Adult+Hebrew+Class

__2011 TBO Adult Hebrew Class Homepage__: Welcome to our 2011 TBO Adult Hebrew Course. Here is where you can find a curriculum overview for our class, homework assignments, calendar resources, and additional tidbits of information.

2011 - ADULT B'NAI MITZVAH CLASS - the wiki site is in progress, and I'm trying to put it up on a brand new location, so that the files will all run faster. Unfortunately, it is now an after-the-high-holidays project. BUT I at least wanted to post the G'vurot recording here, as well as a link to where you can find other prayer recordings chanted by Zemer Lexie. G'vurot: media type="file" key="05 G'vurot.mp3" width="240" height="20"

See you soon! - Rabbi Ari

January 5th, 12th, 19th, 26th February 2nd, 9th, 16th, 23rd March 2nd, 9th, 16th, 23rd, 30th April 6th, 13th, NO CLASS April 20th, Back to class April 27th May 4th, 11th, 18th
 * Here are the dates for the 2011 classes -- all times are 7:15 - 8:30PM:**
 * (For the practice assignment and review from any date that has passed, click on that date, and it should send you there) **

**PRAYER ARCHIVE:**

This section houses a list of the various prayers that we have learned to this point. If you click on a prayer, it will take you to the recording for that prayer on our Adult Hebrew Class Prayer wiki-page.
 * Adonai S'fatai
 * Avot v'Imahot
 * Barchu
 * Shema
 * HaMotzi
 * Shabbat Candle Blessing
 * Kiddush
 * Shema
 * Shehecheyanu
 * Bar'chu
 * Chanukah Blessing 1
 * Chanukah Blessing 2
 * Chanukah Blessing 3
 * Passover 4 Questions
 * Mi Chamochah
 * Yotzer Or
 * Va'anachnu
 * V'ahavtah



= = __**January 5th**:__ Recap of the day:
 * Reminder to embrace our "suckiness"
 * Chapter 1 of //Aleph Isn't Enough//
 * Roots
 * הַ for "the"
 * No "a" or "an" in Hebrew
 * No "to be" in present tense
 * Prayers we started to learn and say:
 * Shema
 * Barchu


 * ONGOING PRACTICE**:
 * Exercises 3, 4, and 5 (pp. 17-18)
 * Reading on page 15

Exercise 3, p. 17: media type="file" key="Page 17 - 3.m4a" width="300" height="50"

Exercise 4, p. 17: media type="file" key="Page 17 - 4.m4a" width="300" height="50"

Exercise 5, pp. 17-18: 5a: media type="file" key="Page 17 - 5a.m4a" width="300" height="50"

Extra Credit - Here is the translation:

5b: media type="file" key="Page 18 - 5b.m4a" width="300" height="50" Extra Credit - Here is the translation:

5c: media type="file" key="Page 18 - 5c.m4a" width="300" height="50" Extra Credit - Here is the translation:

This one is an extra challenge from the Talmud. But if you're able to read through it, not only will you be reading Hebrew, but you'll also read some Aramaic (another Semitic language often used in the Talmud because it was the spoken language of the time. The Kaddish prayer is also written in Aramaic). So, you'll be reading two new languages in this one! Good luck! Page 15 Reading: media type="file" key="Page 15.m4a" width="300" height="50" 

__**January 12th:**__ Today, we finished 3rd grade! MAZAL TOV! We read through the rest of the 3rd Grade Prayer Packet (Click here to download a PDF version).

You can find the prayers to practice on the Prayer Archive Page. They include:


 * Barchu
 * Shema
 * HaMotzi
 * Shabbat Candle Blessing
 * Kiddush
 * Shema
 * Shehecheyanu
 * Bar'chu
 * Chanukah Blessing 1
 * Chanukah Blessing 2
 * Chanukah Blessing 3



__**January 19th:**__ Today, we moved on to Chapter 2 of "Aleph Isn't Enough." AND we graduated to 4th grade! Here is the recap:
 * We reviewed the previous roots we had learned, as well as some of our vocabulary.
 * We learned that a vav, ְו, at the beginning of a word means "and."
 * Hebrew is a gendered language - each word having a masculine or feminine categorization, which influences its grammar.
 * "im", יִם, at the end of a word often signifies a masculine, plural ending.
 * "ot", וֹת , at the end of a word often signifies a feminine, plural ending.
 * A new root - א–כ–ל - which means "eat"

Enrichment assignments:

1) Read the 4 questions that we say during Passover found in Chapter 2 (page 20).
 * First Line (Overall Question - why is this night different from all other nights?):

media type="file" key="Mah Nishtana1 - overall question.m4a" width="300" height="50" align="center"


 * Second Line (First Question):

media type="file" key="Mah Nishtana2 - 1st Question.m4a" width="300" height="50" align="center"


 * Third Line (Second Question):

media type="file" key="Mah Nishtana2 - 2nd Question.m4a" align="center" width="300" height="50"


 * Fourth Line (Third Question):

media type="file" key="Mah Nishtana2 - 3rd Question.m4a" align="center" width="300" height="50"


 * Fifth Line (Fourth Question):

media type="file" key="mah Nishtanah4 - 4th question.m4a" align="center" width="300" height="50"

2) Read the first line of "Mi Chamocha" from the 4th Grade Prayer packet.

media type="file" key="Mi Chamocha.m4a" align="center" width="300" height="50"



__**January 26th**:__

Thanks to Gailya Paliga for teaching this class. She's a wonderful teacher who will be coming in to teach from time-to-time.

Lesson Recap:


 * We learned Hebrew Words: ani ("I"), ata ("you," masculine), at ("you," feminine), morah ("teacher," feminine), talmid ("student," masculine) and talmidah ("student," feminine).


 * We talked about masculine and feminine nouns in Hebrew.


 * We did the four questions (also pointing out plurals) reading and singing.


 * We talked about a few prefixes h' and v', but halaila hazeh for this night was very confusing - why have the 'ha's or 'the's at all?


 * Answer from Rabbi Ari: To be extra specific. If it was just saying "laila zeh" - that would refer to any night. But the question in the Hebrew is about the specific night during Passover. Not just any night, but THIS night, meaning tonight. Ha-Laila means that we are talking about "the" night that we're in, and "Ha-zeh" is just doubly specific. Why does Zeh also have the "Ha-"? This is how Hebrew grammar works: when the noun is definite (with the "ha-" in front), the adjective also becomes definite (and gets a "ha-"). If this is too confusing, forget about it and keep reading. We're learning how to read, not write and speak!
 * We did the Va'anachnu (page 21, which is part of the Aleinu blessing).

Enrichment Assignments: 1) Page 31, exercise 2

2) Yotzer Or prayer in the 4th grade prayer packet

__**February 2nd:**__

Today, we spent some time learning about the prayer service as a whole. We explored a metaphorical prayer journey along the prayer mountain, gaining a sense of how all the prayers fit together (thanks to Rabbi Tali Zelkowicz for lending her prayer metaphor and to Ed Stein for the photo).



In addition, we learned about the Yotzer Or prayer and some of its key words and roots.

Ongoing enrichment assignment: Practice Yotzer Or prayer. 

__**February 9th:**__

1) Review first couple of lines of Yotzer Or

2) Begin Chapter 3 in "Aleph Isn't Enough" a)This section is Shabbat blessings: V'shamru, Candles, Wine, Challah, and Havdallah. We have already learned blessings for Candles, Wine, and Challah, so we reviewed them We learned a bit about what Havdallah is and what it represents. And we tackled V'shamru in chevrutah.

b) Introduced Vocabulary on page 40 - key words that we see again and again in prayers, especially the Shabbat blessings

c) Introduced roots (Bet-Resh-Aleph = To Create) and (Shin-Mem-Resh = To protect/guard/KEEP)

3) Started on the first couple of lines of V'ahavtah.

ENRICHMENT ASSIGNMENTS: 1) Practice //V'ahavtah// 2) Exercise 4, p. 49-50. Practice reading the phrases, and as a bonus challenge, you can try translating if you want. a. media type="file" key="Exercise 4 page 49-50.m4a" width="300" height="50" --> "You create" b. media type="file" key="49b.m4a" width="300" height="50"--> "He creates day and night" c. media type="file" key="49c.m4a" width="300" height="50"--> "King of kings creates" or "Sovereign of Sovereigns creates" d. media type="file" key="49d.m4a" width="300" height="50"--> "He creates heaven and Earth (or land)"

media type="file" key="49e.m4a" width="300" height="50"--> "You create fruit and bread" f. media type="file" key="49f.m4a" width="300" height="50"--> "The son eats fruit" g. media type="file" key="49g.m4a" width="300" height="50"--> "Children of Israel eat leavened food and Matzah (unleavened bread)" h. media type="file" key="49h.m4a" width="300" height="50"--> "We (all of "us" being female) eat bread and bitter herbs" i. media type="file" key="49i.m4a" width="300" height="50"--> "The king (or sovereign) keeps/protects the Shabbat" j. media type="file" key="49j.m4a" width="300" height="50"--> "We are the keepers/protectors Shabbat" k. media type="file" key="49k.m4a" width="300" height="50"--> "Blessed is the one who keeps/guards the covenant forever and ever" l. media type="file" key="49l.m4a" width="300" height="50"--> "We are the protectors/keepers of commandments forever and ever" 

__**February 16th:**__

We discussed how to really get to know a prayer - not by practicing from start to finish again and again, but by breaking it down into smaller phrases, and practicing those repeatedly until they are fluid. Not memorizing, but READING. Then, we build the prayer by linking phrase after phrase together (through repetition and practice), until each phrase we read is helping us to trigger the next. The key to this kind of practice: DO IT OUT LOUD - you're training your mouth's muscle memory at the same time, this way.



__**February 23rd:**__

We spent a few minutes practicing the beginning of //V'ahavtah// together before going into the sanctuary to participate in a piloting of the in-progress Machzor (High Holiday prayerbook) from the CCAR (Central Conference of American Rabbis - the Reform movement's rabbinical union). It was weird but fun to celebrate Rosh Hashanah in February! And Bo was able to blow the shofar for us all to hear! (Unfortunately, there are no pictures . . .) 

__**March 2nd:**__

This evening, we were a small group (was this because of the UNC Basketball game? I'm not sure. . .)

We spent some time reflecting on what it was like to read and follow along with the Hebrew during the previous week.

We then practiced the first few lines of //V'ahavtah//. Then we worked in chevrutah to learn even more of //V'ahavtah//.

Enrichment Assignment: Practice the rest of V'ahavtah

__**March 9th:**__

We had class with Rabbi Dinner in which we reviewed the V'ahavtah blessing and got through the 3rd line. We also started Chapter 4 in Aleph Isn't Enough

Enrichment: Continue practicing V'ahavtah

__** March 16th: **__

We reviewed concepts in Chapter 4 of Aleph Isn't Enough.


 * Reviewed the roots:
 * נ-ת-ן - "to give"
 * ב-ח-ר - "to choose"
 * Learned the participle structure of: __**March 23rd:**__

Our fantastic teacher, Gailya Paliga, came to introduce us to Chapter 5 of Aleph Isn't Enough. In addition, she shared with our group a few Passover tidbits regarding the 10 plagues and their power-dynamics vis-á-vis ancient Egyptian gods. Enthralling stuff! We:  For enrichment, we assigned: 1) Learn the first half of Avot v'Imahot 2) Exercise 1, page 83 3) Exercise 4, page 84, letters c, h, and i 4) Exercise 8, page 87, letter d
 * Went over the Avot v'Imahot prayer
 * Learned about Matriarchs/Patriarchs (as part of the prayer)
 * Introduced Hebrew roots:
 * ע–ז–ר – "to help"
 * ז–כ–ר - "to remember"
 * Did a brief Grammar lesson on pages 78-79

Check below for the answers!

__Exercise 1, page 83__: //great OR big <--> גדול // //God <--> אל // //father <--> אב // //mothers OR female ancestors <--> אמהות // //kindness <--> חסד // //fathers OR ancestors <--> אבות // //good <--> טוב // //kindnesses <--> חסדים // //mother <--> אם //

__Exercise 4, page 84:__ c) Isaac and Rebecca remember Sarah and Abraham

h) Leah and Moses eat good bread and good fruit.

i) The good mothers and the good fathers eat matzah, and the children eat bread (or leavened food)

__Exercise 8, page 87__ d) Adonai your (plural) God, God (He) is God of the gods and the Ruler of rulers, the great, mighty, and awesome God



**__March 30th__** :

Today, we reviewed a bit of what we learned in the last session, since only 4 people made it to March 23rd!!

We also spent a bit of time learning about the Avot v'Imahot prayer and the context of the Amidah prayer in the prayer service. You all tried very hard to side-track my lesson plan with a number of wonderful questions, but it yielded (I thought) a great discussion!

For enrichment, I re-assigned the previous week's assignments and to learn the Avot v'Imahot. As a bonus, I have posted the chanted version of the prayer on our prayer archive, as well, so that once you can read the blessing, you can start to work on the chanting. Then you will be able to follow along in our services!