Hanukkah and Pirsumei Nisa

The 5th graders learned a section of Talmud about the mitzvah of "pirsumei nisa": our obligation to publicize the miracle of Hanukkah.
The students thought about this mitzvah, and discussed the following big idea: Hanukkah is a time for us to appreciate our religious freedom and to feel proud of our Jewish identity.
They created Hanukkiyot with reflections on this big idea and they are now hanging on our Freedom Board. Their Hanukkiyot will be sent home before break, and I hope that as a family, you all take some time to reflect on the big idea and the students' answers.

Lashon

We continue to add new vocabulary to our ever-growing list of words in Hebrew, and the students in Eliana's class have been practicing using their new words and their new tense: the PAST tense! Naomi's class continues to work on the building blocks for good speaking and writing, and the students have been progressing in their mastery of the present tense.

We have been reading a story in which aliens have run out of food on their planet and need to travel to Earth to find new food. If only they knew about the 5th graders greenhouse, they might have had more luck! :)

Torah Project

This week's parshah, Vayeshev, had the students singing the old favorites from Beatle Torah: they all remember the Yosef songs! But they also asked great commentary questions about the parshah:

Leah: "If Potiphar's wife liked Yosef, why did she try to get him in trouble?"

Maya: "How did Yaakov's wives feel when they heard the news that Yosef was 'dead'?"

Josh B: "How is throwing Yosef in the pit any better than killing him? Isn't this a case where they didn't really think about the consequences of their actions?"

Josh P: "How could the cupbearer forget about Yosef and not stand up for what he knew was right after he was freed from jail?"

HW Expectations

Spelling homework will ONLY be accepted if it looks presentable.  If it's on loose leaf paper, the holes must be on the left.  The paper it's handed in on must be unwrinkled.  Sentences must begin with capital letters and end with punctuation.

Returned Assignments

Graded work was returned today:
Last week's math test
Last week's Social Studies assignment, "Stuck in the Harbor"

Multiplying Fractions

Fifth graders are working on multiplying fractions.  We've folded paper to understand the concept.  They did math in the garden.  Multiplying fractions is conceptually a big leap for math learners.

Greenhouse!

The fifth graders, under the guidance of Peter, continued their impressive work in the garden by constructing and staking down two mini-greenhouses that will let us continue to grow and tend our garden into the winter months.

Teva Project

After an afternoon dedicated to working on our TEVA project, the students uncovered many pearls of wisdom after reflecting on what their work made them think about that they had not thought of before.  Some of their thoughts:

"I love to draw and I'm good at drawing... if I like what I'm doing, I'm productive." -Leah

"We work a lot better when we're in a group.  When we argue we don't get any work done." -Josh P.

"Art can be hard.  It is hard to stay focused while drawing." -Alec

Lashon Quiz

Next Lashon Quiz: Friday, December 16

Yasher Koach to Andrew and Iris!

Andrew Gabor and Iris Bahar read Torah today at our tefillot, and they both did a beautiful job! A special yasher koach to Andrew, who read Torah for the very first time!!
You made us all proud and honored to be able to share this special moment together!

Parashat Hashavuah- Conflict Resolution

Students this week learned about this week's parashah, Vayishlach. With Mr. Lobovits, they discussed strategies for resolving conflicts, using Jacob and Esau as their model. They play acted different scenarios, and really got to demonstrate their creativity and theatricality.
May this be the week when we, like Jacob and Esau, "kiss and make up" (either literally or figuratively!), and resolve some of our conflicts with people who have been our adversaries.

Lashon

I lived, I sang, I put... our students are becoming proficient at expressing themselves in the past tense! We had a quiz this past week, and the 5th graders in Eliana's class have demonstrated their understanding of this concept. Kol Hakavod!

Biblical Narrative Assignment with JS & GS Rubrics- due 12/21

Biblical Narrative:

Imagine Your Life in Egypt- Part 1

Situation: Imagine yourself as an Israelite living in ancient Egypt.  You’ve been through an exciting series of events: the last generation has passed away, there has been a population explosion and all of a sudden, you find yourself as a slave to Pharoah! 

Assignment: Describe what your life looked like before slavery and what it looks like now. What are your thoughts and your feelings?  What is it like to be in your situation? 

Use Shemot Chapter 1:1-14 to guide you.

Details:  This biblical narrative should be two paragraphs long:

a) one paragraph that details life before slavery and

b) one paragraph that details your life after. 

You may write up to four paragraphs if you wish, but no more.

You must include three text-based details.  Make a footnote for each detail and include the perek, pasuk and phrase from which you are quoting.

This will be a typed assignment. (However, you may write in the Hebrew quotes for your footnotes)

Be sure to include: Your name, your family’s history, a vivid description of your life as a free Egyptian and an enslaved one. You should also include how you feel about these developments.

Due: Wednesday, December 21, 2011.

You will have seven class periods to work on this.  You’ll need to manage your time well.

Enjoy- we can’t wait to read what you create!

Language	45-50 Your writing is varied and is highly descriptive and imaginative.  You included at least three similes, at least two metaphors, and two instances of personification and alliteration.	40-45 Your writing is quite descriptive.  You included at least two similes and at least two metaphors	35-40 Your writing is somewhat descriptive.  You included only two similes and/or metaphors.	30-35 Your writing is repetitive and bland.  You included only one simile and one metaphor.
Grammar, Mechanics, Spelling, and Usage	45-50 This is a shining example of grammatically correct writing, with hardly any misspelled words! (less than two)	40-45 Very few grammatical and/or spelling mistakes were made, which did not interfere with the meaning. (less than four)	35-40 Work on proofreading your written work more carefully!  There are several spelling and/or grammatical errors. (five to ten)	30-35 There are many spelling and grammatical errors.  Please revise and hand-in again to be re-assessed. (more than ten)

Content	45-50 You included at least 3 details from the Torah. You discussed your emotions in a rich and meaningful way.	40-45 You included 2 details from the Torah. You discussed your emotions in a plain way.	35-40 You included 1 detail from the Torah. You discussed some of your emotions.	30-35 You included no details from the Torah. You did not discuss your emotions.
Accuracy	45-50 All of the information you provided was accurate, thorough and descriptive. You explained everything your reader needed to know.	40-45 All of the information you provided was accurate, but you left your reader wanting to know more. You explained most of what your reader needed to know.	35-40 You had some inaccuracies  (1-2 mistakes), and left your reader confused about the storyline. You explained some of what your reader wanted to know.	30-35 You had many inaccuracies (3 or more mistakes), and left your reader without very much information to understand this story. You explained very little of what your reader wanted to know.

Our Midah (Value) of the Month

On Tuesday, we took a moment to stop and reflect on a time or place where the fifth graders felt content and wrote short descriptive paragraphs capturing the feeling, this was one exploration of our value of the month "Contentment with your lot," which means to be happy with what you have.
-Mr. Lobovits

Ecosystems Unit

Students made several observations of their crickets and fish today.  We worked on making sure our observations were in fact observable facts. 
Then students tested pH levels on water and vinegar, in preparation for an experiment. 
Students then began demonstrating curiosity about the pH level of various things.  Their questions reiterated my belief that "teaching is listening."  I knew it was time to scrap the lesson plan.  And our young scientists tested pH on all that they could.  Yoni even asked if he could go outside to collect rainwater to test its pH level!
Afterwards I asked students to reflect on something new they were thinking about as a result of this.
Maya wrote: What else could I test for pH?  What would have low amounts and high?
Emma wrote: I never thought spit would make the pH paper so green... I never thought that vinegar had so much acid.

Multiplying a Fraction by a Whole Number

Today, the fifth graders mastered the basics of multiplying fractions and whole numbers.  They tackled the topic from different angles, employing visual models (even including pizza pies) and mathematical equations. 
-Mr. Lobovits

Colonial America

On Tuesday, students tried to determine who the mysterious man with long hair and old fashioned clothes in the painting was.  It turned out to be William Penn!  They then proceded to uncover William Penn's guiding principals when he founded Pennsylvania and even what the name of the colony meant.
-Mr. Lobovits

Spelling and Reading

Today, we picked new spelling words like "drizzly" and even "contagious" and continued to dig deeper into our two novels: Bridge to Terabithia and Tiger Rising!  This week's spelling words are from the novels.
-Mr. Lobovits and Mrs. Woods

Due Dates

The class decided to have their math test on Tuesday (instead of Monday).
They agreed to not complain about having it on the same day as their Lashon Quiz (Tuesday), since this was their choice. 
Stuck in the Harbor- 12/6
Biblical Narrative (our latest writing project: a joint JS/GS assignment)- 12/21
Reader's Letter #3- 12/16 OR 12/21 (each student chooses)

Southern Plantations

On Thursday we discussed the paradox of colonists who fought for freedom and who also kept slaves.  The topic arose while the class was reading and thinking about the differences between life in the northern colonies and the southern colonies.  They read about plantations and noted that they were similar to little towns. 

Maya wrote: The class made me think about how sad it was to be a slave.  What was it really like?

Live Organisms

Students added live organisms to their terrariums and to their aquariums on Thursday.   In the aquariums there are now snails and mosquito fish.  They read and talked about the plant life these aquatic organisms will eat.  In the terrariums are crickets and isopods.  It was a bit of a fiasco getting the crickets into the terrariums; students were quite amazed by how high they jump. 
Lab partners/groups will be making daily observations.

New Novel

Today Josh B., Josh P., Leah, and Yoni explored what it means to "feel free to be yourself" in preparation for their next novel.  The students will be looking to see how the main character in the as yet unnamed book (Bridge To Terabithia) expresses his own individuality. 

-Ethan

Math

On Wednesday, the entire class grappled with real world problem solving as they applied their knowledge of division and multiplication of mixed and improper fractions to word problems describing everyday situations.
-Mr. Lobovits

The Wood

On Wednesday students used watercolors to paint the wood from Tuck Everlasting.  After a careful rereading of the text they were sure to depict what the words convey.  Their paintings fill the page, as the light and trees fill the wood in this wonderful novel.

First Jews in New Amsterdam

Today students examined a primary source document, the letter Peter Stuyvesant sent to the Dutch West India Company asking for the Jews who arrived from Recife, Brazil be expelled.  The class then acted out a play about this first boatload of Jews.  They were appalled by Stuyvesant's slanderous language about the Jews.  They are working on a cartoon (or a written piece) to retell this part of history, due next Tuesday.

Tuck on Monday

On Monday, the fifth graders, drawing from the experience of Winnie as she grows up in Tuck Everlasting,  pondered their own changing responsibilities and freedoms as they graduate from fifth grade and move to middle school and onto adulthood and beyond.
-Ethan

The students were super engaged in creating their ferris wheels of life, which was a testament to Mr. Lobovits's well crafted lesson!
-Mrs. Woods

Midah 11/22/11

On Tuesday, the fifth graders practiced their attentiveness by honing in on their listening.  They stopped all forms of noise making and listened as intently as they could to their surrounding to find out what new things they could hear.
-Ethan

Awesome Fifth Grade Parents (NY Times Article)

The following article reaffirms how valuable your parenting it to your child's success at school.  Read it to bolster your self-confidence as a parent and/or for tips on what more you can do:

http://www.nytimes.com/2011/11/20/opinion/sunday/friedman-how-about-better-parents.html?_r=1&partner=rssnyt&emc=rss

Upcoming Due Dates

DOL Quiz: Tue 11/22
Essay: Fri 12/2
Reader's Letter #3: Choice of 12/16 OR 12/22

Yoga Balls and Crates for after break

Fifth Graders should arrive to JCDS-RI after the Thanksgiving break with a yoga ball (that will stay at school) and a crate.  An old milk crate is fine, or something from an office supply store, like this:  http://www.staples.com/Staples-File-Storage-Crates-Clear/product_498606
Please let Mrs. Woods know if cost is an issue; we want this to work for everyone, and we can provide one or two balls for those who might not buy their own.

Ecocolumn Observations

Observations from the class:
"The grass is wilting, and we think it's because it grew so much that it was heavy on the top."
-from Emma, Leah, and Maya

"The algae is bigger, and we think it's because it's in the water, which helps it grow."
"We have 7.5 by 14cm of mold on our plants, because of all the moisture that's contained in it."
- from Josh B. and Yoni

"There's less mold, because we didn't water it for a long time."
"Some of the grass is dead, because the water evaporated."
-from Alec and Josh P.

Chumash

We have finally gotten into our groove of learning Chumash. Students took a quiz on Tuesday, and they did a great job of remembering the important vocabulary.
We are now learning about the process of how Bnei Yisrael became slaves- was it instantaneous or more gradual? Why did Pharaoh do such a horrible thing? Why does the text say that the Pharaoh didn't know Yosef- how could ANYONE not know Yosef?
Students have also learned about Rashi, and worked on creating their own Rashi-style nicknames.
This is the RES, signing off! (That's my Rashi style name- Rabbi Eliana Seltzer)

Torah Project Peer Editing

Students this week have been working on peer editing their Torah Project commentaries. Our students are such kind and thoughtful peer editors, and they have been helping their friends do their best work.
Heard at school, while working on peer editing:
Alec: "Can I move my chair later? I don't want to miss learning Torah with Josh"
It makes my heart melt!

Lashon

In Lashon this week, we have been learning about the 3 mitzvot wirtten in the Torah, about our responsibility to the environment: לאכלה, לעבדה, ולשמרה: "Eating from the land, working the land and protecting the land. Students have begun working on an in class art project to demonstrate what they have learned about these 3 mitzvot. What a great way to integrate with what they are working on in Science and to reinforce what they learned on Teva!

Field Trip to Touro Synagogue

After learning about Roger Williams, the concept of  religious freedom, which was truly novel back then, and thinking about what a new Jewish community would need to establish itself, we journeyed to Newport to visit Touro Synagogue.  Many of the students remembered being there for their siddur ceremony in first grade.  Our tour guide did a wonderful job engaging the class with questions.  Their understanding of life in Colonial Providence Plantations was detectable as they made connections from what we've been learning in the classroom to what they were hearing at Touro.
Their behavior was so exceptional that they earned another letter!  In total they now have "Fifth Grade ROC."  After the KS, we'll have a party. :-)

Tuck Everlasting

We've all been thinking a lot about the circle of life and what it might mean to live forever.  Fifth graders are eager to grow up and do not fancy the idea of remaining ten or eleven indefinitely!  Reader response journal work is becoming more thoughtful and in depth.  Readers are using textual support, an important skill in many subject areas, with increasing ease.  We plan to finish the novel together shortly after we return from the Thanksgiving break.

Essays are Progressing

Writers completed graphic organizers and are currently working on their drafts.  Some students are already revising.  The essays are due December 2nd.

Math Test

Fifth graders completed their math tests on division and multiplication on Monday.  The test was quite challenging.  Over all, the class did well.  I will work closely with students who missed key concepts on the tests to ensure understanding of the material.

Eye Contact

Our midah (value) of the month is Shmiat HaOzen, Attentiveness. Today in class, we did an exercise where each student shared something with a partner when their partner was first very distracted, and then kept eye contact with them. The students were able to reflect on how important it is to look at someone when they are talking, and how that makes them feel heard, respected and cared for.

Learning on Yoga Balls

Today learners sat on yoga balls, in lieu of traditional chairs.  I've wanted to try this for years, having read a bit about it.  Were they more focused because it was Monday?  Perhaps they found the word problems in math particularly riveting.  Maybe they were well-rested from the extra hour.  My instincts say that sitting straight and being able to bounce a bit helped add to the focus and productivity.
I'd like to try it again.

http://www.ksl.com/?nid=148&sid=12547799

A great way to prepare for Thursday's quiz

http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/Ecosystem.html 

Evidence of Learning

Fifth graders passionately shared what they learned about Colonial America.   From witchcraft to slavery to ordinary home life, each child spoke clearly and presented concrete evidence that he or she indeed learned.  We had some oral presentations and some visual aids.  This was my first time using individualized learning contracts, and I was very impressed with the students' engagement, process, reflections, and ultimately, their learning. 

Math Facts

Starting Monday there will be a daily, timed and graded, multiplication facts quiz. 

Tuck Everlasting with Mr. Lobovits

On Wednesday, while reading  Tuck Everlasting, the fifth graders explored the notion of being "caged in"  through play acting.  I would like to note that the student audience was very attentive while watching their peers present: They were silent with their eyes focused on the actors, and they even maintained proper posture while sitting on the rug, which is no easy feat!  They also gave a hearty round of applause at the end of each performance. 

Upcoming Due Dates

Science Quiz: Thursday, November 10th
Next Reader's Letter: Friday, November 18th
(Note: readers should finish reading their books by November 11th)

Learning Contracts

Students have been busy working on what topics of their own they'd like to explore.  On Friday they'll show us the evidence of their learning. 

Tuck Everlasting

We started our second class novel of the year, Tuck Everlasting by Natalie Babbitt.  Readers listed characteristics of a fantasy novel and made lists of the pros and cons of living forever.  Parents who would like their own copy should ask Mrs. Woods.  The prose in this book are beautiful!  Students will begin peppering their own writing with metaphors and beautiful language.

Free Will or Destiny in Chumash

We FINALLY began learning Chumash today and started thinking about why the Jews ended up in Egypt. Was it free will that brought them there (Yosef's brothers needed food) or destiny (a decree from God to Abram that we would be enslaved for 400 years)? Are we in charge of our lives, or is it all predetermined?
Josh Bermel followed this up by asking, "Why do bad things have to happen to people?"
Alec said, "Because it makes life more interesting."
Emma said, "Sometimes you need to do bad to get something good."

Lashon Update

From Naomi-
What a great first week we had! We learned about Gilad Shalit. Most of your children were familiar with the story about Gilad's return to Israel and Israel's prisoner exchange. We had a few lively discussions and there were some strong opinions about Israel's negotiation for his return. We read a story that Gilad had written when he was eleven years old and had been published in a book, illustrated by Israeli artists. We learned relevant vocabulary, including vocabulary relating to Israel, the army and the mitzvah to redeem prisoners. We also wrote sentences using the Hebrew phrasing for "Five years ago, four years ago, etc....." comparing what we were doing while Gilad sat in captivity. Your children's Hebrew writing will be displayed in our classroom. We made flashcards using our new vocabulary and spent time studying together for a quiz this Friday.

Math: Tests and Multiplication Facts

Everyone did really well on the math test!  Kol Hakavod to the fifth graders!  Graded math tests will go home Friday.  Students should get their tests signed by a parent and make corrections, if applicable.
Our next math unit will be on multiplication and division using two-digit divisors.  If your child does not know his/her multiplication facts (and I mean as quickly as he/she could compute 2+2), this must be daily homework.

Thesis Statements

In Writing this week students worked on editing their Torah Project work for spelling and grammar.  Writers also began crafting thesis statements for their essays.  This is hard work!  By the end of the class everyone had made noticeable progress.  Fifth graders need to email me their thesis statements by Monday.  Next week they'll work on outlining their essays and doing any necessary research.

Terrariums

Today was our third hour-plus science block this week.  We have begun our Ecosystems science kit.  Students assembled their "eco-columns" on Tuesday.  On Wednesday they collected some materials (dead plant materials, rocks, and dirt) from the school yard.  Students will work with one or two partners for this unit.  Each group talked about what they want to learn and what they already know about the interdependence of organisms in an ecosystem.  Together we studied a picture of an ecosystem and tried to identify all the living things in it.  Today, Thursday, students created their terrariums.  Working together they went through many detailed steps.  By the end of the class everyone had sowed mustard seeds, alfalfa, and grass.  There was a lot of counting and observing.  They will keep detailed observation notes in their science journals.  Everyone is looking forward to seeing what will grow.

Learning Contracts

Today fifth graders began creating weekly learning contracts.  Each student will choose a goal or focus area for their learning.  We'll check in after a week to see how individuals have progressed.

Reader's Letters

Students are drafting their first reader's letters on their independent reading.  The letter is due Friday.  First paragraphs are due tomorrow.

Mr. Lobovits's Social Studies Lesson

Today the fifth graders explored the notion of freedom of religion by learning about Roger Williams and his ideas.  They practiced reading for information by creating an outline, and they brushed up on their ability to use textual support to provide evidence for their thoughts.  They even got to see a live demonstration (acted out by the students) of how some people use a loud voice and physical force to intimidate those with different views.

Upcoming Due Date

There will be a math test on Thursday, October 27th.

Returned Assignments

This week students brought home their graded DOL quizzes and their graded personal narratives.  Students were asked to get their quizzes and narratives signed.
Kol Hakavod to fifth graders for completing their first polished pieces of writing!

Building Sukkot

In Lashon, we learned the Mishnah that states the requirements for a kosher sukkah: 1. taller than 30 inches and shorter than 30 feet; 2. at least 3 walls; 3. more sun than shade from the s'khakh. We have been building models of these sukkot in class- stayed tuned for pictures of the final products!

New Writing Assignment

Our current writing focus is on the traditional 5-paragraph essay.  Today students began learning the format and function of this essay.  They learned a new word: expository.  The topic of their essays will be: composting.  We came up with thesis statements that would be "to big" for an essay and ones that we thought would be "just right."  Next time students will work on crafting their own thesis statements.

Mr. Lobovits's Lesson on Colonial Trades

Mr. Lobovits taught his first full lesson today.  Fifth graders had to think about what occupations they thought existed in Colonial America.  What jobs does a community need?  Each student chose their top two trades and explained to the class why they would want to do this.  Students took notes on what each other said.  They each wrote about how their trade fit in with their community and in which region this trade was likely to have existed.  Then each student created a storefront signboard for his/her trade.  The students were engaged and learning about Colonial America!  Mr. Lobovits's first lesson was impressive!

This Week's Parshah

This week, we learned about the last parashah in the Torah: Vezot Habracha. In the Torah, it teaches: "there never was a prophet like Moshe." We talked about why Moshe was so important to Bnei Yisrael, and then we made a personal connection to this idea, and wrote about who was a unique person in our lives.

Alec said: "Someone in my life who is unique and important to me is my Mom and Dad, because they are the ones who raised me, and if it wasn't for them I wouldn't be walking or doing anything. They are what lead my life."

Kol Hakavod!

Original 13 Colonies

Fifth graders researched the original 13 colonies and gave mini-reports on their findings to the class.  They were impressed to learn that so many colonies were founded because the colonists wanted religious freedom.

Due Dates and HW Planner

There will be a DOL Quiz on Wednesday, October 11th.  Students should review their DOL weeks 1-4 to study.

Also, let's reactivate the routine ofhaving parents sign homework planners daily.

Thank you!

Josh Bermel's Awesome Spelling Homework

Joshua Bermel

Mrs. Woods

October 5, 2011

Once upon a time there were two foods who hated each other. Their names were Apple and Honey. They did not believe each other was awesome. Neither food was awesome by himself. One day they got into an argument, so brutal it looked like there was going to be a massacre. Then a rabbi walked in, he told them that they were great for a Rosh Hashanah treat. They could sense it. Then they both engraved their names on a plaque and were eaten for a Rosh Hashanah meal.

Aleph, Bet Vidui

In Lashon this week,we are practicing how to read the Vudui (the short one)- the list of wrong things that we did that we say on Yom Kippur (Ashamnu, Bagadnu...)
We noticed that each word ends with "nu"- which is the plural ending, and means "WE have sinned". Why do you think that every one of these admissions of guilt ends in the plural?
Let's start an online conversation about this!

Torah Project News

Yesterday, we were catching up on last's week's Torah Project, and I asked the students why they thought that Moshe gave a farewell address in the form of a poem.
Yoni said:"It's like a song- if you say something in a poem, it becomes more memorable. Like in the days of Shakespeare, I am sure that people went around quoting him all the time."
Leah said: "In a poem, you can really express your emotions- you can be really sad or really happy- in a way that is different from a speech."
Kol Hakavod!

Upcoming Due Dates

There will be a math test on Tuesday, October 4th.
Personal Narratives are due October 7th.  Hard copies (paper copies) on clean, unused white paper must be handed in.

MLA Heading

Below is a copy of the email I sent to fifth graders about the heading for their personal narratives.

Dear Fifth Graders,
Please SAVE this email so that you can refer to it throughout the
year.  Here is an example of the heading you should have on your
personal narrative:

Name
Mrs. Woods
ELA: Personal Narrative
Date                                                                                                                     
We will follow MLA style.  It's OK if you've never heard of this before now.  Here's a link:
http://owl.english.purdue.edu/owl/resource/747/01/
In the upper left-hand corner of the first page, list your name, your
teacher's name (Mrs. Woods), the subject area and assignment, and the
date (this can be the due date). Again, be sure to use double-spaced
text.  Unless I say otherwise, please use Times New Roman, font size
12.  Everything should be double spaced.  The page # should appear,
starting on the 2nd page, in the top right hand corner of the page.
Please ask if you have any questions!  Mr. Lobovits, Mr. Ben, and I
are here to help!
Good luck!
Mrs. Woods

Buddies

Fifth graders met with their second grade buddies today for the first time!  The fifth graders came with getting to know you questions.  The second graders read their personal narratives to their big buddies.  There were a lot of smiles in the room.

Reader Responses

On Monday the class focused on qualities of a good written response.  Alec was our first brave volunteer.  He presented his response to the class.  Each student, in turn, shared what qualities it contained that made it a good response.  Their thoughts are posted ob chart paper in the class, to serve as a reminder to all.  Then the class gave suggestions as to how the response could have been even better.  The hope is for the quality of all students' responses to improve.

Friday

Fifth Graders did an awesome job on their Teva skits and song at assembly!  They are role models to the school!  They performed, sand, and led with ruach (spirit).  It felt strange to all of us to be back in a classroom.  Their Friday letters were all about Teva.

Teva- Day 3

The fifth graders are really awesome!  They have the best spirits and attitudes!  This class seems truly excited about everything we do here.
This morning they learned a lot more about compost first hand.  They know a very cool song about the water cycle too, which I'm hoping they'll share with the school.
The class hiked the mountain today, which they loved.  This afternoon some of them went to an elective where they worked with animals while others went to one on wilderness medicine.  Without exaggeration: everyone has gotten along beautifully; no one has been homesick; everyone has slept well; there have been no overly fussy eaters or complainers.  In fact, they wish we could stay longer!  I can already see that they are changed, so please take the time to notice and listen to their newly gained wisdom when they return. 
Thursday night, your child will likely want to eat meat.  (Only vegetarian fare is served here).  We have been asking them to check for ticks daily, but please do a thorough tick check. 
Here are some quotes directly from the students:
"Milking the goat was fabulous."- Josh P.
"During wilderness medicine, we learned how to make a splint from anything we had in our back backs and some sticks.  It was actually better than I expected."- Yoni
"I went to the goat thing... The goats, you can take out the hay...  There was this goat that started eating my pants- it was funny!" -Leah
"We went to the overview of the mountain.  We ate lunch at the top of the mountain.  We called around the hills, and it bounced back- we got an echo.  It was fun and exciting.  We also got another bead." - Josh B.
"Today when we went up to the top of the mountain... while we were there we saw a bunch of turkey vultures riding by, and it was so amazing." -Emma
"The trust walk was thrilling.  We were all blind folded and then we had to trust the person in front of us.  It was really scary and relieving at the same time.  It was realy fun when we got to take our blindfolds off because then it was the overlook." -Alec
"We prayed the amidah outside, and that was really cool because usually we're in a chapel when we pray and we're all like in the same place, but when you're outside you're spread out and you have like the fresh air, and it's really more relaxing."- Maya

Teva- Day 2

It was quite something to see how exhausted the fifth graders were last night.  They couldn't wait to get to bed!  They were adventurous eaters at dinner and enjoyed some Indian food.  The night hike was super fun, though tiring.  The end of the night campfire ended at around 9:30PM.  Lights were out by 10PM, and all was silent by 10:08PM.  Absolutely silent.
This morning Josh, Josh, and Emma did a stellar job leading part of shacharit (the morning teflliah service). 
The class spent five hours on the trail today!  Leah and Josh Philips agreed that their favorite part of the day was finding bugs in the pond.  We had a bit of rain, but it wasn't too bad.
Although they were all tired and wet, everyone was raving about their time today.
After some hot showers and playful down-time (spent taking each other's hats and running around), they're about to embark on a game of "predator prey".
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Teva- Day 1

We arrived safely at about 10:30AM this morning, and the class was greeted with lots of ruach (spirit) by the Teva educators.  Thank you so much to Guy Bermel for driving!  After unpacking, meeting all the Teva educators, eating a big lunch, and weighing their food waste (14 lbs) they hit the trails with their "Moreh Dereck" (Teacher of the way), Moreh Daniel.  When they returned everyone rated their experience "two thumbs up." 
Yoni was fascinated by a striped mushroom they found that seemed to give off smoke when they stomped it.  Maya brought back what she thinks are discarded exoskeletons and placed them on the "really cool stuff" table.  Alec reported that he connected with a tree.
We're preparing for dinner as I type, and then a night walk!
Stay tuned for more updates about Teva and musings from your children.