LamEd. Educational Portfolio III

Dear Viewer,
Welcome to a sampling of just some of the original and inventive curriculum

that I have designed and used successfully over my 18 years of being
involved in Jewish Education.
While many teachers have often borrowed, copied or downloaded their
materials, I have opted to painstakingly design most of my own materials.
While others imitate, I choose to innovate.
From these samples, I am sure that youll see the care, time and
proficiency that is put into these materials to make learning enjoyable and
exciting.
This is what I am all about, passionate about making learning great.
Sincerely,
R. Shmuel Goldstein
Helping Jewish Minds Succeed

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R. Shmuel Goldstein
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MLamAid Primary Siddur R.Shmuel Goldstein 2004
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page 1
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page 4
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page 9
Davening For First Grade

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Reading Practice Page
Directions: Each line should be read until students is able to read without mistakes or hesitation. This
will greatly improve accuracy and fluency in his or her reading ability. In addition to reading each line,
divide each word into their proper syllable(s) using a pencil. An example is given on the first word.
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Design & Layout
R. Shmuel Goldstein
LamAid Materials
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SA
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ojk i,Ib tUv ohnjr cU sxj C (22
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kfk iIzn ihfn U 'kFk chyn U kFk (27
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Side 1
Applying
Brain Based Learning
E
In Hebrew Reading and More
PL
M
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How the brain reads.English
E
PL
M
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The Alef-Bais
E
PL

M

SA

Design & Layout
R. Shmuel Goldstein 2002
Aleph Bais Family Chart
PL
M

SA

The
Sin / Shin
Snake
E
PL
M
SA
a

Directions: Shade in the letter Shin.
E

PL

SA

- Aleph-Bais Drill Sheets
(1
(2
E
PL (3
M
(4
SA
(5
(6
Random Chart a
2000 R. Shmuel Goldstein
Directions: Practice and say each line within 5 sec.

?
(1
E
PL (2

M
(3
SA
(4
(5
Random Chart a

(1
E
PL (2

M
(3
SA
(4
(5
Aleph Bais Random Chart
E

PL

M

SA
E
2 1

PL
M

4 3
SA
6 5
___________________ ___________________
___________________
___________________
___________________
___________________
ALEF ___________________ BET ___________________
___________________ ___________________
___________________ ___________________
E
___________________ ___________________
This letter is silent 1 Has the sound of \B\ 2
PL

___________________ ___________________
___________________ ___________________
___________________ ___________________
VET ___________________ GIMEL ___________________
___________________ ___________________
___________________ ___________________
M ___________________
Has the sound of \V\ 3

___________________
Has the hard sound of \G\ 4

SA
___________________ ___________________
___________________ ___________________
___________________ ___________________
DALET ___________________ HAY ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
Has the sound of \D\ 5 Has the sound of \H\ 6

E

5 4
/
PL
M 7 6
SA
9 8
___________________ ___________________
___________________
___________________
___________________
___________________
SEGOL ___________________ SHVA ___________________
___________________ ___________________
___________________ ___________________
E
___________________ ___________________
Either silent or
Has a quick, short sound of \e\5 has a quick, short sound of \i\ 6
PL

___________________ ___________________
___________________ ___________________
___________________ ___________________
CHOLAM ___________________ CHEERIK ___________________
___________________ ___________________
___________________ ___________________
M ___________________
Has the sound of \o\ 7

___________________
Has the sound of \e\ 8

SA
___________________ ___________________
___________________ ___________________
___________________
___________________
KUBOOTS ___________________ SHUROOK ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
Has the sound of \\ 9 Has the sound of \\ 10
cR

E
PL

M

SA

cR p

Grey
Colors
Blonde Maroon
E
Gold
PL
Silver Red

SA
Blue

Blue Green
cR p

Grape
Food
Hotdog Gum
E
Donut
PL Mint Egg

SA
Prune

Blue Berries Pea
Random Chart a

(1
E
PL (2

M
(3
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(4
(5
Random Chart a

?
(1
E
PL (2

M
(3
SA
(4
(5
1B 1A
2B 2A
3B 3A
4B 4A
5B 5A
6B 6A
E
7B 7A
8B 8A
9B
10B
11B

PL

9A
10A
11A
M
12B 12A
13B 13A
SA
14B 14A
15B 15A
16B 16A
17B 17A
18B 18A
19B 19A
20B 20A

Hebrew
Syllabication
By R. Shmuel Goldstein 2002
Since Hebrew is a wonderfully constructed language, based on a phonetic system, its
beauty becomes distinguished from that of most other languages. Therefore, learning how to re
words in Hebrew becomes a simple process of dividing words into syllables. The purpose of
dividing Hebrew words is so that one may read these words with greater accuracy and ease.
E
Initially, let us familiarize ourselves with two types of Hebrew syllables. The first one is called
an, Open Syllable. This is when the mouth is left open at the end of a syllable, as shown
below in example #1. The second one is called a , Closed Syllable. This is when a letter
PL
blends into a consonant letter, thereby leaving the mouth closed. This is shown in example #

In addition to the above, we need to keep in mind the rules of when a shvah (eg. ) makes a
sound, and when it doesnt.. Learning about the resting and going shvah does take time an
practice but once these key concepts are mastered, dividing Hebrew words really becomes quit
simple.
M
Below, I will give 8 examples of how Hebrew words can be divided simply, using two
types of dividing lines. The first type of line is a plain vertical line like this |. The second type
line is for quick sounding syllables, such as letters with a chataph vowel or a going shvah.
These quick sounding syllables move rapidly to the next syllable much like in music when an
SA
eighth note will quickly move to a quarter note. This line is characterized as a dotted vertical l
like this .
Lets now look at the 8 examples of how Hebrew words can be divided. Explanations will foll
|||
the example.
This simple word has been divided into three open type syllables. An additional way to
ascertain and practice how many syllables that a word may have is to clap, tap, or count using
ones fingers. As is well known in education, the more modalities that are used in the learning
process, the better.
L.T.S.
Think
Look Say
When it comes to reading, the above mentioned steps are the cognitive
processes needed for the teacher or facilitator in which to guide the
student. The length of the lines below indicate the amount of time that
is required for reading to be effective.
E
1) LOOK
2) THINK
PL
M
3) Say
SA
This means, that looking requires a careful glance using little time, but
the thinking process necessitates the longest amount of time. Saying
the word should take the shortest amount of time. The lengths of time
needed for looking and for thinking will then shorten as the student
progresses in fluency. The student should be reminded to first look at
the word then think about the sounds and thereafter say the word in
the same speed that they would normally say their own name.
The Dualistic
Vowel of
E
PLShvo
M
SA
Going Resting
page 16
A going Sh'vah will make a sound A resting Sh'vah will not make a a
of "ih" as in the word "it". RULES FOR SH'VAH sound, and is silent.
Design & Layout R. Shmuel Goldstein
When a Shvah is under the first letter, it is going

(Exceptions are: II)
Examples
When there are two Sh'vahs in the middle of a word,the first Sh'vah
is resting and the second one is going.
Examples
E
When a Shvah comes after a Ivowel, then it is going.

See page 3 for
more examples.
PL
When a Shvah is under a letter that has a. ,then it is going.
Examples

M
Examples
When a Shvah comes under the first of twin letters, then it is going.
SA
Examples
When a Shvah comes at the end of a word, it will always be resting.
Examples
When a Shvah comes after a Ivowel then it is resting.

See page 2 for
more examples.
Examples
page #1
First kw.
Rule: When a shvo is under the first letter of a word,
it will always be a going shvo (i.e. makes a sound)
Memory Cue: At the first part of the day, the baby wakes up and
makes a noise.
Exceptions: On the two Hebrew words of IwXIw the shvo is

resting.
Examples
E
| PL |( || 1
(2
M
(3
SA
3
(4
(5
3
This is an example of a resting Alef and should be pronounced as .
page 20

Song for Shvah Rule
A When you see two Shvahs in the middle of a word

The first one rest and the second one is heard
Words like and
Are easy for me and you
E
Theyre easy for me and you
B PL
If you should see two shvahs at the end
Theyll both be resting and said as a blend
Words like wont tie you in a knot

Words like are not that hard (So.......)
M
C When you see two Shvahs in the middle of a word
SA
The first one rest and the second one is heard

Reading can be fun dont you think so too?
Its easy for me and you
Its easy for me and you

E
R
R
PL
RESTING
SH'VAH
O "z

M

SA

page #2
G

E
PL
GOING
SH'VAH
"z
M

*
SA

*This is only according to the opinion of the Ra'Zoh and is not considered the majority.
page #3
Design & Layout
R. Shmuel Goldstein 2002 The Abba & Imma Nikudos
When an Abba nikuda comes before a Baby Shvah, it will wake it up and the shva will be going, meaning it will make a sound.
If an Imma nikuda comes before a Baby Shvah it will put it to sleep and the shva will be resting and not make a sound.
Note for teachers: Only a word that has a Shoorook in the middle of the word, is an Abba (like the one that is in the middle of his nose)
PL
M
SA
Design & Layout
R. Shmuel Goldstein 2002 The Abba & Imma Nikudos Fill- In
Directions: Fill in all the Abba & Imma nikudos in their proper places.
E
PL
M
SA
Torah Academy of Boca Raton
_____________________________
_____________________Xz _______zk
Directions: Below in each box there are 10 vowels with an English word above. Circle the correct vowel that matches the undelined sound.
sit
PL
go

M
SA
bee


Directions: On each line read the Hebrew word and shade in the circle
under the word that matches the English word on top.
forgot
(
E
5 4 3 2 1

PL deny
(
5 4 3 2 1
M
menu
SA
(
5 4 3 2 1
become
(
5 4 3 2 1

Directions: On each line read the Hebrew word and shade in the circle
under the word that matches the English word on top.
hot
(
E
5 4 3 2 1

PL vote
(
5 4 3 2 1
M
you
SA
(
5 4 3 2 1
seed
(
5 4 3 2 1
R. Shmuel Goldstein
Shvah Priority Table Chart
Priority Name of Example
Rule Definition of Rule
Whenever there is a shvah at the beginning of a word,

it is going.
1 i.e. The shvah makes the short i sound as in the word big.
E
Note : There two exceptions to this rule which would be on the Hebrew words
z" and z" where the shvah would be resting i.e. silent.
PL
Whenever there is a shvah at the end of a word,
1 or is the last nikudah, it is always resting.
i.e. The shvah does not make any sound and is silent.
a
Whenever a shvah comes under one of the letters of
(meaning eye-patch) the shvah will always be
z
1
M
resting.
Note : This rule is true even if the nikudah before it is a tnuah gdolah, or has a meseg
before it, as seen in the example. None of these letters, mentioned in this rule, will ever be
in the beginning of a word with a Shvah.
SA
Whenever there is a shvah under the first of two letters
1 that are the same, the shva will always be going.
This does not apply to letters that come from the same part of the mouth such as a and a z ,

as the original pronounciation of each letter is different.
1 a-A When there are two shvahs in the middle of a word, the ^"
first one will always be resting.
2000 R. Shmuel Goldstein a

TRACE Directions: First trace over Hebrew letter then
WRITE go to the empty box and try your own letter.
COMPARE Afterwards look, compare and correct if neccessary.
2 2 2
1 1 1
1 1 1
2 2 2 (1 (1
2 2 2
1 1 1
1 1 1
2 2 2 (2 (2
E
2 2 2
1 1 1
1 1 1
2 2 2 (3 (3
1
2
1
2
1
2
PL (4
2
1 1
2
1
(4
M
2 2
1 1 1
1 1
2 2 2 (5 (5
SA
2 2
1 1 1
1 1
2 2 2 (6 (6
2 2
1 1
1 1
2 2 (7 (7
2 2
1 1
1 1
2 2 (8 (8

TRACE Directions: First trace over Hebrew letter then
WRITE go to the empty box and try your own letter.
COMPARE Afterwards look, compare and correct if neccessary.

(1 (1

(2 (2
E

(3 (3

PL
(4

(4
M

(5 (5
SA

(6 (6

(7 (7

(8 (8
Design & Layout

t k a

E
PL

M

SA

z
Design & Layout
2

1

t
k a

E

PL

1

2

M

1
2

SA

2

1

2
1
z


TRACE Directions:
WRITE Trace and practice the letter shown
COMPARE and then try some on your own.

(1

E
(1

PL

(3
M
(3

SA
(4

(1(4

(4
2
1

1 2
2 1

1
2
E
PL
2
1

1 2
2 1

M
1
2
SA
2

1

1 2
2 1

1
2
Directions: Fill in the correct numbers for

the Hebrew datein the circles first.
Afterwards fill in only that days date.
Be careful to write on the lines shown below.
The dotted line is the middle.
E

PL
8 7 6 5 4 3 2

15

M
14 13 12 11 10

9
SA
22 21 20 19 18 17 16
29 28 27 26 25 24 23

!!! WRITING IS FUN
R. Shmuel Goldstein

:
E
( 1
PL (2
M
(3
SA
(4
(5
(6
_____________________ ____________________
Writing Is Fun
Design & Layout
(1
(2
E
PL (3
M
(4
SA
(5
(6
(7
Signed, Sealed,
Signed Sealed
Delivered
E
PL
Innovations in Teaching yneg
M
SA
Ideas for empowering Jewish minds
minds
for today and tomorrow

10 Vital Skills for
I d
Independent
d t
Chumash Learning g
E
PL
1 2 3 4 5
Power Added
Straight Prefixes Suffixes
Words Words
6
M 7 8 9 10
SA
Subtracted Invisible Exchanged
g Word Kings
g
Words Letters Words Unscramble Servants
Doesn t translated text
Doesnt
give a crutch to students?
E
PL
M
SA

E
2 1
PL
M
4 3
SA

6 5
heaven earth
E
1 2
PL
darkness on
M 3 4
SA
face water
5 6
#1
CUT & PASTE FUN

Directions : Cut and paste the correct
Hebrew word in the box next to the English
word. To make it easier, put the glue first
on (1
on the icon of the glue, then place the cut
piece on top.
heaven (2
darkness (3
E
be (4

PL light (5
because/when/that (6
M
see (7
SA

earth (8

face (9
good (10

water (11
say (12
gl-wxR
cahu attrrCC
,,hha :mW
t
And it was hvhu
in that time tuv v ,
gC
that vsUvh went down vsUv
h srHu
from his brothers uhj t ,tn
and he turned-away yHu
E
towards/until a man from oKsg hn Ksg Jhtsg
and his name was vrh
j . PL :vrh
j InJ U
c
And vsUvh saw there vsUvh oJtrHu
M
the daughter of a well-known merchant hbgbF Jht,C
and his name was gUJ
. g UJ InJ U
SA
And he took her vj E Hu

and he married/came to her. :vhk t tcHu
d
And she became pregnant rvT u
and she gave birth to a son iC skTu
and he called his name rg. :rg In
J,t treHu
Kings Group # 1 ." - Emperors (of a continent)
1 2

Kings Group # 2 - Kings (of a country)
1 2 3 4 5
E

Kings Group # 3
1
PL

2

.x - Rulers (of a state)
3 4

5
Always
M
Always at
the end of at the
beginning
a word
of a word

SA
Kings Group # 4 $E - Overseers (of a city)

1 2 3
Will be
preceded
by a
servant

4 5 6 7
Will be by
itself
without a
servant

/ #2
STOP
STOP & TRANSLATE STOP
Directions: Using the "King" chart on the right, circle all the "King Notes" that tell you
where to stop & translate. The number inside the stop sign shows how many "King Notes"
need to be circled.
E
6 VlE
PL
oh rt7k | oh1e%t t7r0eu
M
SA
c#r#gh1vhu v7kh7k t7r7e L#Aj8ku

:s7j#t oh r3e`ch1vhu
#3
MATCH & WRITE FUN
(7 (1
tree fruit
(8 (2
E
go out third
year
PL
(9
big
(3
M
(10 (4
under so
SA
(11 (5
second to
(12 (6
place seed / children

#4
FILL IN FUN QUIZ
Directions: Choose the Hebrew words from the bottom and write
them in the proper place in the posuk above.
E
1
PL
2

M
4 3
SA
:
5

? #5
? KNOWLEDGE QUIZ #5 ?
Directions: Answer the questions below using the Hebrew word(s) found in the posuk which is listed
after the question. The number of spaces given, indicate the number of Hebrew words to be used.
1) Q: In what way did HaShem make the wild land animals? -
A:
E
2) Q: How many things did HaShem command and ? -
PL
A: Write the number in the circle.
3) Q: What two kinds of food were people allowed to eat? -

M
A:
SA
4) Q: How was the world made? -
A:
5) Q: Why did HaShem make the seventh day holy? - / -
A:

Legend

Draw the correct color line
that matches the correct
E
? Green = Husband & Wife
Put a dot in the middle of the green line

to connect it to sons or daughters.
PL
Red = Son or Daughter
)
? Blue = Brother or Sister
M

?
We do not know who the wife of
Haran, Lavan or Bethuel were.
SA

__________________ _____________________________
I - Connect & Write
- / -
Directions: Draw a line to connect the Hebrew phrase/word to the English phrase/word that matches. Afterwards, write the correct Hebrew word on
E
the line, next to the English.
and the wind of HaShem
PL
on the face of
M mixed up and empty
SA
the water
and darkness

Growing Dictionary
be (let there be)WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWQR (-) Chumash Breishis
behold look ! WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW ( -)

male WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-) - Stage 1 (55 words)
seed / children WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW ( -) /

(-)
light WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW
(-)
E
fifth WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
one WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-
darkness WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

food (for food) WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWQR( -)
PL
goodWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW

(-)
toWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW
say (and he said) WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW QR
earthWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW
that / which WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW
(-)
(-)
(-)
(-)

M
day WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
go out (and it brought out) WWWWWWWWWWWWWWWWWWWQkIR (-) separate (and he separated) WWWWWWWWWWWWWWW QR (-)
tame animal(s)WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

SA
between WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
stars (the stars)WWWWWWWWWWWWWWWWWWWWWWWWWWWWW Qk?R (-) morningWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
because / when / that WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-) bless (and he blessed)WWWWWWWWWWWWWWWWWWWWWWWWWWWWWQ3-R (-)
all / every WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW( -)

so WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
big / great ( big [s] )WWWWWWWWWWWWWWWWWWWWWWWWWWWWQkR (-)

nightWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)
fish (over the fish) WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW QR (-)
page 1
Hebrew Academy Community School
R. Shmuel Goldstein ____________________
4th Grade Judaics - _______________
/ /
PART V Match & Write
Directions : Write the correct Hebrew shoresh root word in the blanks by finding them in Chumash.
Chumash Word Find
1) WITHOUT_______________________ 4) WARNED _____________________
2) SEE ____________________________ 5) FOOD _________________________
E
3) GO DOWN ______________________ 6) FACE _________________________
PART V Divide & Conquer
______________________
PL
Directions : Translate each Hebrew word, then divide and write each Hebrew word with the English answer
below it. Extra credit for displaying correct use of hidden, added, subtracted or exchanged words.
( 3 _________________ (1
M
_____________________ (4 ___________________ (2
SA
PART V Fun Quiz

Directions : Answer the questions below using Hebrew word(s) that may be found in the . The
number of spaces given, indicate the number of Hebrew words to be used.
1) What did not want them to see?
2) How should be sent down to Egypt?

ai- wEqR uwn
: `n-wxR hww a r
R. Shmuel Goldstein :mW
Directions: Step 1) Using regular Hebrew script, write the words of Rashi with nikudos on the right side.
Step 2) Write the English translation on the left side. hwwar
scg hrcg rgb ch

car ixar xrp
ohgarv ohrurt
E
vnhka o,cuy ihta
PL
iuhzc iuakc urhfzn
vyua-rgb
M
vkusdk hutr ihtu
SA
hrcg
rhfn ubht ubbuak ukhpt
scg
ohrmn hxunhbc cu,fu

ai- wEqR uwn
: `n-wxR hww a r
R. Shmuel Goldstein :mW
lkun scg ihta
acuk tku
ohra hsdc
E
Questions on Rashi
PL
Directions: Write your answer to each question using the words of the wEqR when needed.
If you need more space for your answer, number the answer and use a blank sheet of the paper.
1) Q: Write the ligz

n d xEAc (opening words) of this i''yx.
M
A:
2) Q: What word(s) bothers i''yx in this wEqR?

SA
A:
3) Q: Why does this word(s) bother i''yx in this wEqR?

A:
4) Q: How does i''yx answer the problem?
A:
A Visual Name
Always at
Representation
the end of
Symbol
a word
and Placement
A
of the Sounds for
}
E
G
F
E Sound

Ta'amei Hamikra of each
PL
D
C Ta'am
B
In the Key of "C" A
G
Design & Layout
M

A
SA
G
F
E
D
C
B
A
G

Design & Layout - -
* Arrows pointing up show which ideas are more strict.
Arrows pointing down show which ideas are less strict.
Table for Interruptions

According to R. Meir
E
BETWEEN PARAGRAPHS MIDDLE OF PARAGRAPHS
(LESS STRICT) (MORE STRICT)
ASKING
FEAR
PL
RESPECT
FEAR
M
ANSWERING RESPECT
Table for Interruptions

SA
According to R. Yehudah

BETWEEN PARAGRAPHS MIDDLE OF PARAGRAPHS
(LESS STRICT) (MORE STRICT)
ASKING
FEAR
RESPECT
ANSWERING ANYBODY RESPECT

`-wxR `nw àa __________________ mW
c
Everything I am responsible hT c j J kF
with its watching /care (and it was damaged) 'I,rh n J C
I have made capable hT rJ f v
its damage /Iez b ,t
E
(If) I have made it capable hT rJ f v
a little of its damage
I am responsible
PL 'Iez b ,me n c
hT c j
M
with its payment ihnUk
J , c
as if I made it capable rJ f v F
SA
all the damage /Iez b kF

The law of damages applies to property ohx
fb
that doesnt have the law of meilah 'vkhg n ov
C iht J
properties ohx
fb
Mishnayos Baal Peh Chart
Name:__________________________
Initials Total
Points
Pirke
Avos
Size of
Line
With Without
English English
SAMPLE ONLY:
1.5 M
E
PL
M
SA
Notes:
Teacher must initial in order for students to receive credit. Students must keep their sheets for credit.
Points are as follows:
In regular Mishna booklet there are three sizes of lines, small, medium, and large.
Small = 1 point per line
Medium = 1.5 points per line
Large = 2 points per line
In the regular Tehillas HaShem siddur, Pirke Avos can be found. Design & Layout
Each line = 2 points R. Shmuel Goldstein 2004
`-wxR
zea` dpyn :mW
i wxt oixcdpq
(It is a custom to say this verse before saying zea` iwxt)
All l` xU
i-Jews l`x
Ui lM
have a portion for themselves wlg mdl Wi
towards Àd mlFr-the world to come ,Àd mlFrl
E
like it says, (q diryi) xn`PW
And Your Nation
are all miwi

C v -righteous
PL miwiC
KOr e
v mNM
M
forever mlFrl
they will inherit the land ux
` EWxi
i
SA
they are a branch of of my planting irH n xvp

creation of my hands ic
i dUrn
to take pride in. .x`R z d l
K

Fill in the blank spaces using numbers from the word bank below
1. When the *kI was given by Hashem to Moshe Rabeinu it was given in two parts:
a._ _ _ _ b. _ _ _ _
2. After the destruction of the second w%5 the Jewish nation was suffering in l
and were no longer able to remember the oral laws. _ _ _ _ also known as _ _ _ _
decided to write all of the explanation in a which is known as the _ _ _ _ . The
Rabbis of the w are referred to as____.
3. The was divided into 6____. These are known as _ _ _ _ or _ _ _ _
E
Fill in the names of the six orders of Mishna
Name Meaning Name Meaning
4.
PLDamages
Holy things
Purities
Plants
Special days
Women
The 2 word symbol to remember the names of the 6 volumes of w is ____. Each
* is divided into _ _ _ _, each _ _ _ _ is divided into _ _ _ _.
M
5. The commentary on the w is known as the____. The Rabbis of the * are
known as____ The Rabbis who organizd the * were____ and ____. One side of a
page of is called an____. Both sides of the page are called a _ _ _ _ or ____.
SA
Word Bank
k WZb w,ww WZY w WZ
* W[Y I WZZ xl5- W[
*k W[Z 5w*kI WZ[ ! W\
w W[[ . WZ\ 5 W]
w+ W[\ w WZ] $*E W^
k W[] l WZ^ $ W_
kI W[^ E5w*kI WZ_ * W`
5- W[_ I WZ` VKw Wa
5+ WZa Wb
1
V

The morning davening VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV wI
Until VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
Midday VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV Sk
ckl5+

Four VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV 5/
Hours VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV Sk
The afternoon davening VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV I
Until the evening VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV -
E
ckl5+

One and 1/4 hours before night VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV SE
PL
The evening davening VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV-I
There is not VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
To itVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
A fixed time VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV #
And (the davening) of Musaf VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV lw
The entire day------------------------------------------------------ k?
M
ckl5+
Wkww

SA
There is a contradiction VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV S9/l

It's Mitzva (the mitzva of Shma) --------------------------------------
With VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV
Sunrise VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV S
So that VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV?
One joins VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVSkw
The brocha of redemption VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV S9
With Shmone esrei VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV SI
And is found ---------------------------------------------------------
Davening ------------------------------------------------------------E
By day VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV Jk5
That Braisa was taught VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV SI?
Z
V K

Fill in the blank spaces using numbers from the word bank below
1. After discussing the laws of w.% in the first three $*E of k*5, the w
turns to the laws of____. When the w mentions I it is referring to the _ _ _ _,
also known as the____.
2. Even though the ,x kw earned its name from the eighteen k*5 that it is made
up of, there are actually ____ k*5 in it. The *5 of____ was added by_ _ _ _ in
_ _ _ _ after the destruction of the second w%5.
E
3. Our____ tell us that the custom of davening three times a day was originally
introduced by the _ _ _ _. _ _ _ _ introduced davening in the morning,____in the
afternoon, and____ added one at night.
4.
PL
After the destruction of the____w%5 and the ensuing____, the Jews mingled
with the other nations until many forgot how to daven. When ____ and his 5 the
____(120 elders) realized this they established the l of the ,xkw. Two kI
, A. .w and B. corresponding to the two daily ____ which were brought on
the 5 . They also established____ since the portions of the animal offered at the
afternoon I,were consumed on the 5 all night.
M
Word Bank
SA
WZ\ w W` WZ

. WZ] First Wa k W[
K WZ^ * Wb 5l W\
k?w WZ_ I WZY ) W]
Nineteen WZ` * WZZ W^
,xkw WZa I WZ[ 5+ W_
2
V K

1. Complete the chart below using words from the Mishna.

For questions 2-4 answer using words from the Mishna

2. The w, ends with the word? __________
E
3. The begins with the word?__________
4. Until when may one daven .? __________ __________ __________
5.
6.
PL
For questions 5-8 answer true or false
E is two hours before night.
l5- and the !I argue about ..
7. The Mishna deals with the earliest time one may daven .UU.w.
M
8. The !I is the first opinion mentioned in the Mishna.

SA
Questions 1-5 multiple choice

1. The brings a contradiction between?___
a. two b. two c. a and a
2. In the the word KK refers to the of?___

a. b. c.
3. The word KK refers to the of?___

a. b. c.
4. The word KK refers to a?___

a. b. c.
5. The brings the words of k5+ in order to?___

3
V K
a. ask a question b. bring a proof c. give an answer
bV_
6. Our brings a , write the last word of the ?__________
7. Our asks a question, write the last word of the question?__________
8. When do say ?__________ __________ __________
9. Why then?__________ __________ __________
E
Questions 10-12 ,in your own words
10. Explain the 's question? ____________________________________________
__________________________________________________________________
__________________________________________________________________
11.
PL
Explain the 's answer? _____________________________________________
__________________________________________________________________
__________________________________________________________________
M
12. Explain the reason for ?_________________________________
__________________________________________________________________
__________________________________________________________________
SA

]VZ
1. .+ heard from k5+ two k. Each is made up of a case and a ruling
(E ).
Case 1__________ __________ _________ __________
Ruling 1__________ __________ __________
Case 2__________
Ruling 1__________ __________ __________
2. If one davens before k he gets the reward for? __________ __________
3. If one davens after k:

4
V K
12. Why is said in the of ? (two reasons) ____________________
__________________________________________________________________
13. Write the history of and ? ________________________

__________________________________________________________________
__________________________________________________________________
14. Write the of the ? ___________________________________________

__________________________________________________________________
E
__________________________________________________________________
Z

\VZ
1.
2. Fill in the chart.

Which word in
the Posuk
PL
holds that the were established?__________ __________
indicates the time

Which word in
the Posuk
indicates Tefila
Who established
it
The Tefilah
of the Tefila
M

SA
3. What is the name of the who holds that the established the
?____________ ____________ ____________ ____________
Questions 4-5 multiple choice

4. KK usually introduces a?___
a. b. c.
5. When the says KK it's introducing?___

a. A proof from a to a b. A proof from a to an
c. A proof from a to a
10
V K
11. When the says it's referring to? __________
12. When says it's referring to? __________
13. Fill in the following eight graphs:
a. If holds until when may one can daven

b. If holds until when one can daven
c. If holds until when may one daven
d. If holds until when may one daven
e. According to the until when may one daven
E
f. If holds until when may one daven
g. If holds until when may one daven
h. When can one begin to daven
PL
A 1 12 3 4 5 6 7 8 9 10 11 12 E 1 2 3 4 5 6 7 8 9 10 11 12
B 1 2 3 4 5 6 7 8 9 10 11 12 F 1 2 3 4 5 6 7 8 9 10 11 12
M
C 1 2 3 4 5 6 7 8 9 10 11 12 G 1 2 3 4 5 6 7 8 9 10 11 12
SA
D 1 2 3 4 5 6 7 8 9 10 11 12 H 1 2 3 4 5 6 7 8 9 10 11 12
Questions 14 ,in your own words

14. Write the five parts of V
1. _________________________________________________________________
__________________________________________________________________
__________________________________________________________________
14
V K
3. How did + attempt to prove that the is like l5-?__________
_________ _________ _________ _________ _________ _________ _________
4. How does the * attempt to prove that the is like l5-?__________

_________ _________ _________ _________ _________ _________ _________
5. What is the *'s final conclusion(what is the )? __________ _________

_________ _________ _________ _________
6. Why does the * conclude this way?__________ _________ _________

_________ _________ _________
E
Questions 7-ZY multiple choice
7. Which of the following would be the best title for ?___
8.
PL
a. The tries to determine if we rule like l5- or the 5+ regarding .w.
b. The tries to determine if we rule like l5- or the 5+ regarding .
c. The tries to determine if we rule like l5- or the 5+ regarding ..
According to the conclusion of the *?___

a. The is like l5-. b. The is like 5+. c. It's not determined.
M
9. If one chooses to rule like l5-?___
a. He may daven until $w.
b. He cannot daven . after $w
c. He may daven . after E.
SA
10. If one chooses to rule like the 5+?___

a. He may daven until $w.
b. He cannot daven . after $w
c. He may daven . after E.

11. Regarding .w we rule like__________ that one may daven until the end of the
__________ hour. __________ asked __________ what is the by__________.
__________ did not answer the question.
12. __________ tried to prove from the fact that__________ davened__________ on

__________ while it was still day, that the was like __________. The * then
tries to prove that the is like the__________ since__________ were careful not
do daven__________ until__________.
20
Talmud Bingo
False Fire Wall Testify Court
We What is
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Reached Hires Hid
learned the case
Gate
Four
PL
Master
Strong Witness
Made it
Normal
Knocked
down
Weak
wind
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If you
Bends And these want to Wheat Because
say
SA
Hebrew Academy qA
R. Shmuel Goldstein _____________________mW
Pirkei Avot 01 _______dYM
zFa` iw xR
1) What is dpW n ?
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2) Why do we learn zFa`

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iw xR during these weeks?
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3) Why does it say that Moshe got the Torah from Mount Sinai?
SA
4) How do we make a fence around the Torah and why?

SYLLABUS FOR CONCEPTS ON THE MONTHS OF ELUL AND TISHREI ---

The first grade student: The first grade student: The first grade student:
for Ymai Elul, will... for Rosh HaShana, will... for Yom Kippur, will...
learn about the Minhag of Kapporos
understand the significance of the name of Elul identify the date of Rosh HaShana. identify the date of Yom Kippur (10th of Tishrei).
be able to list the 5 forbidden things of :
as pertaining to the acronym-Ani Ldodi Vdodi Li. list the 4 names of Rosh HaShana and translation via a song.
1) Eating 2) Drinking 3) Washing
E
learn the meaning of the word Teshuvah, Michilah, and Viduy. experiment with dipping chalah and apple into honey. 4) Smearing Oil 5) Wearing leather shoes
learn the meaning of the word Tfillah and how it relates to associate the color red with feeling of shamefulness learn concept of being Sealed for the Good.
the concept of Melech Basadeh-King in the Field. and white with forgiveness. hear the Story of Yona .
learn the importance of increasing Tzedaka. memorize & say Yehi Rotzon after the dipping of the apple. learn and apply the task of asking your fellow Jew for
PL
understand and uses the phrase Ksiva Vachasima Tova have knowledge of eating new fruit on the second night. forgiveness (concept of Mchilah).
when greeting or writing a friend. learn to say Amain to each of the 2 brochos on the shofar. relate the similarity of Yom Kippur to Shabbos
(by not doing work).
hear the shofar every school day learn about the 100 blows of the shofar.
practice saying Boruch Sheim out loud.
learn the rule of no talking during the blowing of shofar. learn about the custom of fathers wearing a kittel.
have knowledge of the 2 brochos of Shofar on Rosh HaShana . learn and relate concept of gates closing at the end of Yom
say blessings for the lighting of candles Kippur (Neeela).
M
The first grade student: learn about the custom of Tashlich. The first grade student:
for the subject of Shofar, will... learn the song of Avinu Malkainu Ain Lonu... for Sukkos, will...
via song describe what a sukkah is.
associate the meaning of the bent shape of the shofar. hear the Story of Rabbi Amnon// Unsaneh Tokef. learn about the 3 different shapes of a sukkah from the shapes
identify the 4 names and sounds of the shofar. of the letters of the word .
SA
associate the Shofar with the ram in the story of Akeidas
learn to greet others with Lshana Tova Tkasaivu.
understand the concept of HaShem writing and signing us for
learn aspects of proper respect for the sukkah
Yitzchok. learn the concept of Living in a Sukkah for 7 days.
a good year. brocho of Laishaiv Basukkah.
have knowledge of the 2 brochos of Shofar on Rosh HaShana hear and relate story of Akeidas Yitzchok to the shofar.
make decorations for the custom of Noy Sukkah.
compare Kosher vs. Non Kosher types of Shofar learn the general concept of Ushpizim-special guests.
associate the sound of the Shofar to the sound of crying The first grade student: list the 4 Minim and their Hebrew names.
(remorsefulness) for Aseres Ymai Tshuvah, will... learn to say the proper brochos on lulav and esrog.
learn the correct holding of the lulav and esrog.
have knowledge of 10 days of preparation. compare & contrast the fragrance and taste of the 4 Minim.
hear the story of Tzom Gedalia. learn definition of the word Chol Hamoaid.
concept of Shmini Atzeres-staying longer together with .
practice tracing the words of Gmar Chasima Tova
concept of Simchas Torah when we finish reading the Torah
learn concept of being Sealed for the Good. and start to read from the beginning of Breishis.
learn the custom to dance with the Torah.
SYLLABUS FOR CONCEPTS ON THE MONTHS OF ELUL AND TISHREI ---

The second grade student: memorize & say Yehi Rotzon after the dipping of the apple. be able to sequence the 5 Tefillos of :
for Ymai Elul, will... relate the concept of Head of a Fish with being in charge. 1) Kol Nidrai-Maariv 2) Shacharis
memorize & say Yehi Rotzon for the Head of Fish. 3) Musaf 4) Mincha 5) Neelah
understand the significance of the name of Elul have knowledge of eating new fruit on the second night with learn concept of being Sealed for the Good.
as pertaining to the acronym-Ani Ldodi Vdodi Li. the saying and concept of Shehechyanu. hear the Story of Yona .
learn about Moshe going up on Har Sinai on Rosh Chodesh learn to say Amain to each of the 2 brochos on the shofar. learn and apply the task of asking your fellow Jew for
E
Elul to receive the 2nd luchos. learn about the 100 blows of the shofar. forgiveness (concept of Mchilah).
practice reading LDovid HaShem Ori from a siddur. learn the rule of no talking during the blowing of shofar. relate the similarity of Yom Kippur to Shabbos
learn the meaning of the word Teshuvah, Michilah, and Viduy. have knowledge of the 2 brochos of Shofar on Rosh HaShana . (by not doing work).
learn the meaning of the word Tfillah and how it relates to say blessings for the lighting of candles practice saying Boruch Sheim out loud.
the concept of Melech Basadeh-King in the Field. learn about the custom of Tashlich. learn about the custom of fathers wearing a kittel.
PL
learn the importance of increasing Tzedaka. learn song and translation of Avinu Malkainu Chanainu... learn and relate concept of gates closing at the end of Yom
know about the minhag of checking Tefillin and Mezuzos. hear the Story of Rabbi Amnon// Unsaneh Tokef. Kippur- Neeelah.
understand and uses the phrase Ksiva Vachasima Tova practice reading Unsaneh Tokef.
when greeting or writing a friend. learn to greet others with Lshana Tova Tkasaivu. The second grade student:
distinguish between mitzvos that are Bain Adom understand the concept of HaShem writing and signing us for for Sukkos, will...
Lachavairo and Bain Adom LaMakom a good year.
hear the shofar every school day hear and relate story of Akeidas Yitzchok to the shofar. identify the date of Sukkos (15th of Tishrei).
describe what a sukkah is.
learn about the 3 different shapes of a sukkah from the shapes
M
The second grade student: The second grade student:
for the subject of Shofar, will... for Aseres Ymai Tshuvah, will... of the letters of the word .
relate the 7 clouds in the desert to the walls of the sukkah.
associate the meaning of the bent shape of the shofar. hear the story of Tzom Gedalia. learn aspects of proper respect for the sukkah
identify the 4 names and sounds of the shofar. demonstrate knowledge preparing for ten days (starting on learn the concept of living in a sukkah for 7 days.
associate the Shofar with the ram in the story of Akeidas Rosh HaShana) learning the value of preparation. brocho of Laishaiv Basukkah.
Yitzchok.
SA
have knowledge of the 2 brochos of Shofar on Rosh HaShana
explain the custom of Pas Yisroel and Chalav Yisroel.
know the rule of Hamelech Hakodosh as said in Shmoneh
make decorations for the custom of Noy Sukkah.
learn the general concept of Ushpizim-special guests.
contrast the lack of brochos for Shofar during Elul because of Esrai. list the 4 Minim and their Hebrew names.
Minhag vs. Mitzvah practice writing the words of Gmar Chasima Tova learn to say the proper brochos on lulav and esrog.
compare Kosher vs. Non Kosher types of Shofar learn concept of being Sealed for the Good. learn the correct holding of the lulav and esrog.
associate the sound of the Shofar to the sound of crying compare & contrast the fragrance and taste of the 4 Minim.
(remorsefulness) associate the concept of fragrance to mitzvos.
The second grade student: associate the concept of taste to Torah learning.
The second grade student: for Yom Kippur, will... have general knowledge of the prayer of Geshem.
for Rosh HaShana, will... learn definition of the word Chol Hamoaid.
Minhag of Kapporos learn about customs of Hoshanas and Hoshana Raboh - when
identify the date of Rosh HaShana. identify the date of Yom Kippur (10th of Tishrei). HaShems decision of the year is delivered.
list the 4 names of Rosh HaShana and translation via a song. be able to list the 5 forbidden things of : concept of Shmini Atzeres-staying longer together with .
experiment with dipping chalah and apple into honey. 1) Achilah- Eating 2) Shtiya- Drinking concept of Simchas Torah when we finish reading the Torah
associate the color red with feeling of shamefulness 3) Rechitza-Washing 4) Sicha- Smearing with oil and start to read from the beginning of Breishis.
and white with forgiveness. 5) Naalas Hasandal- Wearing leather shoes learn the custom to dance with the Torah.
x
5 3
R. Shmuel Goldstein a
theres our King in the field

you can ask Him what you will
All year long in the palace He does stay
E
But in Hes not so far away
PL Hes right here next to you and me

M
Nows your chance dont let it pass you by
Do now, you only have to try
SA
Cant you hear the sound of the blow
toot ti ti toot ti ti toot ti ti toot
To the we will go...

toot ti ti toot ti ti toot ti ti toot
(repeat: All year long)

FOUR NAMES
(To the tune of Vaanachnu Amcha)
There are four names that we call our new year
is the first one soon the rest you'll hear
There are four names that we call our new year
is the first one now the rest you'll hear
(show with hand signs)

E

PL
LISTEN & YOULL KNOW
(To the tune of Kail Nkomos HaShem)
Listen and you will know

Three ways that the blows
M
With its sound we are announcing
That is our King (repeat)
- 1 blow
- 3 blows
-1-2-3-4-5-6-7-8-9
SA
(repeat three times)

The one thats last
Is one very long blast
is the New Year

is almost here (repeat)
Some of us will eat the of a fish
to be a head and not the tail is our wish
And apples dipped in honey we will eat
to ask to give us a new year that is sweet
v?l

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.

PL

.

M

.
SA

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Wk .
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Directions; First glue to a piece
of hard manila paper than cut
around edges. Afterwards cut
out roof & apply paper clips to
black spots to hold on place.
Color strips green before cutting
them. Cut and glue people inside
Sukkah. Use paper clips for roof.
E
PL
M
SA
R. Shmuel Goldstein
Design & Layout
R. Shmuel & Faige Goldstein 2002 A Little Leaf
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A big tree stands tall and high Says the angel, Honestly
Branches reaching for the sky Im just a messenger as plain can be
A small leaf without a sound The Creator of me and you
Falls gently to the ground
A Tzaddik who is passing by

q He told me what to do
Creator of the galaxy o

Stops and asks the leaf, Why? Please oh please do explain to me
What made you fall from overhead Why a leaf is shaken free
And lie down here instead? And has fallen from his tree
Says the leaf, Dont ask me The Creator tells his special plan
E
Im not in charge, cant you see And He shares it with this holy man
The branch I was on gave a sudden sway Take the leaf in your hand
And on this ground I lay And then youll understand
Branch oh branch youre the boss

Why did you give the leaf a toss PLx See the worm lying there m
He was suffering, it was so unfair
When you gave a sudden sway He was down underneath the tree
It fell down right away Breathing heavily
The sun was hot, there was so much heat
Says the branch, Dont ask me He prayed to HaShem down from the street
M
Im not in charge, cant you see Creator oh Creator, please help me
The wind gave a sudden blow The sun is burning me!
And there it fell down below
Wind oh wind youre in charge

f
So I told the angel right away
To send the wind along its way
j
SA
Explain to me And the branch began to sway

What I can not see And the small leaf flew away
Why did you give a sudden blow And His plan was complete
And made the leaf fall below Protecting the worm from the heat
Says the wind, who gave a blow And the worm so tiny and small
Im not in charge, dont you know? Fell asleep after all
k
My angel told me what to do
And with all my might I blew.
Angel oh angel from high above

Please explain to me
What I can not see
b
Why did you tell the wind to blow
It made the branch sway to and fro
' a
WHEAT
BARLEY T"
E
GRAPES
FIGS PL "z
POMEGRANATES X
M
OLIVES
SA
DATES z
THESE ARE THE
SEVEN VERY SPECIAL
TYPES OF FRUIT THAT GROW
IN
IN
a
R. Shmuel Goldstein
DESIGN BY NUMBER
DIRECTIONS ; Use the code at the bottom to figure out which boxes to shade in with your pencil or crayon
and see the design that it makes. If it matches the clue given then you got it right!
CLUE : I have this funny thing growing out of my head that makes me
get dizzy and when I fall down people laugh.
E
1 4 5
2 3 6
8
7 PL 10
9 11
M
13
28
12
14
16
15
SA
22 31 20 17
30 21 19 18 29
23
24 25 26 27
SHADE IN THE BOXES THAT MATCH THE SECRET CLUE
*kI
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R. Shmuel Goldstein
For one to use an ( citron), one must make sure that it is -

complete, and without any marks that would make it unusable.
There are also four special ideas in Judaism that also must be
complete and whole. They are:
1) - Belief in HaShem
E
The Rambam starts each one of his 13 main parts of belief with the
words of -I believe with complete faith...
Having complete faith in HaShem allows a Jews relationship with Him to
PL
continue to grow and stay strong.
2) - Tshuva (Returning completely to HaShem)

Every day in our prayers we ask HaShem to help us return to Him
completely- .
Returning halfway home does not compare with really being home.
M
3) '- Healing
If you are only healed a little bit, you are still considered sick. That is
why when we see someone who is sick we should always wish them a
' - a complete healing.
SA
4) - Redemption (Getting out of Golus !!!)

Boruch HaShem, the Jewish people have been rescued many times
from danger. Nevertheless, we still hope, desire, and even demand to be
taken out of our present exile with the - The Complete
Redemption. May we all experience this real soon!
The Hebrew word itself hints to all of these four ideas listed above.
The letter is for the Hebrew word--------
The letter is for the Hebrew word-------
The letter is for the Hebrew word ------
And the letter is for the Hebrew word----

HANAIROS HALLALU
U$llk
We kindle these lights (to remember)
UkUUklwI
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the saving acts, miracles and wonders
U55lkxw
which You have performed for our forefathers, in those days at this time,
PL Wwk%2?
Uw)lkU?kw
through Your holy Kohanim.
Throughout the eight days of Chanukah, these lights are sacred,

U5wIwlw/l
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and we are not permitted to make use of them,
U5k/
but only to look at them
Uk2wlkk?
SA
in order to offer thanks and praise to Your great Name

c2klwU2k2
for Your miracles, for Your wonders and for Your salvations.
Design & Layout

Design and Layout
1
2
I AM ANTIOCHUS
AND THIS IS WHAT I SAY

1
3
4
YOU WILL BUILD MY IDOLS
AND THAT IS HOW YOULL PRAY

2
5
6
WHAT DO WE SAY?
WE SAY NO WAY!

3
7
8
YOURE NOT GONNA BE THE BOSS OF ME
WHO WILL HELP US FIGHT

4
9
10
WITH ALL HIS MIGHT

5
E
11 I AM ANTIOCHOS 6
AND THIS WHAT I SAY

12
13 YOU WILL EAT MY FOOD 7
14 WHICHEVER WAY I SAY
15
16
17
18
WHAT DO WE SAY?
WE SAY NO WAY!
PL
YOURE NOT GONNA BE THE BOSS OF ME
WHO WILL HELP US FIGHT
Though the night is cold & dark, in our soul there lies a spark
Each of us is one small light, all together we shine bright
Do a Mitzvah light your spark,
Let your glow shine through the dark. English Adaptation:

Miriam Greenberg
19 WITH ALL HIS MIGHT

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20
21 I AM ANTIOCHOS
8
AND THIS IS WHAT I SAY

22
23 YOU WILL SING MY SONGS 9
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24 WHICHEVER WAY I SAY
25 WHAT DO WE SAY?
10

26 WE SAY NO WAY!
27 YOURE NOT GONNA BE THE BOSS OF ME 11
28 WHO WILL HELP US FIGHT
29 WITH ALL HIS MIGHT

30
12
13
14

15
I HAVE A LITTLE DREIDLE
Design & Layout
I HAVE A LITTLE DREIDLE R. Shmuel Goldstein 2000
I MADE IT OUT OF CLAY ZAYDY HAD A DREIDLE
AND WHEN ITS DRY AND READY HE MADE IT OUT OF STONE
THEN DREIDLE I WILL PLAY HIS FRIENDS ALWAYS JOIN HIM
HE NEVER PLAYS ALONE
CHORUS
DREIDLE DREIDLE DREIDLE
I MADE IT OUT OF CLAY BROTHER HAS A DREIDLE
AND WHEN ITS DRY AND READY HE MADE IT OUT OF GOLD
THEN DREIDLE I WILL PLAY HE LEFT IT IN THE FREEZER
AND IT GOT VERY COLD
MY DREIDLE ALWAYS PLAYFUL
E
IT LOVES TO DANCE AND SPIN SISTER HADE A DREIDLE
AND WHEN IT GETS ALL TIRED MADE IN BOCA RATON
IT DROPS AND THEN I WIN SHE SPUN VERY FAST
WHERE IT WENT IS UNKNOWN

I MADE IT OUT OF SNOW
I BROUGHT IT TO FLORIDA
PL
OH DREIDLE WHERE DYA GO
POPEYE HAD A DREIDLE
HE MADE IT OUT OF SPINACH
ALL CHANUKAH HE PLAYS IT
FROM START UNTIL THE FINISH

M
I MADE IT OUT OF BREAD SUPERMAN HAS A DREIDLE
I DIDNT WANT TO SPIN IT MADE OUT OF KRYPTONITE
SO I ATE IT UP INSTEAD HE THREW IT IN THE SUN
AND THERE IT BURNED ALL NIGHT
SA
DADDY HAS A DREIDLE

HE MADE IT OUT OF WOOD A CROCODILE SAW MY DREIDLE
AND WHEN IT LANDS ON GIMEL THEN HE SWALLOWED IT ALL UP
HE THINKS ITS VERY GOOD HE THEN ASKED ME
FOR A GLASS OF MILK
SO I GAVE HIM A BIG CUP
MOMMY HAS A DREIDLE
SHE MADE IT OUT OF PLASTIC
AND WHEN SHE IS THE WINNER JAY FIEDLER HAS A DREIDLE
SHE THINKS ITS JUST FANTASTIC HE CARRIES IT ON THE FIELD
HE RUNS PAST ALL THE LINEMAN
USING IT AS A SHIELD
BUBBY HAS A DREIDLE
SHE MADE IT OUT OF STEEL
IT SPINS AND SPINS FOR HOURS RABBI GOLDSTEIN HAS A DREIDLE
JUST LIKE IT WAS A WHEEL HE PUT IT IN HIS BEARD
AND THEN HE COULDNT FIND IT
NOW WASNT THAT QUITE WEIRD

Design and Layout
1st )
We put them in starting from the right
(The first light 1
We add one more on every night
But dont forget when we start to light (The second light 2nd ) 2
We do it from the left to right

(The third light 3rd ) 3
(Chorus) ... (The fourth light 4th )
E
4
The is the hightest (The fifth light 5th ) 5
No other candle can compare

To the , the highest
PL
It lights every wick from here to there
(The sixth light
(The seventh light

6th )
7th )

6
8th )
M
(The eighth light
...
8
(Chorus)
SA
Design & Layout
k- SONGS R. Shmuel Goldstein 2000
3 Oh k Oh k
come light the T
1
lets have a party
well all dance the Hora

spin the whirling dreidle

all week long
eat the sizzling l a t k e s

sing a happy song
Now light them, unite them

the candles all in a row
tell the wonderful story

E
of and all His glory

the wonders of long ago
Oh Oh
come light the
lets have a party
well all dance the Hora
gather round the table
Ill give you a treat
PL
s to play with
2
M
and latkes to eat
And while we, are playing

the candles are burning so bright
one for each night
SA
they shed a sweet light

to remind us of days long ago

4

.
Designed and Adapted
by
R. Shmuel Goldstein
E
PL
M
SA
Click to begin.
Chanukah Chanukah Chanukah Places & Numbers
Story Laws Customs People
10 Points 10 Points 10 Points 10 Points 10 Points
E
PL
30 Points
P i M
30 P
Points
i 30 P
Points
i 30 Points
P i 30 Points
P i
SA

E
What do the
PL
l tt
letters on a dreidle
d idl
Mstand for?
SA
E
PL

M
SA

HAMANS TRIANGLE
Directions: Haman wore a hat that had 3 corners.
A triangle has 3 corners too.
Look closely at the design below
and youll see at least twenty-two.
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PL
M
SA
The Second Grade Haggadah
E
PL
M
SA
Design & Layout by R. Shmuel Goldstein

Clipart & text provided by Davka
Filled in Blanks to Instructions, Answers to Dvar Torahs, and Decorations
by _____________________
b g d zFn W
XXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXX
We call the We call the

Time of Our Freedom... Holiday of Passover...
E
_____________ _____________
_____________
PL _____________
M
XXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXXXXXXXXXXXXXX
SA
We call the We call the

Holiday of Matzot... Holiday of Spring...
_____________ _____________
_____________ _____________
R. Shmuel Goldstein's Second Grade Haggadah Page 2 ''

THE PESACH SEDER
Design & Layout
WE TAKE A SIP OF WINE TO OUR LIPS

WE WASH OUR HANDS FOR THE
WE WILL DIP
WE NOW DIVIDE AND PUT A HALF ASIDE OF THE MIDDLE

THE WHICH WE WILL HIDE
E
TELLS THE STORY AND ONCE MORE WE TELL OUR CHILDREN THE TO REPEAT
THE
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DEMANDS THAT WE WASH OUR HANDS FOR THE
THAT WE WILL EAT
M
IS BITTER GREENS
SANDWICHED BETWEEN
MEAL WHICH WE LICK OUR SOUP BOWLS CLEAN.

SA
THE
NOT FAR BEHIND THE WE WILL FIND
"BENCHING"
MENTIONING HASHEM WHO IS KIND
OUR TASK TO ASK HASHEM TO BE PLEASED WITH THE WE HAVE DONE
NOW IT'S TIME TO SAY BY HEART THE OF THE SEDER BEGINNING FROM THE START

R. Shmuel Goldstein
The Four Words of Geulah
To the tune of Vsamachta #2 song 72 5

Songs of the Chassidim II
1 !
E
!
And Ill bring you out
To
2 !z
PL I will bring every single Jew
And there youll sing and dance

With
And
M
And Ill save you with a cloud
SA
3 !z
And Ill make you free
4 !zK
And Ill take you for Me
Th e orde r =
We call it the ___________ because everything is done in a certain
E
____________. The ____________ has ______ steps to remind us of the
fifteen steps that the ____________ would walk up towards the
_____________ ________. PL
Use the playing pieces in the packet below and see if you can place them
where they belong on the next page.
M
SA

ug
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Wc w
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xFxn
PL dv n dv g
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K xFr K xFM

SA
dv x
p ll d K x
A oEtv

Design & Layout The K'arah Song To the tune of "This Old Man"
R. Shmuel Goldstein

1
A HARD BOILED EGG 2 A ROASTED BONE
E
OH SO BITTER TO TASTE

A VEGETABLE IN SALTWATER WE DIP
PL 5
APPLES NUTS & WINE
IT LOOKS LIKE A BRICK
4
M
THEN COMES
6
SA
IT LOOKS LIKE MOROR
THIS COMPLETES OUR WHOLE 7
WE PLACE THE
THE 9
ON TOP OF
THREE 8
IN THE MIDDLE THE 11
10

er p late items
s e d in t
ur he
yo ir
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pr
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you
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W C w
.mi A Eq n d zFqFM mi ` lnn Wi
Instructions: Many have the custom of having someone else

________ the cup After filling the cup we pick it up in the
________, pass it to the left and place the cup in the right hand.
After saying the _________, we drink the cup while __________
to the ___________.
Cup #1 `-qek
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:ot Bd ixR `xFA
PL
,mlFrd Kln Epid
l- `
i Ax e op A x e op x n i x a q
,i- i dY ` KExA
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EpA xg A xW ` ,mlFrd Kln Epid l- ` ,i- i dY ` KExA
Epl-oY Y e ,eizF
v n A EpW C w e ,oFWl-lMn Epn nFx e ,mr-lMn
SA
oFUU l miPn fE miBg ,dg n U l mic rFn dad ` A Epid l- `

i- i
xkf ,Wcw `xw n EpzEx g on f ,dGd zFvO d bg mFiz`
,min r dl
Mn Y W Cw EpzF` e Y x ga Epa iM ,mixv n zì vi
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,i- i dY ` KExA :EpY lg
pd oFUU aE dg n U A LW c w ic rFnE
:miPn Gd e l` xU
i WCw n
Epn
Iw e Epig
d W ,mlFrd Kln Epid
l- ` ,i- i dY ` KExA
:dGd (on Gl) on Gl Epr iB d e
u g xE

.dk x A il A mici mil epe min mi ì
a n q R
x
M d zl ik ` m ew
Instructions: Before we eat the wet _____________, we are careful
to wash our hands the __________ way that we wash our hands for
bread but _____________ saying a blessing.
This is because food that is wet can become impure when we touch it.
E
Statement: We first make ______________ to make this day holy & special and then
we ___________. PL
Question: When one prepares their house for a king, first they ___________ and
clean their house and afterwards they decorate their __________ to make it special.
M
Shouldnt we do the same and wash first, and then make _____________? Why do
we make kiddush and then wash?
SA
Answer: We make kiddush first because that is what HaShem did for us in
_____________. HaShem first took us _______ and made us _______ & special.
Then He gave us the instructions how to make ourselves pure in order to receive His
___________. By making _______________ first and then u g xE

, we are doing
what HaShem did for us. (R. Avraham of Sochatchov)

ug x E
E
PL
M
SA

q R x M
.Ef d k x a A xex n
d mb ìv edl oie k i .K x a ie gl n i n A le A h ie q R
x M zi f M n z eg R
lh ep
Instructions: We take a piece of the vegetable that is smaller than

the size of an ____________ so that we do not need to make a
____________afterwards. Then we dip it into saltwater and make
the blessing below, keeping in mind that the dk x A should also cover
the ____________ that is eaten later on. We do not _________

while eating the q R M.
x
E
,ml Fr d Kl n Epi d ,i- i d Y ` KEx A
l- `
:dn
c` d i xR ` xFA

PL
M
Statement: After we eat the q R M we stop eating and dont continue to eat until
x
after cib n
, which is much later on.
SA
Question: Why do we wait so long to eat again?
Answer: The __________ wait hints to us what happened when HaShem sent dWn to
take out the Jewish people. When dWn told the Jews that the ________ had come for
them to be freed from ___________, they had to wait for __________ later until they
were finally free. This was because the Jews were not yet _________. But as time
went by they showed their true desire to be _________ and then HaShem rescued
them from zElb (exile). So too, we start to create a ___________ for the meal by
tasting just a small piece of food and wait a long time till we are really hungry. Then
the ____________ actually starts. (R. Shmuel of Sochatchov)

qRx M
E
PL
M
SA

u g i
. z ev n ' ad oi a g i p n ohw de on ew i t `l g i p i l ec b d w lg e ex i ag n lec b c g ` w lg m i p yl dq xet e z i rv n `d dv n g w i e
Instructions: We break the ___________ dvn while still covered.
We leave the ___________ piece inside and the ____________

piece is put aside for the afikoman at the end of the meal.
E
PL
M
SA

E
PL
M
Statement: We take the middle dvn (the _______) and break it in _______.
Question: What lesson can we learn from ______________ the middle dvn ?
SA
Answer: The middle dvn (the iel) represents ____________ , the brother of
EpiAx dWn who came from the haW of _______and had an incredible ____________
for every Jew. He felt truly incomplete without his fellow Jew. This is one reason why
we divide in half the middle dvn to show that we too should have this same feeling like
__________. We should think of ourselves as only a __________ and cannot
become complete until we join as __________, together with our fellow Jew.
(R. Menachem Mendel of Rimonov)

ci B n
.d cbd d z xi nà mil igz ne d xr wd z ` mid iabn Wi
Instructions: Before saying ìp r ` n g

l (` d)
`d

we uncover the __________ (some raise the seder plate for all to see.)
E
PL
Statement: There is a custom to raise the seder ___________ and say the first part of
the dcbd loud and clear with a lot of __________.
M
Question: What is so special about the dx
rw plate that would bring so much joy?
Answer: The Ben Ish Chai explains that if one looks at the letters that follow after the
word dx
rw they will discover something wonderful.
SA
After the letter w is the letter __
After the letter r is the letter __
After the letter x is the letter __
After the letter d is the letter __

When these letters are re-arranged we have the word _________. The Tzemach
Tzedek explains that just like the blowing of the _________ on dpWd W`x has the power
to get rid of a _______ decree against us, the same thing is true with the dx
rw (seder
plate). This is the reason why we say this _________ with extra joy and happiness.

Elk ` i C ìp r ` n g l (` d) ` d
.m i xv n c ` r x ` A `p z
d a `
i zi
i Ki xv C l M ,lFkie i zi i oi t k C l M
d ` A d dp W l ,` k d ` Y X d .g q t i e
,oi C a r ` Y X d .l ` xU i c ` r x ` A
:oi xFg ip A d ` A d dp W l
This is the bread of suffering which our
fathers ate in the land of Egypt.
Let all who are hungry come and eat.
Let all who are needy come and celebrate
E
Passover. At present we are here; next year
may we be in Israel! At present we are
slaves; next year may we be free!
PL
:dpzyp dn lèy oad o`ke ' a qek el oibfene,xg` cvl zevnd mr dxrwd o iwlqn
Instructions: We ________ up our zFvn and have our ________ filled up again for the
_________ cup. Then starting with the youngest, the dp Y

W p d n is said.
The Four Questions

M
?zFliN d l M n d G d dl iN d dp Y W p d n
SA
.d S n F` u n g oil kF`
Ep ` zFliN d l k A W
:d S n FN M d G d dl iN d
zFwx i x ` W oil kF`

:xFx n d G d dl iN d
.z g ` m r R Eli t ` oil i A h n Ep ` oi ` zFliN d l k A W

:mi n r t i Y W d G d dl iN d
.oi A qn oi aE
oi a WFi
oi A oil kF` Ep ` zFliN d l k A W
:oi A qn EpN M d G d dl iN d

xxxxxx xxxxxx
:d S n FN M d G d dl iN d .d S n F` u n g oil kF`
E
xxxxxx xxxxxx
:xFx n d G d dl iN d
PL zFwx i x ` W oil kF`
M
xxxxxx xxxxxx
:mi n r t i Y W d G d dl iN d .z g ` m r R Eli t ` oil i A h n Ep ` oi ` zFliN d l k A W

SA
xxxxxx xxxxxx
:oi A qn EpN M d G d dl iN d .oi A qn oi aE

oi a WFi
oi A oil kF`

The Answer Begins...
Ep ì
vFI e .m i x v n A dr x t l Epi i d mi c a r
r F x f aE
d w f g ci A ,m X n Epi l- ` i - i
Èd KEx A WFc T d ì vFd `l EN ` e , di Eh p
ip aE
Epip a E Ep ` i xd ,mi xv O n Epi zFa ` z `
.m i xv n A dr xt l Epii d mi c A r W n ,Epip a
EpN M ,mi p Fa p EpN M ,mi n k g EpN M Eli t ` e
x R q l Epil r d ev n ,d xFY dz ` mi r cFi
x R q l d A x O d l k e .m i xv n z ì vi A
:g A W n d f i xd ,mi xv n z ì
vi A
E
We were slaves to Paraoh in Egypt, but then HaShem took us out of there with a mighty hand and an
outstretched arm. Had HaShem not taken our fathers out of Egypt, then we, our children and
grandchildren would still be enslaved to Paraoh in Egypt. Even if we all were wise, and understanding,
PL
and knowledgeable in Torah, it would still be a mitzvah to tell about the Exodus from Egypt. The more
one talks about the Exodus, the more praise he deserves.
M
Statement: After the four __________ are asked the ___________ is: Epi i d
mi c a r .
Question: How does Epi i d

mi c a r answer all the ________ questions?
SA
Answer: The four questions are really about _____ opposite things that one sees at
the seder table. We see dipping and leaning that shows our ___________.
We also see the d v n (poor mans bread) and xFx n
that reminds us of __________.
Do we remember our freedom or __________? The answer is: we do __________.
The ______________ of the night we were slaves, then right after zFxFkA zFMn we
became free. This shows that __________ can take every Jew out of this zElb -exile
with g
i W n and it can all happen in just a _____________! (Abarbanel)

,` a i w
r i A xe ,dix fr o A xfr l ` i A xe , r WFd i A xA d U
i i A xe ,x fr il ` r n
,m i xv n z ì
vi
A mi xR q n Ei d e ,w xai p a A oi A qn Ei d W ,oFt x h i A xe
:m d l Ex n ` e m di ci n
l z E` A W c r ,dl i N d FzF`l M
:zi x g W l W ,r n W z ì xw o n f ri
B d ,EpizFA
x
It happened that Rabbi Eliezer, Rabbi Joshua, Rabbi Elazar ben Azaryah,
Rabbi Akiva and Rabbi Tarfon were leaning at the seder table in Bnei Brak.
They spent the whole night
talking about the "Going out of Egypt
until their students came and said to them:
"Rabbis, it is time for the saying of r n
W ."
E
PL
M
SA

The Four Sons
c b p M Èd KEx A .l ` xU i FO r l d xFY
o z P W KEx A .Èd KEx A . mFw O d KEx A
Fpi ` W c g ` e ,m Y c g ` e ,r W x c g ` e ,m k g c g ` .d xFz
d xA C mi p a d r A x `
:lF` W l r cFi

Blessed is HaShem(who is called The Place ); He is Blessed. Blessed is HaShem who
has given the Torah to His people, Israel; He is Blessed. The Torah speaks of four sons;
a wise one, a wicked one, a simple one, and who is not able to ask a question.
bd it refers to HaShem as mFw O

Statement: In the dc d - The __________.
E
Question: Why do we call __________ The Place ?
PL
Answer: Everything in the _________ needs a place in order to be and exist. HaShem
is The Place on which the entire _________ rests. Without HaShem, all of us
wouldnt be _______ and there would be _________ at all. HaShem is the place for
all things.
M
SA
Fpi ` W m Y r W x m k g
lF` W l r cFi

Statement: Before each of the ______ sons it says the word _______.
Question: Couldnt it have just said:

:lF` W Fpi ` W e ,m Y e ,r W xe ,m k g c g ` ? Why does it have to ________ the word
l r cFi
c g `-one
in front of every one of the four sons.
Answer: The dcbd teaches us that all Jews, even the _______-wicked one, still have a
part inside them of "c g `-HaShem
who is One . Therefore, it is important to spend
_______ with them in order to bring them _______ to HaShem and His Torah.
Every Jew is ___________!! (Likutai Sichot)

q ekd z ` mid iabne z evnd z ` miq kn
Instructions: We cover up our zFvn and raise our ________.
`l d c n r W ì d e
,c a l A c g ` `l W .Epl e Epi zFa
.Ep zFN
k
l Epil r mi c nFr
,xFc e xFC l k A W `N ` .Ep zFN k
l Epil r c n r
:m c
I n Epl i S n Èd KEx A WFc T d e
And it stood up (and protected) for our fathers and us. For not only one enemy has
risen against us to wipe us out, but in every generation, people rise against us. But the
Holy One, Blessed be He, saves us from their hand.
Statement: In the dc
bd it says, And it stood up
(and protected) for our fathers and us.
Question: When the dc bd says _____ stood up and
E
protected our _________ and us, it doesnt say _________ the it is talking about.
What is the word it _________ about?
PL
Answer: One answer is, HaShem knew that the Jewish people would learn His
_________ and do His _________. Because of this, HaShem _________ and saved
us not only in _________ but He continues to protect us because of our Torah
learning. We learn this from the word _________ which hints to us the _________
things that protect us.
The letter e equals the number ____ for the six books of the _________
M
The letter d equals the number ____ for the five books of the _________
The letter i equals the number ____ for the ____________ _________
The letter ` equals the number ____ for our belief in _________ _________.
SA
xxxx xxxx xxxx xxxx
'eke y"cr j"vc zxinà mbe ,'eke ,rcxtv mc zxinà mbe ,yè mc zxin` zra qekd on hrn sihdl mibdep

:o W r zFx ni
z e .W `
e .m C
.m i Y
W zFz` aE .m i Y W lFcB ` xFn
aE
.m i Y
W di Eh p r x f aE
.m i Y
W d w
f g ci A .x g `x a C
:o d El ` e ,m i xv n A mi x v O dl
r Èd KEx A WFc T d ì a d W zFM n x U r EN `:m i Y W mi z t
n aE

:zFxFk A z M n .K W g .d A x ` .cx A .oi g W .x a C .aFx r .mi P M . r C x t v .m C
E
PL
M
SA
: a" g
` AW"
cr K" v C :mi p O q m d A o zFp
di d d cEd
i i A x

Design & Layout
''
R. Shmuel Goldstein 10 k To the tune of,
"Oh my Darlin, Clementine"
(Chorus) 10 Ten , Paraoh why did you say no

When HaShem asked you, to let the Jewish people get up and go
First came , which was blood no drinking water anywhere
Then , the frogs were jumping in their pockets and in their hair
Third was , the lice were crawling oh vey it itches so
E
Then HaShem sent big wild animals, the fourth makah was
(Chorus)
PL
Fifth was , what a pest all the animals they died
the boils they hurt so much, that all of Paraohs people cried
M
Seventh , fire and hail what a storm who ever saw
Then , all the grasshoppers. Oh HaShem please no more!

SA
(Chorus)
But Paraoh was stubborn, so very stubborn and did not let the people go
So HaShem brought darkness they couldnt even move a toe
Then number ten every oldest would die
Paraoh came running to and take the Jews and go! Good-bye!!!

:Epil r mFw O
l zFaFh zFlr n d O M
,FkFz A Epi xv r T W EN `
:EpI C ,dp W mi r A x ` x A c O A EpM x v w R q `l e
,m i xv O n Ep ì
vFd
EN `
:EpI C ,mi h t W m d a d U r `l e
,dp W mi r A x ` x A c O A EpM x v w R q EN `
:EpI C ,o O dz
` Epl i k ` d `l e ,mi h t W m d a d U r EN `
:EpI C ,m di
d
l` a d U r `l e
,o O dz
` Epli k
` d EN `
:EpI C ,z A X dz
` Epl o z
p `l e ,m di
d
l` a d U r EN `
:EpI C ,m di
xFk
Az ` b xd `l e
,z A X dz
` Epl o z p EN `
:EpI C ,ip i q x d ip t
l Ep a x w `l e ,m di xFk
Az
` b xd EN `
E
:EpI C ,mp Fn nz
` Epl o z
p `l e
,ip i q x d ip t
l Ep a x w EN `
:EpI C ,d xFY dz
` EpN o z p `l e ,mp Fn nz
` Epl o z
p EN `
:EpI C ,mI dz
` Epl r xw `l e
,d xFY
PL
dz ` Epl o z
:EpI C ,l ` xU i u x`
,l ` xU i u x`
:EpI C ,d xi
g A d zi Az
l Ep qi
l Ep qi
p EN `
p k d `l e
p k d EN `
` Epl dp a `l e
,mI dz
` Epl r xw EN `
:EpI C d a xg a FkFz a Ep xi
a
,d a xg a FkFz a Ep xi
r d `l e
a
r d EN `
:EpI C ,FkFz A Epi xv r T W `l e
M
,m i xv O n Ep ì
vFd
W :Epil r mFw O
l zl R knE
dl Et k d a Fh d O k e d O M z g ` l r
,mi h t W m d a d U r e
SA
,m di
d l` a d U r e
,m di xFk
Az ` b xd e
,mp Fn nz ` Epl o z p e
,mI dz
` Epl r xw e
,d a xg a FkFz a Ep xi a
r d e
,FkFz A Epi xv r T W e
,dp W mi r A x ` x A c O A EpM x v w R q e
,o O dz
` Epl i k ` d e
,z A X dz
` Epl o z p e
,ip i q x d ip t l Ep a x w e
,d xFY dz ` Epl o z p e
,l ` xU i u x` l Ep qi p k d e
,d xi g A d zi Az ` Epl dp a e
.Epi zFpF
r l M l r x R k l

,Fz a Fg i c i ` v i `l ,g q R A EN ` mi x a c d y
l W x n ` `N W l M :x nF`
di d l ì
l n B o A x
: xFx nE
dS n .g q R :o d EN ` e
Rabbi Gamliel used to say: Anyone who has not discussed these three things on
Passover has not fulfilled his duty, namely:
Pesach, Matzah, Maror
E
PL
M
SA

d v g x
:mikxane mici milhep
:m i c
i zl i h p l r Ep Ev e ,ei zF
v n A Ep W
C w x W
` ,ml Fr d Kl n Epi d
l- `
i - i d Y ` KEx A
E
d S n PL jxane dxrwd lry zevnd z` lhep
:u x` d o n m g l ì vFO
ì vFn

d ,ml Fr d Kl n Epi d
l- `
,i - i d Y ` KExA
M
jxan dqextd zè dpeilrd z` fge` ecerae dpezgzd dvnd z` gipn
:d S n zl i k
` l r EpEv e eizF v n A Ep W
C w x W
l- `
,i - i d Y ` KEx A
SA

xFx n
elkeè jxane z qexga elaeh ,xexn zifk gwel
:xFx n zl i k
` l r EpEv e ei zF
v n A Ep W
C w x W
l- `
i - i d Y ` KEx A
K xFM

xneè daiqda mlkeè cgi mikxek ,zqexga elaeh ,xexn zifke ziyilyd dvndn zifk qxet
d S n g q R K xFM
di d .mI w di d W C w O d zi A W o n f A lN d d U r o M :lN d M W C w n l xk f
:Edl k`
i mi xFx nE zFS nl r :x n ` P X d n mI w
l .c g
i A l k F` e xFx nE

K xFr
o g l W
E
PL
M
oEt v
onewit`d z` milke`
SA

Cup #3 b-qek
ziyily qek
:o t B d i x R `x FA ,ml Fr d Kl n Epi l-
` ,i- i d Y ` KEx A
E
mixneè zlcd z ` migzete ,ìapd ed il`l zcgein qek mibfen
l k ` i M :E` xw `l L n W A x W ` zFkl n nl
r e LE r c i `l x W ` ,m i FB dl
` L z n g tW
,m ci n W z e s ` A sC x Y :m b i V
PL
i L R ` oFx g e ,L n r f m di
l N d
l r K t W :EO W
d Edep z ` e .aw r i z `
:i - i i n W z g Y
n
m r mi P h T d ,i - i i ` x i K xa i .ox d ` zi A z ` K xa i ,l ` xU i zi A z ` K xa i ,K xa i Ep xk f i - i
M
m i n X d .u x` e m i n X d U
r ,i - i l m Y ` mi kEx
A .m k ip A l r e m k il r ,m k il r i - i s q
i .mil c B d
K xa p Ep g
p`
e .d nEc
i c x i l M `l e ,Di Ell d i mi z O d `l .m c ` ip a l o z
p u x` d e ,i - i l m i n X
:Di Ell d ,ml Fr c r e d Y r n ,Di
SA
.mi O `d l M EdE g A W ,m i FB l M ,i - i z ` Ell d

:Di Ell d ml Frl i - i z n
` e ,FC q g Epil r x a
b i M
:FC q g ml Frl i M ,aFh i M i - i l EcFd

:FC q g ml Frl i M ,l ` xU i `p x n` i
:FC q g ml Frl i M ,ox d ` zi a `p Ex n` i
:FC q g ml Frl i M ,i - i i ` x i `p Ex n`
i
i M L cF` .Fa Eà i mi wi C v ,i - i l x r X

d d f .Di d cF`
m a à `,
w c v i x r W il Eg z R
d z i d ,mi p FA d Eq` n o a ` .d r EWil il i d Y e i p zi p r i M L cF`
.d r EWil il i d Y e ,i p zi p r
z`l t p ì d ,z`G d z i d i - i z ` n .dP R W`x l d z i d ,mi p FA d Eq` n o a ` .dP R W`x l
.Fa d g n U p e dl ib p ,i - i d U r mFI d d f .Epip i r A z`l t p ì d ,z`G d z i d i - i z ` n :Epip i r A
.Fa d g n U p e dl ib p i - i d U r mFI d d f
d v x p
d M f p o M ,FzF` x C q l Epi k ` M .Fz T ge Fh R W n l k M ,Fz k l d M g q R xEC q l q
f x W g
oFI v l m i Ec R ,dP k i r h p l d
p aFx w A .dp n i n z c
r l d w m nFw ,dp Fr n o k FW Kf .FzFUr l
.dP x A
The Seder now concludes according to Halacha,
Complete in all laws and rules.
Just as we were privileged to arrange it tonight,
So may we be granted to perform it again.
O Pure One who dwells in the heights above,
Make us as a countless people once again,
Speedily guide thy plants, Israel, as a redeemed people,
E
To the land of Zion with song.
PL
M
SA

ONE LITTLE GOAT
One little goat one little goat my father bought for two .
One little goat one little goat.
Then came the cat which ate the goat my father bought for two .
Then came the dog which bit the cat that ate the goat my father bought for
two . One little goat one little goat.
Then came the stick which beat the dog that bit the cat that ate the goat my
E
father bought for two . One little goat one little goat.
Then came the fire which burnt the stick that beat the dog that bit the cat that
PL
ate the goat my father bought for two . One little goat one little goat.
Then came the water which put out the fire that burnt the stick that beat the
dog that bit the cat that ate the goat my father bought for two .
M
Then came the ox which drank the water that put out the fire that burnt the
stick that beat the dog that bit the cat that ate the goat my father bought for two
. One little goat one little goat.
SA
Then came the which slaughtered the ox that drank the water that put out
the fire that burnt the stick that beat the dog that bit the cat that ate the goat
my father bought for two . One little goat one little goat.
Then came the which killed the that slaughtered the ox that
drank the water that put out the fire that burnt the stick that beat the dog that
bit the cat that ate the goat my father bought for two .
Then came HaShem and killed the that killed the that slaughtered
the ox that drank the water that put out the fire that burnt the stick that beat the
dog that bit the cat that ate the goat my father bought for two .

2000 R. Shmuel Goldstein WHO KNOWS ONE ?
?
Who Knows one ? I know one
1 1 is Hashem in the heavens and the earth
Who knows two ? I know two
2 2 are the that brought
Who knows three? I know three
3 3 are the s
Who knows four ? I know four
E
4 4 are the s
Who knows five ? I know five
5
Who knows six ?
6
PL 5 are the books of the
I know six
6 are the books of the
Who knows seven ? I know seven
M
7 7 are the days of the week
Who knows eight ? I know eight
8 8 are the days for a

SA
Who knows nine ? I know nine

9 9 are months before a baby's born
Who knows ten ? I know ten
10 10 are the
Who knows eleven ? I know eleven
11 11 are the stars in s dream
Who knows twelve I know twelve
12 12 are the tribes of

Just Imagine...
and the people were in the desert, but what was he going to do with
them? They had to be fed, and feeding 2 or 3 million people requires a lot of
food. According to the Quarter-Master General in the Army, it is reported that
would have to have had 1500 tons of food each day. Do you know that to
bring that much food each day, two large freight trains, each a mile long,
would be needed! Besides you must remember, that they were out in the desert,
so they would have to have firewood to use in cooking the food. This would take
E
4000 tons of wood and a few more freight trains, each a mile long, just for one
day! And just think, they were 40 years in the desert!
PL
And oh yes! They would have to have water. If they only had enough to drink
and wash a few dishes, it would take 11 million gallons each day, and a freight
train with tank cars, 1800 miles long, just to bring water! That is the distance
from Miami past Montreal-Canada!!!
M
And then another thing! They had to get across the at night! Now, if
they went on a narrow path, two lines, the line would be 800 miles long and
would require 35 days and nights to get through (They travelled in a half-circle).
SA
So, there had to be a space in the , 3 miles wide so that they could walk
5000 people side by side to get over in one night. But then, there is another
problem. Each time they camped at the end of the day, a camp-ground almost
the size of Rhode Island was required, or a total of 750 square miles long...think
of South Florida only filled with Jews from Miami past West Palm Beach and
youll get the idea.
Do you think figured all this out before he left Egypt? I dont think so! You
see, believed in HaShem. HaShem took care of these things for him. Now
if HaShem can take care of a whole nation of 2-3 million do you think He has
any problem taking care of us?

Pictures of Names of Pesach for page 1
E
PL
M
SA
E
PL Cut out these items for the
Seder Order Cup on page 5
M
SA
Cut out these items

for your Seder Plate
on page 7.
Cut on the dotted line.
K
Four Parshiyos & Purim
We can also erase the bad k within us which represents:
a) The numerical value of is 240 which equals . The + puts doubts in our
mind about Hashem and his *kI and k.
b) Regarding the lE says K-52/ wK. The word K2/ K means to cool off.
cools off our excitement in serving Hashem.

10) On P (the day before .l) there is a fast day which is called II .
11) The reason we fast on II is because P was the day of +,when the
enemies of *x5 were allowed to kill QK) them. The Jews fasted on that day and
E
asked Hashem for mercy. They then went on to be victorious in the battle. We therefore
fast on that day to remind ourselves that in a time of need we too should fast and Daven
to Hashem and surely he will help.
PL
12) It is called II because I was the one who instituted the first fast because of
the +. That was when everyone fasted for three days and nights before I went
to beg for mercy from wkw. (That fast was on almost a full year before P).
13) The custom of Chabad is to give #w on II before . Others have a
custom to give it before the reading of the .
14) On II, like all other fast days we say the following extra kI::
M
a) k,
b) l,
c) l?l. (Open up a l and find these kI.)
We also read from the *kI.

SA
.lE
15) The main characters of the story: IwUwkwUUIU/
16) On P, the day after *x5 were victorious over their enemies, is when we
celebrate .lE.
17) The day after, P, is .lEwlw. I asked w1w for an extra day to kill the
enemies in wlw, so the day after their victory was P. That is when they celebrate
and fulfill all the k of .lE. The same is true for Jews living in walled cities such as
Yerushalayim.
2
K
Four Parshiyos & Purim

18) We must hear the , once at night and once during the day since cried out to
Hashem for help, night and day.
19) We make three k*5 on the
a) *%K
b) lkxw
c) w.
20) You should hear every word of the read from a kosher but if you miss a
couple of words you can say them (right away) from a wl or by heart.
E

21) To fulfill the of kkw you give at least two foods (ready to eat) to at least one
person (men give to men and women to women)
PL
22) To fulfill the k of kkI you must give a gift of money to at least two poor
people All of these must be done during the day.
V
23) is eaten before sunset. We drink wine at the l to commemorate the feast
M
that I made for wkw and .All of these must be done during the day.
Special
24) We say on .lE in ,xk and k?/5.
SA
25) We don't say on because:

a) In we say P and after the of Purim we were still
(we were not totally freed from Golus)
b) The reading of the is like , a praise to Hashem for the .
3
da
eiihycl`b lèny .x _____________:my
c dzk ___________:jix`z
jxpv dj kg ijcn
Part 1: Multiple Choice
(Circle the letter of the correct answer. Example: a) b) c) d)
1) The holiday of Passover is called gqR

because...
a) HaShem passed over the house of drx R

b) We are always saying, Pass over the matzoh
E
c) HaShem passed over the houses of the Jews
d) The tribe of Efrayim passed over into the land of Plishtim
2) What are the middle days of gqR

a) gqR
d lFg
b) crFn lW iriaW
c) gqR
lW oFxg`
PL
called?
d) crFnd
lFg
M
3) The mitzvah of mihg
zFrn is....
-wheat from the time of cutting
a) Watching the dhg
b) Money that is given to the poor for wheat
SA
on the first seder night

c) Eating dvn
d) Breaking the middle dvn

4) If someone wants to keep their ung

for after gqR
they ...
a) put it away and ask the Rabbi to sell it to a non-Jew
b) hide it in a very good place
c) are not allowed to and must burn it
d) double wrap it in plastic and lock it up
?
5) Which one of these words mean the burning of ones ung
a) zwi
cA b) xErA c) lEhA d) zxi
g
n
page 1
Help Reb Yiddel below travel
his way to the top of Har

Sinai.

Color in the correct days of
the Omer which we count.
7 weeks

The shaded boxes are not
E
to be colored as they are
for Shabbos and Yom Tov.
PL

6 weeks
5 weeks

M
4 weeks

SA

2 weeks
3 weeks

1 week
lE? k Questions
R. Shmuel Goldstein
To make these questions more challenging, simply ask
the questions without choices and have your child give
his/her reply.
* X-Tra Credit
8) In the meal before
it is a custom to
eat...
1) How many special days of Teshuvah are there?
A ) As much as you possibly can (but not )
A) None, because Im already a tzaddik (Rabbi
Goldstein told me so!!) B ) Kreplach ( meat surrounded by dough )
B) 613 days for all the mitzvot we have C) Cinnamon (so we can eat up our sins)
C ) 10 days (from Rosh HaShana till Yom Kippur) D) A batter of bitter butter thats mixed with a beater
we borrow from our brother (oh bother!)
2) Which Hebrew words mean Finished & Sealed for
Good?

E
A) 9) On , boys and girls over bar and bat
B)
mitzva, fast because ....
C)
A ) They are like
(angels) who dont eat
B) Mother lost her recipe book
3) On the day before
B ) A chicken for
C ) Money

waving over our head....
A) A car for Carporot

- Kaporot
PL
we have a custom of
C) Its a sad day
10) What kind of clothes do people have a custom to

wear on ?
A) Yellow clothes to look like an
D) A and a B ) White clothes to look like -angels
M
C) Plain and simple clothes to look humble
4) On which day of which month is ?
A ) The 10th day of
B) The 1st day
11) On we do not wear...
A ) Leather shoes
C) The 10th day
SA
B) Leather jackets (they are out of style anyway)

C) Polyester (it could be a fire hazard)
5) Our Rabbis tell us that is like.... 12) On we ask

....
A) , because it is also very holy. A) To forgive us for things we did wrong against our friends
B) , because the davening is also very long B ) To forgive us for things we did wrong against
C) , because we also fast
C) To forgive Rabbi Goldstein for these silly questions
13) On Yom Kippur, HaShem only forgives you...

6) On
, how many special things are A) If you give a real big donation to school (hint?)
forbidden (not allowed)? B ) For sins done against Him
A) 10 C) For sins done against other people
B) Too many things to list !! (at least on this line )
C) 5 14) What do we say out loud o n l y on Yom Kippur?
Ask your child to list them from memory, they are : A) Im Hungry!!!!!
1) Eating
2) Drinking
4) Smearing
5) Wearing leather shoes
B)
3) Washing C ) The tefillah of...
a
eiihycl`b lèny .x _____________:mW
___dzk ___________:Kix
`Y
zFMEqe xERM mFi lr oga n

1) Before the holiday of xERM mFi there is a Jewish custom to....

a) Blow a rams horn
b) Shake a alEl
E
c) Wave a flag
d) Swing a chicken around your head
2) On xERM
a) shoes
b) shirts
c) glasses
PL
mFi we avoid wearing these if they have leather.
d) jackets
M
3) On xERM mFi we read the story of this person who was swallowed by a fish.
a) md x
a`
SA
b) dpFi
c) depip
d) rx R
4) The smallest a dMq

can be is... (1 gt
h = a grown-ups fist)
a) 100 mi
gt
h high
b) 5 mi
gt
h high
c) 10 mi
gt
h high
d) 50 mi
gt
h high
5) The name for the special material that is used for the roof of the dMq
is...
a) Kkq
b) ipi
nW c) d
n` d) bb
page 1
Part 3: Match Me
(Match and write the correct names in the boxes below)
alEl bFxz` miq

cd
zFax
r
`)
E
PL
M
A) b)
SA
c)
7) The dkx
A one says when taking these four special things is...
....zlih
p lr EpEv e ,eiz
ev n A EpW C w xW
` ,..... dY ` KExA
______________________
page 3
a
eiihycl`b lèny .x _____________:mW
__ dzk ___________:Kix
`Y
dMEpg lr oga n
1) Which 2 zFkx
A do we say for lighting the dxFp
n on every night?
a) miqi
pd lr
b) dMEp g lW xp wilc d l
c) Epi
gd
W
E
d) Epi arl miq
p dUrW
2) Which dkx
b) lld

c) miq
p
zFxPd
dUr W
PL
A do we say only on the first night of dMEpg?
a) ElNd

d) Epi
gd
W
M
3) What prayer do we add in ix
Ur dpFnW and in bentching during dMEpg?
a) miqi
pd lr
SA
b) xEv fFr n
c) miq p dUr W
d) ElNd zFxPd
4) What do we say during zix

gW , after ix
Ur dpFnW to thank HaShem for the miracle?
a) Epilr

b) ip
` dcFn
c) lld

d) xEv fFrn
page 1
Part 3: Numbers
(Write the correct number on the blank line)
___________ 1) How long do the lights of the dxFp

n have to burn?
___________ 2) How many sons did the father of the miAM

n have?
___________ 3) For how many days do we celebrate dMEp

g?
___________ 4) On Friday night, how long should the lights burn?
___________ 5) On what day of the month of elq

M does dMEpg start?
E
___________ 6) How many lights did the dxFp
n in the Wcw
nd ziA have?
Part 4: Put & Light PL

(Circle the arrow that shows the proper direction)
h ec andles in startin
u t t g fr
W ep om
the
M
1)
SA
2) e
We th
m
li g h
t th e g fr o
c a n dl e s s ta rti n
page 4
Part 5: Which one is not correct?
(Put an X through all the zFxFpn that are not correct)
E
PL
M
SA
A one says lighting the dxFp

Xtra Credit) The first dkx n is...
... EpEv e ,eiz
ev n A EpW C w xW
` ,..... dY ` KExA
___________________________________________________
page 5
Part 4: True or False
(On the blank line, write ` for zn
`-true // y for xw W -not true.)
_____ 1) The mipeizn
were Jewish
_____ 2) Edizz
n was the son of iAM n d dcEdi
_____ 3) The dxFp

n in the Wcw
nd ziA did not have a WnW
_____ 4) Before fighting the Greeks, iAM

n d dcEdi would scream l`x
Ui rnW
E
_____ 5) Edil`
, the younger brother of iAM n d dcEdi , died while killing an elephant
_____ 6) The miAM

n were five brothers that lead the fight against the Greeks
_____ 9)
PL
_____ 7) If you do not have a WnW candle you cant use the light from your dxFp
_____ 8) It is a Jewish custom to get 8 presents for dMEp
dMEpg is in the month of elq

g
M and also zah
n
M
_____ 10) The word dMEpg is from the words dk- dpg (Chana was 25 years old)
Boy! This test made

SA
me so hungry!
page 6
_____ 1) dpFi did not want the people of depip to do daEWY .
_____ 2) On xERM mFi we say ...cFaM mW KExA real loud
_____ 3) There should be more sun than shade inside your dMq

_____ 4) The dMq

walls can be made out of Lego pieces
E
_____ 5) Before you eat a cookie inside a dMq
, you have to say 2 blessings
_____ 6) Every we night have 7 special invisible guests that visit our dMq

_____ 8) The zFax

PL
_____ 7) If you are careful with your dMq
decorations on aFh mFi, you can play with them
r leaves have a great smell and remind us of a Tzaddik
_____ 9) xERM mFi comes on the first day of the month ix

WY
M
_____ 10) zFtw
d are when we dance around in a circle with the dxFY

Part 5: Put In Order

(Put these events in order using numbers on each line.)
SA
____ xERM mFi - Yom Kippur
____ zFMEq - Sukkot
____ dpWd W`x - Rosh HaShana
____ dAx dpr d - Hoshana Rabba
____ dxFY
zgn U - Simchat Torah
page 4
10 Reasons For Milk On Shavuos
1) Moshe, who was taken out of the water on the sixth day of Sivan, did not nurse
from a non-Jewish mother. This was because he was to be the one who would
teach the Torah to the Jewish people.
2) The Jews were worried that perhaps that by drinking or eating milk products the
would be going against the rule of Tearing a limb from a living animal
because it is similar. After Matan Torah they knew it was permissible because
Eretz Yisroel is called the Land of Milk and Honey (Goat milk and date honey)
3) Because, up until that time it was permissible to eat meat that was not shechted properly.
After Matan Torah it was not permissable anymore to eat meat unless it was shechted properly.
As a result there were no kosher pots or pans to use so they could only eat milk products.
4) Another reason similar to the above is after Matan Torah the Jews were hungry and the easiest
E
thing to make was milk products.
5) One of the names of Har Sinai is Har Gavnunim the Cheese mountain.
7) Milk symbolizes humbleness.

PL
6) The color white symbolizes loving kindness
8) One of the parts of the korbonos of Shavuos was the Shtei Lechem Hapanim which hints to
the two meals we eat on Shavuos. One that is milchig and the other, fleishig.
9) The Hebrew word equals (gematria) 40 which hints to the 40 days on the mountain that
M
Moshe spent learning HaShems Torah.
10) The seven weeks of counting the sfirah is similar to the 7 days that it takes for a mothers
milk to come through after a baby is born.
SA
3 Reasons Why We Use Greens On Shavuos

1) To resemble Har Sinai
2) To remind us of the basket of Moshe
3) The answer that the Midrash gives about a moshul of a king who wanted to uproot his garden
because of all the weeds that had grown in it until he saw a rose growing in it and he said for
the sake of this one rose Ill keep the garden.
However nowadays some do not follow this custom due to a gzairah from the Gra due to a
similar practice done by other non-jews in their churches.
"
The 39 Categories of Creative Activities
which are prohibited on
Making Bread (1-11)
S
Planting
E
P
H
PL K
M
B
B
SA
S
57 Things You Should Know About Israel
On the occasion of Israel's 57th birthday, it is time for us to celebrate how far our nation has come in just over half a century. 57 years ago, we were struggling
to keep our young nation alive. Today, we are thriving as a global leader in science, technology, medicine, culture, and much more. In honor of 57 years, I
wanted to share with you 57 of the many contributions that Israel and Israelis have made to the world.
The 100th smallest country, with less than 1/1000th of the world's population, can lay claim to the following:
1. The cell phone was first developed at the Motorola plant in Israel.
E
2. Most of the Windows NT and XP operating systems were developed by Microsoft-Israel.
3. The Pentium MMX Chip technology was designed in Israel at Intel.
4. Both the Pentium-4 microprocessor for desktop computers and the Centrino processor for laptops were entirely designed, developed and produced in Israel.
PL
5. Voice mail technology was developed in Israel. The Israeli company Amdocs is the largest company in the world in this field.
6. Both Microsoft and Cisco built their only foreign-based research and development facilities in Israel.
7. The program ICQ, which is the technological basis for AOL Instant Messenger, was developed in 1996 by four young Israelis.
8. Disk on Key - a portable, virtual hard disk - was developed by the Israeli company M-Systems.
9. Israel has the highest number of personal computers per capita in the world.
10. Israel has the highest number of university degrees per capita in the world.
M
11. Israel produces more scientific papers per capita than any other nation by a large margin - 109 per 10,000 people - as well as one of the highest per capita
rates of patents filed.
12. In proportion to its population, Israel has the largest number of startup companies in the world. In absolute terms, Israel has the largest number of startup
companies than any
other country in the world, except the US.
SA
13. With more than 3,000 high-tech companies and startups, Israel has the highest concentration of hi-tech companies in the world - apart from Silicon Valley.
14. Israel is ranked #2 in the world for venture capital funds right behind the United States.
15. Outside the United States and Canada, Israel has the largest number of companies listed on NASDAQ.
16. Israel has the highest average living standards in the Middle East. The per capita income in 2000 was over $17,500, exceeding that of the United Kingdom.
17. On a per capita basis, Israel has the largest number of biotech startups.
18. Twenty four percent of Israel's workforce holds university degrees - ranking third in the industrialized world, after the United States and Holland - and 12
percent hold advanced degrees.
19. Israel has the third highest rate of entrepreneurship - and the highest rate among women and among people over 55 in the world.
20. Relative to its population, Israel is the largest immigrant-absorbing nation on earth.
21. Israel has the world's second highest supply of new books per capita.
The Soul of the Poor Rests In It
How to Neshama -...

Poor - ..
memorize the Rest - .

In it -.
7 Rabbinical ( 1
E
( 2
Mitzvot
PL ( 3
( 4
( 5
M
( 6
SA
( 7
R. Shmuel Goldstein
Brochos Riddles
1) What fruit grows on a tree but you dont make a Haaitz or Hoadmah?
2) What brocho can one make only on a Wesnesday?
3) How is possible that one can eat a whole piece of bread but not be
required to wash or say Hamotzie?
4) How is it possible that one would should not say a Haadama on a

carrot?
E
5) When should someone not say borei mnai bsamin on a fruit?
6) How is possible to wash two times at the same meal even though you
never really left the table?
Wednesday) / Shabbos
PL
7) Which brocho can never be said on Yom Sheini (Monday) / Yom Rviee
8) What is permissible to eat from a non-kosher animal but the same thing
you wouldnt be allowed to eat from a kosher animal?
M
9) How is it possible to say Mzonos on something but say say Borei
Nfoshos afterwards. (not including rice)
10) When would one make a brocho Hoadomah on an orange?

SA
11) How is it possible not to be allowed to drink the milk from a kosher
cow?
12) Where do we find on object which if it was never seen its permissible
but once any one see it its forbidden?
13) How is it possible to perform a mitzva and say a brocho on a fifth cup
of wine by a Pesach Seder?
14) What brocho could one say even 12 or more times, in a row?
15) What brocho should be kept to oneself and not shared with others?
16) When would you not make a brocho on lightning?

Darkainu Questions #1
1a) In which land was the miracle of Purim?
1b) What was the name of the city?
E
2) PL
Who was the king at that time?
M
3) From whom did Haman descend from (from which family) ?
SA
4) Why did Haman become especially angry at Mordechai?

Darkainu Questions #1
14) What are the two Mitzvos that the Chachamim added?
E
pgs 6-9
PL
0) Who was exiled with the people and returned to the land of
Persia?
0) Who dressed Mordechai as the King had commanded?

M
0) Who was beloved by his fellow brothers?
SA
0) When was there light for the Jewish people?
0) Who sought the good for his people?

0) Who was from the seed of Amalek?
pg 6-7
0) Why is good to read from a kosher megilla?

0) What special name are the four psukim called ?
Chagainu Questions #1
1) In which Country was the Miracle of Purim?
a)
b)
c)
d)
2) From which evil family did the wicked Haman descend from?
a)
b)
E
c)
d)
a)
b)
PL
3) On which day of the month did Hamans lottery fall out on?
c)
M
d)
4) On which month did Hamans lottery fall out on?

a)
SA
b)
c)
d)
5) Why did Haman become angry especially at Mordechai?

a)
b)
c)
d)
1
_____ 1) We eat a new fruit on the second night of dp

Wd W`x
_____ 2) Many Jews try to sleep during the day of dp
Wd W`x
_____ 3) xERM mFi comes on the tenth day of lEl
`
_____ 4) We go to a river to remind us of the story of the rx
d xvi and mdx
a`
E
_____ 5) On dpWd W`x we go to a river to throw away our zFvn
_____ 6) It is ok to whisper before the xtFW
is being blown
PL
_____ 7) Some Jews have a custom to eat the head of a ram
_____ 8) We eat a pomegranate to remind us of all the zFvn

_____ 9) The name oFxMf d mFi means Day of the Blowing of the Shofar
M
_____ 10) dpWd W`x is also the birthday of mc` -Adam, the first person.
Part 4: Put In Order
SA
(Put these events in order using numbers on each line.)
On the first night of dpWd W`x we first...
____ Dip the g

ERY in the honey
____ Eat our meal
____ Come home from shul
____ Dip the dl

g in the honey
____ Make WEcw

page 3

The 4 Mitzvos of Purim
*%

E
PL
kkw

M
4
SA
kI
k
Iw

E
PL

M
SA

E
PL
M

SA

Design & Layout
R. Shmuel Goldstein 2004 Blessings of Benefit -
Washing of the hands before eating bread c
(1 U- U
E
U .
PL
On eating bread c
(2 U- U
.
M
SA
On drinking wine c
(3 U- U :
SA
M
PL
E
K
Curriculum For Four Parshiyos And Purim-Grades 1-3
The following curriculum is the basic (minimum) information which should be taught to your
students about the Four Parshiyos And Purim. If you would like, you may add information from
other sources. The parentheses at the end of each number indicates which grade is responsible for
which information.
1) There are four 5w on which four special kw/E are read. The kw/E (in order) are:
a) w b) k c) *E d) wk. (It is extremely important that the students know the
Hebrew names of the kw/E.) (1,2,3)
ww/E
2) ww/E is the first six $lE of x?w/E. (Its a good idea to open up a wl
and show the students inside.) (2,3)
ww/E discusses the of giving the #w. During the times of the 5
E
3)
w% every man gave a #w to the w%5 for the purpose of bringing
k5/ . (1,2,3)
They began announcing and reminding everyone from wkw1, to prepare the
4)
5)
PL
#w. This is why ww/E is read, close to, or on ww1. (2,3)
There are a number of reasons why we give a half of a #w instead of a full #w: a)
We should realize that we are not complete in Pk. b) The half of #w is a *E?
for the which only half of *x5 participated since the women didnt sin.
d) To indicate that one Jew without the other is not complete. e) To indicate that one
Jew without Hashem is not complete. (1,2,3)
M
6) The following is a list of terms that the students should master: w, #w,
w%5.
kw/E
SA
7) kw/E is the last three $lE in ?w/E. (See no. 1) (2,3)
8) kw/E discusses the to remember and never forget what did to the
Jewish people when they left +.. It is always read the 5w before .lE since
came from . (1,2,3)
9) Many opinions hold that the reading of kw/E is a +kx . (3)
10) Although in our days we cannot actually wipe out in a physical way because we
don't know who is from and even if we would know we don't have the power.
Nevertheless, when we bang and make noise by the mention of , it is like erasing
. We can also erase the bad k within us which represents: a) The

numerical value of is 240 which equals . The + puts doubts in our
1
P K
1 ) There are 4 on which 4 special are read for . The (in order)
are a) b) c) d) .
2) There are 2 possibilities for a) If is in the middle of the week

(not on ) then is the before b) If is
on then is on that .
3) In possibility A, two are taken out, in the first one we read in the
second one we read for ,the is a special one for .
In possibility B, three are taken out ,in the first one we read 6 from the
(not stopping by but rather for the sixth P we read until the end of
the ) in the second one we read the of from , in the third
E
one we read for .
4) is the first six of ,which discusses the of giving

. In the times of the and there was a for every man to
PL
give half of a (one coin) ,once every year. These were used mainly for
such as the ,which was brought every morning and afternoon, and
the on KU and . They began announcing and reminding
everyone from to prepare the ,that is why we read
close to, or on .
5) There are a number of reasons why we give a half of a instead of a full a) We

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should realize that we are never complete in P b) The half of is a for
the which only half of participated since the women didn't sin c)
Only the did the while the didn't sin d) To indicate that one
Jew without the other is not complete e) To indicate that a Jew without Hashem is not
complete.
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6) Even though in our times we cannot give the for (since there is
no ) nevertheless we still read because a) Speedily will
come and we will once again give the b) The says KK
and KK which means that in the times when we
cannot possibly bring a , by learning and reading the of the it's
considered by Hashem as if we actually brought the .
7) is always the before , sometimes it comes out the after

and sometimes there's a between them (depending on which day of the week
is )The reason for this is because came from (who was the son of
and the grandson of )
8) is the last three in . Many opinions hold that hearing the
reading of is a
.lE Questions

? ?
R. Shmuel Goldstein
9) The special meal that we eat during the day of

1) What is the of the Month of ? is called...
A) Fish- A) kkI

B) Pickles
C) A Ram B) x55/

2) What does the tell us about ? C)Iw

A) Jews like to eat seafood on
10) Which one of these
B) Just like fish- are hidden under water, so was
are correct?
A) A banana and a pickle
HaShems miracle in the story of B) An apple pie with an apple
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C) died while eating a tuna fish sandwich C) Peanuts and peas
3) ... -When you enter the 11) Why do we wear costumes on ?

month of Adar you should have more... A) To look funny and silly.
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A) - Money ( Because Pesach is coming)
B) - Happiness ( Because we need it!!!)
C) - Worries ( Because Pesach is coming)
4) On , since children dont fast

they should...
B) To scare away
C) To remind us that the miracle of was hidden like
a person behind a mask.
12) If you miss hearing any part of the ,

you must....
A) Be careful not to say A) Change your costume
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B) Start over again
B) Eat fast, because its a fast day
C) Eat all their candies
C) Shake your gragger real loud
5) Before the is read, we give M , 13) The name means...

which are A) Bingo games
A) 3 silver half dollars
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B) Lotteries
B) 3 million dollars (can we be friends?) C) Jackpot
C) 3 silver dollars
6) is on what day, of the Jewish month of ? 14) We give because.....
A) -13th
B) -14th A) We have to try to get rid of Haman.....tashen
C) -15th B) To try get rid of before
C) To show Hashem the Jews have -unity
7) The of *%
is...
A) To listen to the
B) To read the
C) To see a gorilla
8) What do we do for the of kkI

A) Give at least one coin to two people
B) Give at least one coin to one person
C) Give at least two coins to one person
.lE Questions

? ?
R. Shmuel Goldstein
15) At our -Purim meal, some have a 16) Why did make a feast?
A) In honor of his marriage to that year
custom to have....
A) Kreplach, meat covered with dough
(like on Yom Kippur) B) s of 70 years, were thought to have
B) Our makeup or costumes taken off not come true.
C) Hamantashen C) To make the Jews sin
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M
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Help Reb Yiddel below travel

his way to the top of Har

Sinai.

Each day color in the correct 7 weeks
days of the Omer which we
count.
Color the boxes with a special

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color for days of Shabbat and
Yom Tov.
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6 weeks
5 weeks

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4 weeks

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2 weeks
3 weeks

1 week
SHIVA ASAR B'TAMUZ
WHAT IS SHIVA ASAR B'TAMUZ?
The 17th of Tamuz , (Tuesday, July 6, 2004), is a bad day all around for Jews.
The Talmud, (Tractate Ta'anit 26b, the Mishnah 4:6), lists five tragedies that befell the Jewish
people on Shiva Asar B'Tamuz.
1. It all started way back at Har Sinai when Moshe went up the mountain for forty days.
The Bnei Yisroel panicked when they miscalculated his return by one day. By the time Moshe
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returned only hours later, he had been replaced by the Eigel Hazahav (Golden Calf)!.
Upon seeing this idol, Moshe dropped the Luchot, the tablets containing the Aseret Hadibrot (the
Ten Commandments) from his hands, breaking them into pieces. ( Shmot 32:19)
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2. Despite the Babylonian siege of Yerushalayim, the two daily sacrifices of the Korban Tamid
in the first Bait Hamikdash , were carried out as long as there were sheep to sacrifice.
It was on this date, however, Shiva Asar B'Tamuz, that the Kohanim finally ran out of sheep and
the sacrifices stopped.
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3. The next year, 3184 (586 BCE), after months of seige by the wicked Nebuchadnezzar's army,
the walls of Yerushalayim were finally breached, a prelude to the destruction of Yerushalayim
and the Bait Hamikdash.
In the time of the second Bait Hamikdash, 3760 ( 70 CE), Titus, the Roman General breached the
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walls of the holy city of Yerushalayim leading to the destruction of the Second Bait Hamikdash.
These breaks came after many months during which the city's residents suffered extreme
hardships, sickness and hunger.
4. In the time of the Roman occupation, the wicked heathen Apostomos, captain of the Roman
forces, publicly burned a Torah during the period preceding the destruction of the Second Bait
Hamikdash. Apostomos also placed an idol in the sanctuary.
5. The evil King Menashe placed an idol in the Kodesh Kedoshim, an act of open blasphemy and
desecration. (Melachim II 21:7)
Since these tragedies occurred on Shiva Asar B'Tamuz, our Sages designated the 17th day of
Tamuz as a communal fast day , to be inspired to do Tshuva (repent).
WHAT ELSE HAPPENED ON SHIVA ASAR B'TAMUZ?
Other tragedies befell the Jewish people on the 17th of Tamuz.
In 1239, Pope Gregory IX ordered the confiscation of all manuscripts of the Talmud.
In 1391, more than 4,000 Spanish Jews were killed in Toledo and Jaen, Spain.
In 1559 the Jewish Quarter of Prague was burned and looted.
In 1944, the entire population of the Kovno ghetto was sent to the death camps.
In 1970, Libya ordered the confiscation of all Jewish property.
HOW WE OBSERVE THE DAY?
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- The fast of Shiva Asar B'Tamuz only starts from the break of dawn and ends at nightfall.
(Consult a reliable Jewish calendar for the times in your area.)
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- One who is ill need not fast at all. Pregnant and nursing mothers can observe the fast with
lenience. One should consult with a rabbi whether they are permitted to fast.
- Children below the age of bar or bat mitzva - 13 for boys and 12 for girls, do not fast. (In some
communities, it is customary for children to begin fasting a short time before they become
bar/bat mitzva.)
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- Those permitted to eat should still refrain from eating meat, luxurious food and drink.
- Special additions to the prayers, ( Selichot, Vayechal and Anenu) and Torah readings, are
added during the day.
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-The idea behind the fast is to understand that the events happened because of the sins of our
ancestors, to spend the day meditating on this fact, and realizing that we must do Tshuva
(repent).
THE THREE WEEKS
Shiva Asar B'Tamuz begins the period of the Three Weeks , called Bein Hametzorim, (between
the tragedies), the annual period of national mourning over the destruction of the First and
Second Bait Hamikdash. This year, (5764 - 2004), the Three Weeks begin on July 6, 2004, Shiva
Asar B'Tamuz , and end on July 27, 2004 - with the fast of Tisha B'Av (the ninth day of of Av ),
the saddest day in the Jewish Calendar.
SOME GOOD NEWS

When Moshiach comes (may it be speedily in our time), Shiva Asar B'Tamuz will turn into a day
full of "gladness and cheerful feasts." (Zecharia 8:19 ).

Study Sheets for k
Dear Parents,
Here is a list of questions and answers that we will be having a test for . Please review these questions and
answers with your child. This will help reinforce what was taught in the classroom.
1) What is the Hebrew day and month in which begins? (eg. of )

2) What is the name of the who began the fight against the Greeks?
3) How many sons did he have?
4) What is the name of the son who became the leader of the Jews?
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5) Why did they call him the 5? ?
6) For how many days do we light the
7) Why do we keep for 8 days?

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8) At what time should we start to light the /?

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9) What is the best type of material to use in the /?
10) How long must the candles burn?
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11) From which direction do we start to put the candles in the /?
12) From which direction do we light the candles in the /?
13) How should the candles on the / look?

14) How many do we say on every night?
15) How many do we say only on the 1st night of ?
16) What two types of food is there a custom to eat during ?
17) What are the letters on the in Israel?

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Directions: Cut & Paste these above 10 commandments in their proper order.
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Timeline of Noach's Flood
DAY OF HEBREW CIVIL ON THIS DAY .....
YEAR
FLOOD Hebrew Secular DATE DATE
0 1656 -2105 17- October 27

Flood rains begin. Noach goes inside
the ark.
The 40 day rains stop and the hot

40 1656 -2104 29 - December 8 underground waters begin to flood
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the world for 150 days.
190 1656 -2104 29 - May 6 Underground waters stop flooding.
191
207
1656
1656
-2104
-2104
PL1-
17 -

May 7
May 23
Flood waters begin to go down and
the waters start to dry up.
Ark rests on Mount Ararat.

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250 1656 -2104 1- July 5 Mountain tops become visible.
290 1656 -2104 10 - August 13

Raven is sent out and circles around
the ark, then returns.
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296 1656 -2104 16 - August 19

Dove is sent out of the ark and
circles around the ark and returns.
303 1656 -2104 23 - August 26

Dove is sent out and brings back an
olive leaf.
Dove is sent out of the ark and

310 1657 -2104 1- September 2 doesn't return. Flood waters are
gone and the earth begins to dry.
365 1657 -2104 27- October 27

Earth is completely dry. Noach is
told to leave the ark.
Design & Layout


T ? Parsha Questions ?
R. Shmuel Goldstein
1) How old was when she passed away? 8) What did ask , his servant, to do?
A) 175 A) Find a wife for himself
B) 127 B) Find a few wives for
C) 99 C) Find a wife for ( he was the first
matchmaker, and a good one at that!)
2) How did pass away? 9) Why didnt look for a wife?

A) The Yetzer Harah told her that was alive. A) He couldnt find his glasses
B) The Yetzer Harah told her that her kugal burned B) He was busy studying in Yeshivah
C) From being sick C) He couldnt travel out of Eretz Knaan
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3) Where was buried? 10) How long did it take for to go to Charan?
A) Yerushalayim A) Three hours (even though it usually took seventeen
B) Moras Hamachpailah days! We call it Divine Express call your travel
C) Florida
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4) Who showed the special cave of
Machpaila where Adam & Chava where buried?
A) A baby cow (from last weeks Parasha)
B) Efron
agent for more info)
B ) 2 months (He took the scenic route )
C) One day (He went El Al first class)
11) What did do for help?

A) Scream Help!!!!!!!!
B) Daven to Hashem
C) Century-21 real estate company
C) Went online to Ask Moses.com
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5) Who sold the Moras Hamachpailah to ?
A) Sam Walton of Walmart - you can find anything
there! 12) What type of girl was looking for?
B) Efron A) Someone very tall
C) Avimelech B) Someone very smart
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C) Someone with good midos
6) What did pay for the Moras Hamachpailah?

A) 10 camels 13) What sign did daven for, that would show
B) $1.99 (it was on sale) him the right girl for ?
C) 400 silver coins (over $30,000 in our times!) A ) If she would say, Drink and I will give to your
camels too.
B ) If she would say, Let me give your camels food
7)Why was it called Moras HaMachpaila- The Double and I will give you some also.
Cave? C) If she would ask, Do you need a place to stay?
A) Because payed double the amount for it
B) Because Adom was doubled over when he was buried
C) Because buried in the cave are all couples 14) When would usually go to the well for
(doubles) {except for Eisovs head} ask to explain water?
A) In the morning
B) Never
C) At midnight so no one would see her (she was very
tznioos)
5) During this time, there was once again a famine in Israel. ejmh wanted to leave Israel
to go find food, but Hashem appeared to him and told him that he was not allowed to
leave Israel. Rashi says that this was because ejmh had a special holiness from
the ejmh ,sheg. After being ready to give up his life for Hashem, he was so special
that leaving the Holy Land was not the right thing to do.
6) ejmh could not see well later on in his life. He was not aware of the terrible things
that uag was doing. He called uag in one day and told him that he wanted to give his
blessings to him. uag was thrilled and he went out to get food for ejmh, so that he
could then get the blessings. vecr heard this and she knew she had to do
SOMETHING. She called cegh and told him to disguise himself like uag. cegh took
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hairy goatskins and covered his arms in them so that he would feel like his brother
uag. cegh snuck into ejmhs room and acted like uag. ejmh gave the blessings to
cegh. As cegh left, uag walked in, and he found out that cegh had outsmarted him
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again! WAS HE MAD!!!!!!!!!!! uag wanted to kill cegh , so vecr advised cegh to beat it.
vecr said that if the two ever met up with each other, they would fight until both of
them were dead. In fact this happened! Both cegh and uag died on the same day
(more on that in Parashas Vayechi).
7) cegh ran off to Padan Aram, to the home of Lavan (vecrs brother from last week).
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Rashi tells us that before he arrived there, cegh stopped to study at the Yeshiva of
Shem and Ever for 14 years.
Gee, this is great

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lentil soup!!!
Parasha Highlights
Parasha ___________
Hebrew Academy Community School R. Shmuel Goldstein
Grade _____ Date ______________
Shabbos starts: _________ Havdala:_________
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1) This weeks Parsha begins twenty years after the end of Parashas Chayei Sarah.
ejmh and vecr had been married for twenty years (since ejmh was 40) and they had
not had any children. The Parsha tells us that they prayed to Hashem and their
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prayers were answered. vecr became pregnant! But there was a terrible problem!
vecr was in terrible pain from the pregnancy. She went to the Yeshiva of Shem and
Ever (where cegh would study for 14 years) to find out what was going on. They told
her that she had twins inside of her. The two babies were fighting with each other
inside of her. In fact, Shem and Ever told her, that when these two children would
grow up, they would continue to fight with each other. How true that was, for the
children of cegh, the Jews, would constantly be fighting with the children of uag, the
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Romans.
2) When cegh and uag were born, they fought with each other as they were coming out
of vecr. uag came out first, with cegh hanging onto his ankle. In fact, one of the
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reasons that cegh got his name was because the root of his name is ceg --- ankle.
3) While children, there was really no difference between uag and cegh. It was not until
their Bar Mitzvah that cegh began to act like a tzaddik and uag began to act like a
rasha (evil person). uag began to sin, the Talmud writes, by doing things like killing
people for their money and saying that there was no G-d.
4) One day, uag was out hunting and hurting people. He came home exhausted, and he
found cegh cooking soup to give to ejmh their father. Give me the soup! uag
demanded. cegh refused to give it away. uag then demanded it again, and cegh
agreed to give it to him if uag would sell his rights as the firstborn to cegh. uag, who
didnt care at all about things like the right to act like a Kohen, or work in the Beit
Hamikdash said Sure! No problem and he signed away his rights. cegh gave him the
soup, and uag gave these special privileges to his brother.
Parasha ___________
Hebrew Academy Community School R. Shmuel Goldstein
Grade _____ Date ______________
Shabbos starts: _________ Havdala:____________
1) The ___________ Parashos of Tazria and Metzorah deal mostly with

,grm, also mis-__________ as leprosy. The truth is, ,grm was NOT
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leprosy. Simply put, leprosy is a disease of the _______. ,grm was not
__________ or a difficult ________ like leprosy. It was a certain
kind of _________ spot or off-white mark on the skin that fit a
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certain kind of description. It was up to a _________ and not a doctor
to examine the ________ on the person to see whether it was really
,grm or just a ________ problem.
2) HaShem put ,grm onto a person. It was not a physical disease --- it was
a spiritual disease. Rashi tells us of the Midrash which says that ,grm
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was the result of a person having told ________ ___________ (evil speech).
It is also important to know that grv iuak is NOT telling a ______
about another person but rather when someone tells the _______ that
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is hurtful about someone else. It is not fair to talk badly about

_________ person when they cannot defend ________. Even worse,
when we talk _________ about another person, we give the idea that
the other person is really a bad ________. How _______ that is!
While it _________ be true that he or she did something bad, they
still may have done many wonderful things. The ________ tells us that
we may not talk bad about others --- EVEN IF IT IS TRUE --- so that
we dont hurt somebody's reputation.
3) The Parasha describes the many places that ,grm can be ________.
These include the scalp, ________ and legs and beard area.
__________ and the walls on ones house also can get ,grm! This is
further proof that ,grm was NOT leprosy.
School:_________________________ R. Shmuel Goldstein
Grade:____ Parasha Quiz 11 :my
1. Which brother of sqFi

argued with him in this 6. What special job did dcEd
i have to do?
parasha? a. Build new homes for everyone
a. oFrn W b. Build a school to learn dxFY
in mixv n
b. oin
ip A c. Perpare the food for everyone to eat
c. oaE`
x d. Buy all the plane tickets at the airport
d. dcEd
i
7. How did awri show his love for sqFi

after not
2. What famous words did sqFi say to his seeing him for 22 years?
a. By saying rn W with all his heart
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brothers?
a. I am sqFi
and am I glad your all alive b. By saying, I love you sqFi,
with all my
b. I am sqFi
is my brother still alive heart
c. I am sqFi
is my father still alive c. Nothing, since he was in shock
d. I am sqFi,
I am still alive
3. What did the brothers of sqFi

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answer him
d. By hugging and kissing him, like all fathers
do
8. What did the 5 brothers of sqFi

say that made
afterwards? drxR feel disgusted?
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a. Yes, he is alive!!! a. That they like to wear purple socks
b. Yeah!!! We found him b. They only wash their feet on Fridays for
c. _______(nothing, because they were in Shabbat
shock) c. They love to eat cold cholent on Shabbat
d. Uh Oh!!! Were really in trouble now!! d. They like working as shepherds
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4. What did gxU do for awri? 9. Where did sqFi want his brothers to live?
a. He sang a song on his harp a. In the city so that they could be near him
b. She told him the good news about sqFi b. Far away in milWEx
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c. She cooked a pot of lentil soup for him c. Away from the city, in oWb
d. She played a song on her harp about sqFi d. Near ipiq xd in order to receive the dxFY

5. How many people of the family of awri went 10. What blessing did awri give to drxR?

down to mixv n?
a. To have a very long life
a. 70 b. The Nile river should water the land again
b. 613 c. To be able to survive the terrible 10 zFMn
c. 700 d. To have many smart children
d. 68
*kI
w *E

Statement: In this weeks the tells us that blessed the two
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sons of with the of: -May they increase like fish
Question: There many other animals that multiply and increase other than
fish. Why did use fish in this blessing instead of a different
Answer:
kind of animal? PL
The answer is through the following story:
Once, when the Romans had made it a law forbidding the learning of
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Torah, Papus (a Jew) saw Rabbi Akiva teaching Torah and asked him, Arent you afraid
of being caught? Rabbi Akiva answered, There was once a fox who was walking by
the side of a river and saw some fish swimming quickly from side to side. The fox asked.
Why are you running? They replied, We are afraid of the net that people set up to
catch us. The sly fox said, Maybe it would be smarter to come up here on land and
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stay with me. The fish then said, If we are afraid of the fishermans nets in the water,
in which we must live, how much more afraid will we be on land, where we will surely
die. Rabbi Akiva explained to Papus, We are like fish and Torah is our water.
This explains why blessed and to be like fish.

He wanted them to always remember, that a Jew without Torah is like a
fish without water.
: Brachot on Shvatim. )(Adapted from the Baal Haturim
Design & Layout R. Shmuel Goldstein 2006

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page 1
Directions: 1)Write the first and last letters in each of the blessings of the
twelve tribes. 2) Write the gematria for each letter next to it as shown in the
first example. 3) Then add up each column to get your total.
Name First Letter Last Letter

of Shevet of Posuk of Posuk
l/ =2 =5
kw = =
l = =
l
E
= =
x = =

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w
=
=
=
=
=
=
I
= =
M
k = =
5 = =
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Sum Total: Sum Total:
__________________ __________________
Vcl/

:
:
(Yirmeyahu 31:35-36)
So says the L-rd, who gives the sun for a light by day, and the fixed order of the moon and of the stars for
a light by night, which divides the sea when its waves roar; The L-rd of hosts is his name.
If those rules stop, says the L-rd, then Jews also will stop from being a nation before me for ever.
page 2
1) How many days are there in a solar year ?
(The amount of time for the sun*1 to revolve around the earth)
2) How many days are there in a lunar year?

(The amount of time for the moon to go through 12 phases)
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PL
3) What is the connection between the psukim in Yirmeyahu and the
gematria of the shvatim?
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1
See Gemara Bava Basra (25a)
page 3
Lech Lecha
Lech lecha, from this land youll go
Eretz Knaan is the land I will show
I will make you great
Many children in the future is your fate
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Lech lecha, a nation you will be
Yisroel will be yours, you will see
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Your children will prosper in this land
They will be as many as the stars and sand
Hashem changed Avrams name

The father of Bnei Yisroel, he became
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PL
E

R. Goldstein
kw Read & Connect
Directions: Read the Hebrew words and draw a line to connect them to the English words that match.
THE LEADER OF THE JEWS ( 1
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PLAGUE ( 2
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EGYPTIANS WHO BECAME JEWS ( 3
JEWISH PEOPLE M ( 4
( 5
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SIN
EGYPTIAN PEOPLE ( 6
SEA THE JEWS CROSSED THROUGH ( 7
4) The Torah tells us of a form of ,grm that appeared on the walls of a
_________. If the ,grm remains, the bricks may need to be _______,
and the house may have to be _________ down. Rashi tells us that
this sometimes was actually a __________ in disguise, for when the
Knaanim saw that the Jews were arriving with ____________, they hid
their _________ in the walls of their homes. Then they went to fight
against the _________ armies. When the Jews won, they took over
these homes, but they had no idea that there were __________
hidden within them. This form of ,grm helped the Jews sometimes find
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these treasures.
5) The Parsha discusses what a person with ,grm must do when he is
examined by the Kohen and announced as having ________. The pasuk says
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that he must ________ the Jewish camp and not be ________ anyone
else until the ,grm is ________. This is vsn ___________ vsn for doing
what he _________ to do to the person he said grv iuak about. For
example: When Shimon says grv iuak about Reuvain, ________ causes
others to want to _______ away from Reuvain, so therefore Shimon
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must _________ to the outside of the __________ and wear
___________, and torn clothing that will call attention to _________
(just like he tried to do to others). If someone comes close to him he
must announce out ________ I am __________ (impure)! Dont _______
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near me!
All of these are not just ________________. Rather, they are all
_____________ sdbf vsn , a result of what he tried to do to others.
The Twelve Sh'vatim -
(7 (1
(8 (2
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(9 (3
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(10 (4
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(11 (5
(12 (6
The Twelve Sh'vatim -
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M

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Ani is Me?
(Adapted from the Country Yossi Collection)
is me and is who
is he and is she
Its a little bit confusing Chorus
But as everybody knows Hebrew is our holy tongue
It sounds a little crazy It separates from among
But... thats how it goes! The many nations that we see
We daven and we learn with it
is no To Israel well return with it
And is fish So let us try to learn it, you and me
What is
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Who is he and he is we?
And dont you wish I am you and you are me?
That it wasnt so confusing My feelings are in a twist
That it wrinkles up your nose
It sounds a little crazy
But... thats how it goes!
Chorus
Hebrew is our holy tongue
PL And my brain is getting mixed
It sounds a little crazy,
How can a dog be a fish?
Chorus
Hebrew is our holy tongue
It separates from among It separates from among
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The many nations that we see The many nations that we see
We daven and we learn with it We daven and we learn with it
To Israel well return with it To Israel well return with it
So let us try to learn it, you and me So let us try to learn it, you and me
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is yes Now you and me

And elephant is We all can see
That we can learn this easily
is light and I know how you feel Oh, it may have been confusing
Its a little bit confusing But now everybody knows
But as everybody knows Its really not that crazy
It sounds a little crazy Cause... thats how it goes!
But... thats how it goes!
R. Shmuel Goldstein
a

C B A
D G F
E H
E
I
PL J
M
NUMBERS-FEMALE
ACROSS DOWN
SA
F) 3 ___________ A ) 6 ___________
G) 5 ___________ B) 9 ___________
H) 1 0 ___________ C) 1 ___________
I) 4 ___________ D) 2 ___________
J) 8 ___________ E) 7 ___________
R. Shmuel Goldstein a

RED
GREEN
BLUE
E

YELLOW
BLACK
PL
M
WHITE
SA
SILVER
GOLD
These are the
look around and you will see
The colors in Hashem's world
are for you and me
He made them all
to make us happy
Hebrew Academy
R. Shmuel Goldstein __________________________
___________________ ____
Hebrew Language Final Exam

Information
Materials: You will need two sharpened pencils and are allowed blank paper if necessary (with no notes or ]
writing in it).
E
Time: Approximately 1.5 hours
Rules: Each student will be allowed up to three questions during the exam. Bathroom and
PL
drinks must be taken care of before exam starts. If you finish early, you still must stay
for one hour. Any cheating will result in an automatic fail.
Directions:
Step #1) You must write your name on the top of this page in order to receive credit.
M
Step #2) The following pages contain directions for each page, read them carefully!
Step #3) Review you answers at the end of the test.

SA
This exam contains 5 parts:
1) Translation from Hebrew to English
2) Comprehension (Hebrew story followed with questions)
3) Vocabulary
4) Feminine / Masculine --- Singular / Plural
5) Prefix /Suffix
Page 1
Part 1
Translation from Hebrew to English.
Directions: Translate these simple phrases from Hebrew to English. Legibility counts!!! . Added words must be
indicated by using parenthesis. Example: This (is) the house.
. (1
(1
E
. (2
PL (2
. (3
M
(3
SA
? (4
(4
. (5
(5
Page 2
___________________ ______________________
Secret Front Letter Quiz #1 - Random
Directions: Draw a line from the letter to the correct answer, then fill in the square with that letter.
1) IN/ WITH
2) AND
E
3) AND HE PL
THE / THAT a
M
4)
SA
5) TO / FOR k
6) FROM
7) WHEN / LIKE
R. Shmuel Goldstein
Secret Back Letters are what they are,
When you know them, your learning will go far !
is plural for a male 1
is plural for a female 2
is me or my singular 3
is me or my plural 4
is you or your for a male 5
E
is you or your for a female 6
is she or to 7

is her
is his or him singular
is his or him plural
PL

8
10
is you or your plural for a male 11

M
is you or your plural for a female 12
is theyb 13

SA
is them or theirbb 14
is we, our or us 15
is you in the past for a male 16
is I in the past 17
is you in the past for a female 18
is of and it adds an s 19
is they
is them or theirbb
is we, our or usbb
Part 3
Vocabulary
Directions: Write the English translation to the words on the left side. Words that have only letters and no
vowels, are to be translated in the present tense, because they are verbs.
______________________ ( 16 _____________________ ( 1
______________________ ( 17 _____________________ ( 2
______________________ ( 18 _____________________ ( 3
( 19 ( 4
E
______________________ _____________________
______________________ ( 20 _____________________ ( 5
______________________
______________________
PL ( 21
( 22
_____________________
_____________________
( 6
( 7
M
______________________ ( 23 _____________________ ( 8
______________________ ( 24 _____________________ ( 9
SA
______________________ ( 25 _____________________ (10

______________________ ( 26 _____________________ ( 11
______________________ ( 27 _____________________ ( 12
______________________ ( 28 _____________________ ( 13
______________________ ( 29 _____________________ ( 14
______________________ ( 30 _____________________ ( 15
Page 12
Part 4a
Feminine / Masculine --- Singular > Plural
Directions: Write the plural for the following nouns, keeping in mind the feminine and masculine.
______________________ ( 11 _____________________ ( 1
______________________ ( 12 _____________________ ( 2
E
______________________ ( 13 _____________________ ( 3
______________________
PL
( 14 _____________________ ( 4
______________________ ( 15 _____________________ ( 5
M
______________________ ( 16 _____________________ ( 6
SA
______________________ ( 17 _____________________ ( 7
______________________ ( 18 _____________________ ( 8
______________________ ( 19 _____________________ ( 9
______________________ ( 20 _____________________ ( 10
Page 13
Part 4b
Feminine / Masculine --- Singular > Plural
Directions: Fill in the blanks on the bottom according to the key on top. Legibility counts!
Plural Female Plural Male Singular Female Singular Male
E
PL

M

SA

Page 14
Part 5
Prefix // Suffix
Directions: Write the meaning of these prefixes or suffixes on the blank. The position of the blank boxes indicate
if it is a prefix or suffix. Watch out for the vowels!!!
1 _________________________________________
2 _________________________________________
E
3 _________________________________________
PL
4 _________________________________________
5 _________________________________________
M
6 _________________________________________

SA
7 _________________________________________
8 _________________________________________
9 _________________________________________
10 _________________________________________
Page 15
_________________________________________ 11
_________________________________________ 12
_________________________________________ 13
E
_________________________________________ 14
PL
_________________________________________ 15
_________________________________________ 16
M
_________________________________________ 17

SA
_________________________________________ 18
_________________________________________ 19
_________________________________________ 20
_________________________________________ 21
Page 16
Front Letter Song
1995
R. Shmuel Goldstein a means In or With

To the tune of:
Shimu Shimu Rabotai
means The or That
means And
means From
means To or For
means When or Like
E
means And He
PL
means I will
means We will
means It will or He will
M
means I will
means We will

SA
means You will or She will

These are the front letters
To help you learn better
When you put them aside Next are the back letters
There's a hidden word inside That we all will memorize
'Cause learning the Torah
Is the very best prize
:
R. Shmuel Goldstein
The Number Song a
Female

To the tune of the

Mexican Hat Dance
(6 (
E
PL (7 (2
M
(8 (3
SA
(9 (4
(10 (5
Hebrew Academy
___________________ ____
Vocabulary Quiz #3 - Story of
Directions: Write the exact definition of the Hebrew words on the left side. Keep in mind that vowels can
change the meaning slightly and prefix and suffixes will count.
(1
E
tell (2
(3
report
youth
PL (4

M
old (5
field (6
SA
sheie ! (7
able (8
dream (9
acrease (10
emp
Extra Credit
Explain the details of the word below, as shown in class.

E
PL
M
SA

E
2 1
PL
M
4 3
SA

6 5
(PLURAL-FOR A MALE) (PLURAL-FOR A FEMALE)
E
1 2
PL
Me / My Me / My
M
(Singular)
3
(Plural)
4
SA
You / Your You / Your

(Male) (Female)
5 6
___________________ ______________________
Directions : Step 1 - Draw a line matching the
Hebrew "Back Letters" to the correct English answer. SECRET BACK LETTERS
Step 2 - Then write your answer in the box.
QUIZ#1
1 (plural - male)
2 you/your - (male)

E
3 her
4 me/my - (plural) PL
5 (plural - female)

M
6 you/your- (female)
7 you/your -(plural female)
SA
8 me/my - (singular)
9 his/him - (singular)
10 you/your -(plural male)
11 she/to
Secret Back Letter Quiz Random
Directions: Write inside each box the Hebrew suffix letters with vowels that match the English.
is of and it adds an s (1
is I in the past (2
is you or your plural for a male (3
is plural for a male (4
is them or their (5
E
is his or him singular bb (6
is you in the past for a male (7
is you in the past for a female

PL
is you or your plural for a femaleb (8
(9
is her (10
M
is you or your for a female (11
is plural for a femalebb (12

SA
is his or him plural (13
is theybb (14
is she or to (15
is me or my plural (16
is we, our or usbb (17
is me or my singular (18
is you or your for a malebb (19

Hebrew Academy
___________________ ____
Test on Shabbat Guests
Part 1
Translation from English To Hebrew.
Directions: Words in paranthesis are added and should not be included in the translation. Be careful of syntax
and the order of the Hebrew words. Lines have been provided for your writing. Legibility and vowels count!!!
Numbers listed after the sentences indicate how many Hebrew words should be used.
1) We entered the house. 2
E
(1
2) (An) old man. 2

PL
M
(2
2
SA
3) We went out in the morning.
(3
4) They said to us. 2
(4
5) That there is only one Jew. 4
(5
6) Everything was filled (with) water. 4

(6
E
7) He said to us. 2 PL (7
M
8) There was no road. 3
(8
SA
Part 2
Sentence Divide
Directions: Write lines between words that divide between the proper place to pause. They may be more than
one way to divide.

.
E

PL

M

SA

Part 3
Vocabulary
Directions: Write the English translation to the words on the left side. Words that only have letters are to be
translated in the present tense only.
______________________ ( 14 _____________________ ( 1
______________________ ( 15 _____________________ ( 2
______________________ ( 16 _____________________ ( 3
E
______________________ ( 17 _____________________ ( 4
______________________
______________________
PL ( 18
( 19
_____________________
_____________________
( 5
( 6
M
______________________ ( 20 _____________________ ( 7
______________________ ( 21 _____________________ ( 8
SA
______________________ ( 22 _____________________ ( 9
______________________ ( 23 _____________________ (10
______________________ ( 24 _____________________ ( 11
______________________ ( 25 _____________________ ( 12
______________________ ( 26 _____________________ ( 13
______________________ ( 29 _____________________ ( 27
______________________ ( 30 _____________________ ( 28
Part 4
Divide & Conquer
Directions: Divide the words below according to the way it was shown in class.
E
PL
M
SA
""
Part 5
Sentence Code.
Below are Hebrew sentences that are not in the right order when translated. Write your number code on top of
the Hebrew sentence, according to the right order that the sentence needs to be translated.
( 1
And we wanted to find for ourselves.
____________________________________________________________________
E
.( 2
PL A worried man came out towards us.
____________________________________________________________________
M
. ( 3
The brought water to us.
____________________________________________________________________
SA
Part 6
Comprehension Questions.
Directions: Answer the questions that are related to the story in English.
1) At what time of the day did the guests leave their town?
_______________________________________________________________
2) To where were they going?
_______________________________________________________________
E
3) According to the story, what specific problem was there in those days when travelling?
PL
_______________________________________________________________
4) On what did they travel?

_______________________________________________________________
M
5) What happened that made them wait?
_______________________________________________________________
SA
6) At what city did they have to find a place to stay?

_______________________________________________________________
7) When was this?

_______________________________________________________________
R. Goldstein DO IT YOURSELF WORDFIND a
Directions; (1) First turn over paper and fill in Hebrew words in any order that you want. (2) Then fill in your Hebrew
words in the boxes in any direction you want. (3) Then fill the rest of the boxes with different letters. (4) Then fold paper
on the dotted line and turn over so you see both sides. (4) Then fill in the matching English words for clues in the order of
the Hebrew words. (5) Fold back the paper so that it is flat and give it to your friend. (6) Check your answers from the back
when your finished. HAVE FUN !!!!
TO FROM
E
PL
M
SA
6 1
7 2
8 3
9 4
10 5
SA
M
PL
E
Bloom's Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in
educational settings. Design & Layout
Competence Skills Demonstrated

Knowledge observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues: list, define, tell, describe, identify, show, label,
collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension understanding information

grasp meaning
E
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues: summarize, describe, interpret, contrast, predict, associate,
Application

PL
distinguish, estimate, differentiate, discuss, extend
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues: apply, demonstrate, calculate, complete, illustrate, show,
solve, examine, modify, relate, change, classify, experiment, discover
M
Analysis seeing patterns
organization of parts
recognition of hidden meanings
identification of components
SA
Question Cues: analyze, separate, order, explain, connect, classify, arrange,

divide, compare, select, explain, infer
Synthesis use old ideas to create new ones

generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues: combine, integrate, modify, rearrange, substitute, plan, create,
design, invent, compose, formulate, prepare, generalize, rewrite
Evaluation compare and discriminate between ideas

assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues: assess, decide, rank, grade, test, measure, recommend, convince,
select, judge, explain, discriminate, support, conclude, compare, summarize
Weekly Behavior Chart
Student: Laivi Goldstein WEEK OF: __J/13/08____
Subject Period: Sun. Mon. Tue Wed. Thur. Friday.
Davening
Judaics Period 1
Judaics Period 2
Total Tokens
E
Ivrit
Total Tokens
English Period 1
English Period 2
PL
Pack-Up Period
M
Total Tokens
Parents Initials Parents Initials Parents Initials Parents Initials Parents Initials Parents Initials
Weekly
E Marks
SA
Admins Initials Admins Initials Admins Initials Admins Initials Admins Initials Admins Initials
Weekly
Tokens
Key to Chart: Students must receive their mark before going to the
next class of period.
E = Excellent (no reminders)
Goal for the student is to receive _20__ E marks
G = Good (up to _2_ reminders)
for a whole week.
S = Satisfactory (_3_ reminders)
Goal for the student is to receive _20__ tokens
P = Poor (_4_ or more reminders)
Notes: This chart is only meant to give factual feedback to the principal parents, and student. It is not to be used as method to
threaten or punish. However, it may be carefully used at times as a gentle reminder to refrain from negative behavior.
This chart does not take the place of rules & consequences already established by the teacher/school.
If there is no Administrators Initials, E marks will not be counted for that day.
Teaching Using Bloom's Taxonomy
1. Knowledge (finding out)
a. Use - records, films, videos, models, events, media, diagrams, books...
b. Observed Behavior - ask match, discover, locate, observe, listen.
2. Comprehension (understanding)
a. Use - trends, consequences, tables, cartoons....
b. Observed Behavior - chart, associate, contrast, interpret, compare.
E
3. Application (making use of the knowledge)
a. Use - collection, diary, photographs, sculpture, stitchery, illustration.
b. Observed Behavior - list, construct, teach, paint, manipulate, report.
PL
4. Analysis (taking apart the known)
a. Use - graph, survey, diagram, chart, questionnaire, report....
b. Observed Behavior - classify, categorize, dissect, advertise, survey.
M
5. Synthesis (putting things together in another way)
a. Use - article, radio show, video, puppet show, inventions, poetry, short story...
b. Observed Behavior - combine, invent, compose, hypothesis, create, produce, write.
SA
6. Evaluation (judging outcomes)

a. Use - letters, group with discussion panel, court trial, survey, self-evaluation, value,
allusions.
b. Observed Behavior - judge, debate, evaluating, editorialize, recommend.
School Behavior Contract
Effective Dates: From __________till _____________
Laivis teachers, will give him up to three (3) tokens (chips) daily, to be kept on the
teachers desk in a box and documented on Laivis Weekly Behavior Chart. He will
receive one token each time as soon as he does one of the following:
1. Raise his when he needs to talk

2. Remain in his seat during learning
3. Actively participate in learning during class
When Laivi has collected 20 (out of a possible 37) tokens from his teachers, he may
E
choose one of the following rewards:
1. A night out with parents
3. A trip to the dollar store. PL

2. Special time on the computer or reading
Bonus: If Laivi has a perfect week (5 days, Monday through Friday) by earning all 37
possible tokens each week, he will be able to choose one additional prize. (get his own
computer account back)
M
Penalty: If Laivi has to be approached by the teacher more than 5 times during a
morning period or afternoon period because he is showing distracting behavior, he will
lose a chance to earn tokens for that day (from that teacher). This penalty only is
SA
for tokens. Student may receive additional consequences after even 1 warning as
established by teacher and administration. These rules should be posted so that
student is aware of these steps. This means that even if a student loses a portion of
recess, he/she may still receive tokens as long as they havent received 5 re-
directions.
The student, Laivi, helped to create this agreement and understands & agrees to the
terms of this behavior contract.
Student Signature: ____________________________Date:________________

School Behavior Contract
The teachers, Rabbi Andrusier / Mrs. Donin / Mrs. McCormick, agree to carry out their
part of this agreement by giving Laivi tokens when he fulfills his daily behavioral goals
and to be allowed to collect his reward when he has earned enough tokens for it.
The teachers will also be sure that Laivi gets his bonus prize when he earns it.
Teachers will document his tokens on his Weekly Behavior Chart.
Teachers Signatures:
E
___________________________________
___________________________________
PL
___________________________________
The parent(s) of Laivi agree to re-enforce positive behavior by providing the teachers
M
with prizes and rewards for each week.
They will also ask Laivi daily about his work completion and behavior at school.
The parent(s) will provide Laivi with daily encouragement to achieve his behavior
contract goals.
SA
In addition, the parent(s) will sign Laivis 'Weekly Behavior Chart each night that he
brings it home.
Parent Signature: ___________________________________
Agreed upon by Administrator(s)/Principal(s):____________________________
____________________________________________________________
RASG Hebrew Academy
R. Shmuel Goldstein (305-493-6838 <sgoldstein@rasg.org>) ____________________
2nd Grade Judaics - _______________
Home Activity Sheet -
/ Week of
Parents Notes Laws & Holidays Writing Grammar & Chumash 09/05/06
Signature Misc. Flash Cards Chumash Skills
Welcome to Second
Grade :) _______
Should you need to
contact me, you may _______
do so at the above

E
number and email.
Monday
POWER WORD Review Elul / Writing Lashon Hatorah

QUIZ
THURSDAY
Tishrei Packet
page(s)_______ PL
Practice
page(s)
____________
page(s)
____________
Review Front
Letter
Flash Cards
_______
_______

Tuesday
M
Review Elul / Review Front _______

Tishrei Packet Letter
Flash Cards _______
page(s)_______
Reveiw
Power List #1 Wed.
SA
Quiz
Tomorrow
Review Elul / Writing
Practice _______

Tishrei Packet
page(s) _______
page(s)_______
____________
Thursday
I helped prepare before Other_________________________

I davened nicely night _____________________________
I shared my _____________________________
I davened nicely day _____________________________ Friday
I behaved properly on _____________________________
Home Activity Sheet - ziA zcFa
r
School _________________________
R. Shmuel Goldstein 305-493-6838 rebbeg@gmail.com __________________________________:mW
Parent's Holidays Reading Grammar Week of

Notes Chumash
Signature Laws Writing Misc.
dnizg
mipic/mibg
daizM /dìxw zFpFW/wEcw
c WnEg 6/4/07
Reminder: ________wxR
Homework Monday
includes
______wEqR
mFi
E
getting a
signature on
the left hand
side.
ipW
PL ________wxR
______wEqR
Tuesday
mFi
iWilW
M
________wxR
Wednesday
______wEqR
mFi
iriax
SA
________wxR
Thursday
______wEqR mFi
iWing

I helped prepare before Shabbat Other Mitzvot Friday

I davened Friday night _____________________
I shared my parasha _____________________ mFi
I davened on Shabbat day
I behaved on Shabbat
_____________________
_____________________
iWW
Judaic Studies Weekly Lesson Plan - Chumash
Teacher: R. Shmuel Goldstein Class 4B Date: November 12, 2003
Perek ------------------ Posuk till Posuk

Coverage: Knowledge, skills and value concepts I am teaching.
What students will know or be able to do when the lesson is over.
Content Aims: (Stated as a question)

Why does it mention that Yosef was taken down to Mitzrayim? Dont we know this already? (32:28)
Why does it mention the word so many times in one posuk?
How do we cause HaShem to be with us?
E
Skills:
Vocabulary Words
Rashi Decoding
Critical Thinking
Chumash Code: Syntax of Hebrew words.
Suffix
Values:
PL
The value of knowing that even in times of difficulty HaShem is always with us, guiding us.
M
The value of davening and bringing HaShem closer by mentioning His name.
Activities: What will the students do to gain understanding / acquire skills?

Translate words that they know using a buddy system.
Highlight key phrases on their translation sheets
SA
Involvement: How will I get the students really engaged?

Translation Sheets / Rashi Sheets / Word Search Sheet. This coupled with class incentives.
Mastery How will I know that they know the taught content/appreciate a studied value?
Individual Testing / Careful Random Questioning / Write in their own words a summary
Assesment: How I will know they can do the taught skills?

Worksheet results
Oral reading and questions
Careful observation
Homework:
Review of Chumash skills using worksheet that covers the areas of:
1) Vocabulary
2) Decoding (the ability to divide words into their components of prefixes, root, and sufixes.)
3) Comprehension
Seating Chart for Rabbi Goldstein's Class
Morah Friedman's Class
Student's Tape
Computer Ariel
Cubbies Computer Ben Shmuel Mendel Ephraim X-tra
Cabinet
Player
File
Panariello Weiss Evans Schwartz Kaufman Seat
E
Dovid Shneur Z. Zecharia Eli
Ben
Lipszyc Ciment Frisch Muskal
Barel
Emergency
PL
Intercom
Table
Yehoshua Aaron
Parking
Mendy Dovid Mendel

Goldstein
Lot
Goldstein Keshanian Gould Friedman Recess

Yard
Yossi Yosef Shimon Avigdor

Posner Singer Teacher Still Bernal
Enter
M Ben-Zion
Sheinberger
Moshe
Denberg
Yanky
Roness
SA
Torah
Coupons
Teacher's Desk
22 Students
Grade 4B
Room 4
Shelf
Book
Restroom
Overhead
Projector
Table White Board
Rabbi Goldstein's Weekly Schedule
PERIOD HOUR TIME ACTIVITY
As students come in, they should be reminded to put their back
packs in the proper place. Students should be encouraged to say
START 8:00 am 10 min
their brochos and give tzedaka during this time. Students that
need to may eat a snack during these first ten minutes.
All students must take their siddurim out and complete brochos.
Brochos 8:10 am 5 min
If they have already, they start their saying of korbonos.
Davening starts from Baruch She'amar.
Use Star Puncher for students who are on task ( finger on the
E
Davening 8:15 am 35 min
place and saying the words.) You may also use " Torah Coupons".
Follow the Davening Chart inside
1) As students take out their & Chumash booklets, Drill
Chumash
stage 1
8:50 am
PL
25 min
Back Letters Song. [3 min.]
2) Choose two students (that are prepared with their )to pick
a to review for the class [5 min.]
3) Then have the students break up into their learning groups with
their partners.They should write in the answers they know to the
new p'sukim and practice reading and translating [15 min.]
Chumash
M
Students return to desks. Go over answers and show dikduk.
9:30 am 10 min On F r i d a y s , students do Chumash stage 1 only.
stage 2
Critical Thinking & Skill Period
Chumash
9:40 am 10 min Rashi Sheets / Questions & Answers on P'sukim / Review of
stage 3 Homework Sheets
SA
Halacha M-W-F Halacha (Monday-Wednesday-Friday)

9:50 am 20 min
Navi T-Th Na vi (Tuesday - Thursday)
Prepare students to go to Ivrit. Students should arrive to their class

Ivrit 10:08 am 40 min by 10:10
Recess 10:50 am 20 min Teacher should go to Ivrit class by 10:47 am to collect class.
STUDENT WEEKLY PROGRESS REPORT
Week of :_____________
School:____________________
Teacher: R. Shmuel Goldstein
Student:________________________ Grade:________
E
Judaic Studies
Excellent Very Good Showing Needs to Comments
PL
Participation Effort Improvement Work on This
Area
Attendance
Follows Directions
Participates in Class
Stays on Task
Kind Towards Others
Respectful Towards Teacher M
SA
Teacher Comments:
Parent Comments: ________________________________________________________________________________________________
Please Sign & Return Monday (or first school day of the following week)
If you need additional information, you may contact me at: rebbeg@gmail.com or 561-376-1185
RASG Hebrew Academy of Miami Beach Friday, September 1, 2006
R. Shmuel Goldstein Newsletter
A Peek At Our Week

Dear Parent(s) of Rabbi Goldsteins 2nd Grade Class,
E
b b e G
Re
PL
This will be, HaShem willing the first of many newsletters that will give you a look at the highlights
of what we have learned in our classroom. There will also be occasional notices at the bottom of
the letter for any upcoming events and/or reminders.
M
dlitz - Prayer
This week in our Tefilah class we heard a great story about Reb Yiddel who called Rabbi
Goldstein a thief . I know what you are thinking, and so was I. Yet, he explained himself by
SA
saying that when I said my bracha-blessing on food that I was eating, to myself instead of outloud
it prevented Reb Yiddel from saying Amen to my blessing. With every Amen we say to a blessing,
we get two mitzvot. WOW!!! We also learned how important it is to for a Jewish boy to wear
Tzitzit. Every four steps a Jewish boy takes when wearing tzitzit he gets another mitzvah. Some of
the reading skills we learned in tefilah were how to pronounce the fast sounding Chataf vowels
such as in the word a wri and the long Kamatz sound O , as in the word dn k gA (notice the
long stem of the Kamatz under the letter Chet). Tal also told us the answer to why we cover our
eyes when we say rn W . She said that we need to concentrate when saying this prayer and when
we cover our eyes it helps. We also heard a story about a baby who couldnt cry because of the
holes in her eyes were blocked. HaShem then made a miracle for the baby and opened her eyes.
We should all be grateful to HaShem for the miracles He does for our bodies every day. We can
show this thanks when we say the bracha ...x vi xW
`
RASG Hebrew Academy of Miami Beach Friday, September 1, 2006
R. Shmuel Goldstein Newsletter
yneg - Chumash
In Chumash this week we have taken our first quiz on the front letters (prefixes) that will
greatly help with the learning process. We first learned these words to a song the children had
had a great time singing in classwhich were reinforced with flash card games our students played
with afterwards. We have also begun to learn the first part of the PowerWords which are key
words needed for Chumash learning. We did this by learning them with sign language which
greatly helps to memorize them. The students then drew pictures of these words in our new
LamAid learning books. Next week we will prepare learning gematria (when letters of the
Hebrew Alphabet equals numbers) in order to get ready to use our brand new Chumashim.
Yeah!!!!
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`neic ipipr - Current Events
As we get ready for the holiday of Rosh HaShana, we have begun to hear the shofar every day.
We practiced learning the names of the three types of sounds that they make with a great song
PL
called, Listen and Youll Know . Songs will be coming home soon for you to enjoy. We learned
that these sounds remind us of three types of Jews that cry to HaShem, asking for forgivenss. We
also learned the details of how one should ask for forgiveness and do daEWY . The shape of the
shofar reminds us of that even though our students mitzvot may seem small (the small opening of
the shofar), in HaShems eyes they are really tall and important (the large opening).
M
P.S. Reminders and Notices
Please make sure to check your childs Home folder for their daily homework and material.
Please have your child bring in at least one penny a day for tzedaka.
SA
May HaShem grant all of us a year of blessing and success.

WELCOME TO -
Dear Students of First Grade,
E
Hi! My name is Rabbi Goldstein.
I welcome all of you to ________ of _______. I certainly hope
PL
that you have had a fun and exciting summer. Now I would like
to share a very special secret with all of you. As much fun as you
had in the summer, you can look forward to having a great school
year filled with games, puzzles, riddles, art & crafts, songs &
music, and much much more-all this while learning. Like they say,
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Learning is fun!
Want to hear something else? I want you all to know
that we are so lucky to have the greatest gift in the world. Do
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you know what it is? Its HaShems Torah!

We are going to have so much enjoyment learning about
HaShems wonderful Torah and Mitzvos. So get ready to have a
fantastic learning time!
Sincerely Yours,
Rabbi Goldstein
! !k

RASG - Hebrew Academy of Miami Beach
September 4, 2006
Dear Parent(s)
As communication between teacher and parents is an essential component in your childs

education, I would like to ask if you could please provide me with your contact
information and e-mail. E-mail is an excellent way to me to communicate and will allow
me to e-mail any homework or learning that your child might have misplaced or missed.
If you prefer to be called instead, please check the phone box section and write the best
number and time to contact you.
E
Your childs name_______________________________________
Your e-mail: _______________________________________

PL
Your phone#: _______________________________________
M
Alternate phone#: _______________________________________
Best time to contact you: _______________________________________

SA
You can contact me two ways. Preferably by e-mail or by phone.

E-mail will be the best way to initially correspond with me.
My E-Mail:<sgoldstein@rasg.org>
My home phone: 305-493-6838
Best time to contact me: Between 8:30 - 10:30pm
Thank You,
R. Shmuel Goldstein
Dear Parent
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of_________,
Please send __
PL
pre-sharpened pencils
with a small package of
eraser tips to school with
M
your child, as soon as
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possible.
Thanks,
R. Shmuel Goldstein
Parent Contact Log
School:_________________________ Teacher:______________________
Type of Contact: P=Phone; L=Letter; PC=Parent Conference Design & Layout R. Shmuel Goldstein
Type Date Parent/Student Grade Phone & Email
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Issue
Discussed:
PL
Action
Taken:
M
SA
a
This is a reminder for Parents of _____

grade to please provide at least one
penny a day for tzedakah as this is an
important part of training our Jewish
E
children in this most importance
mitzvah.
PL
M
SA
Thanks From R. Goldstein
P.S.
Empty film containers from any store that developes film make great coin
holders. If it would be easier to send one dollar, I will change it for
pennies.
The Alef-Bet Gematria
Design & Layout
5

4
-
3 2 1
E
9 8 7 6
PL

-
M
50 40 30 20 10
-
SA
90 80 70 60
- -
400 300 200 100
Tricks to Remember Hundreds in Gematria
Design & Layout
Write the gematria

of each letter below.
1
The letter Koof has a
number one hidden
inside it to remind us
it equals the number
E
100
PL

The letter Raysh has two
lines to remind us
200
M

The letter Shin has three
lines to remind us
SA

300
The letter Tav has four

lines to remind us that
400
5763
2003 Sivan JUNE Summer Review Program
Grade : 1 R. Goldstein
SUNDAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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1 Sivan 2 Sivan 3 Sivan 4 Sivan 5 Sivan 6 Sivan 7 Sivan
1 2 3 4 5 6 7
PL
8 9 10 11 12 13 14
15
15 Sivan
16 16 Sivan
M
17
Power Words Posuk
1-5
17 Sivan
Chumash
Alef
Power Words
18 18 Sivan
Writing
Song
Front Letter
Power Words
19 19 Sivan
Posuk
Chumash
Bais
Power Words
20 20 Sivan
21
Power Words
21-25
21 Sivan
SA
6-10 11-15 16-20

22 23 24 25 Writing
26 27 28
Chumash Front Letter Chumash
Power Words Posuk Gimel Song Posuk Dalet Power Words
26-30 Power Words Power Words Power Words 46-50
31-35 36-40 41-45
29 Sivan 30 Sivan
29 30

Power Words
51-55
Hebrew Academy
___________________ ____
Crack the Chumash Code and become a Chumash Master
___________________ 18th letter ( 1

___________________ 1st letter ( 2
___________________ 6th letter ( 3
E
___________________ 10th letter ( 4
( 5
PL
___________________
___________________
___________________
2nd letter
14th letter
1st letter

( 6
( 7
M
___________________ 3rd letter ( 8
___________________ 12th letter ( 9
SA
___________________ 33rd letter ( 10

___________________ 2nd letter ( 11
___________________ 10th letter ( 12
Write your code below
________ ________ ________ ________ ________
________ ________ ________ ________ ________ ________ ________

c''qa
R. Shmuel Goldstein
Derech Eretz & Good Middot

Are what well learn to do
With songs, rhymes and great stories
We will have fun too.
E
Derech Eretz & Good Middot
PL
Are what were all about
Jewish children learning Torah
To the world well shout.
Middot are the way we think,

M
What we feel and what we do
Showing care and respect
Be kind and be true!
SA
Middot are the way we think,

What we feel and what we do
Showing care and respect
Be kind and be true!
R. Shmuel Goldstein

^W a
E
N ^t
^
PL

^zz W
M

SA
^ k
^ k
^"k
Hebrew Academy
___________________ ____
Gematria
Perek/Posuk Quiz
Directions: Using the numbers on each line, find the first word of that posuk. An example is given below.

E
_________________________ (37:03
___________________________
PL (15:16 _________________________ (6:13
M
___________________________ (1:02 _________________________ (49:15
SA
___________________________ (11:11 _________________________ (19:33
___________________________ (50:26 _________________________ (5:01
___________________________ (41:39 _________________________ (24:62

January 17, 1997
Colorful Homework a
Dear Parent(s) / Guardian,
Welcome to first grades special Colorful Homework Club program. The purpose of this program is :
A To encourage the practice of reading fluently* at home as well as to review skills learned during school
B To promote good homework skills essential for successful schooling. All children are required to participate.
To encourage participation, there will be prizes for finished work . All homework assignments should take less
than 15 minutes each (as per parent handbook) .
SPECIFIC
DIRECTIONS : On the enclosed sheet you will notice a drawing of a sefer (book). In this sefer there are boxes
with circles inside of them. Inside every box will be written your childs daily assignment. This will be either a
reading, writing, or vocabulary word/chumash assignment. If marked with a number in the box, your child
should practice reading from the Pirke Avos
sheet enclosed from that line number. The circle is reserved for your initial only after your child has practiced
E
and read fluently (see below*) his/her line(s) to you or reviewed and completed the homework indicated on
the sheet. Afterwards, the Homework sheet should be brought to school to be evaluated and marked for
completion. This will be on a daily basis except on Fridays. Please check your childs backpack daily for this
sheet, it will be attached to the Hebrew Homework folder. Credit will only be given when initialed by both
PL
parent and teacher on the sheet. Your child may color in the one box marked with the daily homework
assignment after work has been done, hence the name Colorful Homework Club. When all the boxes on
the sheet are completed and signed by parent and teacher your child will receive a prize by returning the
sheet. The sheet will then be posted in our room. If the sheet is lost or misplaced, a sheet will be given and
your child must start from the top of the new sheet. More sheets and prizes will be distributed as the children
progress.
*Fluency, which is the primary goal in reading, should be determined by the manner and speed your child
M
speaks. The objective is that the line should be read accurately and in an effortless style. The focus is not the
quantity but the quality of reading.
SA
QUICK #1) Complete Homework assignment written in box.

DIRECTIONS: #2) Write your initials inside circle for completed work.
#3) Child may color in the one box ( Parents initials should be noticeable).
#4) Send back to school for evaluation and teachers signature.
We need your assistance and appreciate your cooperation to enhance your child's reading capabilities and
other learning skills through this individualized one-on-one program.
Thank you,
R. Shmuel Goldstein
P.S. : If you have any questions, please feel free to contact me

between 8 P.M. to 10 P.M. at (561) 361-1133

Colorful Home-Activity
Numbers inside the box refer to the line number
on the Pirke Avos sheet.
R. Shmuel Goldstein
Please sign your

initials here

each time when
completed .
E
PL
M
SA
January 17, 1997
Colorful Homework a
Dear Parent(s) / Guardian,
Welcome to first grades special Colorful Homework Club program. The purpose of this program is :
A To encourage the practice of reading fluently* at home as well as to review skills learned during school
B To promote good homework skills essential for successful schooling. All children are required to participate.
To encourage participation, there will be prizes for finished work . All homework assignments should take less
than 15 minutes each (as per parent handbook) .
SPECIFIC
DIRECTIONS : On the enclosed sheet you will notice a drawing of a sefer (book). In this sefer there are boxes
with circles inside of them. Inside every box will be written your childs daily assignment. This will be either a
reading, writing, or vocabulary word/chumash assignment. If marked with a number in the box, your child
should practice reading from the Pirke Avos
sheet enclosed from that line number. The circle is reserved for your initial only after your child has practiced
E
and read fluently (see below*) his/her line(s) to you or reviewed and completed the homework indicated on
the sheet. Afterwards, the Homework sheet should be brought to school to be evaluated and marked for
completion. This will be on a daily basis except on Fridays. Please check your childs backpack daily for this
sheet, it will be attached to the Hebrew Homework folder. Credit will only be given when initialed by both
PL
parent and teacher on the sheet. Your child may color in the one box marked with the daily homework
assignment after work has been done, hence the name Colorful Homework Club. When all the boxes on
the sheet are completed and signed by parent and teacher your child will receive a prize by returning the
sheet. The sheet will then be posted in our room. If the sheet is lost or misplaced, a sheet will be given and
your child must start from the top of the new sheet. More sheets and prizes will be distributed as the children
progress.
*Fluency, which is the primary goal in reading, should be determined by the manner and speed your child
M
speaks. The objective is that the line should be read accurately and in an effortless style. The focus is not the
quantity but the quality of reading.
SA
QUICK #1) Complete Homework assignment written in box.

DIRECTIONS: #2) Write your initials inside circle for completed work.
#3) Child may color in the one box ( Parents initials should be noticeable).
#4) Send back to school for evaluation and teachers signature.
We need your assistance and appreciate your cooperation to enhance your child's reading capabilities and
other learning skills through this individualized one-on-one program.
Thank you,
R. Shmuel Goldstein
P.S. : If you have any questions, please feel free to contact me

between 8 P.M. to 10 P.M. at (561) 361-1133
Lesson Plan Design & Outline
__________________________________________________________________________________________
__________________________________________________________________________________________
1) Objective: The learner will....
2) Anticipotory Set (Focus): - A short activity or prompt that focuses the students' attention before the
actual lesson begins. Used when students enter the room or in a transition. A hand-out given to students at the
door, review question written on the board, "two problems" on the overhead are examples of AS.
3) Purpose ( Objective ) : - The purpose of today's lesson, why the students need to learn it, what they will
E
be able to "do", and how they will show learning as a result are made clear by the teacher.
PL
4) Input: - The vocabulary, skills, and concepts the teacher will impart to the students - the "stuff" the kids
need to know in order to be successful.
[Step #1]
[Step #2]
M
[Step #3]
[Step #4]
5) Modeling (show) - The teacher shows in graphic form or demonstrates what the finsihed product looks like -
SA
a picture worth a thousand words.
6) Guided Practice (follow me) - The teacher leads the students through the steps necessary to perform the
skill using the trimodal approach - hear/see/do.
7) Checking For Understanding (CFU) - The teacher uses a variety of questioning strategies to determine
"Got it yet?" and to pace the lesson - move forward?/back up?
8) Independent Practice - The teacher releases students to practice on their own based on #3-#6.
9) Closure - A review or wrap-up of the lesson - "Tell me/show me what you have learned today".
Middot & Mitzvah Menu Layout & Design R. Shmuel Goldstein
Being sensitive to the pain of animals miig ilrA xr v q Sharing & caring for every Jew l` xWi
za
d` q
Showing extra honor to the Torah in shul dxFY
d cFaM q Treating all people with respect miw
l` mlv q
by kissing the Torah, or not talking when the Torah is taken out since we are all created in the image of HaShem
Showing extra quickness to do a mitzvah zEfixf q Giving in, even when we want zEpxY
eq
something for ourselves
Bringing guest to your house and treating mig
xF`
zq
pk d q
them with extra care by helping them
Listening to our parents m`
e a` cEAM q
Running to do what they ask us to do
Staying far away from telling lies wg xY xw W xa c n q Greeting others with a smile zFti mipR xa q q
dci
a` za W
d q zEpla q q
E
Returning a lost object Being very patient
Taking care of yourself and mkizFW

t p z` mY xn W q Keeping our room and things organized & clean oFiw
pe xcq q
your body by keeping clean and also safe from harm Cleaning up messes, even when its not ours
Behaving with good manners toward others
Visiting others who are not well or sick
Helping a bride with her wedding needs

PL ux` Kxc q
milFg xEwA q
dlM zq
pk d q
Preparing for Shabbat
and Holidays
Learning Torah
aFh mFie zAW
l zFpkd q
dxFY
d cEnil q
Showing others in public how special mW d WEcw q
M
the Jewish people can act and behave
Bringing peace between people mFlW z`
ad q
who might be angry at each other
Davening at school/shul/home dli tY q
Doing HaShems mitzvot with dg n U A mW d z` Eca r q Saying Tehillim
extra excitement and happiness.
SA
Giving others what they need dw cv q

Showing others how much you aFhd zx
Md q whether it is time, money, or even friendship
appreciate the good that they have done for you
Showing extra kindness towards others cq g q
Showing HaShem how much `xFA
d zx
Md q
you appreciate the good that He does for you Giving extra respect to our elders ow
f ipR zxc d q
Judge others in a good and favorable way zEkf sk
l oc q Always saying a blessing for the zFkxA q
gifts that HaShem gives us such as food, and even mitzvot
Being careful to eat food that is kosher zExW M q
and waiting between meat and milk Dressing in a modest way zEripv q
that shows how special we are
Removing something that might make lFWk n zxq d q
others fall down or hurt themselves Saying good things about others aFh oFWl q
Returning closer to HaShem and His Torah daEWY q Doing the mitzvot of that day mFid zev n q
such as hearing the shofar, sitting in a sukkah, eating matzah
NUMBERS CONNECT a
R. Shmuel Goldstein
E

PL

M

SA

a
NUMBERS CUT & PASTE
R. Shmuel Goldstein
7 6 5 4 3 2 1

14 13 12 11 10 9 8
E

21 20 PL
19 18 17 16 15

M

SA
a

a
The Alef-Bais of Good Middos
While all the volumes of the Mishna concentrate on one of more Mitzvos and their Dinim, there is one
Mesechta in the middle of the Seder of Nezikin which is an exception. This is Mesaches Avos, which we learn on
Shabbos afternoons during the weeks between Pesach and Shavuos. It consists of six chapters, and from
beginning to end, it concentrates on two main themes, the way one should learn Torah, and the Middos Tovos we
should learn in order to live our lives in the way of the Torah.
Middos are the way we act and how we think and feel. They influence every move we make. It is therefore
very important to sort our the good ones from the bad, and make the worthwhile effort to master the good ones.
Going in the order of the Alef Bais, let us take a brief look at some of the middos mentioned in Pirkei Avos.
stands for -Emes, Truth, which Rabbon Shimon ben Gamliel says is one of the three
pillars on which the world continues to exist (Chapter 1:18)
stands for Bizoyon, abuse, about which Ben Azzai says: Dont look down on any man,
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whoever he may be. (Chapter 4:3)
stands for Gaavah, arrogance. A person who is humble is included among the students of
PL
Avrohom, but a arrogant person is a talmid of Bilaam Harasha. (Chapter 5:22)
stands for Derech eretz, proper behavior. Rebbe Elozor ben Azariah tells us that the
Torah cannot exist without proper behavior. ( Chapter 3:21)
stands for Hachnosas orchim, hospitality. A persons home should be wide open to
receive guests, says Yosi ben Yochanan, and let poor people feel at home with you, as if
M
they were members of the household. (Chapter 1:5)
stands for Vasronus, generosity, for if a man says: What is mine is yours, and yours is
certainly yours, he is a chossid. (Chapter 5:13)
SA
stands for Zerizus, eagerness. This is what Rebbe Tarfon calls for when he announces:
The day is short, but the work is great, yet the workmen are lazy, although the reward is
great and the employer is insistent, (Chapter 2:20)
stands for Chshad, suspicion, of which Yehoshua ben Perachia says, since one should give
all men the benefit of the doubt, by judging them favorably. (Chapter 1:6)
stands for Tuv eiyin, a good eye. Being happy for others is what Rebbe Elozor praises as
the proper path for a person to take in life. (Chapter 2:13)
stands for Yiras Cheit, fear of sin. Rebbe Chanina Dosa says: A person who places his
fear to sin before his wisdom can be sure that his wison will continue. (Chapter 3)
stands for Kaas, anger. A person easily angered and easily calmed down is certainly
better than one hard to anger and difficult to calm down. One who is hard to anger but
easy to calm down is a chossid; but one who is easily angered and difficult to calm down
___________________ ____
Torah Fair Project Plan
This paper is due by: ----------------- Friday, December 12th
Written Summary is due by: -------- Monday, December 29th
Project is due by:----------------------- Wednesday, January 14th
The Torah Fair Project that our students will be making add a wonderful dimension to what they have learned
and make their learning tangible and real. These projects should be related to any topics of the first three
chapters of Parashas Vayeshev or five chapters of Mishna Brochos that we have learned. Students are allowed to
join together in order to share ideas with each other, but each student needs to make their own project in order
that they be evaluated. Projects and plans will be assessed and graded according to effort, overall appearance,
E
originality of idea, and content. Please have your child complete the following plan by the above mentioned due
date. Points will be taken off for items that are turned in late.
PL
This is how I plan to make my Torah Fair Project
Materials:
1) For the base I'll be using: (Base needs to be sturdy and resist bending.
for Height/Width/Depth)
Maximum Size: 2 feet x 2 feet
___________________________________________________________________
M
___________________________________________________________________
2) For the materials I'll be using: (Make sure that they are well fastened and will not fall off easily)
___________________________________________________________________
SA
___________________________________________________________________
Written Summary:
3) The posukim that I will use to describe my project will be:
(English summary of project needs to be one page long with one reference from where they looked to get
their information. Summary is due on Monday, December 29th)
___________________________________________________________________
___________________________________________________________________
Design:
4) My project will have the following basic design.
(On the opposite side of this paper, draw a basic design of the project you intend on making.)
R. Shmuel Goldstein (561-361-1133 or shmuelg@pngusa.net)
Dear Parents and Students,

Attached to this note is the written summary that you wrote. Please see the boxes below for the
items that need to be changed or corrected.
The final draft (please print out two copies-one to attach to project and one for grading)
that describes your project will need the following items:
1) One page long

2) Typed
3) Double spaced
E
4) Font size not bigger than 12
5) Font to be used should be Times.
6) One reference from where you learned your information

Content errors
Grammar mistakes
Spelling mistakes
PL
The following is a guide to what corrections are necessary on your paper.
Needs more information

M
Needs a reference on bottom of page
Needs a Title
Correct the header
SA
A proper header and title should look as follows:
<Name of Student> vv
Grade 4b Rabbi Goldstein
<Date> Hebrew Academy Community School
Torah Fair Project Summary (24 pt. or bigger)

<Name of Title of Project> (18 pt. or bigger)
<Body of text>
<Reference at bottom of page>

DESIGN BY NUMBER
DIRECTIONS ; Use the code at the bottom to figure out which boxes to shade in with your pencil
and see the design that it makes. If it matches the clue given then you got it right!
CLUE : THE MORE I COME OUT OF MY HOUSE THE MORE EVERYONE KISSES ME.
5 4 3
6 2
7 1
E
10 9 8
13 11
15
PL 12
14
17 24 23 16
M
20 18 19
SA
22 21
SHADE IN THE BOXES THAT MATCH THE SECRET CODE.

a a

Song for the Jewish Months
T.T.T.O. Doe a Deer..
Design & Layout
Is the time to make us think

lwI, I &
The I didnt sink
8 days of this
E
The 10th day is a fast
Fruit trees blossom at last
PL
The winters almost past
On this holiday we have a blast. Oh, oh, oh,

M
We sing happily, Its the end of slavery
We count the days and wait
SA
The *kI sets us straight

A sad story to tell
The w%5 fell
We pray that all is well
And then we start the year again...
Song for the Jewish Months
T.T.T.O. Doe a Deer..
Design & Layout
1) _____ Is the time to make us think

lwI, I &
2) _____ The I didnt sink
_____ 8 days of this
E
3)
4) _____ The 10th day is a fast

5)
6)
PL
_____ Fruit trees blossom at last
_____ The winters almost past

On this holiday we have a blast. Oh, oh, oh,
M
7) _____ We sing happily, Its the end of slavery
_____ We count the days and wait
SA
8)
9) _____ The *kI sets us straight

10) _____ A sad story to tell
11) _____ The w%5 fell
12) _____ We pray that all is well
And then we start the year again...

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Dear Viewer,

Welcome to a sampling of just some of the original and inventive curriculum

Helping Jewish Minds Succeed

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,iA DY g tp dY ` ,DY x vi dY ` ,Dz` xa dY `

,ipO n DlH l ciz r dY ` e ,iA x w A DxO W n dY ` e (12

,iA x w a dn WPd W on f lM .`Fal ciz rl iA Dxi fg d lE

.zFnW Pd lM oFc` ,miU rO d lM oFAx (15

.miz n mix bt l zFnW p xifg O d ,ii dY ` KExA (16

:dlQ LE ll d i cFr ,Lzi a iaWFi ixW ` (1

:ExA c i Lz xEa bE ,Exn`i LzEk l n cFaM (13

:sj p t hN n hHj zIgn hbs-t 'trh t hN n hg J hbs-t |su|s|k (1

r oUrh vT g u :hbn nIr

:ohHj .rt C hbs-t cUyC ,Itrk 'hT

.awri zNd w dWxFn

Ev n i p` | xW` ,dN` d mix

Directions: Practice and say each line within 5 sec.

Directions: Practice and say each line within 5 sec.

This letter is silent 1 Has the sound of \B\ 2

Has the sound of \V\ 3

Has the hard sound of \G\ 4

Has the sound of \o\ 7

Has the sound of \e\ 8

Directions: Practice and say each line within 5 sec.

Directions: Practice and say each line within 5 sec.

When a Shvah is under the first letter, it is going

When a Shvah comes after a Ivowel then it is resting.

Exceptions: On the two Hebrew words of IwXIw the shvo is

A When you see two Shvahs in the middle of a word

Words like wont tie you in a knot

The first one rest and the second one is heard

Whenever there is a shvah at the beginning of a word,

for today and tomorrow

And he took her vj E Hu

Kings Group # 4 $E - Overseers (of a city)

c#r#gh1vhu v7kh7k t7r7e L#Aj8ku

place seed / children

1) Q: In what way did HaShem make the wild land animals? - 

3) Q: What two kinds of food were people allowed to eat? - 

4) Q: How was the world made? - 

5) Q: Why did HaShem make the seventh day holy? - / -

and the wind of HaShem

darkness WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

tame animal(s)WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

between WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

stars (the stars)WWWWWWWWWWWWWWWWWWWWWWWWWWWWW Q k?R (-) morningWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

all / every WWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW( -)

Chumash Word Find

1) WITHOUT_______________________ 4) WARNED _____________________

2) SEE ____________________________ 5) FOOD _________________________

PART V Divide & Conquer

PART V Fun Quiz

1) What did not want them to see?

2) How should be sent down to Egypt?

scg hrcg rgb ch

rhfn ubht ubbuak ukhpt

ohrmn hxunhbc cu,fu

lkun scg ihta

1) Q: Write the ligz

2) Q: What word(s) bothers i''yx in this wEqR?

3) Q: Why does this word(s) bother i''yx in this wEqR?

4) Q: How does i''yx answer the problem?

Kings Group # 4 $E - Overseers (of a city)

1) Q: In what way did HaShem make the wild land animals? -

3) Q: What two kinds of food were people allowed to eat? -

4) Q: How was the world made? -

5) Q: Why did HaShem make the seventh day holy? - / -

stars (the stars)WWWWWWWWWWWWWWWWWWWWWWWWWWWWW Qk?R (-) morningWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWWW (-)

1) WITHOUT___ 4) WARNED _

2) SEE ____ 5) FOOD _

3. The was divided into 6____. These are known as _ _ _ _ or _ _ _ _

There is a contradiction VVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVVV S9/l

WZ\ w W` WZ

4. Until when may one daven .? __

l5- and the !I argue about ..

5. The brings the words of k5+ in order to?___

8. When do say ? __

9. Why then? __

2. If one davens before k he gets the reward for?

3. If one davens after k:

4. How does the * attempt to prove that the is like l5-?__________

5. What is the *'s final conclusion(what is the )? __ _

6. Why does the * conclude this way?______ _ _____

According to the conclusion of the *?___

12. tried to prove from the fact that davened__ on

2) - Tshuva (Returning completely to HaShem)

4) - Redemption (Getting out of Golus !!!)