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5th/6th Shiurim on Sunday from 10:00 – 11:30.

Monday, September 29 – Erev Rosh HaShanah – Don’t forget a Pruzbul.

The next full weekday of school is Thursday, October 2.

Thursday, October 2 – Tzom Gedaliah (Before allowing your pre-Bar/Bat Mitzvah son/daughter to fast, please

consult a Rav. • No post-3:30 classes. • No P.M. Day Care.

14th Annual Torah School Dinner will take place on

Sunday, December 7 at Beth Shalom.

Honorees Dr. Howard Sabrin

and Morah Donna Mack

Erev Shabbos Parashas Nitzavim September 26, 2008 Candle Lighting: 6:40 Volume XV, Issue 5 Dear Parents,

Rosh HaShanah

Candle Lighting Times

Monday, September 29 – 6:35 P.M.

Tuesday, September 30 – after 7:42 P.M.

Our heavy-duty coverage of Elul/Rosh Hashanah culminated in yesterday’s and today’s assemblies. Our Talmidim heard a famous Mashal of the Chofetz Chaim, ZT’L (whose 25th Yahrzheit was this week) which teaches the proper methodology for “doing” Teshuvah. This parable’s lesson is that we should NOT try to improve ourselves in “wholesale” fashion. That way is doomed to failure. Rather, we must begin with specific, do-able areas and “grow on” from there. Not surprisingly, the Chofetz Chaim recommends Shemiras HaLashon as the preferred focus area. Using that as a springboard, we proposed a preventative method to help us not speak Lashon HaRah – judging people favorably. Obviously, if we conclude that nothing wrong was done, there’s nothing bad to say. Attached today is the “Dan LeChaf Zechus” activity in

which our 3rd-6th graders participated. Can you figure out the “rest of the story” (asking Paul Harvey won’t help). All classes were treated (after the assemblies) to Tapuchim (thanks to the Schwartz group – see later in this letter) and Devash (thanks to our lifetime supply).

Coming Attractions Sunday, September 28

5th/6th Shiruim - 10:00-11:30. Monday, September 29

Erev Rosh HaShanah – No School. Tuesday, September 30

Rosh HaShanah. Wednesday, October 1

Rosh HaShanah. No pizza lunches. Thanks for this week’s

pizza to Rivka Goldstein and many staff members.

Thursday, October 2 Fast of Gedaliah. No post-3:30 classes. No P.M. Day Care.

Sunday, October 5 5th/6th Shiurim - 10:00-11:30.

Wednesday, October 8 Erev Yom Kippur – No School.

Thursday, October 9 Yom Kippur.

Friday, October 10 Last day of school before Succos.

Friday, October 24 Classes resume.

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EE..SS..TT..EE..RR.. EErreevv SShhaabbbbooss ““TToorraahh”” EEvveennttss RReeppoorrtt

Tuesday, October 28 NOAM – Night Out at Max’s for Rosh

Chodesh Cheshvan. Thursday, October 30

3B/3G to National Portrait Gallery in Washington. This is in conjunction with their study of U.S. Presidents.

Mo’tza’ei Shabbos, November 15 Our girls’ choir will perform at the YGW

concert for women.

We extend condolences to: Rabbi Sholom Raichik and family upon

the passing of his brother, Z’L in Eretz Yisrael. Rabbi Raichik sat Shiv’ah in Israel until yesterday, and he completed sitting Shiv’ah today at home.

Rabbi David Hyatt, Arona Hes, and family upon the passing of Rabbi Julius Hyatt, Z’L. Rabbi Hyatt is sitting Shiv’ah at home through Monday.

May they be comforted among the mourners of Tziyon and

Yerushalayim. We wish a Refuah Shelaimah to:

Miri Gottlieb’s and Yakov Lipman’s grandmother.

Rabbi Hoffman’s father.

Today’s Attachments:

Rosh HaShanah edition of Chosen Words.

First Olomeinu of the year – the Tishrei edition.

Classroom Closeups on 3G by Morah Shirah Charner.

Week 2 of Ooroo LaTefillah.

An Art update by Mrs. Chaya Shinensky.

We wish a heartfelt Mazel Tov to Mrs. Basha Steinerman (Terumah Kugler’s mother) upon her engagement to Rabbi Heshie Kohler of Beitar, Israel. May they continue to be blessed with Simachos.

Halacha IV On Monday, we began focusing on what are probably the most difficult Halachos we will encounter:

I. The Mitzvah of Yir’ah Not to Contradict or Correct a Parent or

Teacher. This is a precept which is clearly stated in the Jewish Code of Law (Yoreh Dei’ah 240:2; 240:11) and expected of us, but it is certainly at the top of the list of “hard to carry out”. It actually requires much forethought, retraining, and practice involving ourselves, our children, and, very significantly, our own parents. Part of this process includes WHEN and HOW a child may question a parental or “teacher-al” statement or action and how to teach kids (and ourselves) to “rephrase”. Attached today are pages 7-10 from “The Fourth “R” - Respect” booklet which we sent home when we covered all of Project Derech. It is crucial for all of us to read these pages in order to effectuate the necessary changes. The following introductory words are “Is it possible …?” Remember: You won’t see perfection overnight. However, consistent efforts will produce positive results, perhaps slowly, but, also, surely.

II. Not arguing with a parent or teacher.

If a parent or teacher mistakenly thinks a child did something wrong, it is part of the Mitzvah of Yir’ah (Reverence) for the child not to contradict or argue. Here again we need to learn how to “rephrase”: “Aba /

Father / Tatti / Daddy / Ima / Mother / Mommy / Rebbe / Mr. / Mrs. / Miss / Morah, may I explain what happened?” Obviously, lots of patience and practice are needed to bring about change, but it will be worth it. We, as teachers, can best contribute to this process by also refraining from being argumentative and by being careful before we are accusatory. (Generally speaking, it is fair to allow the child to defend himself, but he should do so in a manner that does not slander another; for example: “Teacher, it wasn’t I who passed the note.”) III. Not to Validate a Statement or

Action of Our Mothers, Fathers, or Educators.

This Halacha is found in Shulchan Aruch, Yoreh Dei’ah 240:2 and goes beyond the law of reverence we’ve already studied that we may not contradict our parents and teachers. It teaches us, for example, that if one’s parent is discussing a matter with someone who expresses an opinion contrary to that of his/her progenitor, the child (even an adult child) may not say, “I agree with my parent.” This is because the child would be implying that he/she views his/her own opinion as equal or superior to that of his parent, and that he/she is, therefore, qualified to judge the merits of his parent’s opinion. Obviously, this does not preclude parents or teachers from soliciting a son’s or daughter’s opinion on a given subject. In fact, it is our obligation to teach our kids critical thinking and to actively assist them in the process. This Halacha (perhaps more than any other that we’ve covered) requires retraining both in school and at home. Let’s really focus on doing this!

HaKaras HaTov Dept. We express mega-thanks to:

Sharon Graff and Jennifer Stiber for all their time and effort in chairing the Rosh HaShanah Greetings project. Assistance in putting together the very beautiful and

creative packages was provided by: Cheryl and Betzalel Broth, Chani Feldman, Ivan Graff (for his computer work), Sarah, Tzivya, Shimon, Yitzhak, and Hanah Graff; Deena Hadar, Sharona, Aharon and Simcha Katz; Rachel Keleman, Batsheva and Ahuva Lasdun, Shirli Levi, Marion and Tziporah Miller, Rochie Reingold, Aviva Rosen, Lisa Solomson, Neil, Aryeh, Esther and Tamar Stiber, and Leah Verschleisser.

Ariella Orlofsky, for her ongoing volunteering of her professional talents (she is a learning specialist) for our kids.

Adrienne Rosenthal, for covering the front desk Sunday.

Naomi Schwartz, Esther, and Meir and Shayna Gewirtz for donating their time, effort, and apples in their yearly “apple cutting” project.

An anonymous husband-wife team who spent the week educating me and still want to remain friends.

Moshe Orlofsky’s parents for the hanging solar system in the First Grade.

What ‘Sup? • Our Kindergartners had a great time

picking apples and going on a hay ride on Wednesday. Special thanks to Rabbi Lutch (in his role as a father) and Ed Mack (in his role as a husband) for joining the fun. The people in Homestead Farm commented that this was the best behaved group they’ve had. (No, we didn’t sedate the kids before they left.)

• 5B/5G spent Monday on Project Ascent. This is an activity-based, teambuilding program which has really helped our fifth Graders the past three years. Thanks to

the teachers who accompanied the group, especially Mrs. Schore for all her physical exertion on the Flying Squirrel.

• 5B/5G are getting involved in Mrs. Schore’s year-long unit on economics. They are, presently, asking teachers to fill out reference forms to recommend them for their desired “jobs”. (I nominated one young lady to be principal.)

• Lots of Yom Tov projects should make it to your houses, such as: honey dishes, placemats, Shanah Tova cards, Simanim charts, some special Machazorim, and, obviously, booklets with holiday laws and customs.

• Kindergartners “dedicated” their week to the letters Dalet and M, learned estimating and sorting in math, studied animals, and learned a bunch of new vocabulary words.

• 1B/G are writing personal narratives to compliment the theme: We Are Special. They have also become teachers, as they are instructing Ms. Griffin about the letter ! and ".

• Last week, 1B reenacted the entire “Bikurim bringing” procedure and ceremony.

• 1B/1G are really getting into Hebrew script letters.

• 2B/2G are becoming Shoresh experts and sharpening their Hebrew prefix and suffix skills with lots of fun exercises.

• 3G have Bayla the Bell giving them signals to pause at the “Trop” stop signs in Pesukim. They’re also campaigning for their class elections (but have had to stop because of the economic crisis) and have created delightful “silly similes.”

• 3B have discussed how the voting process has changed over the years. To find out for yourselves, you can view their hall bulletin board.

• 4B have worked on making interesting beginnings to their writings, taken turns being Mrs. S., and read about a Titanic survivor. They’ve discovered, in Chumash, how Yosef’s brothers followed the rules of a Sanhedrin as they judged him and learned about the absolute requirement for Kavana in the first Posuk of Shema.

Obviously, we can’t accept Hashem as our Melech unless we’re thinking about it.

• 5B found out about one of Moshe Rabbeinu’s sterling qualities – that of active concern for others, even when it put him in danger. They’ve also (in Mishnah) contrasted the laws of Shabbos and Yom Tov.

• 6B have really dissected the first Amud in Eilu Me’tzi’os and found out from Yisro that even great ideas must first be cleared with Hashem. They have also worked with dichotomous keys and had a paper plane lab using the steps of the scientific method to perfect their creations’ abilities to fly.

• Ask you 6B/6G students about the significance of

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• 6G classified eight types of potato chips, made PowerPoint presentations, learned (as did 6B) the five topics of geography, and are working on their first book report.

• Rebbe Amnon and Unsaneh Tokef, Malchiyos, Zichronos, and Shofaros were universal topics in our New Year prayer prep.

• 5G have laid the groundwork for the problems to be encountered in Sefer Shofetim and have analyzed (based on Rashi) Yisro’s daughters referring to Moshe Rabbeinu as an “Egyptian man”.

• 4G did a fascinating analysis of the Possuk which speaks about Shimon and Levi’s rescue of Dina. This was sparked by the Torah referring to them as both sons and Yaakov Avinu and brothers of Dina. They’ve also written want ads for a musher.

Free and Easy We just received a check from Target for $100.22. Since they started their rewards program, they’ve sent us a total of $553.45. All you have to do is enroll and use their REDcard, and Target will donate to our school 1% of every purchase made by those who designate us as recipients.

Opportunities for Our Girls’ Choir

Our Girls’ Choir will once again be singing in the Yeshiva Concert for Women on Mo’tzai’ei Shabbos, November 15. Details will follow.

HaKaras HaTov in Action Today, Yehudis Rabinowitz made a Se’u’das Ho’da’ah, a meal of thanksgiving, in her class. In her explanation of the need for this event, she expressed her eternal thanks to Hashem and to all the doctors and friends (G-d’s agents) who got her to the point where she is recovering from the brain tumor she had. Her beautiful words gave real meaning to this important milestone.

Literacy Corner The following very thoughtful contribution comes from Rachelli Rappaport of 3G fame. (It was accompanied by a very creative illustration.) This poem I did for you, I made it neat isn’t it true. Rosh HaShanah is a time to think back, to all the Averios we put in a sack. I feel so bad for what I did wrong, with you, my friend, I will try to get along. Sharing and smiling and helping out, so that’s what Rosh HaShanah’s all about. I wish you all a happy sweet new year for you are all my friends so dear! Please forgive me for whatever I did.

Finally, on behalf of our Board of

Directors, our staff, our students, Rochel, my entire family, and myself, I wish you a Kesivah VaChasimah Tova. We pray for a new year of peace, health, success, and positive answers to all our Tefillos – for ourselves, for Eretz Yisrael, and for the entire

world. May we all have Nachas Shel Torah from our children and Hatzlacha in our growth in Avodas Hashem.

Missing: Your PTA Membership

As of today, we have 55 members … You might be wondering what you get as a PTA member. The PTA has

• Purchased a laminating machine • Sponsored the Chemdas trips • Provided the student/faculty

directories • Supplied Rosh Chodesh treats • Given teacher appreciation luncheons • And many more activities, events and

gifts The PTA takes care of your children AND their teachers. With your support we can do even more! Please send your $25 membership fee to the office, Attn: PTA Please email me with any questions. I don’t have a voice today. Thanks, Julie

Have a Good Shabbos and

Yom Tov!

!% "&) %/*;(& %"*;, Sincerely,

Rabbi Yitzchak Charner

Headmaster

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September 26, 2008

Classroom Closeups

by Morah Shirah Charner

Volume V, Issue 2

Did you know that the days of the week and dates of the month cannot work out exactly

the same way as they did 5,769 years ago when the world was created? This is something that

my students and I discovered on the 25th of Elul (yesterday). After reviewing the day’s Hebrew

date, we discussed the significance of the 25th of Elul and its relationship to Rosh Hashanah. The

25th of Elul was the first day of creation- the day on which Hashem created dark and light.

Therefore, Rosh Hashanah (as day #6) is the anniversary of the creation of man, and,

consequently, the anniversary of Hashem becoming king over people- the main idea of Rosh

Hashanah. One of the students commented that it would be “so cool” if Rosh Hashanah was on a

Friday, the 6th day of the week, as it was when the world was created. However this can’t

happen because Yom Kippur would then fall out on a Sunday. This is impossible according to

the calendar as it is now set-up, as Yom Kippur cannot be on a Friday or a Sunday. The reason

for this is that Yom Kippur has Halachos like a Shabbos rather than a Yom Tov, and our

Chachomim didn’t want us to end up with two Shabbos-like days in a row because that is too

difficult. Whew!... and this all started from simply singing a song about the Ta’arich, the date!

This is not the only discussion that we have had which was based on the Jewish calendar.

Recently, I asked the girls to go outside after dark and report back to me on the size of the moon.

The next day, we discussed the cycle of the moon and its relationship with the Jewish calendar.

Of course, this is also related to the essence of the Jewish people as a nation and the concept of

renewal which is at the forefront of our minds as Rosh Hashanah approaches.

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These are two examples of how I try to accomplish one of my main goals as a Limudei

Kodesh teacher. I strive to make sure that my Talmidos see the Torah as a Toras Chaim, a

living, vibrant Torah, and Yiddishkeit as an all-encompassing way of life. I want them to

understand that the Torah and its teachings mandate all that we do in all facets of life and that

there is meaning in every part of it. One of the ways that I do this is by incorporating things such

as the calendar and the moon and showing them how to learn from something as seemingly

simple as marking the date on the calendar!

This idea of Toras Chaim is carried over into our daily Chumash lessons, as well. In fact,

Ramban explains that the central idea of Sefer Bereishis is Ma’aseh Avos Siman La’banim, the

deeds of our forefathers are “signs” for us. Each event recorded in the Torah teaches us

something about how we should act. Currently, we are studying Avraham’s and Sarah’s

encounter with Avimelech, the king of Gerar. Two major Elul concepts are included in this

event: Teshuvah and Tefillah. We have had the opportunity to discuss how Avimelech had to

gain forgiveness from Avraham in order to be healed. In addition, we discussed the power of

Tefillah, as Hashem told Avimelech that the only way to rid himself of his physical punishment

would be through the Tefillos of Avraham. Very appropriately, this leads us into the birth of

Yitzchak which resulted from those same Tefillos and which is the Torah reading for the first

day of Rosh Hashanah!

As Rosh Hashanah quickly approaches, it would be appropriate for me, as the teacher, to

“tap into” this time of year, as well. Therefore, I express my Tefillah, that, with Hashem’s help,

the coming year will be a year of success and one in which my students grow in their

appreciation and love for the Torah and its way of life.

Kesivah VaChasimah Tovah!

rExEl©Y§t¦il̈d

!

A Project of theTorah School of Greater Washington

Thought of the week:The nineteen Berachos of the weekday Shemoneh Esrei are divided into

three sections. Berachos 1-3 are Shevach, praise of Hashem.

Berachos 4-16 are Bakashah, our requests from Hashem.Berachos 17-19 are Ho’da’ah, thanks to Hashem.

Wake up to prayer!

It is important to note that allTefillos of Shemoneh Esrei have thesame first three and last threeBerachos. Because we do not makepersonal requests on Shabbos andYom Tov, the middle thirteenblessings are not recited on thesedays. Rather, they are replaced withone middle Berachah, known asKedushas HaYom, the sanctity of theday. As two examples:

On Shabbos, the Berachah endswith the words MeKadeishHaShabbos, Who sanctifies theSabbath.

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The Yom Tov version (for Succos,Pesach, and Shavuos) concludes withMekadeish Yisrael VeHazemanim,who sanctifies Israel and the festiveseasons.

These endings are the indenticalfinal words in the Kiddush said at nightfor the corresponding Shabbos or YomTov.

Using an Artscroll Siddur, youcan easily identify the topic of eachBeracha based upon the title given justabove each blessing.

•

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vk̈h ¦p §T©k UrUgIssue 2 September 26, 2008

Septe

Torah School Art mber 26, 2008

I really enjoyed getting to know my students over the past few weeks. This month, our theme was Rosh Hoshana, with a focus on Warm and Cool colors. We talked about how artists use warm and cool colors during different seasons. Fall is usually associated with warm colors. The 6th grade made a series of apple sketches using real apples, which they got to keep and eat! The sketches focused on shading, using pencil, charcoal and crayon. We also made sketches of a still-life, using Rosh Hoshana objects, apples, honey and a shofar. (Thank you Menachem Eizenstat for generously lending us your shofar!) The 5th grade made stained glass apple sketches in warm colors. We focused on the use of line in creating a 3-d illusion. Curvy lines help make the apple look more realistic. By overlapping lines, we can create shading with concentrated areas. The 4th graders made Rosh Hoshana pop-up cards of apples using ‘pointillism,’ a picture made of many small dots. We talked about how to create shading by concentrating the dots or using darker shades. We also made a collage using warm and cool colors. The 3rd grade made stained glass apple drawings. First we sketched apples. Then, we scribbled over our sketch to break up the image like stained glass. We than copied our sketches onto transparency paper and colored in each section using different warm colors, red, orange and yellow. For the background we used cool colors, blue, green and purple. We also made color wheels in warm and cool colors. The 2nd grade made Rosh Hoshana apple placemats. We used tissue paper squares to make a collage of different shades of warm and cool colors. The 1st grade made their own stamps to decorate their placemats with warm color images of the different ‘simanim’ we eat on Rosh Hoshana. For the back of the mat, we weaved a pattern in cool colors.

The kindergarten made shofar and apple collages using tissue paper. We talked about things that are warm, such as fire, and things that are cold, such as ice, snow and water. We used the warm colors for the apple collage and the cool colors for the shofar. All of the students were very receptive to art and showed a lot of creativity. My goal this year is that all children enjoy art class and develop their own visual forms of expression. Chaya Shinensky

Elul 25/26, 5768 Thursday and Friday, September 25 and 26, 2008

Rosh Hashanah Assembly

Topic: Giving Others the Benefit of the Doubt (i.e. Judging People Favorably) If the following happened, how would you judge the person favorably? (These are all real incidents. Can you figure out what really happened?)

1. You are looking for a photographer for your son’s wedding. You hear about someone who is supposed to be excellent. However, a friend tells you that this photographer is not reliable because he was recently hired to take pictures at a Bar Mitzvah and arrived after it was half over.

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2. Mrs. Smith goes to the refrigerator to get milk for her year-old son.

She can’t find the milk in the fridge, but she notices the empty container right next to her husband’s empty cup of coffee. How could her husband be so inconsiderate that he poured the baby’s milk into his coffee?!?

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3. Yenta and Bartholomew Ferd had a worker in their house who was

doing a great job. Bartholomew went to play basketball and left his wallet on a closet shelf. When Bartholomew came home, he reached for his wallet and found $200 missing. Yenta said she didn’t take the money. Obviously, the worker is a thief!

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4. On May 5, 2003, Aliza Gordon received a letter from her sister,

Hadassah. In that letter, Hadassah mentioned a family reunion that their Uncle Meyer was planning for June. Aliza was very excited because she really enjoyed last year’s family reunion. When Aliza’s parents came to visit her, she asked if they were going to the reunion. They were surprised and said that they didn’t even know about it. They wondered why they hadn’t been invited. Aliza showed Hadassah’s letter to her father, and he kept reading and rereading it until he started laughing.

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5. I went to hear a speech given by a very famous person. Hundreds of

people came for this lecture. As I sat down, I saw a woman in the front seat who was knitting. I was really angry. How can she be so disrespectful that she knits right in front of this famous speaker!?

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6. Professor Know-it-all was giving a lecture. Two women walked in 10

minutes late, sat down in the back row, and didn’t stop talking until the class was over. Professor Know-it-all was distracted by them while he was speaking and was still upset afterwards.

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