mds messenger may 3, 2013

Candle Lighting Time - 7:35 PM

Volume 12, Issue 24 May 3, 2013 בחקתי-פרשת בהר

בס"ד

Rabbi Moshe Zimberg Returning to MDS By Rabbi Mordechai Besser, [email protected]

Rabbi Moshe Zimberg, Associate Principal of the Hebrew Academy of Long Beach

for the past six years, is joining our administrative team for 2013-2014 as Mashgiach Ruchani

- Middle School Coordinator. This position will focus primarily on guidance for our Junior

High School boys and girls. Prior to his tenure at HALB, Rabbi Zimberg was a rebbe and,

subsequently, an assistant principal at MDS for twenty years, from 1987 to 2007.

Rabbi Zimberg, who holds a B.A. from Touro College, Rabbinical ordination from

Yeshiva Torah Voddath, and an M.S.Ed in Jewish Education and Administration from Azrielli

Graduate School, is well known in the MDS community for his effervescent personality and

strong positive influence on young people. Many of our 8th graders remember him fondly,

while younger students have heard about him from siblings. He was the winner of the Gruss

Excellent Teachers Award and the Grinspoon-Steinhardt Award for Outstanding Teaching.

While his primary area of focus will be grades 6-7-8, Rabbi Zimberg, as a member of

our administrative team, will be involved in all facets of our school curriculum and program.

He will also be involved in teacher supervision and will be teaching for part of his schedule.

We are very excited by Rabbi Z’s return and look forward to sharing with you all of

our various plans for September. We are confident he will be a tremendous asset to the MDS

family.

Yom Iyun in Tefillah: Focus on Prayer By Rabbi Benjamin Yablok, Assistant Principal, [email protected]

In our age of

instant connection and

results it can be chal-

lenging to find meaning

in prayer. MDS offers

opportunities for daven-

ing, discussions, and

explanations - yet we

are always looking for

ways to enhance the

experience.

This past

Monday we devoted a

large part of our day in

grades 6, 7, and 8 to thinking about Tefilah in different ways – a Yom Iyun in Tefilah. Some classes prepared meaningful images

that were inspired by the words of Ashrei, Shema, and the Amidah. These were shown, silently, during the davening and we all saw

them as we read the actual Tefilot from the screen.

Special sessions were devoted to ‘Writing your own Tefilah’, practicing skills that apply to the service, and student discus-

sion of what Tefilah means to them. A game session challenged students as to their familiarity with the Siddur while a video session

presented six different styles of actual services in which students could observe and comment on the features of each. Chassidic, Se-

phardic, Lithuanian, juvenile, musical and even traumatic types of Davening were discussed.

Several guest speakers punctuated these workshops. Rebbetzin Suri Teitelbaum of Lawrence gave a memorable session to

the girls and Rabbi Mark Wildes of the Manhattan Jewish Experience brought home the personal potential captured in our Tefilot.

Students were afforded an opportunity to think of Tefilah in different ways and to reflect on their own relationship with Tefilah.

Our faculty is committed to building on experiences like these to further engage our students meaningfully in prayer.



MDS Auction, 5/5/13



“Raising Resilient Children in a Challenging

Time” was the topic of Dr. John D’Auria’s multiple

presentations last week at M.D.S. Dr. D’Auria is an ac-

complished and distinguished educator, currently presi-

dent of Teachers21, a group that focuses on educational

research and professional development.

Dr. D’Auria spoke to administrators, two sets of

teachers, and then presented to our parent body in the

evening. His thesis, based on the research of Dr. Carol

Dweck, is that children need to believe that their efforts

will be successful in order to persist in working towards

their goals.

Some people think of children as ‘smart’ or

‘average’ as if they are stuck with the brains they were

born with. Intelligence would be better seen as a charac-

teristic that can develop, as students grapple with chal-

lenges and increase their ability to think creatively, even

divergently about a problem. Hard work and effective

strategies, rather than native intellect, can make all chil-

dren high achievers. Instead of self-criticism and loss of

faith in our abilities, students (and all of us!) should be asking ‘’Where did I go wrong and How can I do it more effectively?”

Students’ image of their own intelligence is key to their motivation to succeed. That image comes from the feedback we give

them. Telling someone ‘you are so smart’ after an achievement sounds nice but won’t help them next time when they run into a road-

block and don’t feel smart at all. Telling them, by contrast, “your hard work really paid off” or “I knew you could figure it out” con-

veys confidence in a student’s ability to cope with future challenges.

And that is the resilience that we want for all our children.

Dr. John D’Auria Teaches about Resilience By Rabbi Benjamin Yablok, Assistant Principal, [email protected]

Lag BaOmer Faculty-Student Basketball Game By Messenger Staff



Celebrating Lag BaOmer in the ECD! By Aviva Yablok, Early Childhood Department Director, [email protected]; Pictures taken by Early Childhood Department Teachers

The Early Childhood Department celebrated a special day together this

week.

We have been learning about Lag B’Omer since we returned from Pe-

sach break. We learned that the day should be spent showing kindness to our

friends and spending time outdoors. We did both!

Our Kindergarten classes visited the new World of Wings Butterfly

Museum in Teaneck, New Jersey. This visit coincided with our school butterfly

project happening in each room. At the museum, there was a great deal to learn

about butterflies and their lifecycle. The students spend time in the butterfly

pavilion getting “up close and personal” with those beautiful creatures.

Our Nursery Four classes visited the Central Park Zoo. Even though the

weather could have been a bit more cooperative, they still enjoyed the spending

time with their friends and visiting a long standing favorite city attraction. We

opted to eat our lunches back at school—picnic style—in the classrooms.

The Toddler and Nursery classes dodged the raindrops in an extended

outdoor play time and then had the pleasure of welcoming Ms. Alyssa Satin

Capucilli—author of the Biscuit books to our classroom. Ms. Capucilli read

three of the many books she has written and invited the children to join her in

some of the readings. The students went on to enjoy their indoor picnic lunch

together.

Our thanks to all the parents who joined us for the trips and to the Morot

who, once again enabled our students to share a memorable experience together.

* As a follow up activity to reading Charlotte’s Web, which the Kin-

dergartners have enjoyed, the students went to see the live play of Charlotte’s

Web this past Tuesday. Great story, great play, great fun!



Read all about it! This week, MDS students and parents alike

flocked to the school's annual book fair, where they found a wide selec-

tion of children's and adult books. There were plenty of choices for every

reader, including sports fans, hobbyists, and fiction aficionados. There

was a broad selection of Jewish and Hebrew books for kids, and cook-

books to please every palate.

Even as volunteers were busy setting up the fair, there was a special pre-

view event on Monday, as author Alyssa Satin Capucilli read to the Tod-

dler and Nursery classes from her Biscuit and Katy Duck books. The

children had fun participating with their 'woof woofs' and 'quack quacks'.

Yitz Rosman, author of Jeremy Sets Sail, was also a big hit with grades 1-

6 on Tuesday. Other highlights included Take it Personally, a vendor of

educational toys and games, that appeared MDS Book Fair on Wednes-

day. On Wednesday evening, the book fair stayed open late to service

125 students and parents who participated in the MDS soccer tournament.

Throughout the three-day event, K-8 classes visited and shopped

the book fair while younger children were brought to the fair by their par-

ents. On the first day of the fair alone, there was $4,000 in sales; a portion

of those proceeds go to benefit the school. Some books that sold out early

Tuesday morning include My Dad Thinks He's Funny and Boy + Bot. "I

liked when the robot tried to feed the boy oil and the boy gave the robot

apple sauce,'' said Avi Atik (N4B), who recommends Boy + Bot.

Many thanks to our wonderful volunteers: Stacey Levy, Shosha-

na Bergman, Rebecca Maleh, Riva Atlas, Sarra Schwartz, Marcy Levitt,

Tova Epstein, Barbara Jankelovits, Jessica Zmood, Dalia Cohen, Julie

Gans-Ackerman, Lisa Scharf, Janine Sherr, Limor Gutkind, Rivka Sand-

ers, Danielle Schwebel, Rena Ashear, Lena Rudman, Rhonda Stober, Le-

nore Ades, Jill Wildes, Cayle White-Hasson, Atara Twersky, Gayla

Corbin, Meira Rechtschaffen, Beth Halpern, Marcie Roth, Julie Walpert, Beth Taskel, Dalia Schwalb, Nurit Srulowitz, Pia Rubin,

Michele Kofman, Zhanna Torossian, Nancy Miller Elzweig, Amanda Nussbaum, Shira Spira, Alana Schwartz, Arezu Sohn, Jayn

Levy, Sabrina Rosen and Lea Kronenberg.

Also, special thanks to Ms. Lyons, our librarian, who vacated her space to accommodate the book fair. Thanks to Rachel

Gelfand in the business office for all her help with the planning and to Karen Brooks and Mandyf Davoudpour of the Parents Council

for all of their invaluable behind the scenes assistance and expertise. Last but certainly not least, a hearty thank you to our hard-

working, creative book fair chairpersons: Shari Friedman, Riva Atlas, and Pooneh Kaplan for ensuring a fabulous fair!

MDS Book Fair: Adventures in Reading By Messenger Staff



Jerry Sets Sail, read

by the author himself, Yitz

Rosman, as part of our MDS

Book Fair, proved to be an

excellent catalyst for the 4th

Graders as well as grades 1-6.

As Dr. Rosman read his book,

the students observed the text

and rich illustrations displayed

on the Smart Board.

Jerry, a small boat

who lives in a marina, believes

the larger boats will consider

themselves too important to be

friends with him. It is the cap-

tain of the fleet who shows

Jerry how to recognize his own

true self-worth and im-

portance. Here are some of the

comments made by the fourth

grade children in response to

this notion:

Charlie Eden: When you make friends, don’t look at the differences, look at what is the same.

Sarah Dean: The captain is like Hashem, and the boats are people, Jewish people. Hashem loves all people.

Zachary Kassai: Jerry is like a new kid trying to fit in.

The author then directed the discussion specifically to feelings of self - esteem. He asked the children to ponder how they

felt when they spent time with others. Dr. Rosman noted that we often focus on our differences, when really we are all the

same. Furthermore, he told his captive audience that it is who we are on the inside that matters, not the outside. The goal is to focus

on our traits he added, not our faces. A connection was then made to our current social studies work about immigration. We dis-

cussed how it is was and still is hard for immigrants to integrate into a new society and if we focused on our similarities, the process

would become easier.

During Q & A time, Dr. Rosman was asked what inspired him to write the book, and how he edited his ideas. We were de-

lighted to hear that we were the first school he had visited with his new book. The children learned how the illustrations were created

and then revised.

Lance Finklestein was curious to discover whether the book was based on the author’s own experiences. Jared Stern want-

ed to know if we could expect a sequel. Children wanted to learn the motivation behind the book. The answer was clear. Dr.

Rosman replied that he wanted to write a book for children so they could realize how special they are. When asked, Have you thought

about writing a poem? the author smiled and answered that it was poetry writing that first piqued his interest in expressing his

thoughts on paper. We could certainly comprehend this because we are in the middle of our own poetry unit.

Dr. Rosman’s final advice to the children was to keep an open mind, take input from others, and see the writing process

through to its conclusion. One could almost feel the inspiration floating through the air, like Jerry and his new friends sailing happily

around the marina.

The following are “precepts” that the students offered to describe what the learned from Jerry Sets Sail.

Gavriel Segal: You should always try to make new friends. Ella Zmood : You are great the way you are.

Shoshana Schwarz: You are the same; you shouldn’t think you are different.

Aaron Toobian: You should always be happy for yourself. Max Elmann: Be thankful for what you get.

Gilad Shadian: Don’t compare yourself to others. Marcus Moore: Don’t judge people.

Morrison Dolfman: Don’t just think if you want a friend, just ask. Aderet Twersky: Everyone is special in his or her way.

Zachary Jacobs: We are all amazing, we are all from Hashem. Sima Epstein: Not everyone is perfect.

Mia Friedman: Not everyone is good at everything. Sara Kratka: Everyone should be treated equally.

Maurice Mashiach: Never think you are not as good as anyone else. Sofia Heller: Everyone is the same, there is nothing different.

Eva Eden: Always be confident Noa Hassan: They are all the same, they should be friends.

Jessie Mehler: Everyone is special in this world. Cailey Erber: Everyone is special in just the way they are.

Avi Herman: Even if you are not as fast or look as good; you are still important. Be yourself!

There are many important messages our children gained from meeting the author and listening to his book. Dr. Rosman con-

cluded his presentation by giving each of our students (grades 1-3) a pencil stating: You Are Special!

Author Yitz Rosman Visits MDS By Julie Averbuch, Reading Coordinator, [email protected] and Debbie Goodstone, [email protected]



How Do You Present an Opposing Point of View? By Laura Dworetsky, [email protected]

The fifth grade class has been exploring essay writing and authors’ demonstra-

tions of strong ideas and opinions. This was done through reading and writing persuasive

articles, as well as completing graphic organizers. We used different articles to highlight

opposing points of view and organized information according to the pros and cons of the

topic. This unit culminated in our Letter to the Editor writing assignment. The students

focused on grabbing the reader’s attention in the introduction, clearly stating a thesis or

main idea, sharing and supporting their point of view, validating the other side of the ar-

gument, and writing a powerful closing paragraph. The following is an example of stu-

dent work produced during this unit of study.

Dear Editor:

I am a kid who lives in New York City. My teacher asked us to read three arti-

cles that appeared in your paper. They are: “Are We Too Dependent on Computers?” By

M. Morrison, “What Are The Benefits of Children Using Computers?” By Barbara Dun-

lap, and “Negative Effects of Computers on Children” by Kristie Jernigan. I found the

article about the benefits of computer use more compelling than the articles about nega-

tive effects and computer dependency. Here is my 5th grade point of view:

How often do you use a computer? No matter how often you use a computer,

you can probably use it more than you do now. Why would you use it more often, you

may ask? Well, that’s because computers are more useful than you think.

Using computers can do more good than harm. Computers make it easier to communicate with old Aunt Elizabeth who lives

in Australia by using Skype. Your PC can also let you work from where you’re staying when you’re visiting Aunt Anne who lives in

South Africa. You can buy a gift through eBay or Amazon on your laptop and stay indoors instead of having to go outside and fight

the crowds at a busy mall to buy a gift for Uncle Bob, who lives in Russia. Computer technology, when used properly, also helps kids

progress in school. It can also expand kids’ world views. Thanks to computers our options for creative growth and artistic expression

have increased. Have I convinced you to change how often you use a computer? I hope so.

Other people may say that computers create issues with their kids. Opponents of computer use say that when kids use com-

puters all the time, they may become obese. If children look at the screen for a long time, they believe, it may cause vision prob-

lems. Computers can cause anti-social tendencies because they might play on the computer instead of interacting with other chil-

dren. PCs may make someone lazy. If kids go on the web unsupervised, they might be exposed to adult topics. That has got to be the

biggest bunch of ‘might’ evidence I ever saw! ‘Might’ evidence is evidence where there’s no proof that it will happen it just might

happen.

So do you think that computers do more harm than good even after all those reasons I have given you for why they do more

good than harm? Instead, think of Aunt Anne who lives in South Africa, and Aunt Elizabeth, and Uncle Bob. Think of a kid whose

birthday is coming up. You can get a gift for him from the web! Besides, if you take away the ‘might’ evidence, the opposing side

would have nothing to back up their argument! Remember, if someone tells you that you’re using the computer too often, you’ll have

more pros than they’ll have cons! All in all, computers do more good than harm.

Sincerely,

Samuel Halpern

Reunite with your lost items!

Visit our Lost & Found area

in the corridor below the Lower Mezzanine



Navigating the Darkest Night By Fran Fine, [email protected]

With the onset of spring, 8th Graders have been actively

engaged in enhancing their reading comprehension and written

communication skills. The primary theme in literature during

April was the Shoah.

Preceding the reading of the novel Night, by Elie Wiesel,

the students received a historical background of the years leading

up to the Holocaust.

Class discussions included delving into the literature to

understand how prisoners became more self-centered and callous

toward others, especially family members, the longer they stayed

in the concentration camps. We also explored the paradox of

prisoners clinging to life on one hand and being willing to give it

up on the other. At the end of the book, they pondered and dis-

cussed the author’s statement that there were no thoughts of re-

venge after the liberation.

Below you will find some of the journals commenting on

their feelings and their thoughts dealing with the themes and class

discussions about the novel:

Miriyam Goldman: Yesterday’s journal was writing about the

word ‘blessed’. Today, we are asked to write about ‘hunger and

thirst’…they are something we are blessed not to have. Hunger

and thirst are terrible thoughts and occurrences. We have break-

fast, lunch, dinner, snack, and those - those are blessings.

Sarah Lidagoster: The line “Man asks, G-d replies” is about how

man always ends up going to G-d for answers because He has

them and only He could respond knowledgeably. This line shows

the greed of humans and their thirst for answers that only G-d

could grant us.

Stephanie Kirshenbaum: Elie Wiesel writes, “I’m a simple crea-

ture of flesh and bone.” In the camps, the Nazis ripped out all the

Jews’ emotions. They tortured them mentally and psychological-

ly and turned them into automatons. They weren’t treated as peo-

ple; they felt as if they were just bodies. They don’t consider

themselves human – just a thin, boney body.

Ariel Dubizh: I am lonely. All I am trying to do is survive. Here

I am, with thousands of other hungry faces, with barely any hope

for themselves. The Nazis lack the food rations this week; so

many have died. I am here all by myself, my parents gone, and

my brother’s in a different camp. “Each of us lives and dies

alone.

Jacob Brennan: We live alone. A soul in each body - individual

minds. As ages have passed, we have as a people created the illu-

sion that we are one. The fact of the matter is survival, necessi-

ties, living - you think about for yourself. When you are stripped

to the bone, thrown into the dust and survival of the fittest are

your dominant emotions. You live alone and until that final

breath fades, when you dim until darkness grasps you, the fate is

sealed and you die alone. Such was the fate of the Jews of the

1940s and the panic of nighttime.

8th Graders are looking forward to reading The Chosen by Chaim

Potok.

Child survivors being escorted from Buchewald by US troops,

April, 1945. Picture courtesy of USHMM website.

Group portrait of Orthodox Jewish displaced youth at a group

home in Ambloy, France, 1945. Elie Wiesel is among those pic-

tured. Picture courtesy of USHMM website.



Siyum on Parshat Kedoshim By Meira Federgrun, [email protected]

Mrs. Federgrun's 7th grade was treated to a siyum on

Wednesday! The girls have been learning so well and did fabulously

on their tests, and it was time to celebrate! With lots of nosh and

songs and skits, we had a great time! The girls started off by singing

V'ahavta, a mitzva we had learned inside in Kedoshim. We were then

treated to two original compositions by Cookie Smouha and Chana

Radensky and by Riva Cogan. The girls performed fun (and crazy)

skits depicting mitzos we learned this year. Gabrielle Posner delivered

a d'var Torah on the mitzva of v'ahavta l'reiacha kamocha that she

heard from Rabbi Lau. Everyone had a great time! Hard work and

awesome learning pays off!

My class just read the book Wonder

by R.J. Palacio. The book is about a boy

named August Pullman who was born with a

deformed face. He is entering school for the

first time after being home-schooled by his

mother since he was little. The story talks

about his ups and downs, as well as the dif-

ferent people in his life and how they deal

with and react to his situation.

I think that one of the main reasons

that this story is so sad and emotional is be-

cause August is in 5th grade, and as a 5th

grader, I feel his pain, more or less, but not in

the same way. August is embarrassed and

made fun of because of his facial issues. The

purpose of this book is to discourage situations in school where kids may bully other kids. Wonder has made me more sympathetic to

“different” kids and I’m trying even harder now to prevent and stop these situations. No kid should be made fun, for whatever reason.

I think Wonder stands as an example to these situations.

Thank you Mrs. Melzer for introducing and teaching Wonder. A special thank you to Mrs. Shera Goldman for advising us to

incorporate the lessons of Wonder in our daily lives.

Looking at the World with Wonder By Charlie Samuels, 5B



Bursts of Color! Submitted by Eileen Dahan, [email protected]

Red By Ben Eden, 6B

When I think of red,

I see

steaks sizzling

on the BBQ

hot dogs with Heinz ketchup

salsa and hot chili peppers

burning my throat.

Red has a

soft, warm touch,

like a waffle coming out of an iron.

Red sounds like

people at a picnic,

laughing

playing

eating.

Red smells like smoke

coming out of a camp fire

coming out of burnt food

Smoke coming of a candle that was

just put out.

Red is exploding

like a volcano.

Red tastes like

roasted marshmallows

and a big, juicy apple.

But

red can be other things.

Red can be

devils

demons

blood

death.

Red can sound like people screaming

in pain and distress.

Red can be a forest fire,

burning down trees.

Red can be anger

about to come out

like the roar of a dragon.

Red can be unstoppable,

And unleashed like

a punch to the face.

Red can be rough like the skin of an

elephant.

Red is bursting with feeling.

Green By Lior Saada, 6B

Green is nature

It’s the leaves dancing

in the wind

to show the end of

summer

and the start of fall

Green is spring

sunshine,

trees,

grass,

green is fresh

green is a crunchy cucumber

healthy and strong

green is excitement and joy

green is here during any cheerful

memory

and will be found on every corner

because of it’s beautiful popularity

in good moments

when I’m happy I feel green

green is a clean Earth

green is the underlined color

when you have improper grammar

in the middle of writing poetry

Green is peeking from a window

to fill in the blank,

colorless pages

Brown By Jeremy Ascher, 6B

Brown is rich and smooth chocolate fudge

a gooey mud pie,

A juicy hamburger

A thick slice of chocolate birthday cake.

Brown is also a game of tackle football with friends

in the park,

An inning of baseball,

A pickup game of basketball.

Brown is when you are lost, lonely but see a hint of

light showing the path.

the way out,

redemption

A second chance where you need it most.

Brown sounds

like children in

the park on a

Saturday after-

noon

birds gliding

and soaring

above,

the branches

under my feet

crackling with

my every move-

ment.

Brown makes

me feel alive.

Gold By Loren Elmann, 6G

What is gold?

Gold is the faint clinking of wine filled goblets in cheer and agreement.

It is the choral and angelic music when true love is found;

the soft, silky touch of a sparkling gown,

and the gleaming smile of a winning sword tip.

It is the feeling of the pink blanket that encloses you in love…

and the happiness I feel when I wear my favorite sequin nail polish.

It is also magic.

Magic of that helps those in need of shining, glittering happiness

and reaches out it’s delicate hand to those in need of delicious food and

plentiful money.

Gold is a garden of the finest scented flowers…

that smells likes my mom’s expensive perfume.

It is the jazzy sound emitted when a musical saxophone is played

and the liberty we have that allows us to live our lives with freedom.

Gold is the heart shaped key that unlocks the dark, wooden door to happiness

And gold

is my happiness.



Our Trip to MIT By Eric Ajdler (5B), Olivia Ajdler (2C), and Audrey Ajdler (N4B)

Last week, our family went to Boston. The main reason we went was because my mom’s friend, Kate, works at the M.I.T.

Media Lab. Kate invited us to see the different projects they are working on there. The Media Lab is a place where the researchers

and students make different kinds of inventions, such as robots and 3D printers. We saw a lot of cool things. First, we saw something

perfect for our school. We saw an MDS robot, where “MDS” stands for Mobile Dexterous Social robot. It’s a robot that can move

around on its own. The person in charge of that project found it very funny that we go to a school called MDS. We shook hands with

that robot. Then, we saw a blue robot that expresses his feelings through his face. We also learned about a project called “Super

Shoes.” The researcher on that project loves superheroes and wanted to give people superpowers in their shoes. When the shoes find

places the wearer might like based on their interests, the shoes tickle the wearer’s right foot to tell you to turn right or the wearer’s left

foot to tell you to turn left. We also saw a self-controlled (autonomous) car that can navigate on its own. We also got to try out a new

and enhanced version of Scratch, the programming language taught at MDS after school. We popped virtual bubbles and then

changed the size of the bubbles. We also saw objects manufactured by 3D printers. Researchers at the Media Lab are working on

printing a real house in just 1 day using 3D printers. After the visit to the Media Lab, we walked around M.I.T. and got a special

guided tour from our parents, who had gone to school there. It was also nice to go to Boston because my mom has been a visiting

professor at Harvard Law School this semester, so we stayed at her Boston apartment, visited her office, and saw where she teaches.

Our Students, Our Teachers! By Chaviva Greenberg, [email protected]

This past week the students in Mrs. Skolnik's sixth grade

class took over the classroom. Each student paired up with anoth-

er student to teach the class alternative ways to divide using frac-

tions. The students each went home and prepared their "lesson"

and came up with a few examples. They were then able to teach

their material to the other students, show different examples, and

answer their classmates’ questions. They did a great job! Kol

HaKavod!



פינת העברית: חפצים חשוביםSubmitted by Havi Pesso, [email protected]

בכל בית יש הרבה חפצים ) דברים שאנחנו משתמשים כל יום( . יש לנו חפצים שאנחנו רגילים שאנחנו רק משתמשים בהם כל הזמן ולא חושבים שהם דברים מיוחדים. אבל יש חפצים מיוחדים שאנחנו אוהבים מאוד והם חשובים

לנו או למשפחה שלנו.בכיתה ד' בשעור לשון עברית קראנו סיפור על סדור מיוחד שהסבא רוצה לתת לנכד שלו לבר המצווה. גם

התלמידים בכתות שלנו הביאו חפצים מיוחדים וחשובים להם או למשפחות שלהם. הנה כמה מהספורים כמו שכתבו התלמידים.

שושנה סעד:

אני מביאה את הקופסה לתכשיטים. האמא שלי נותנת לי את

הקופסה לתכשיטים. בקופסה לתכשיטים יש שרשרת וצמיד

חשובים מאוד. )גם לאחות שלי רחל יש קופסה כזו וגם היא

הביאה אותה לכיתה.(

אריאלה מרו:

אני הבאתי סידור. הסידור מהסבא רבה, רבה שלי. הסידור

חשוב , חשוב, חשוב מאוד. בכיתה אני מספרת על מה שאני

הבאתי. אני אוהבת את הסידור הזה!

יונינה גראואר:

אני מביאה שרשרת. אני מראה ומספרת על השרשרת הזאת.

אני עושה את השרשרת הזאת עם הסבתא שלי. השרשרת

חשובה לי מאוד . כאשר אני רואה את זה אני חושבת על

הסבתא שלי. אני אוהבת את סבתא מאוד. ) אני גם ציירתי את

השרשרת(.

רחלי דוביץ:

יום אחד אמא נתנה לי שרשרת. זה לא היה יום ההולדת שלי

או חנוכה. היא נתנה לי שרשרת זהב. זאת לא שרשרת רגילה ,

זאת שרשרת חשובה מאוד לאמא שלי וגם לי. אני חשבתי

שאני רוצה לספר על השרשרת לכיתה ואיך האמא שלי נתנה

לי את השרשרת. כל הכיתה ראתה את השרשרת. אני חשבתי

שאפשר לפתוח את לב על השרשרת , אבל אני לא יכולה. אני

כותבת על השרשרת שלי כי השרשרת חשובה לי מאוד.

שרה דין:

הבאתי את התמונה של האמא שלי, אני והסבא שלי. בהתחלה אני לא ידעתי מה להביא, התמונה בבית שלי כל הזמן

ואני לא ידעתי שהיא חשובה. אבל זה הסיפור על התמונה:

כשהאמא שלי בת חמש, היא שחקה עם האבא שלה )הסבא שלי(. בתמונה האמא שלי מראה באצבע על הזקן של

סבא. אחרי שסבא מת, האמא שלי מצאה את התמונה הזאת ושמה אותה בבית שלי. בתמונה אחרת, אני עם האבא שלי

וגם אני מראה עם האצבע על האף שלו. התמונה של האמא שלי והאבא שלה כמו התמונה שלי ואבא שלי.



פינת העברית: חפצים חשוביםSubmitted by Havi Pesso, [email protected]

לב:

אני הבאתי פמוטים לנרות של סבתא רבה. האמא של אמא

שלי נתנה את זה לאמא שלי. זה מיוחד לי כי זה היה של

סבתא והם מכסף. אמא שלי לפעמים מדליקה נרות בפמוטים.

בלה אלמן:

כל ילדה מביאה חפץ שלה לכיתה. אני הבאתי את הפמוטים

של סבתא שלי. סבתא שלי מדליקה את הנרות בפמוטים

האלו בשבת. היא קונה את הפמוטים בירושלים כשהיא בת

. היא אמרה שהפמוטים מיוחדים מאוד. 02

שמעון ווילדס:

אני הבאתי הכוס לקידוש שלי וספרתי על זה לכיתה.

כשנולדתי משהו נתן את הכוס הזאת לי למתנה. הכוס

והצלחת שהולכת מתחת לכוס, מכסף. על הכוס של הקדוש

כתוב השם שלי, "שמעון יהושע" , ועכשיו אני אומר את

הקדוש ושותה מיץ ענבים מהכוס כל שבת. הכוס של קדוש

מאוד מיוחד לי כי זאת הייתה מתנה מאוד יפה. אני משתמש

בה כל שבוע.

זכריה שוורץ:

אני הבאתי את התמונות של התמונות של הסבתא רבה שלי.

הסבתא רבה שלי נתנה את התמונות לאבא שלי. אני אוהב את התמונות האלה , אני רוצה

את התמונות בבית שלי.

שלום חזן:

אני הבאתי ספר תורה עם מפרשים .זה ספר של הסבא שלי. זה מיוחד כי הרבי שכתב את

הספר , חתם את השם שלו בספר. הסבא שלי נותן את זה לאמא והיא נתנה את זה לי.

ישעיהו:

אני רציתילהראות לכיתה את הסט של מים אחרונים של הסבא שלי. הסבא שלי מת. לפני

שהסבא שלי מת הוא נותן את זה לאמא שלי. אני שומר על זהכי זה מהסבא שלי ואני לא ראיתי אותו.

רחל הלפרין:

( של הסבתא של האבא שלי. המלחיה קטנה וכמו פרח צהוב. האבא שלי לא מכיר salt shakerאני הבאתי מלחיה )

את הסבים והסבתא שלו. הוא מכיר רק סבתא אחת שהמלחיה שלה. המלחיה הזאת מאוד מיוחדת.



8G Devar Torah Project: Behar-Bechukotai Submitted by Bethany Strulowitz, [email protected]; Devar Torah written by Samantha Mongan, 8G

In Perek 25, pasuk 35, what do the words ”והחזקת בו“ ,

and you shall strengthen him)" mean? And how are we sup-

posed to be going about by strengthening him? We find the

answer in the Rambam. He says that the highest form of tzed-

akah is to help stop someone from becoming poor. This could

be giving him a loan, a job, investing in his business, or any-

thing else that will help him prevent him from becoming poor.

This is what the pasuk means by והחזקת בו. Rabbi Yosef Dov

Soloveitchik talks about this principle and he says that it can

be applied to both individual people and Am-Yisrael. No mat-

ter how far we fall it is our duty as Jews to step up and help.

When Jews in one part of the world are suffering it is up to Jews in another part of the world to help them. In this way no matter how

far the Jewish nation falls, it will always start back up again and grow stronger. Hashem will stay with us forever, no matter how low

we fall, even if our “falling low” is in another category.

Hashem tells Moshe that every seventh year in the land of Israel is Shmita Year. In a Shmita Year the produce the

land in that year is for any person or animal who wants it, meaning if I want basket of olives, I can take a basket of olives (not that I

even like olives). Or if a horse walks over to take an apple, that horse, or any horse, can take that apple, or any apple, for that matter.

He also tells Moshe about the Yovel Year. The Yovel Year, however, takes place every fifty years. It is the year when all Jewish

slaves are freed and all of the nachalot go back to their original owner. Moshe then tells Bnei Yisroel about these two special types of

years.

Why does the Torah only wish material blessings and not spiritual blessings? The first answer is that there is no need for the

Torah to tell people that if they do spiritual things they will get spiritual rewards because it is natural that a spiritual act will get a spir-

itual reward. It is not natural though for a spiritual act to bring a material reward. For example, learning Torah and doing mitzvot will

earn an entire nation good health, prosperity, and military victory. As the first answer, the Ranban says that the Torah is trying to

teach that obedience to Hashem is so important that it will be rewarded miraculously. The second answer is by the Rambam. He says

that even though reward and punishment are only really carried out in Olam-Habah and Gehennam, some who experience material

rewards will find it easier to continue to perform mitzvot. Therefore, Hashem gives material rewards for performing mitzvot to en-

courage the Jews to continue to perform mitzvot. We learn that if we don’t keep the torah and mitzvot, these blessing and rewards will

not be rewarded to us. This means we will be overcome by our enemies, receive many curses, and will be rebuked by Hashem.

The parsha ends with Moshe telling Bnei Yisroel about the korbanot and why they need to do them. Hashem repeats the fact

that we cannot do Avodah-Zarah and that we must keep his mitzvot, specifically Shabbat.

Soccer Tournament Scores Big for MDS! By Lori Mehler, Parents Council

On Wednesday, May1st, MDS

held its 2nd annual Soccer Festival to

fund MDS Parents Council events.

Aside from MDS, the participants were

Park East Day School, The Hunter

School and CPELC. We would like to

commend all of our MDS players,

from pre-k through 6th grade, on their

sportsmanship and efforts. Jason Shela

(British Soccer Academy and our after

school soccer coach) along with MDS

gym teacher, Mr. David Bernstein,

organized an exceptional event. We

would also like to thank MDS parents

Lori Mehler and Charly Darwich for

coaching and coordinating a fun event

for all.



8G Devar Torah Project: Lag BaOmer Submitted by Bethany Strulowitz, [email protected]; Devar Torah written by Rachel Mitchell, 8G

As it says in Vayikra, “You shall count for yourselves—from the day

after the Shabbat, from the day when you bring the Omer of the waving- seven

Shabbats, they shall be complete. Until the day after the seventh Sabbath you

shall count fifty days.” Why does it say “Shabbat”? What does “Shabbat”

mean?

At one time there was an argument when the counting of the Omer

should start. The Pharisees (who were at various times, a social movement, and

a school of thought among Jews during the Second Temple period) thought that

Hashem had given Moshe an Oral Torah and a Written Torah. In the Oral To-

rah the word “Shabbat” had meant the first day of Pesach, which is said as a

“Shabbat” because no work should be done on this day. This concept is ac-

cepted by most Jews today – i.e. that the counting of the Omer starts on the

second night of Pesach, which is the day after the day that we do not work on

Pesach. The Tzedukim (Sadducees) refused the thought of an oral torah and

accepted that the word “Shabbat” had meant to the Shabbat of the week when

Pesach starts, so that the counting of the Omer would always start on a Saturday night during Pesach. Although the Sadducees are not

in existence anymore today, only a small group of people who are called the Karaites follow this concept.

There is a special day called “Lag Ba’omer”. On this day the students of Rabbi Akiva stopped dying, which transformed it to

a day of joy. Lag Ba’omer is also the yahrzeit of R’ Moshe Isserles. There are many customs and laws on Lag Ba’omer. Tachanun is

not recited on this day or the day earlier at minchah. On this day and after this day weddings and haircuts are permitted. A person who

visits the graves of tzaddikim to offer prayers should not pray to the dead, he should pray to Hashem in the tzaddik’s merit. There is a

custom of cutting a boy’s hair for the first time on Lag Ba’omer. In some Chassidic circles, there is a custom to eat dairy on Lag Ba’o-

mer. There are many reasons for eating dairy on Lag Ba’omer, and here is one of them: Once the Jews had gotten the Torah, they be-

came obligated in the laws of kashrut. But since they were not yet familiar with the laws of schitah, they ate dairy. These are some of

the laws and customs of Lag Ba’omer.

You may ask: why did the students of Rabbi Akiva die? Rabbi Akiva’s students were very brilliant students, but their egos

got out of hand and they did not give each other the right respect. As a conclusion, 24,000 students died by a plague that was sent

upon by Hashem. Every year we mark a time where we mourn of the students in their regard. We celebrate the 33rd day, which is

called Lag Ba’omer because this is the day the plague ended. On Lag Ba’omer this is the first chance in a month for people to get

married and many people do.

I think we can all learn a meaningful lesson from this. This event should focus on how we can come together with each other

and admire each other with our thoughts and idea, which should inspire us to embrace our religion. We learn this from Lag Ba’omer

because they did not respect each other’s ideas or thoughts and they let their own egos get in the way of that, by having too much

pride in themselves. We should give each other the equal respect by accepting other students’ opinions and to not just argue, but to

build on their ideas. The children of the Jewish nation lead the way and inspire everyone to respect other properly. Happy Lag Ba’o-

mer!

The Box Tops contest continues!

Submit your box tops to Sharon Newman

in a bag clearly labeled with your name and class.

Help your class win an ice cream party!



Parsha Challenge: Behar-Bechukotai Submitted by Rabbi Binyamin Yablok, Associate Principal, based on questions from Congregation Rinat Yisrael in Teaneck, New Jersey

1. (a) Of the 613 mitzvot, which 4 in this parasha concern the shemita year? (b) What are 5 goals of the shemita year’s farm-

ing restrictions? (c) Why does the תורה add that the shemita laws were given at הר סיני (3 views)? (d) What are 3 punishments

for not observing shemita? (e) What is the root of the word “yoveil” (jubilee) (3 views)? (f) How did yoveil discourage steal-

ing? (g) How do the (1) shemita and (2) yoveil years represent how one should spend the years of his life? (25:1-16,21-28 ויקרא)

1. (a) Not to (1) farm the land (Sefer haChinuch – Mitzvah 326); (2) work on trees (Mitzvah 327); (3) harvest anything growing wild

(Mitzvah 328); (4) gather fruit in the usual manner (Mitzvah 329). (b) (1) We must listen to Hashem, since Eretz Yisrael is His, not

ours – (Sanhedrin 39a). (2) A farmer asks Him for parnasa during shemita, realizing in the other 6 years, he reaped due to His kind-

ness (Kli Yakar). (3) With no work every 7th year, the farmer devotes his time to talmud Torah, like no labor every 7th day increases

talmud Torah (Sforno). (4) Shemita shows a wealthy person the poor’s daily grief, so he is generous to them (R. Bechaya). (5) When

the nations claim that Bnei Yisrael stole Eretz Yisrael, observing shemita shows them that the land belongs to Hashem, and His Will

gave it to them (Alshich). (c) (1) It teaches that like Hashem gave all the shemita laws’ details at Har Sinai, He detailed all the mitzvot

at Sinai – shemita’s farming laws are not repeated in Devarim, but even all of Devarim’s mitzvot were given at Sinai (Rashi). (2) It

shows the mitzvot’s Divinity – Hashem guaranteed a crop sufficient for 3 years – no human could do that (Chatam Sofer). (3) Shemita

makes sense only if Hashem ordered it – we must do all mitzvot, due to His command at Sinai (Darash Moshe). (d) (1) Less land

productivity; (2) poverty, forcing selling the land (Kiddushin 20a). (3) Exile (Rashi – Vayikra 26:34). (e) Yoveil (1) is from

“ayil” (ram), referring to the shofar blown on the yoveil’s Yom Kippur (Rashi). (2) means “sent out” (ibn Ezra), or (3) comes from

“hoveil” (transport), since in yoveil, land is transported back to its owner, and slaves to their previous station of freedom of movement

(Ramban). (f) When one saw land revert to Hashem’s designated owner, he did not steal, since Hashem assures the rightful owner’s

return – one gains nothing – all that remains is his sin (Mitzvah 330). (g) (1) The shemita cycle’s first 6 years represent one’s first 60

years of life, mainly occupied in studying for and earning a parnasa – in his 7th decade, he should begin to separate himself from his

business and devote himself to talmud Torah (Abarbanel). (2) For his life’s first 10 years, one is immature, not knowing what life is

about – for the next 50 years, represented by the yoveil cycle, he devotes himself to worldly pursuits – at 60, he should leave every-

thing aside and think only about gaining Olam Haba (Alshich).

2. (a) How do we know a fellow Jew should be given preference in a sale or purchase? (b) (1) Why is “lo tonu” (do not ag-

grieve [your brother]) in 25:14, repeated in 25:17? (2) Why does “ve-yareita mei-Elokecha” (fear Hashem) follow lo tonu? (3)

Which sin is worse – ona’at mamon (overcharging a fellow Jew) or ona’at devarim (hurting his feelings)? (4) How do we know

this (3 explanations)? (Vayikra 25:14,17)

2. (a) In describing proper business practices, the Torah says, “When you make a sale to you fellow [Jew] or make a purchase from

the hand of your fellow [Jew]” (Rashi). (b) (1) 24:14 bans hurting others in business (ona’at mamon) – 25:17 bans hurting others per-

sonally by verbally harassing or annoying them or by giving bad advice (ona’at devarim); (2) do not think that no one knows the bad

things you are thinking about your neighbor – Hashem knows (Rashi). (3) Ona’at devarim; (4) (i) The Torah says, “ve-yareita mei-

Elokecha” (fear Hashem) in banning ona’at devarim (25:17), but not for ona’at mamon (25:14); (ii) ona’at mamon affects only the

victim’s money, but ona’at devarim affects his very self; (iii) with ona’at mamon, restitution is possible, but ona’at devarim’s pain

cannot be undone (Bava Metzia 58b).

3. (a) What does “you shall hold or strengthen [a poor Jew]” teach? (b) Why is banned loan interest termed both “neshech”

and “marbit” (3 views)? (c) (1) What 5 parties sin in a loan with interest? (2) What is ribit devarim (loan interest of words)?

(d) How do we know stealing from a non-Jew is (1) banned? (2) worse than stealing from a Jew? (e) Why are these laws in

sequence after shemita and yoveil – (1) Selling portable property? and (2) ancestral land? one’s (3) house? (4) Borrowing with

interest? (5) An eved ivri purchased by a Jew? or (6) non-Jew? (f) (1) Why is bowing on an even maskit (stone floor) banned

(2 views)? (2) Where was it allowed? (3) Why may one bow on a cloth-covered floor? (g) Why does the Torah say, “observe

my Shabbats”, followed by, “revere my Mikdash (sanctuary)” (2 views)? (Vayikra 25:37, 50; 26:1-2)

3. (a) Charity’s highest form is preventing him from being poor, by offering a job, loan or investment (Rambam – Hilchot Aniyim

10:7). (b) (1) Charging interest is 2 sins (Rashi). (2) (i) Neshech depicts the borrower, “biting” his resources; (ii) marbit depicts the

lender, boosting his fortune (כלי יקר). (3) 2 loans are banned – charging interest (i) not credited to the principal, “biting” the borrower

indefinitely, i.e., neshech, and (ii) with more interest if the deadline is not met, i.e., marbit ( ן“רמב ). (c) (1) The (i) lender, (ii) borrower,

(iii) loan guarantor, (iv) witnesses, (v) contract scribe; (2) Information the borrower, in consideration for the loan, tells the lender ( בבא

– ”75b). (d) (1) In redeeming an eved ivri owned by a non-Jew, the Torah says, “he shall make a reckoning with his purchaser מציאה

the non-Jew must be paid the eved’s fair value (113 בבא קמאb). (2) A Jew will condemn the dishonest person – a non-Jew will rail

against the Torah and Hashem (R. Bechaya). (e) (1) Greedily not observing shemita and yoveil will make him sell his moveable prop-

erty; (2) by not repenting, he will have to sell his ancestral land; (3) he will then be forced to sell his house; (4) he then will have to

borrow money with interest; (5) he then will, in desperation, sell himself as a slave to a fellow Jew; (6) finally, he will have to sell

himself as a slave to a gentile, becoming a servant of עבודה זרה ( י“רש ). (f) (1) (i) This is what idol worshipers did to serve their gods;

(ii) it appears that one is worshipping the stones themselves; (2) in the (3) ;בית המקדש while stone is an enduring material, cloth rapidly

wears away, and no one would make it a god (349 מצוה). (g) (1) Melacha is banned on Shabbat, but it is permitted for the avoda (רקח).

(2) Both Shabbat and the Mikdash sanctify Bnei Yisrael – Shabbat through time, and the Mikdash through space (אזנים לתורה).



Celebrate Israel Parade, 6/2



MDS Summer Camp



Manhattan Day School

310 West 75th Street

New York, New York

Tel: 212-376-6800

Fax: 212-376-6389

www.mdsweb.org

Tel: 212-673-3066

Fax: 212-376-6389

Email all articles and graphics

to Yehudit Robinson,

Director of

Educational Technology,

[email protected]

…

Thank you for keeping our school

a nut-aware environment.

Please join our daily parent

tehillim group which meets in the

library at 8:15 AM.

In the MDS Family...

Mazel Tov to Elana and Henry Grant on the birth of their son, Jackson Xander.

Mazel tov to big brothers Max (1C) and Caleb.

Yashar koach to our Winning Wednesdays raffle winners: Zachary Askinasi (3A),

Lea Berger (5G), and Jacob Brennan (8B).

Upcoming Events (all events are also posted on ParentLocker):

Sunday, May 5th Cinco de Mayo Auction

Friday, May 10th Celebrating Nursery 4

May 14-17 Shavuot Recess

Sunday, May 19th SoulCycle Fundraiser

Monday, May 20th Last day of Monday afterschool clubs

Tuesday, May 21st Last day of Tuesday afterschool clubs

Tuesday, May 21st Chess 1-3 4:00 - 4:15 - Room 305:

Participants receive a trophy, parents are welcome

May 22-23 Grade 7 Boston Trip

Friday, May 24th Make up session for all Friday clubs: Soccer, Game

Programming, Guitar and Musical Theater

Friday, May 24th Musical Theater Improv K-5: Special presentation,

parents welcome: 1:50 - 2:05 - Room #209

Monday, May 27th Memorial Day—No Sessions

Tuesday, May 28th Make up sessions: Cooking K-3 & Girls BBall 6&7

Wednesday, May 29th Last day of Wednesday afterschool clubs

Wednesday, May 29th Karate K-8: 3:30 - 4:15 - Gym: Graduation/Belt

ceremony, parents, family and friends are invited

Wednesday, May 29th Yoga K-3: 3:30 - 4:15 - Room 204

Parents are welcome to observe the final class

Thursday, May 30th Sephardic Culture Day

Friday, May 31st Celebrating Kindergarten

Sunday, June 2nd Celebrate Israel Parade

Monday, June 3rd 6G, 7G, 8G Guest Speaker: Mrs. Slovi Jungreis

Wolff: The Power of Women

Monday, June 3rd Celebrating Toddler Alef and Bet

Tuesday, June 4th 7th Grade Parents High School Meeting, 7:30 pm

Wednesday, June 5th Make up session for Mixed Media Nursery

Thursday, June 6th Grade 3 Rashi Play

Friday, June 7th 4th Grade Play, 9:30 am

Monday, June 10th 7B Bar Mitzvah Program

Tuesday, June 11th 8th Grade Graduation

Friday, June 14th Last day of Preschool

Tuesday, June 18th Last day of school Grades 1-7

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