Religious School

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
To state that Hebrew is the language spoken in Israel and to describe ways that families in Israel are like our families and are different from our families.

Holidays:
To identify one way that families in Israel celebrate the holidays, including: Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Hanukkah, Tu B’Shevat, Purim, Pesach, and Yom Ha’Atzmaut

Parsha:
To share parts of the various weekly parshiyot in Bereshit (Book of Genesis)

Community:

• To name the various people who work at Etz Chaim and tell something about their role, including: Rabbi Dorsch, Marty Gilbert, Allison Saffran, (President), Debbie Deutsch, Steven Resnick (Youth Director) and a member of our facilities staff
• To name the various places at Etz Chaim including: the sanctuary, chapel, social hall, main office, Education office, library, gift shop and facilities office.

Mitzvot:
To give examples of mitzvot that can be done in conjunction with the holidays throughout the year.

Tefillah:
To be able to sing along with the group to the following prayers:

• Mah Tovu
• Modeh Ani
• Barchu
• Shema
• V’ahavta (first two lines)
• Oseh Shalom

Hebrew:

• To be able to state their Hebrew name.
• To understand and use simple Hebrew words and commands: S’licha (excuse me), B’vakasha (please and you’re welcome), Todah Raba (thank you), Shirutim (bathroom)
• To name various colors.

Upon completion of the school year, the students will have mastered the following objectives:

Israel:

• To state that Jerusalem is the capital of Israel, that the Western Wall is located in Jerusalem and the only remaining part of the Temple.
• To name one fact about Tel Aviv, Eilat and Haifa

Holidays:
To name the Jewish chagim (holidays) and one way in which the holiday is celebrated including: Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Hanukkah, Tu B’Shevat, Purim, Pesach, and Yom Ha’Atzmaut

Parsha:
To share parts of the various weekly parshiyot in Bereshit (Book of Genesis)

Community/Lifecycle:
To state their Hebrew name and describe the different ways to celebrate a Jewish child’s naming

Mitzvot:
To participate in the mitzvah of Ahavat ha-briyot (loving concern for others)

Community/Lifecycle:
To state their Hebrew name and describe the different ways to celebrate a Jewish child’s naming

Tefillah:
To be able to sing along with the group to the following prayers:

• Modeh Ani
• Mah Tovu
• Barchu
• Shema
• V’ahavta (first two lines)
• Oseh Shalom
• Havdalah Brachot/ Hanukkah Brachot/ Mah Nishtana

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
To complete the lessons in the textbook Yisrael Sheli as determined by the teacher.

Holidays:
To identify the major chagim and identify the symbols that are incorporated into celebrating them, including: Rosh Hashanah, Yom Kippur, Sukkot, Simchat Torah, Hanukkah, Tu B’Shevat, Purim, Pesach, and Yom Ha’Atzmaut

Parsha:
To state components of the various weekly parshiyot in Bereshit (Book of Genesis)

Community/Lifecycle:
To name the three major prayer books and when they are used, including the Machzor, Siddur and Chumash.

Mitzvot:
To name the following mitzvot and tell of ways to fulfill the mitzvah – Taking Care of the World, Accepting Responsibility, Doing the Right Thing, Remembering to be Humble, Standing up for Others, Showing Kindness, Keeping Peace in the Family and Asking for Forgiveness as they relate to the Torah parshiyot

Tefillah:
To be able to sing along with the group to the following prayers:

• Mah Tovu
• Modeh Ani
• Barchu
• Shema
• V’ahavta (first two lines)
• Oseh Shalom

Hebrew:

• To recognize the letters of the Hebrew alphabet and vowels and name their corresponding sounds.
• To decode a few consonant and vowel combinations.
• To recognize the following sight words in Hebrew: Baruch, ata, Adonai, eloheinu, melech, haolam, Yisrael, shalom, Shabbat

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
To complete the following lessons in the Israel curriculum and tell two facts related to the following units: People and Places and Culture.

Holidays:

• To identify that Rosh Chodesh is the new moon and that the Hebrew calendar is a lunar calendar.
• To identify components of the major Chagim (holidays) as identified in the Etgar Yesodi curriculum.
• To understand ways in which the holidays can be reflected through art.
• To state their Hebrew date of birth and locate it on the Jewish calendar

Parsha:
To state components of the various weekly parshiyot in Bereshit (Book of Genesis).

Community/Lifecycle:

• To name that consecration is the ceremony of receiving a siddur.
• To become familiar with the Siddur Lev Shalem and use it to find a variety of designated prayers.
• To become familiar with where certain prayers take place in the Shabbat morning or Friday evening service.

Mitzvot:

• To name the mitzvot opportunities of giving tzedakah, the concept of tikkun olam and maos chitim.
• To participate in the Project Based Learning experience of “How can I be my best self?”

Hebrew:

• To master the letters of the Hebrew alphabet and vowels and name their corresponding sounds.
• To decode blends of Hebrew letters and vowels and short words
• To recognize the following site words: Baruch, ata, Adonai, eloheinu, melech, haolam, Yisrael, shalom, Shabbat

Tefillah:
To be able to chant the following brachot (blessings) and prayers:

• Holiday brachot
• Havdallah brachot
• Ein Keloheinu

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
To complete the three units in the Israel curriculum and tell two facts related to the following units: Israel in the Torah, Israel in Jewish Prayer and Practices and Israel in Jewish holidays.

Holidays:
To identify components of the major chagim (holidays) and tell ways that they are celebrated/connected to Israel.

Parsha:
To state components of the various weekly parshiyot in Bereshit (Book of Genesis)

Community/Lifecycle:
To state a connection between ourselves, and our families and the Jewish people through the stories we tell using the Etgar Yesodi curriculum

Mitzvot:
To name a variety of ways to perform mitzvot and organizations that can benefit from our support.

Tefillah:
To be able to chant the following prayers:

• Various Brachot from Hebrew in Harmony
• Barchu
• Mi Chamocha
• V’ahavta
• Aleinu

Hebrew:
To tell the meaning and decode with fluency the following prayers: Brachot, Barchu, Mi Chamocha, V’ahavta, and Aleinu

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
The students will tell two facts related to Israel related to: Israel in the Torah, Israel in Jewish Prayer and Practices and Israel in Jewish holidays.

Holidays:
To identify components of three pilgrimage festivals, Shalosh Regalim- Sukkot, Pesach and Shavuot and tell where they are located in the Chumash and the ways they are connected to Israel.

Parasha:

• To name the five books of the Torah and locate them and additional chapters and verses in the Chumash.
• To participate in the Project Based Learning experience of the matriarchs and patriarchs.

Community/Lifecycle:

• To discuss and participate in ways that we can be show kindness and be mensches as members of the Jewish community.
• The students will be able to name and describe: kehillah Kedoshah – Holy Community, Arakhim – Living Our Values Together, Ahrayut – Our Responsibility Toward Others

Mitzvot:

• To define ways to be involved in the community through performing mitzvot in the community.
• Through the Etgar curriculum we will learn about mitzvot between people; the Torah commands the Jewish people to be sacred and Unit 6 Ahrayut Our Responsibility Toward Others.

Tefillah:
To participate in discussion about the history of the following prayers and be able to chant them:

• Prayers of the Amidah – Avot, V’Imahot, G’vurot, K’dushah
• Kaddish Shalem
• Hatzi Kaddish
• First half of Ashrei

Hebrew:
To tell the meaning and decode with fluency the following prayers: Prayers of the Amidah:

• Avot, V’Imahot, G’vurot, K’dushah
• Kaddish Shalem
• Hatzi Kaddish
• First half of Ashrei

Upon completion of the school year, the students will have mastered the following objectives:

Israel:
To complete three units in the Israel curriculum and tell two facts related to the following units: Zionism – What is a homeland? Challenges & Responses, East, West & Herzl

Holidays:
To identify components of the major chagim (holidays) and tell ways that they can connect to each holiday.

Parsha:
To review and share the important message(s) from their Bar/Bat Mitzvah Torah parasha

Community/Lifecycle:
To participate in discussion around the following units in the Project Etgar curriculum: Sifrei Kodesh, Bikur Cholim, and Kashrut

Mitzvot:
To discuss the importance of as well as participate in the mitzvah of feeding the hungry

Tefillah:
To be able to chant the following prayers:

• Review – Prayers of the Amidah – Avot V’Imahot, G’vurot, K’dushah
• Tallit Brachot
• Hotza’at HaTorah
• Ashrei

Hebrew:
To tell the meaning and decode with fluency the following prayers: Tallit Brachot, Hotza’at HaTorah, and complete the Ashrei

Upon completion of the school year, the students will have mastered the following objectives:

Jewish History:
To complete three units in the Jewish History curriculum and tell two facts related to the following units: American Southern Jewish History, the Holocaust, Israeli History

Mitzvot/Holidays:
To participate in the following mitzvot and the holiday with which they are paired: Rosh Hashanah/Yom Kippur – Hunger, Chanukah – rededication, Tu B’Shevat – partnering with Israel, Purim – matanot
l’evyonim, Pesach – m’dor l’dor

Community/Lifecycle:
Utilizing the Moving Traditions curriculum, the students will participate in the curriculum units of Teen Stuff, Posting, and Making Friends and filled out the end of session survey.

Tefillah:
The students will understand the meaning of tefillin, why it is worn, how it is worn, when it is worn, and the prayers associated with putting on tefillin.