah in Lebanon, is it really Jerusalem that we’re longing for in the year to come?
Yet, when we delve into the Hebrew meaning of this remarkable city’s name – Yerushalayim – we find that this aspiration isn’t so peculiar after all.
Yerushalayim
is actually a combination of two words: yeru
an ancient Hebrew term for “city,” and shalayim
derived from the root shen-lamed-mem
which forms the basis for two familiar words: shalom
(“peace”) and shalem
which means “whole.”
This brings us back to “Next year in Jerusalem.” What we’re truly praying for at the end of our Seders (and our most recent ones especially) is a year of wholeness – one in which all living hostages are returned to their families, and those who are deceased are given proper burials here in Israel.
And, we long for a year of peace, whatever current war zone we happen to find ourselves in, be it the Gaza border, Israel’s northernmost city of Kiryat Shmoneh, or a college campus on New York’s Upper West Side.
Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.
השתמשו בעזרים ויזואליים כדי לקדם הבנה ולמידה בשיעור עברית
הקפידו להשתמש בעזרים ויזואליים בשיעור – טבלה, תרשים, גרף, תמונה, סרטון, קריקטורה, פוסטר, מצגת, וכיוב‘. עזרים אלו ישמשו לא רק לגיוון בהוראה לטובת תלמידים.ות עם צרכי למידה שונים, אלא גם יתמכו בזכירת אוצר מילים, העלאת מוטבציה ומעורבות בלמידה, הפשטת מושגים מורכבים ועיבודם, וחשיפה לתרבות היעד אצל כלל התלמידים.ות. לשיתוף התלמידים.ות בתהליך הלמידה, בקשו מהם.ן להכין/למצוא עזרים ויזואליים לשיעור, אם מתאים.
לאוסף דוגמות של עזרים ויזואליים מאת אוניברסיטת פיטסבורג לחצו כאן.
לרעיונות ושימושים בכיתה קראו בבלוג של fluentu כאן.
In Memphis, Tennessee, Israeli Music Soothes Bornblum’s Soul
Music quite naturally stands at the core of learning at the Jewish day school in the heart of Memphis, Tennessee. After all, the city of Memphis is anchored by “Graceland,” the legendary home of Elvis Presley, of blessed memory, arguably one of the greatest American songwriters, singers, and performers of all time. The Bornblum Jewish Community Day School is nourished by both Israel’s and Tennessee’s deep wells of lyrical and liturgical inspiration.
Since Israel was brutally attacked by Hamas on October 7th, many new Israeli songs of inspiration, determination, mourning, and hope have been written and recorded. As fast as Israeli radio stations get new songs out to the public, Bornblum’s Hebrew faculty members integrate the new music into the teaching of Hebrew, particularly in the Middle School. Member School Highlight sat down with Michal Almalem, Bornblum’s Judaic Studies Principal and the Hebrew teachers, Rinat Kremer, Sapir Pinto, and Maya Sharabi, to learn how Israeli music is utilized to build Hebrew language and Israeli cultural proficiency, as well as strengthen Jewish identity. MSH wanted to know more about how learning emerging Israeli music over the past 6 months has benefited the teaching of Hebrew language and touched Bornblum’s students, their parents, the wider Memphis community, and even the Israeli community of Memphis’ sister city, Shoham.
Whereas instinct guides many good Hebrew teachers to believe that learning the Hebrew words and the beautiful melodies of Israeli music will bring students closer to Israel, and that learning some of the vocabulary will bring them even closer, the Hebrew teachers at Bornblum were able to add grammatical constructs, sentence composition, and perfecting multiple drafts for deeper student learning. As first-year Members of Hebrew at the Center, they requested of their coach, Nili Pinhasi, to help the teachers connect the teaching of Israeli songs, in Hebrew, to ACTFL’s standards for second language acquisition. Once these techniques were applied to the first song, the teachers became increasingly adept at teaching Hebrew language and Israeli culture through music.
In middle school, Rinat, Sapir, and Michal first play the music, then pull out vocabulary words that are already familiar, then add some new Hebrew vocabulary. Students then orally express and write in simple Hebrew their understanding of the meaning of the song, all while listening to the song again and again. Then the teachers introduce and teach one or two new grammatical structures that appear in the song. The next step is for the students to translate the song from its original Hebrew to English. At this point, students go back to their first Hebrew draft of the meaning of the school and improve upon it, writing a brief description of the song in English, to share with non-Hebrew speaking audiences.
Emergent Israeli music has been incorporated into daily prayer and into community-wide Kabbalot Shabbat at Bornblum, attended by parents and grandparents. Before a song is sung at Kabbalat Shabbat, one or more of the middle school children make a short presentation, in English, about the origins and meaning of the song. The songs taught this year include:
- Yeish Lochamim (יש לוחמים)
- Im Machar Ani Meit (אם מחר אני מת)
- Giborai Al – (גיבורי על) by HaTikva 6, full of Hebrew vocabulary about different professions that the students already knew.
- Hai – the original version by Ofra Hazzah, compared and contrasted with the remix by Noa Kirel.
- LaTzeit MeiDika’on (לצאת מדיקאון)
After one Kabbalat Shabbat, the song LaTzeit MeiDika’on (לצאת מדיקאון) organically became something of a schoolwide anthem, together with the video clips of soldiers coming back to their families after long stints in Gaza. The students were then challenged: the first student to memorize the entire first verse would get to sing it the following week as a solo. By the following week, the entire school had learned the chorus and one student sang the first verse as a solo. Today, every student at Bornblum can sing the entire first verse. In March, when visitors came to Memphis from their twin city of Shoham, they were invited to hear the Bornblum students sing this song and were overcome with emotion to hear these American children singing this song.
At another Kabbalat Shabbat assembly, there was a display of ceramic hearts, created by the students, engraved with the names of each of the hostages, with a red balloon attached to each heart. When over 100 hostages returned home, each ceramic heart was given to the freed captive, creating a powerful and meaningful bond. The distribution of the hearts to returning hostages were coordinated through Bornblum’s “sister school” in Shoham.
The war has tightened ties between Soham’s and Bornblum’s middle school students, who have been paired up as WhatsApp buddies. To practice correct writing skills, the Bornblum students write in Hebrew and the Shoham students write back in English. They also make voice recordings to send back and forth, recording, blushing, erasing, and recording again, until their messages meet their own expectations of what is acceptable to send. When the Bornblum 8th graders travel to Israel in May, they will spend 2 full days with their friends in Shoham.
Maya Sharabi is the only member of the Hebrew department who does not teach in the middle school. As an early learning specialist, she wants her 1st and 2nd grade students to experience the emotions of the war through music without scaring them. She returned to a classic Israeli childrens’ song, “Eretz Yisrael Sheli.” While teaching the vocabulary, grammatical structures, and music of this Hebrew song, she focused on the educational messages, including the need to rebuild, repave, and replant what was destroyed by Hamas in Israel, and that our brothers and sisters in Israel do these things with love and filled with hope for the future.
Much of what Bornblum’s Hebrew teachers undertook would have happened whether they were Hebrew at the Center members or not. Their faculty is dedicated and strong, their relationship with the city of Shoham is well-established, and music is deep in the souls of every resident of Elvis’ hometown, Memphis, Tennessee. However, learning and incorporating the ACTFL scale and mindfully teaching Hebrew through authentic Israeli cultural materials has given the teachers a professional framework upon which to turn this terrible moment in Israeli history into specific growth opportunities in Hebrew language acquisition.
Hebrew is Magic: A Slave to Our Past
Dear friends,
Pesach is upon us, and as you may know, it’s the holiday of fours: four names, four cups of wine, four children, four questions.
In that same spirit, we’re going to examine four words from the Haggadah and discover how they make our lives more meaningful.
Jewish holidays and biblical language are notorious for using words that didn’t make it into modern Hebrew, but the other day I overheard a familiar word that did.
Bedi’avad (בדיעבד) is the everyday Hebrew word for “hindsight”.
Take a close look at the word, particularly the last part. Do you see another word you recognize, straight out of the Haggadah?
Indeed, those final three letters, ayin-bet-dalet, form the word עבד (eved), which means slave.
It’s also the shoresh (root) of numerous words related to the idea of work, everything from a 9-5 job to worshiping God.
What does this have to do with “hindsight”?
Although it can be painful to admit, Hebrew knows that as Jews, we are slaves to our past simply by existing and surviving one enemy after another. Coping with an irreversible, and often tragic history has a way of enslaving us to it.
But even so, reflecting in retrospect enables us to prevent undesirable parts of history from repeating themselves. In this way, looking in hindsight and confronting our history is also the very thing that helps us free ourselves from it.
Of course many of our traditions are worth repeating. The fourth question at the Seder asks why we recline at the table instead of sitting regularly.
At least, that’s how the question is typically translated.
But as it turns out, mesubin (מסובין) is Hebrew for “sitting around the table”
based on the shoresh samech-bet-bet (סבב).
At first glance, this three-letter root might not look so familiar, but it appears in all things that turn or turn around, including a toy from another favorite holiday, the sevivon (dreidel).
In other words, what the child is actually asking in question number four is, “On all other nights we sit at the table wherever and however we want, but on this night we sit around the table, facing one another.”
This word makes another appearance on Passover when we sing the song “Betzet Yisrael.”
Ha-Yarden tisov l’achor
The song describes how the Jordan River turned backward as it paved a path for us to cross into Israel!
The takeaway?
Sometimes making positive changes in life demands that we turn our back on something else in order to pave the path forward.
As we move forward with the Seder, we reach the “sandwich stage” korech (כורך). Similarly, the shoresh kaf-resh-chaf (כרכ)
gets packed into multiple Hebrew words.
This same root appears in kricha (כריכה)
which means “book cover” and can also refer to the act of binding pages or ideas together.
And then there’s karuch (כרוך)
which means “to be contingent upon something else.” So, this year when you reach korech, I invite you to ask yourselves What is real freedom contingent on?
And for the cherry on top, we have the tastiest dessert of all: Matzah! Except that at this stage of the Seder, we call it tzafun (צפון)
where we hide a piece and make our children look for it, aka, the Greek afikomen.
It’s worth asking, Why don’t we just call this “dessert” like the Greeks do?
To answer that, we’ll decode the root – in this case tzadi-peh-nun (צפנ)
In the nature of the root, there is so much meaning to unpack – if you look for it. One pairing of the word is kod tzofen (קוד צופן), which literally means encrypted code.
On a more amorphic level, the word matzpun (מצפון)
is a variation of a code that’s hard to ignore – our conscience. It’s no wonder that the Hebrew word for compass is matzpen (מצפן).
How sweet of a metaphor! Hebrew is telling us that some codes are hard to decipher, but we can find the answers within (or under the sofa).
Whether a moral compass or a literal one, they can both point us north or tzafon (צפון)
and provide us guidance like the North Star.
Who Knows 133?
With 133 hostages still in Gaza, celebrating a holiday that’s symbolic of freedom is paradoxical at best. So to help you bear this burden and remain mindful of why this year is different from all other years, Benji and I created a Passover supplement that integrates what the Jewish people have been enduring for the past six months with traditions that originated thousands of years ago. It includes new takes on the Four Questions, suggestions for ways to keep the hostages in mind at your Seder table, and some relevant Hebrew is Magic. We invite you to incorporate it at the relevant stages of the Seder.
Sending wishes for a Seder filled with hidden meanings and a chag sameach,
Joel
Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.
השתמשו במילים דומות (קוגניטים, מילים שאולות) כדי לקדם הבנה והבעה במיוחד אצל לומדים.ות מתחילים.ות
עבו את אוצר המילים ביחידת הלימוד/שיעור על ידי הוספת מילים דומות, כגון קוגניטים ומילים שאולות (מילים אשר נשמעות דומה ובעלות משמעות דומה בעברית ובשפת האם) אשר מתאימות לנושא ולמטרות היחידה. המילים הללו יגדילו בצורה משמעותית את אוצר המילים של הלומדים.ות (במיוחד מתחילים.ות), יסייעו בהבנת טקסטים, ויאפשרו הפקה מגוונת ורחבה יותר. לקישורים לרשימות מילים כאלו לדוגמה, קראו במסמך הנמצא במאגר המשאבים באתר שלנו.
Hebrew is Magic: Take a Deep Breath
Dear friends,
As many of you know, I moved to Israel to enlist in the IDF when I was a whopping 24 years old. That means I was older than my comrades, my commanders, and my officers!
Plenty of people, including my parents and then-girlfriend Dorit, tried to talk me out of it.
I had my own doubts, too:
Was my Hebrew strong enough?
Were my glutes strong enough?
And, of course, there was the biggest question of all: Was I willing to die?
Some context: This was the late ‘90s, when just about all combat soldiers would eventually do a tour in Lebanon as part of Israel’s war of attrition with Hezbollah. Did I know for sure that I wanted to be part of that?
No, I did not. But what I did know was that if I didn’t join up, I’d regret it forever (however long “forever” might be).
You see, I realized that serving in the IDF wasn’t just another item on my bucket list. It was a sense of fulfillment I needed to claim in order to feel like life had a bigger purpose.
It was, in other words, something I aspired to.
The Hebrew word for “to aspire” is lish’of (לשאוף)
And while I may not have realized this then, I now know that Hebrew sees us during the challenges we face – and helps us see our way through them. Here’s how:
It turns out that lish’of is a homonym that also means “to inhale.”
Hebrew is handing us a package deal: Aspiring to the best version of who we are necessarily means overcoming difficulty and self-doubt.
In this sense, lish’of is more than just a word, it’s an instruction manual. Hebrew knows that short, shallow breaths are the diagnostic for stressful situations. Lish’of literally spells out how to cope with the anxiety we feel when embarking on a new challenge: deep inhales. This small act equips our brains with enough oxygen to tackle what’s ahead.
Science backs this up. But, once again, Hebrew knew it first.
And I have a feeling that with lish’of, Hebrew is telling us something else, too: In the same way that breathing is involuntary, so too is our need to aspire and reach for more. The day we stop growing is the day we stop living.
Joel Chasnoff is a stand-up comedian, podcast host, and co-author of Israel 201, winner of the 2023 National Jewish Book Award. You can find out more about his comedy, books, and upcoming tour at www.joelchasnoff.com, and sign up for his weekly newsletter, Hebrew Is Magic, to learn more about the hidden life lessons in Hebrew words.