Maurice Ralph Julis Principal   Training Institute

Maurice Ralph Julis   Principal Training Institute

Maurice Ralph Julis   Principal Training Institute anKeeping Eye on PTI

HaRav Ahron Lopiansky Yaakov Sadigh Rabbi Yerachmiel Garfield, Ed.D, Rosh of Yeshiva of Greater Washington, MD Head of School, HANC, NY Head of School, Yeshivat Torat Emet, Houston, TX

LILMOD U’LILAMED TAKES ROOT COJDS’S NEW PROGRAM

The Consortium of Jewish Day Schools has always prided itself on not resting on its laurels, but rather seeking out new and innovative ways to enhance the experience for students, teachers, and heads of schools across North America. Their secret often lies in identifying a need in communities serviced by CoJDS and taking it a step further by problem solving through innovation from the ground up. During the last few years, through outreach efforts with many out-of-town communities, it has become apparent that many of these areas were facing a shortage of staff forlimudei kodesh positions. These communities have localkollelim that were having a tremendous influence on many facets of the communities at large and have also become more and more attractive for young families with school-age children. Rabbi Glass and his team observed this dynamic and recognized that the components neces- sary to develop an innovative model to service the day schools’ teacher shortage already exist in these communities. Lilmod U’lilamed is an apt name for CoJDS’s new program as it became apparent that the same learned, dynamic CONTINUED ON PAGE 2

CONVERSATION AMONG SPOTLIGHT STAYING GROUNDED WHILE ADMINISTRATORS ON... LOOKING FORWARD

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maurice ralph julis principal training institute march 2021 1 and motivated bnei who were learning in further opportunity to make a profound and long-lasting are the key to facilitating a new relationship with the influence on the lives of young Jewish neshamos and, by day schools in the communities that they already are so extension, their families. It is a chance for a community heavily invested in. CoJDS was gratified whenHaRav kollel family to take their impact to the next level.” Shalom Kamenetsky, , Talmudical Yeshiva TheLilmod U’lilamed program was launched in January of Philadelphia, enthusiastically supported the concept of this year with approximately a dozen motivated and and reiterated the successful partnership that can be talented men vetted from kollelim located in Calgary, formed between a community kollel and school in order Chicago, Cincinnati, Columbus, Jacksonville, Philadel- to provide quality Rebbeim to day schools in need. phia and Lower Merion Philadelphia. Once the cohort In truth, the groundwork for a project of this magnitude members were identified, Rabbi Weitz reached out to the had been lain over the past several years. Rabbi Zecharia local day schools to ascertain their specific needs and the Weitz, Assistant Principal of Caskey Torah Academy of unique dynamic that makes each school tick. In this way Greater Philadelphia, has logged many miles on behalf the crucial relationship between school and Rebbi can be of the Consortium while traveling around the Central cemented from the start. East and studying the educational trends and needs There are two components to the program and each of many out-of-town communities. He has met with one is crucial to providing the kollel members with the administrators and teachers to see what is working and highest chances of success in entering and staying in their perceived school requirements, and noticed both their chosen field. A theme is developed each month similarities, as well as the unique voice, that gives com- covering a crucial topic in education today. There is a munities their individual flavors. Rabbi Weitz was able webinar given on the theme, with a plethora of pre- to build upon this knowledge base to formulate the basis reading articles and exposing participants to different for programming for the firstLilmod U’lilamed cohort. aspects of each month’s concepts. For example, Rabbi In a way, Rabbi Weitz was a prototype for the concept Yaakov Sadigh, principal of HANC, launched the pro- behind Lilmod U’lilamed. After completing semicha gram with a webinar on an introduction to chinuch and from Ner Yisrael Rabbinical College, he joined the kollel how relationships impact the foundation of chinuch. in Columbus, Ohio. Rabbi Weitz eventually transitioned More recently, Rabbi Ahron Lopiansky, Rosh Yeshiva to Columbus Torah Academy where he served as a of The Yeshiva of Greater Washington, spoke about the Rebbi for twelve years and eventually assumed the role of mindset and potential of someone who is entering the Coordinator of Upper School Judaic Studies for his last field. These webinars are followed up with opportuni- eight years there. Rabbi Weitz has been personally able ties to share new concepts learned in meaningful ways. to appreciate the tremendous impact that a transition The second aspect of the program is unique in that it is from full-time kollel member to a respected Rebbi can hands-on and allows the aspiring educator to interface have on both the individual and the students and school directly with Rebbeim and teachers at his prospective touched by a local community member. As he eloquent- community school. Cohort members are given an op- ly puts it, “The passion to elevate Yiddishkeit in “out-of- portunity to connect to the local school and meet with town” communities is what brought these families to senior faculty in order to understand the dynamics and their respective kollellim. Joining the local day school is a the inner workings of the school. Each participant is Joining the local day school is a further opportunity to make a profound and long-lasting influence on the lives of young Jewish neshamos and, by extension, their families. 2 march 2021 maurice ralph julis principal training institute assigned a mentor at the school, with formal meetings the community. Kollel members have developed relation- occurring approximately twice a month. Moreover, ships and are a known entity both in the neighborhood each member of the cohort is encouraged to visit the and the schools. Additionally, the support that these new school often to observe, question, and relate. Cohort Rebbeim are receiving is tremendous. It is well known members’ visits to prospective schools revolve around that the biggest drop off in the field of education is right prompts that are provided by Rabbi Weitz based on in the beginning, often due to a lack of support for a each month’s theme and webinar. In this way theoret- struggling new educator. TheLilmod U’lilamed program ical concepts are refined while additionally cementing provides the necessary encouragement and resources relationships with the school. The directive of theLilm - while setting up a safety net so that chances for success od U’lilamed program is clear: observe and learn. are maximized. The lessons are not theoretical, but There has been a warm response to the program from are often playing themselves out in the kollel member’s the schools that have been involved. Day schools clear- future workplace. This is the point where the program ly see the benefit of tapping into talented community comes full circle in providing success, not just for the members that are already familiar with and invested in individual, but for the community at large. d Day schools clearly see the benefit of tapping into talented community members that are already familiar with and invested in the community.

To schedule a Professional Development program for your teachers using the L’havin U’lehaskil curriculum, please contact [email protected] or 516.368.3333.

Planning your professional development for the 2021 school year? Do you need a speaker for your school? Want to host a regional professional development program? Partner with the Consortium of Jewish Day Schools to meet your school’s professional development needs. Let our team customize solutions for your school and community. For more information please contact Dr. Eli Shapiro, Director of Educational Initiatives, at [email protected] maurice ralph julis principal training institute march 2021 3 As time moves on and circumstances evolve, CoJDS has been providing support to administrators to help them find their place within the new school environment defined by COVID. In addition to the more formal programs and professional development that has been rolled out, it is often beneficial for heads of schools Maurice Ralph Julis   and principals to share best practices and their challengesPri inn acipal more Training candid Institute manner. CoJDS has facilitated a webinar series entitled “A Conversation Among Administrators” that does exactly that. A small peek into these conversations:

Maurice Ralph Julis   Principal Training Institute

PRESENTS A CONVERSATION AMONG ADMINISTRATORS WEBINAR

SCHOOL CLOSURES

Rabbi Daniel Alter Rabbi Isaac Entin Miriam Gettinger Head of School, Menahel, Principal, The Moriah School, Englewood, NJ Caskey Torah Academy, PA Hasten Hebrew Academy, IN

On January 17, CoJDS hosted an online conversation among administrators on the topic of school closures and their impact on students, faculty and the parent body. The program was facilitated byRabbi Daniel Alter, Head of School, The Moriah School in Englewood, NJ, Rabbi Isaac Entin, Menahel, Caskey Torah Academy in Philadelphia, PA, and Miriam Gettinger, Principal, Hasten Hebrew Academy in Indianapolis, IN. Rabbi Alter framed the evening by quoting General Dwight D. Eisenhower, “Plans are useless, but planning is indispensable”, underscoring the critical fact that school leaders need to have a clear plan of action, yet recognize the need to be limber and able to adjust. Rabbi Entin built on that concept, discussing the importance of checklists when a crisis hits, while Mrs. Gettinger talked about the responsibility of each individual and their impact on others.

CURRICULUM

Rabbi Yossi Rosenblum Rabbi Zach Swigard Temima Feldman Head of School, Head of Jewish Life General Studies Principal, Yeshiva Schools of , PA & Academics Torah Academy for Girls, NY Harkham Hillel Hebrew Academy, CA

February 8 featured a conversation among administrators about how school closures and distance learning have impacted academic growth and what principals are doing about it. The session featuredRabbi Zach Swigard, Head of Jewish Life and Academics, Harkham Hillel Hebrew Academy in Beverly Hills, CA, Temima Feldman, General Studies Principal, Torah Academy for Girls in Far Rockaway, NY, and Rabbi Yossi Rosenblum, Head of School, Ye- Schools, Pittsburgh, PA. Rabbi Swigard addressed the question of how to weigh and balance the social emotion-

4 march 2021 maurice ralph julis principal training institute al needs of students with academic losses. He noted that McKinsey and Company identified students behind approx- imately 1.5 months in English and 3 months in math. Temima Feldman noted that early in the pandemic, when 80% of students across the globe had their learning disrupted, most schools were looking at the same set of challenges and learning loss, but during this (20/21) school year, some schools are open, some are closed, and others are using a hy- brid system, there is a significant disparity between schools and communities. Rabbi Rosenblum discussed the strong connection between emotional health and academic success: “Kids need to feel successful”. He further shared how COVID has presented educators with an opportunity to reassess what is ultimately important in chinuch, and shared sample standards and strategies for hybrid learning. PROFESSIONAL DEVELOPMENT

Rabbi Dr. Mordechai Loiterman Rabbi Yehuda Gabay Tanya Rubin, M.Ed Head of School, Associate Principal, General Studies Principal Eitz Chaim Schools, Cincinnati Hebrew Rohr Bais Chaya Academy, Day School, OH Tamarac, FL On March 16th “A Conversation Among Administrators” focused on Professional Development and featured Rabbi Dr. Mordechai Loiterman, Head of School, Eitz Chaim Schools, Toronto, Tanya Rubin M.Ed, General Studies Prin- cipal, Rohr Bais Chaya Academy, Florida, and Rabbi Yehuda Gabay, Associate Principal, Cincinnati Hebrew Day School, Ohio. A common theme amongst school administrators was the apprehension of tackling on additional work for teachers in the name of professional development during COVID’s highly stressed time of uncertainty. Key strategies included acknowledging teachers’ feelings, keeping it stress-free and getting inspired as a team. By primarily focusing on the emo- tional well-being there was a tremendous opportunity to build cohesion amongst staff and faculty. At this point teachers want to back to normal professional development. All the presenters noted that in order for professional develop- ment to be effective it requires planning and buy-in from their team well before the actual PD sessions. d Webinars can be accessed at cojds.org/video

maurice ralph julis principal training institute march 2021 5 SPOTLIGHT ON... Rabbi Yisroel Weiner Principal Phoenix Hebrew Academy, Phoenix, AZ

The Principal Training Institute which was started by full time 3rd and 5th grade Rebbi at the Phoenix Hebrew CoJDS is not only a breeding ground for discovering Academy, a position which he held for five years with new talent and furthering current principals’ skill base, the intent to move into administration, building upon but it is also a vibrant indication of the manner in which his master’s degree in administration and supervision. school administrators can chart their path from class- During his time as a beloved Rebbi, Rabbi Weiner took room teacher to school principal, thereby extending their the initiative and began to take on some administrative positive reach exponentially. Rabbi Yisroel Weiner gradu- duties and leadership roles. He began to work on middos ated with the 2017 PTI cohort and credits his training at programming and eventually developed the entire Judaic the institute and the relationship he has developed with Studies curriculum from K-8, which expanded his regu- the Consortium as being extremely helpful in his role lar duties at the school. In 2016, Rabbi Weiner took over as principal at the Phoenix Hebrew Academy in Arizo- as principal. Although it is generally difficult to break na. Rabbi Weiner has lived in Phoenix since 2011, after into administration, Rabbi Weiner had already taken the having started his educational career in various schools initiative to break into his new role, and the community in Baltimore, where he himself had attended Ner Yisroel stood behind him as a result of his good name and repu- for both high school and beis medrash. He began as a tation for getting things done. His goals at the school are to combine a high level of academics and Torah learning with growth and inspiration in every facet of school life.

6 march 2021 maurice ralph julis principal training institute Since taking the administrative helm, Rabbi Weiner lum, to ensure the success of the curriculum vis-à-vis has started several programs in the school which have the students. Rabbi Weiner initiated a system of drills proved to be transformational. Of utmost importance to which students complete each morning. These drills are him was a culture that emphasized middos, and one of based on 146 vocabulary words, 220 shorashim, and the the first things that he did as principal was put a pro- prefixes and suffixes which are developed in the L’havin gram in place called Successful Me which was initially U’lehaskil program. Each student receives his or her drill modeled on a program in place at a San Diego day of five words each day. After successfully passing, he or school. Students are introduced to a new middah each she is given the next drill, which reviews the previous five month, and since Successful Me is an annual spiraled words and adds another day’s five words. The program is program, by the time a child graduates middle school sprinkled with cumulative tests in order to return to the he or she will have had nine years in grades K-8 to work material again and again. The 94 drills which are avail- on a middah in a scaffolded manner. Both theLimudei able to the students can be completed within the school Kodesh and Limudei Chol teachers tie the middah into year cycle, and with its completion a wealth of informa- whatever point they are at in their regular curriculums tion is at their fingertips. The response from the students thereby giving the program a practical aspect as well. Re- has been fantastic and the self-motivated students’ en- inforcement and enthusiasm for the unique middos pro- thusiasm is contagious. Although the drills don’t count gram are achieved by teachers who send home postcards towards a final grade, students are busy studying for to parents of students who have exemplified themiddah daily drills during carpool or in the moments before class at school. At the end of the month several grade winners begins. This newfound fluency has carried over to many who best personified themiddah during the month are other subjects, such as Haschalas Gemarah in sixth chosen, and they are given a certificate and the honor grade, as the strong basis that the students have garnered of having their picture hang on the Wall of Fame for a holds them in good stead. month. The bridge between school and home is further The Phoenix Hebrew Academy was founded over half reinforced by sending the picture and a cover letter home a century ago and was the first Jewish day school in the to the winner’s parents at the end of the month. region and one of the first Jewish day schools outside Rabbi Weiner is a believer in building skills along with New York City. Rabbi Weiner keeps this in mind as he inspiration. He instituted a program to reinforce basic continues to innovate and bring all he has to offer to the skills covered in the CoJDS L’havin U’lehaskil curricu- Phoenix community. d

The response from the students has been fantastic and the self-motivated students’ enthusiasm is contagious. maurice ralph julis principal training institute march 2021 7 Maurice Ralph Julis Principal   Training Institute

Maurice Ralph Julis   Principal Training Institute

Maurice Ralph Julis   Principal Training Institute STAYING GROUNDED WHILE LOOKING FORWARD PRESENTED BY RABBI DR. DAVID FOX The Consortium of Jewish Day Schools prides director of crisis intervention for Chai Lifeline. itself on its ability to be cognizant of the ev- His presentation focused on ways in which er-changing landscape in Jewish day school heads of schools can guide their students, staff, education and its readiness to pivot their services and parent body through what was anticipated to provide the support that is called for at any to be an exceptional school year. Riding on the point in time. This general outlook has served overwhelming success of this presentation, in them well during the last few months, and the early September the Consortium once again saw hundreds of day schools, heads of schools and the opportunity to pivot and fulfill a need that principals that they work with have learned that has been little addressed during this difficult they can rely on the Consortium to help them COVID-19 period: the social and emotional identify and establish best practices during these impact of the pressures and challenges facing tenuous times. It was quickly apparent to the professional Jewish day school administration. Consortium that the social-emotional health Rabbi Glass, Chairman of the Consortium of aspect of the much anticipated 2020-2021 school Jewish Day Schools, has spent the past eight year was one which would define the school months in countless meeting and phone calls year. Various resources were created by CoJDS to with day school leaders and was in a position give day schools the tools and contacts that they to reflect on the need for emotional support for might need to begin the year on proper footing. these same individuals. “In the course of my As the Consortium saw it, the goal was to not work day I speak to many principals and heads of only physically open school buildings, but to also school. During the last few weeks when I would provide an emotionally healthy work environ- ask principals how things were going, unfortu- ment for the adults and children in the school. In nately, I could literally hear the stress in their this vein, one of the highlights of the July virtual voice.“ Rabbi Glass was dismayed that principals Think Tank was the presentation given by Rabbi were simply taxed to such a point that they were Dr. David Fox on the topic of “Returning to the merely surviving through their school’s reopen- New (Ab)normal: Best Practices for a School ing, while lacking the energy to muster up the Culture of Social Emotional Health”. Dr. Fox is enthusiasm for anything more. This recognition a forensic and clinical psychologist based in Los was the impetus for the CoJDS webinar held at Angeles with over 40 years of experience in the the end of October entitled, “Head First: Stay- field, as well as a graduate school professor and

8 march 2021 maurice ralph julis principal training institute Maurice Ralph Julis Principal   Training Institute

Maurice Ralph Julis   Principal Training Institute

Maurice Ralph Julis   Principal Training Institute

ing Grounded While Looking Forward,” which Fox, are the external realities of health care con- aimed to give administrators and heads of school cerns and changes to school schedules and set- a mental hygiene model that they could draw ups. Ironically, during this stressful time, routine upon during the upcoming months. Rabbi Dr. scheduling and structure, which are foundations Fox spent the evening addressing tactics, tools to mental hygiene, are in constant flux as schools and techniques that heads of school, principals, have no choice and are forced to reshuffle in an and administrators can use to help themselves everchanging algorithm. and ultimately be there in a productive way for The webinar not only addressed how leaders students, staff, and their parent body. The rele- could gauge their own stress levels, but more vance of this topic was evident by the over 150 importantly, discussed several tools that admin- heads of schools who attended. Participants istrators can use to deal with their newfound spanned the globe across North America, the circumstances. One of the many suggestions that United Kingdom and the former Soviet Union. Rabbi Dr. Fox encouraged participants to try was The varied group of participants were able to find collaborative leadership through peer support as aspects of Dr. Fox’s talk that could be personal- well as problem solving among heads of schools. ized and integrated into their school culture. He posits that administrators would be well ad- The webinar began with Dr. Fox recognizing the vised to create forums by which they can discuss many concurrent roles of any individual in school shared concerns and gain the crucial validation administration, particularly at this time, and the from a group of peers that is critical at this time. manner in which these demands affect social and Additionally, Dr. Fox explained that these collab- emotional health. For example, speaking from orative sessions can be used as a basis for problem his unique vantage point as a traumatologist and solving one’s own problems. It is always easier to neuroscientist, he explained the vicarious stress critique the struggles of someone else and look at that principals might be experiencing because of problems with another set of eyes. In turn this of- one of their primary roles at this time: nurturing ten gives one the opportunity to formulate solu- and being a support source for faculty and stu- tions to one’s own dilemmas. This peer group can dents. When someone is in a position of leader- oftentimes be built upon and make use of a social ship, as he or she relieves the distress of others, media community which can share resources. often that same mentor begins to display the More importantly, participants’ experiences and symptoms and stress of those whom he is help- findings can be generalized. This is an excellent ing. This can continually grow into a collective resource for picking up personal motivation and burden. Another example of the new challenges momentum that is on the decline. heads of schools are facing, as explained by Dr.

maurice ralph julis principal training institute march 2021 9 Finally, the webinar gave the over 150 partici- portance of bringing the topic of mental hygiene pants advice on how the self-care methods and for school leaders to the fore. As a head of school various suggestions made by Dr. Fox can help from related, “More than anything, this set the positive school culture that institutions evening was important in validating the feelings are aiming for at this point. School leaders who that we have as school leaders. We put pressure are working on their own internal climate will on ourselves to be superhuman, something we set the tone for the staff and students who are never expect of anyone else we know. We can looking to them for leadership. Attitude is conta- acknowledge that this is unrealistic when we gious. For example, administrators can leverage see it in others, but not in ourselves. Thank you patience. The recognition that patience is needed for highlighting the reality of secondary trauma is more important now than ever because each and helping us to see that it is okay – and even school’s systems is not necessarily in place and important – for us to be human.” working with best practices. Schools are often As a direct result of Dr. Fox’s presentation, an simply using trial and error methodology while idea was generated by several senior principals looking for ways to get it right. This brought the to create a cohort of principals who would meet webinar back full circle to the concept of col- to validate experiences, gain insights, and share laborative problem solving because it is readily ideas. CoJDS invited veteran principal and psy- apparent that no one has the full vision. What chologist Rabbi Dr. Yaffe to facilitate this cohort is unique to a school’s culture will ultimately in conjunction with Dr. Fox. Cohort participants influence the path that a school leader must take have expressed their appreciation to CoJDS for in order to practice a social emotional recipe that spearheading this initiative, feeling supported will work for him or her. and validated in their struggle to maintain their The feedback from the two hour webinar con- equilibrium while facing the significant chal- firmed CoJDS’s foresight in recognizing the im- lenge of school leadership during COVID. d

Being a principal is wonderful, but also absolutely grueling, and often isolating. Support from fellow principals “can make a big difference. I would be excited to join ”a cohort like this. These are challenging times, to say the least. I can’t thank you “ enough for your continued support of the field, our schools, and our own professional growth. Thank you for arranging such a forum. Aside from the practical insights that can be gained, meeting” and be- “ing with other principals is very encouraging and productive. I would love to join and participate. Dr. Fox was phenomenal- both in the summer webinar and in the recent one for school leaders. It” was indeed “validating. Thank you for initiating this. 10 march 2021 ” maurice ralph julis principal training institute maurice ralph julis principal training institute march 2021 11 New York Office 810 Seventh Avenue, 28th floor New York, NY 10019 Cedarhurst Office בס״ד  395 Pearsall Avenue  Cedarhurst, NY 11516 פרק א' OZE L’M A LKO 516.368.3333 curriculum Invaluable resource for both novice      and veteran teachers: www.CoJDS.org )יט( וַּיַׁשְּכִמּו בַ ּבֹקֶ ר וַּיִׁשְּתַחֲוּולִפְ נֵיה' וַּיָׁשֻ בּווַּיָבֹאּו אֶל ּבֵ יתָם הָרָמָתָ ה וַּיֵדַע אֶלְקָ נָה אֶתחַ ּנָה אִׁשְ ּתֹו וַּיִזְּכְרֶ הָ ה':Complete turnkey  .קרבן dictates that one should stay overnight after bringing a הלכה TEACHER TEACHER The one last time before משכן up early the next morning. They went to visit the בס״דgot חנה and אלקנה EDITION EDITION for the good חנה remembered ה׳ and ,חנה knew אלקנה leavingUnit to goobjectives: home. They came knowledge, home and .and granted her request פרק א' - פרק ב' )פסוקים א׳-י׳( in this and context understanding is a term for marital intimacy. However, when teaching a young class, a teacher may וידע skillsאלקנה  בס״ד  was a great and special woman, which is also true, although not חנה knew אלקנה :  choose to explain the phrase as .פשט OZE L’M A L KO UNDERSTANDING OBJECTIVES OZE L’M A L KO Students will gain an understanding and appreciation of the following deeper concepts and life lessons פרק א' :פרקים from the בס״ד that are unpopular   מצוות   • The greatness of doing SHMUEL I SHMUEL I CURRICULUM • Teaching by example CURRICULUM )כ(וַיְהִי לִתְקֻ פֹות הַ ּיָמִ ים וַּתַהַרחַ ּנָהוַּתֵלֶד ּבֵןוַּתִקְרָ א אֶתׁשְמֹו ׁשְ מּואֵל ּכִי מֵ ה' ׁשְאִלְּתִ יו: to be so careful with other people’s feelings פרק have א'is not an excuse, we )ו( well וְכִעֲסַּתָה צָרָתָ ּהMeaning •בס״דּגַם ּכַעַס ּבַעֲבּורהַּרְ עִמָּה ּכִיסָגַ רה׳ ּבְעַד רַ חְמָ ּה:   • Davening from the heart   • Judging favorably she gave birth (מצודת דוד) ,had become pregnant חנה At the completion of the pregnancy, from when had and closed acknowledging her when we make mistakes ה‘ daven, because• Accepting חנה her again and again, in order to make פרק א'angered ,צרה s’חנה ”.ה׳ because I requested him from“ ,ּכִי מֵה’ ׁשְאִ לְּתִיו – ׁשְ מּואֵ ל to a son whom she named )כד( וַּתַעֲלֵהּו עִּמָּה ּכַאֲׁשֶ ר ּגְמָ לַּתּוּבְפָרִ ים ׁשְ חושד לֹׁשָה וְאֵ בכשרים יפָה יברך את אַחַת חברו קֶמַ •ח .womb. I.e. she was unable to have children joyous occasions וְנֵבֶל as יִַיןwell וַּתasְ בִאֵהּו ,Hashemבֵ to יתה׳ to connect ׁשִלֹו וְהַ ּנַעַ ר opportunities נָעareַ ר: was barren and davening for children. She • Difficulties חנה knew that פנינה • Everything we have – our children, money, our body is all on loan to us from Hashem and given to us would Q ה‘ ,harder בס״דwould only daven חנה was convinced that if to use to become close to Hashem and serve him A QUESTION & ANSWER .ראש השנה on הפטרה is the (פרק ב׳ of פסוקים along with the first ten) פרק א' thought, “how can I make her TEACHER IDEA ON THE BOARD פנינה .תפילות surely answer her Hashem, she is in brought charge of him the world – along and canwith change three people’s cows, circumstancesa measurement in an ofinstant flour, and a •שמואל weaned חנה When ?שאול or ׁ ְ שאִ ְ ל ִּ תיו and Why not call him לשם שמים - acted with good intentions פנינה ”?harder פרק davenא' of thanking and praising Hashem when He answers our requests פנינה importanceAct. out משכן flask of wine – to the• The It is common for names not to follow the :רלב״ג :s taunts. A1’ ,משכן Whenever they would go up to the .חנה HIGHER ORDER THINKING for the sake of חנה“ TEACHER IDEA Q . JUMPSTART QUESTION, I’m getting all my Q JUMPSTART QUESTIONחנה would taunt פנינה ,which was the best place to daven children dressed, what about exact pronunciation or wording of the phrase ?ראש השנה Why is this topic specifically chosen to be read on שמואל = שאול מא-ל .elsewhere, which proves that her you? Why aren’t you getting that explains the meaning of their name )ט( this way וַּתָקָם חַ act ּנָהnot אַחֲרֵ didי She אָכְלָהבְׁשִ לֹה יוְאַחֲרֵ ׁשָ תֹה ,bringing cows, flour חנה Why was חנה“ ”?add? dressed וְ OBJECTIVES הַ ַ ּעַ נchildrenר ָ נ SKILLSעַ yourר If you areWhat starting do the the words .לשם שמים behavior was ?and wine 1 וְעֵלִי הַ ּכֹהֵ ןיֹׁשֵב עַל הַּכִּסֵא עַל מְ זּוזַת הֵ יכַ ל ה׳: ״כִּי רָאָ ה ה׳ בְּעָ נְיִ י״ – ראובן • :skills: Examples בקיאות following brought why , textual him and חנהhad of Students just I’mturned feeding will twoadvance my, yet children, the שמואל :at theA beginning ספר Write this on the side of the board or on a big sheet of paper so you the year, try to learn as don’t you feed yours?” from Hashem requested ״ וַ יִּקְרָא אֶת ׁשְ ֹמו נֹחַ לֵ אמֹר: זֶה יְנַחֲמֵ ּנו – נח •many of , קרבנות The cows were for פסוק to) words in the מצודת דוד and lessons רלב"ג) despite his young• age. Connecting הפטרה can add the answers as you go along. (There canQHIGHER be many ORDER right THINKING much of the which are brought together with פסוק JUMPSTART QUESTION 2 • Paraphrasing words in the .שילה got up after eating and drinking in חנה מִ מַ ּ עֲ שֵ ׂ ּנו ּו מֵ עִ צְּ ֹבון יָדֵ ּינו, מִן הָאֲדָמָ ה was already advanced, even though he was שמואל : possible by A and wine (מנחות( as a flour offering השנה answers!) was sitting on the chair by the door in theעלי אֲ שֶ ר אֵרֲרָ ה ה׳״ and who the speaker and subject are פסוקים Identifying dialogue in the • (מלבי"ם) ראש .did young חנה ?right not just thing say tothat do פסוק the חנה Was tauntingDid the previous ׁ ּ Although sitting is normally prohibited encourage students toand .עזרה (מצודת דוד( .(נסכים( offering פסוק not eat? • Identifying the subject of words from the in the , was allowed to sit there No, even though we will see that it worked. 2 :is a combination of two words - ְ שמואֵ ל :מלבי״ם : hear it in shul! A 1 עלי עזרה ׁ ּ תנ"ך and others: • Connecting similar situations from other places in מלבי״ם, רלב״ג, רש״י : A .from Hashem - מא-ל ,requested - שאול (רלב''ג( .כהן גדול because he was the so • Connecting lessons to real life situations ה in the מפיק She did not! There is no and from Him ,ה׳ requested her child from חנה was relatively quiet, as all of the it translates as, “after the eating and the משכן The had already been brought, and the • Summarizing content .HIGHERdrinking” i.e.ORDER after the THINKING meal concluded and alone קרבנות )כה( וַּיִׁשְחֲ טּו אֶת רהַּפָ וַּיָבִ יאּו אֶת הַ קרי ּנַעַר וכתיב אֶלa עֵלִ י:everyone else finished eating and drinking. • Identifying (מלבי"ם) .people who brought them had left Exciting teacher ideas for ?חנה wrong, if ultimately she did help פנינה Why was בס״ד spoke to her, he אלקנה After :מצודת דוד :A2 had תפילות/נבואות to show him that his ,עלי to שמואל eat a little.have known for certain that herWhen taunts they would slaughtered work or that the they cow, were they necessary? brought פנינה Firstly,convinced how could her to מצודת דוד ויזכרה ה'. עלתה זכרונה לפניו לטובה: שהיה ראוי אם כן שתקרא שמו שאול, אמרנו לו כי לא ידקדקו קוראי השמות כל active learning עלי under the tutelage of מצוות and תורה began his education in שמואל .(רש''י, מצודת דוד) could have davened harder without beingbeen taunted? accepted חנה Maybe כך הלא תראה לאה שקראה שם בנה ראובן כי ראה ה' בעניה ונקרא שם נח לאמר TEACHER EDITION רש״י )כ( שמואל. על שם א-ל ועל שם המעשה הוא נקרא, כי ממנו שאלתיו: )א( וַיְהִי אִיׁש אֶחָד מִן הָרָמָתִַיםצֹופִים מֵהַראֶפְרָ ִיםּוׁשְמֹו אֶלְקָ נָ ה זה ינחמנו ממעשינו והיה ראוי גם כן שיהיה שמו מנחם: was) a little jealous that רד"ק(she .גדול ,down הדור the deep ,הכהן,Perhaps .נגיעה is acting from a פנינה Secondly, maybe really מצודת דוד לתקופות הימים ותהר חנה. רוצה לומר: לעת הקיף תשלום מלבי״ם ותקרא את questionsשמו שמואל שיש בו asked שני מלות שאול מא-ל. וזה Frequentlyשכתוב כי ימי ההריון, מעת אשר הרתה חנה: ּבֶןיְ רֹחָם ּבֶןאֱלִ יהּוא?treatment ּבֶ ןspecial חנה ּתֹחּו ןgaveבֶ אלקנהצּוף אֶפְרָתִ י: מה' שאלתיו, וכמ"ש שלא בקשה על ידי אמצעיים רק מה' לבדו: HIGHER ORDER THINKING פרק ב' מצודת ציון שאלתיו. מלשון שאלה ובקשה: שמואל about דרש calculations and cause pain to someone, even if one has the best intentions. There is a )י( וְהִ make יא toמָרַ ת נָפֶׁש It is dangerousוַּתִתְּפַּלֵל עַ לה׳ ּובָ כֹה תִ בְּכֶ ה: רד״ק שמואל. הורכבה המלה בזה answers הטעם מן כי מה' withשאלתיהו כי יש באותיות רלב״ג והנה השכימו בבוקר והשתחוו לפני ה' ושבו לביתם וזכר הש''י חנה שמואל שאול ויש באותיותיו ג"כ מא-ל כאילו אמרה שאול It isמא-ל :.מורה הלכה בפני רבו and you are presented with a two-year-old being עלי Imagine you are בס״ד אלקנה We are introduced to וילדה בן ותקרא שמו שמואל להוראת כי מה' שאלה אותו, ואם אמר אומר . Try to lead students toto the raise following and educate. What would be your reaction? What might complicated and can be easily (מלבי"ם).davening), and so powerful.place of residenceרש״י ( s’חנה שבט students tells us tothree identify components his father, that madehis פסוק ThisAsk בס״ד have been thinking? omitted in a middle school class by עלי uttered with true anguished humility תפילות listens to ה‘ .She felt broken-hearted - וְהִיא תמָרַ נָפֶ ׁש:questions .1 פרק א' . from a broken heart. LIFE LESSON Teacher Edition • שמואל א׳ • Consortium of Jewish Day Schools | פשטsticking to the26 (רלב"ג( ?משכן Perhaps he is a bit too young to be left in the :שירה/תפילה s’חנה is the day we echo the theme of ראש השנה was פנינה to alone. understand that ה‘ and Werelied need on כוונה She davened with full וַּתִתְ ּפַ ּלֵל עַ ל ה’ .2 (פסוק continued next( - ...says חנה ,Q JUMPSTART QUESTION Q JUMPSTART QUESTIONTherefore ConsortiumINTRODUCTION of Jewish Day Schools | 13 • שמואל א׳ • not heavenly is a nastyinvolved gates person. are never in locked every We aspectneed to check of that our our actionspersonal are correct lives according andTeacher Editionה ׳ the שערי ,person דמעה !good worldלא aננעלו entire and תפילה Shecharge cried during of her the - ּובָ כֹהin תִ בְ is ּכֶה .ה3׳ to tearful supplications. even when we have good intentions. We HIGHER ORDER Cross-curricularTHINKING integration with ,תורה She acted in a nasty way because she to the seems אחד The word .איש אחד says פסוק The ?הר אפרים why does he live in לוי is a אלקנה מצודת דוד )כד( בפרים שלשה. עם שלשה פרים לזבוח לה', והקמח רש"י )כה(our ויביאו אתbehind הנער אל עלי.motivations לראות the real שנתקיימה about נבואתו. ורבותינוbe honest דרשו she was He doing can the rightdo anything!thing. must ?תפילהWhatcontrols did she say everyone’s during her intense andcircumstances. sincere thought Reflect and Discuss: and  למנחות, והיין לנסכים: ותביאהו. את הנער: והנער נער. רצה לומר: הנער מה שדרשו: שהורה people’s הלכה, other שאינו צריךabout כהן careful לשחיטת .קדשים, יחיד in extremely כדאיתא written andבברכות behavior, isאיש amongst other superfluous, since א״י are dispersed in ערי לויים היה עודנו נער קטן as theורך, ועם כל chosen זה wasלא פרק נמנעה this מלהביאוyou think כאשר do גמלתו:Why • )לא ב(: implies someonefeelings. singular and unique. TEACHER’S ONLINE RESOURCES Alternatively, this discussion can be held אחד who קהת He is a descendant of .שבטים .פרק in the next שירת חנה afterמצודת ציון ואיפה. שם מדה בת שלש ?סאין: ראש ונבל. נאד,השנה for והוא כלי הפטרההיין: מצודת דוד וישחטו וכו'. רוצה לומר: כאשר שחטו הפר הראשון, הביאו את curriculum. Teachers can take שמואל א' a webpage devoted to resources to enhance the הנער hostsאל עלי, CoJDS להראותו Theשנתקבלה תפלתו: רלב"ג are בפרים that שלשה. פרק this אחשוב from שהביאום learn שם we לזבוחcan שלמים lessons מרוב What •השמחה was a very special person,Engaging as we will Higher Order אלקנה (מצודת דוד) .settled there and videos, pictures and aerial footage והקמח to songs למנחות והיין links לנסכים ,maps והביאה הנערdigital בית ה' שילה including לקיים links נדרה, of והנה a variety רלב"ג of והנה אמר advantageששחטו את הפר והביאו את הנער לפני עלי כי בעבור הבאתו רש״י )ט( אכלה בשילה. לא מפיק ה''א, והאל''ף חטף קמ''ץ, והוא כמו: אכלה כי היו רגילים להתפלל בעת הקרבת הזבחים בבקר ובמנחה ואז לא היה ?ראש השנה especially important to remember on (מלבי"ם( אחרי אכול בשילה ואחרי שתה. הכהן יושב על הכסא רק עובד עבודה ובפרט בשבתות ויו"ט שהיה עובד בעצמו היה הנער צעיר ימים מאד והנה עם זה לא נמנע' מלהביאו שם לקיים את היתה רוב השמחה וידמה שאמר לעלי שהוא ישאר שם והיה עלי מצחק זה לקטנו .פסוקים Rich and clear -by- see in the coming כמ"ש בירושלמי )פ"ק דביצה ופ"ק דחגיגה( אבל עתה שקמה אחרי האוכל, ואז review games and more. The page can be accessed with your teacher ,ספר said: of noteworthy locations in the מצודת sheדוד ותקם andחנה. ללכת אל בית ה': אחרי davened אכלה. עם שנאמר Chana למעלה and נדרה: כי בבאהלוי לא בתרא יכנס טז. )א( שטן לעבודה כי ופנינה אם לשםמבן וַּתִתְּפַּלֵלכ''הquestions שמים שנה חַנתכוונו ומעלה ּנָהולזה אמרוַ לו Thinkingחנה ּתֹאמַ רבבקשה נאמר 'גם כעס', היתה אומרת לה: כלום קנית היום מעפורת לבנך גדול, או חלוקעלי כבר ישב על הכסא כי כל העם הלכו לביתם ולא הקריבו זבחים בעת ההיא, ותבכה ולא תאכל, מכל מקום אכלה מעט להחיות את הנפש: שישמע .password דבריה and והנה loginנשבעה בחיי נפש הכהן הגדול שהיא האשה הנצבת עמו לבנך קטן: בעבור הרעימה. שתתאונן, ורבותינו אמרו )בבא בתרא טז. א(: בעבור והיתה יכולה להתבודד בבית ה' לשפוך לפניו שיחה )ומלת אכלה הוא מקור מלבי"ם )כד-כח( השאלות: מ"ש והנער נער אין לו טעם, ומהו וישחטו את רש״י צרתה. אשת בעלה, פנינה: גם כעס. כעס אחר כעס, תמיד, לכך LIFE LESSON במקום ההוא להתפלל אל ה' הנה הוא הנער שהיתה בעבורו תפלתו כי בה נתן הרעימה, מצודת שתתפלל, ציון על ולשם מזוזת. שמים אצל מזוזת:נתכוונה: בתוספת ה"א ואינה ה"א explanationהנקבה כי אין בה מפיק וכן שתה הוא מקור כי היא הפר ויביאו את הנער וכו'. ומה רצתה באריכות דבריה אל עלי בדברי מותר?: השם שאלתי אשר שאלתי ממנו גם אנכי השאלתיו לה' לעבדו כל ימיו כדרך לא אכלה(: as our King – we ה’ we crown ראש השנה On והנער נער .anything שם do נער can נגזר מןHe פעל נָעַ .worldר, כמו entire )רד"ק( the כי of נעור charge ממעון is in קדשו ה’ .1)זכריה רלב״ג Hashemוהנה קמה חנה with אחרי האכילה happyוהשתייה isאבל היא לא אכלה heart ולא my המשאיל דבר APPENDIX מה MUSICלהשתמש בו: עָלַץלִּבִי ּבַ ה׳ שתתה כמו שאמר ותבכה ולא תאכל וכמו שאמרה ויין ושכר לא שתיתי: רלב״ג )י( והיא מרת נפש ותתפלל על ה'. ר''ל כנגד קדשי קדשים והצד ההוא have children for a very long time, but when ב' not י"ז( did יקרא חנה נער על .World שאז of the יתחילו Master כחותיו He is The הטבעיים that והמוסריים recognizeלהתעורר ועלי הכהן יושב על הכסא אצל מזוזת היכל ה'. ולא היה יושב בהיכל היה לפני ה' ר''ל מה שיביט לצד המערבי שהיה בו ארון ברית ה' והיתה בוכה בעת .happen right away ולנעורit ולצאת made מן He הכח אל,a child הפעל, ועל granted זה be אמר should שהנער sheהזה נער, decided כוונתו ה’שנעורו רד''ק ויביאו את הנער. אלקנה וחנה אחרי ששחטו את הפר לקרבן Edition הביאו את Teacher • אבל שמואל בעזר'א׳ • והיה לו רשות Schools לשבת Dayשם לפי שהיה Jewish כהן of גדול:Consortium | 18התפלה כי שערי דמעה לא ננעלו: The recordings of these songs can אז כבר.symbol כחותthe שכלו with ומדותיו noted והתחיל are להשכיל פסוקיםהגם the שהיה to גמול מחלב related )ומאד that are הנער בית ה'Songs אל עלי להיות יושב ולומד לפניו ושיחנך אותו לכל תורה ומצוה מלבי״ם by Hashemהשאלות: מדוע לא קמה raisedעד הנה beenלהתפלל רק זה has עתה הפעם pride מלבי״ם myוהיא ואז התקבצו ארבעה דברים עוזרים אל שיהיה תפלתה לרצון, class,, the חנה songswe must either remember, during like , ראשthe השנהcan on play תסכים needs לזה our קבלת to fulfill Teachers חכמינו .andpage זכרונם year לברכה a resource good )ברכותfor ה’ דף ל'(the we teacherask שהורה אזWhen on .2הלכה online והדרש found אין beצריך on לכתוב כי נודע הוא והוא quoted רחוק:רָמָה and קַרְ נִי ּבַ ה׳referenced הראשון, ולמה אחרי Sourcesאכלה ולא קודם האכילה: א.שהיא עצמה היתה מרת נפש וה' שומע תפלת נשברי לב, ב.ותתפלל על ה' כלל and ה’ davened for a son to be able to serve בשחיטת חנה .ה’ הפר(:reason we want those things: to better serve ותקם הנה עד עתה סמכה את עצמה על תפלת בעלה שהיה צדיק, ועתה שהתפללה בכוונה שלימה על ה' לבדו, ג.ובכה תבכה ושערי דמעה לא ננעלו worktime, a break, or transition. The use of additional musical modalities can be extremely beneficial for all שראתה שהוא מתיאש מן הרחמים התעוררה להתפלל בעצמה, ותקם אחרי לעולם: .and fulfillment נחת not for her own ,ישראל the bottom of the page my mouth is open wide against my enemies students, especially those who are musically inclined. 29 | !תפילה We should• be aware of the power of .3 • Consortium of Jewish Day Schools שמואל א׳ Teacher Edition רָ חַבּפִי לעַ אֹויְבַ י • • Consortium of Jewish Day Schools | 20 רש״י מן הרמתים צופים. שתי רמות היו, (enemiesשצופות my ורואות זו את זו. answer ויונתןable to שמואל am ביתו Edition(I כאמרו Teacher ותשובתו שמואל הרמתהא׳ כי שם ביתו והנה הוא היה מבני קרח שהיו .we should practice judging others favorably ,ראש השנה In order to merit a favorable judgment on .4 PACING תרגם: צופים, מתלמידי נביאיא: אלקנה. לוי היה, מבני אביאסף בן קרח, כן מהם כמה נביאים… )תפילה s’חנה s assessment of’עלי compare to( נתייחס בדברי הימים )א ה ח(: ספר The challenge of completing the .נביאים ראשונים of the ספר the longest - פרקים consists of 31 שמואל א׳ מלבי״ם ויהי איש אחד. יש הבדל בין כשכתוב ויהי איש ]כמו ויהי איש מהר practices בין אדם לחברו How we treat others is very important – we need to evaluate continually our .5 ּכִי ׂשָמַחְּתִיּבִיׁשּועָתֶ ָך: because I am happy about Your salvation :can be approached in three ways מצודת דוד אפרתי על צוף יאמר, שהיה גם הוא מהר אפרים, ולא מבני אפרים )שופטים י״ז( ויהי איש לוי )שם([ ובין כשכתוב ויהי איש אחד, שמורה שהיה )חנה s treatment of’פנינה( .and see how we can improve אפרים, כי לוי היה ומבני קרח: מיוחד לאיזה דבר גדול, וכמו שאמרו במדרש רבה )פ״י( במ״ש ויהי איש אחד גדול היה, ויהי איש אחד מצרעה, היה מיוחד להולדת שמשון, ופה היה מיוחד להולדת )רחל אמינו and שרה אמינו as were( .ראש השנה over was remembered 2 years on חנה ספר.Split learning the 6 .1 רלב״ג והרצון בזה שהוא היה מן האנשים היושבים ברמה שהיו צופים ר״ל שמואל, מן הרמתים צופים, צופים הוא שם משפחת צוף, שאבותיו של צוף זקנו נביאים כי היושב ברמה יקרא רמתי כמו שהיושב במצרים יקרא מצרי והוא a week, or פרק at breakneck speed of approximately a ספר (the גמרא Learn ברכות.2 ל"ב( .ה' is praising תפילה see that the first part of של Weשמואל היו מהר .praiseאפרים ששם withהיו ערי הלוים תפילה לבני קהתher )יהושע beginsכ״א(… חנה הודיע בזה כי ממשפחות נביאים היה שהיו יושבים ברמה ולזה קבע שם .and learn the DIRECTIONSend more superficially ספר Why? When approaching a human benefactor to request a favor, 3. Allow more time at theASSIGNMENT beginning IDEAof the .greatly in pairs פסוקים reread, which a group varies of נביא assignment:in the amount of time dedicated1. Instruct to learning students to סיכום Another factor is the variationFirst a sincere• Teacher Editionand generous compliment שמואל thatא׳ • conventional14 | Consortium wisdomof Jewish Day suggests Schools studies – in their have own wordsbegun, – what the the time גמראAsk them and to describeמשנה .MUSICbetweenInspiring schools. Especially LifeWriting in lessonsa Yeshivasummary ismiddle a skill and schools, once2 .are about פסוקים is even further limited.of being able to identify and נביא will positively influence the likelihood of receiving the favor. In contrast, for highlight the main ideas without 3. As a class, take suggestions from students and guide Refer toBelow the solidMusic Is a sample Section  pacinggetting outline takeaways distracted to utilize by the in mapping your own scope and sequence. This pacing guide is so lacking them to come up with a concise but comprehensive ה' has no need for praise. In fact, any praise we offer ה׳ summary. between two years, would allow double theספר the סיכום indetails. 34 weeks. The first Dividing שמואל secondaryא׳ .פרק at the endallows of forthis completing compared to His true greatness it is almost insulting. time for each unit. assignment might be worthwhile to do together as a class, so the 4. Write the summary on the board while they copy it down. students can learn the process of Estimated teaching and repeat the ,פסוקים to the next group of פרקHIGHER ORDER THINKING writing Topica summary. 5. Continue process. time: 34 weeks משל ונמשל weeks 12 א - י to kingship שופטים Transition from in our ה׳ Imagine if a Nobel Prize winner whose great scientific If so, why do we praise ½ 4 א -ב הקדמה, תפילת חנה, לידת שמואל, שירת חנה Storiesdavening? and  1 ב בני עלי discoveries have changed the world would have 1 ג נבואת שמואל Praising .ה׳ accepted an invitation to address our school. The The praise is for us, not for ½ ד מלחמה נגד פלישתים :principal introduces him extolling his accomplishments Teacher Edition • שמואל א׳ • s32 | Consortium of Jewish Day Schools’ה׳ helps us realize and internalize ה׳ ½ 1 ה-ו הארון אצל פלישתים He won first place in his school’s science fair, got all As in greatness and power, how He alone ½ ז שמואל המנהיג science, and he knows the entire periodic table by heart. is the One for us to turn to, and He is 1 ח ב''י מבקשים מלך Although it might sound like a praise, it is insulting him. capable of anything! The more real 1 ט שאול מבקש אתונות ומוצא מלוכה He is so much greater and has achieved far more than lesson1 plans יflexible משיחת שאול למלךthis is to us, the more powerful our Customizable are. appropriate for both high school תפילות .those relatively minor accomplishments and middle school levels ברכות לב. דרש ר' שמלאי לעולם יסדר אדם שבחו של מקום ואחר כך לכי בה'. אמרה כל זה בעד כנסת ישראל כשיבא שמואל בנה לעבוד את ה' לבדו יתפלל ולהסיר הבעלים והעשתרות שאם לא יעשה לישראל טוב אחר די בו שמחה: רמה קרני בה'. לנגח את אויבי אחר כן כי כבר נפלו לו אז הפלשתים בידו: רחב פי רש"י רחב פי על אויבי. על פנינה: Teacher Edition • שמואל א׳ • Consortium of Jewish Day Schools | 10 על אויבי. להיותם תמיד נופלים בידו כל ימי שמואל כמו שנזכר אחר זה והיתה מצודת דוד WWW.COJDS.ORG ותתפלל חנה. VISITעצם התפלה היא PLEASEבסוף אמריה, ובתחלה,ORDER סדרה YOUR סבת זה כי PLACE שמחתי TOבישועתך שהראית במלחמה הראשונה שהיתה לשמואל עם שבחו של מקום, ולזה נאמר ותאמר: עלץ לבי בה'. בתשועת ה' שמח לבי: פלשתים להגלות בה ידך החזקה אשר חזקה והוסיפה אמונתי בך: רמה קרני. לנגח בו אויבי, ועל פנינה ובניה אמרה, והוא ענין מליצה, לומר מלבי"ם השאלות: כפי הגלוי אין כאן תפלה רק הלל ושבח שיר וזמרה. והיה לו שמעתה לא יוכלו לצער אותה כמאז: רחב פי. כי עד הנה הייתי כשה נאלמה maurice ralph julis principal training institute לאמר ותשר חנה, או ותדבר או ותהלל וכדומה, לא ותתפלל?march 2021 12 לא תפתח פיה, ועתה רחב פי על אויבי, להשיב אמרים: כי שמחתי בישועתך. ותתפלל חנה. בט' פסוקים הראשונים סדרה שבחו של מקום, ועקר תפלתה הוא שמחתי היא על אשר בא התשועה ממך, ויש די בזה להשיב אמרים: הפסוק האחרון, וכמ"ש לעולם יסדר אדם שבחו של מקום ואחר כך יתפלל. עלץ מצודת ציון עלץ. ענין שמחה, כמו )משלי כח:יב( בעלוץ צדיקים: רמה. גבהה: תחלה עלץ לבי בעת הובטחה מפי עלי אז שמח לבה ופניה לא היו לה עוד, ואח"ז רמה קרני בפועל בעת ראתה שנתעברה, ואח"ז רחב פי על אויבי בעת ילדה רלב"ג והנה התפללה חנה לש''י על דבר בנה שבח והודאה לש''י כעל כל זרע אנשים, שצרתה קפצה פיה. כי שמחתי רצה לומר ועקר שמחתי לא היה אשר גמלה רב טוב וידמה שזאת התפלה היתה על דרך הנבואה ואם נתערב בהתשועה לבד רק בבחינת המושיע שהיה בישועתך בדרך נס ופלא שעל ידי ניכר בה קצת ממה שהורגש לה בחוש, וזה ענין התפלה לפי מה שאחשוב. עלץ השגחתך המופלאת כי אתה הושעת:

Consortium of Jewish Day Schools | 35 • שמואל א׳ • Teacher Edition New York Office 810 Seventh Avenue, 28th floor New York, NY 10019 Cedarhurst Office  395 Pearsall Avenue OZE L’M A LKO Cedarhurst, NY 11516 516.368.3333 curriculum Invaluable resource for both novice      and veteran teachers: www.CoJDS.org בס"ד Complete turnkey  פרק י' • פסוקים א' - ט'

א. מפה served אותות which are fulfilled in three locations. These three ,אותות three שאול gave שמואל as both signs that he will be king and as hints of advice for his upcoming role as king. Inviting format in the white circle, describe what will take place, either by writing or drawing a ,אות For each diagram or picture. to help שאול imparts to שמואל Bonus: On a sticky note, add the deeper message – the advice*  him succeed in his new role.  OZE L’M A L KO OZE L’M A L KO Aligned with objectives and the teacher’s edition     SHMUEL I  SHMUEL I CURRICULUM אות 1# בס"ד CURRICULUM

  = ירושלים .  1 by the צלצח Interactive review flashcards אות 2# בנימין border of פרק ב' • פסוקים כ"ב – כ"ו

for spiraled review of אילון .2

תבור  significant people and places א. שאלות

אות 3# ?פסוקים that is mentioned in these ,עלי of the sons of חטא What was the third .1

קרית יערים .3

שמואל א׳ • Consortium of Jewish Day Schools | 64

בס"ד Creative activities were left בני עלי .תשובה and helps us in the process of סיעתא דשמיא Usually Hashem gives us special .2 פרק ח' • פסוקים א' - ג' to their own personal choices and did not get the extra awakenings or help. Why not? Why was what they did so bad?

ג. שאלות :we learned the following שמואל א׳ in פרק In the second

(גמרא שבת נה:( אמר ר׳ שמואל בר נחמני א״ר יונתן: ”כל האומר בני עלי חטאו אינו אלא טועה“ STUDENT EDITION :פרק ב׳ Refer back to

?עלי Who were the sons of .1 What were their sins? Clear review questions .2 ב. מי אמר אל מי?

3. לָּמָה תַ עֲׂשּון ּכַדְ בָרִ ים הָאֵ לֶה אֲ רֶ ׁש ָאנֹכִ י ֹׁש מֵ עַ אֶ ל

אֶ ל :פרק continues onto the next page, in connection to this גמרא The 4. ַאל ָ ּבנָי ּכִי לוֹא טוֹבָה הַ ְ ׁשמֻעָה אֲ רֶ ׁש ָאנֹכִ י ֹׁש מֵ עַ

(גמרא שבת נו:( א״ר שמואל בר נחמני א״ר יונתן:

בס"ד ”כל האומר בני שמואל חטאו אינו אלא טועה“

3. Compare and Contrast: • .different פרק and ה' were similar סיכוםשמואל and עלי Explain in what ways the sons of בס"ד שמואל sons of עלי sons of ג. על מי או על מה נאמר?

א. סיכום פרק ט"ו • פסוקים א'-ט' Similar 5. זָקֵן מְ אֹד וְ ׁשָמַע אֵ ת ּכָל אֲ ֶ ׁשר יַעֲ ׂשּון ָ ּבנָיו

. הֹלְֵך וְ גָדֵ ל וָטוֹב גַם עִ ם ה’ וְ גַם עִ ם אֲ נָ ִ ׁשים

ב. על מי או על מה נאמר? Different    and    questions 1. ַ ו ִ י פְ קְ דֵ ם ּבַטְ לָאִ ים

2. וַיַחְ מֹלׁשָ אּול וְ הָ עָ ם x pages

Consortium of Jewish Day Schools | 51 • שמואל א׳ שמואל א׳ • Consortium of Jewish Day Schools | 22 ב. שמות ג. מקומות

ג. מי אמר אל מי? ONLINE TEACHER RESOURCES

3. לְכּוסֻרּו רְ דּו מִ ּתוְֹך עֲמָ לֵקִ י... הוְאַּתָ עָׂשִיתָה חֶסֶדעִ ם ּכָלּבְ נֵי יִׂשְרָ אֵ ל אֶ ל Songs with lyrics from the 

Pictures and videos of places from the  THINK ABOUT IT! real-life connections

.topic תורה a ד. about נבואה passionately שהוצרכה very לדורותCreative and engaging instructional ideas A guest speaker comes to school and speaks Some students are joking around afterwards and making fun of something the speaker said.

?do you recognize עמלק of מידות Which .4 Review games and activities 5. What message would you want to tell these students?

Consortium of Jewish Day Schools | 39 • שמואל א׳

TO PLACE YOUR ORDER, PLEASE VISIT WWW.COJDS.ORG maurice ralph julis principal training institute march 2021 13

Consortium of Jewish Day Schools | 91 • שמואל א׳ PRESENTS Responsibility- Centered Discipline CREATE A CULTURE OF CALM IN YOUR CLASROOM AND SCHOOL ENVIRONMENT Learn to respond to disruptive behavior and spiraling situations and inculcate a sense of behavioral responsibility amongst your students.

THE RCD METHOD WILL: • Enhance school climate • Improve classroom management featuring • Reduce disruptive behaviors Larry Thompson, M.Ed • Increase core competencies

CENTRAL EAST REGIONAL SOUTHWEST REGIONAL CONFERENCE CONFERENCE Monday, April 26, 2021 Sunday, June 13, 2021 10:00am-4:00pm 11:00am-5:00pm Cincinnati, Ohio Phoenix, Arizona cincinnati hebrew day school sheraton crescent hotel and conference center Larry Thompson, author of Roadmap to Responsibility and Give ‘em Five, is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained. Registration fee: $100 per person Group discounts available New York Office Cedarhurst Office 810 Seventh Avenue, 28th floor, New York, NY 10019 395 Pearsall Avenue, Cedarhurst, NY 11516 www.cojds.org 516.368.3333

14 march 2021 maurice ralph julis principal training institute The Consortium of Jewish Day Schools (CoJDS) is dedicated to the empowerment, development, and improvement of Jewish day schools across North America promoting best practices and using traditional Torah values as our guide. Established in 2002 as a collaborative union among day school principals, CoJDS today encompasses educators from many schools across the U.S. and Canada, providing a powerful forum for continuous collaboration towards the realization of mutual goals, training programs and events. CoJDS provides financial incentives and subsidies, and an amalgam of formal and informal endeavors which together empower day school administrators towards the achievement of excellence in their roles of educational leadership. The Consortium works in partnership with schools to formulate and apply an individualized support system tailored to each institution’s distinctive character. CoJDS has developed a variety of approaches for the assessment, evaluation, and definition of a day school’s particular needs, as well as the resources necessary to facilitate and fulfill those objectives.

maurice ralph julis principal training institute march 2021 15 Thompson introduced his ongoing model to teachers GIVE ’EM FIVE in their own school settings and provided the teachers Since introducing Larry Thompson and his “Give ’em with the tools and coaching to help ensure school-wide Five” methodology at the CoJDS 2018 Summer Think implementation. The feedback from the training has Tank, thousands of day school students across North been tremendous, with the beauty being that the process America are benefitting from Responsibility-Centered is guided enough that teachers can be coached to gain Discipline. During one-day or two-day workshops, Mr. mastery over the basic skills, while it is fluid enough to al-

New York Office Cedarhurst Office 810 Seventh Avenue, 28th floor 395 Pearsall Avenue New York, NY 10019 Cedarhurst, NY 11516 www.cojds.org 516.368.3333