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Shaloh House Update #17 Shabbos Parshas Shmos Candle Lighting Time: 4:25 PM Page #1

Women’s Club Food Decorating

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Shaloh House UPDATE

January 20, 2006 Kislev 20, 5766 #17

The Shaloh House Jewish Dאy School Newsletter

בסײד

Elementary Brochos Fair

February Vacation

Shaloh House Students Win National Poetry Contest Poetry is in the air in Shaloh House! Second-grade students have been learning about various forms of poetry in the past weeks. Language-arts teacher Miriam Epstein taught about limericks, rhyme scheme, rhythm and syllables. The students read example poems on themes such as rain,

friendship, and seasons, and then wrote their own poems on topics of their choice. Starting off with word-webs to brainstorm ideas, they each wrote many poems and chose their favorite. The poems chosen were typed in computer class and submitted to a student poetry contest sponsored by Crea-

tive Communication. Six poems written by Shaloh House students were selected from among the thousands of entries. The winning poems will be published in a prestigious anthology of student po-ems.

The winning poets are: Ruth Davydov, Tzipporah Marchette, Shaina Rodkin, Dima Belov, and Ilana Zeldin. A poem written by seventh-grader Levy Sherman was also chosen to be included in the anthology. Examples of the poems follow. Congratulations to the winners! Keep up the good work!

My Flowers Shaina Rodkin

I have a flower bed in my garden. I love one of them.

It’s called the rainbow flower. Once I picked it. I love the flower. I smell the flower.

Fly Down Leaves Ilana Zeldin

Catch the leaves Run for them.

We love leaves and so do you. Leaves, leaves swoop them creep them

Pile them up. Hooray! Hooray!

Continued on page 11


And Moses said to G-d: "Who am I, that I might go to Pharaoh, and that I might take the children of Israel out of Egypt? ... Please, my Lord, send by the hand of he whom You will send."

Exodus 3:4-4:13

"Send by the hand of he whom You will send" -- by the hand of Moshiach, who is destined to be revealed.

Midrash Lekach Tov on Exodus 4:13

Our sages state that "the first redeemer, he is the final redeemer." This is not to say that Moses, who

delivered the Jewish people from their first exile, and Moshiach, who will bring about the final re-

demption, are the same person. Moses was from the tribe of Levi, while Moshiach is identified as a

descendent of King David, from the tribe of Judah. Rather, it means that the redemption achieved by

Moses is the source for the redemption by Moshiach.

The purpose of the Exodus, as G-d told Moses

when He revealed Himself to him in the burning bush, was that "when you take this nation out of

Egypt, you will serve G-d at this mountain" -- that the Jewish people should receive the Torah at

Mount Sinai. The final redemption represents the full and ultimate implementation of the Torah, G-

d's "blueprint for creation," in the world. Thus, "the first redeemer, he is the final redeemer" -- Moses'

Torah is the essence of Moshiach's perfect world.

Yet when Moses begged that G-d send Moshiach and make the Exodus the first and final redemp-

tion, G-d did not accept his plea. First the Jewish people must be taken out of Egypt and given the

Torah -- a task that only Moses can achieve. Then they can embark on their mission to "perfect the

world as the kingdom of G-d" via the Torah, until

its ultimate realization through Moshiach.

Two Shades

of One

The relationship between Moses

and Moshiach is reflected in the nu-

merical value of their names. (In the

Holy Tongue each letter is also a num-

ber, so that a word is also a string of numbers; the sum of these num-

bers is the word's numerical value, or gematria. The gematria of a word represents a deeper stra-

tum of significance than its linguistic meaning, so the fact that two different words have the same

numerical value indicates that they are variant ex-pressions of the same truth.) The numerical value

of "Mosheh" (Moses) is 345, and that of "Moshiach," 358. So the difference between Moses and

Moshiach is represented by the number 13; other-wise stated, Moses + 13 = Moshiach.

Thirteen is the numerical value of echad, a word

that is the keystone of the Jewish faith. Every morning and evening of his life, the Jew recites the

verse Shema Yisrael, Ado-nai Elo-hei-nu, Ado-nai echad -- "Hear O Israel, the L-rd is our G-d, the L-rd

is echad." The Jewish people are called "an echad nation on earth" because they reveal the echad of

G-d in the world. And the era of Moshiach is de-scribed as "the day that G-d will be echad, and His

name echad."

Echad means "one." The Shema proclaims the one-ness and unity of G-d, which the people of Israel

are charged to reveal in the world, and which will be fully manifest in the era of Moshiach. But is

echad the ideal word to express the divine unity? Like its English equivalent, the word does not pre-

clude the existence of other objects (as in the se-

The Numerology of Redemption


quence "one, two, three..."), nor does it preclude its

object being composed of parts (we speak of "one nation," "one forest," "one person" and "one tree,"

despite the fact that each of these consists of many units or components). It would seem that the term

yachid, which means "singular" and "only one," more clearly expresses the "perfect simplicity" of G-

d (which Maimonides atates to be the most funda-mental principle of the Jewish faith) and the axiom

that "there is none else beside Him" (Deuteronomy 4:35).

Chassidic teaching explains that, on the contrary,

echad represents a deeper unity than yachid.

Yachid is a oneness that cannot tolerate plurality -- if another being or element is introduced into the

equation, the yachid is no longer yachid. Echad, on the other hand, represents the fusion of diverse

elements into an harmonious whole. The oneness of echad is not undermined by plurality; indeed, it

employs plurality as the ingredients of unity.

As one Chassidic thinker once put it, G-d did not have to create a world to be yachid. He was singu-

larly and exclusively one before the world was cre-ated, and remains so after the fact. It was to ex-

press His echad-ness that He created the world, created man, granted him freedom of choice, and

commanded him the Torah. He created existences that, at least in their own perception, are distinct of

Him, and gave them the tools to bring their lives into utter harmony with

His will. When a diverse and plural world chooses,

by its own initiative, to unite with Him, the divine

oneness assumes a new, deeper expression -- G-d is

echad.

The Limits of Revelation

Moses plus echad equals Moshiach.

Moses revealed the divine wisdom and will to man.

But this was a revelation, a burst of light from

Above. It was not something the world under-stood or agreed with, but something imposed

upon it by the force of a higher truth. It was a dis-play of the divine yachid, of the exclusive, all-

obliterating reality of G-d.

Moses wanted that G-d should send Moshiach to

take the Jewish people out of Egypt -- that the Exo-dus should lead to the inculcation of the divine

echad in the world. But an echad-oneness, by defi-nition, must come from below, when a diverse

world chooses, by its own initiative, to merge into an integral whole. Moses could provide the key,

the formula -- but the process had to unfold in the course of the thirty-three centuries in which the

world absorbed the divine truth and implemented the divine will.

In the words of Rabbi Schneur Zalman of Liadi:

"The era of Moshiach ... is the culmination and ful-fillment of the creation of our world -- it is to this

end that it was created... In the future [world of Moshiach], the light of G-d will be revealed with-

out any obscuring garment, as it is written: 'No longer shall your Master be shrouded; your eyes

shall behold your Master'...

"A semblance of this was already experienced on earth at the time that the Torah was given, as it is

written: 'You have been shown to know that the L-rd He is G-d, there is none else be-

side Him' ... [But] then their exis-tence was literally nullified by the

revelation, as our sages have said, 'With each utterance [the people

of Israel heard from G-d at Mount Sinai], their souls flew from their

bodies...' Yet in the end of days the body and the world will be refined, and will be

able to receive the revelation of the divine light ... via the Torah."

By Yanki Tauber from shaloh.org/magazine


"Margaret" is a name. "Dad," "Doctor," and "Your High-ness" are also names. So is "Next on line!" or "You-in-the-red-tie- second-seat-in-the-third-row." Your social secu-rity number is a name of sorts, as is your shoe size or the make and model of your car. As you pass through life, you get tagged with all sorts of appellations -- handles on your identity for others to grab hold of and pull on.

Where are you in all this? There are many, many other Margarets in the world, of course, as there are countless Dads or Doctors. "Your Highness" sort of narrows the field, but there are still one or two of those left. You may be the only guy wear-ing a red tie in seat 3B, but does that mean that if you'd have put on the yellow tie this morning you wouldn't be you?

This week's Parshah describes the first galut (exile) of the Jewish people. We read how after Joseph's death, the Egyptians oppressed and enslaved the Children of Israel for many years, until G-d sent Moses to redeem them.

The name of this Parshah is Shemot, which means "Names." Torah readings always take their title from the reading's opening lines, and this week's reading begins, "And these are the names of the children of Israel who came to Egypt..." Yet the Chassidic mas-ters insist that the name of a Parshah also explains its message and inner content. What is connection the be-tween the title Names and the story that Names tells?

Any time you feel trapped within an environment or circumstance that is hostile, intimidating or limiting, you are in Galut. What is Galut? When is a per-son in "exile"? A person taking a luxury cruise around the world doesn't feel like an exile. In contrast, a person can be living in a place for twenty generations and still feel intimidated by his or her surroundings.

Galut can be living in a foreign land where you don't understand the language and are baffled by the local

customs. Galut can be being shackled to a dead-end job, or enslaved by a mortgage and medical bills. Any time you feel trapped within an environment or circumstance that is hostile, intimidating or limiting, you are in Galut.

How do you get out of Galut?

Galut, by definition, means that you have no control over the circumstances in which you find yourself. But you do control which "you" gets put inside those circum-stances. There is the external "you"--the you that's sad-dled with and dependent upon the countless burdens, great and small, of a life lived in the shadow of the mun-dane. Then there's the inner "you"--the spiritual self that is utterly self-contained, complete in its self-knowledge and its bond with its Creator.

Do you allow the circumstances of your life to dictate your self-perception and your internal priorities? Which self do you invest in the circumstances of your life? Do you allow others' expectations of you to dictate your innermost yearnings and aspirations? Do you allow the circumstances of your life to dictate your self-perception

and your internal priorities? Or do you insist that only your "name"--only the external self on which the outside world has fastened its hold--be incar-cerated in Galut, but not your pristine self, not the self that neither requires nor lends itself to naming, for this the self that you and your Creator know from the inside and not via any exter-nal handle?

And these are the names of the chil-dren of Israel who came to Egypt. Only their names came into Egypt--not their quintessential self. And because their deepest self never entered Galut, they

were able to ultimately overpower it and defeat it.

By Yanki Tauber from shaloh.org/magazine

Are You Inside Your Name?


The winter is still here! We spent a lot of time talking about the changes that are taking place during the winter. It is snowing, and, even though the sun is shining, it is cold.

We also continued learning about colors and shapes. Our new color is OR-ANGE, and the shape of the week is RECTAN-GLE. We used orange paint to color the rec-tangles, and built a house using triangles and rectangles. This week's Parsha is the first one from the book of Shemot. The children listened

to the story about the evil king Pharaoh. He enslaved the Jewish people and tried to crush the spirit of the Jewish workers with hard work and beatings. The children also enjoyed learning about baby Moshe who was found by Pharaoh's daughter floating down the Nile in a little basket. These stories are easily understandable for children and we will re-turn to them again later on.

We wish you and your family Good Shabbos

Morah Anna, Morah Pola ,Morah Valia


This week was such a nice week! We learned all about Parashat Shemot. In this parsha, the leader of Bnei Yisrael, Moshe, was born. He was born in Mitzrayim. During that time, Pharaoh made a law that all the baby boys who were born had to be killed, so Moshe's mommy, Yocheved had to hide Baby Moshe. She made a small basket for Moshe and put it to float in the river. Can you believe who found Baby Moshe there? We learned a song to tell you about it:

In the water, in the basket, who did Pharaoh's daughter see? In the water, in the basket, who could that small baby be? It was Moshe, Baby Moshe, Baby Moshe so tiny. It was Moshe who would grow up and help to set us free.

Please ask me about Parashat Shemot: The parsha of the week is (Shemot). The mean king of Mitzrayim was (Pharaoh). He said that all the Jewish baby boys have to go into the (river).

But Mommy Yocheved didn't want her baby, (Moshe) to go in the river so she put him in a (hiding place), shh!

But baby Moshe got too big so mommy (Yocheved) put him in a (basket) and she covered it with (tar).

Who was watching baby Moshe? Big sister (Miriam) Who came to swim in the river? (Batya) Batya's hand got (longer and longer) until she reached the basket. Baby Moshe got (bigger and bigger) until he was a big (tzaddik). Hashem told Moshe and Aharon to tell Pharaoh to (let the Jews go home to Eretz Yisrael). But Pharaoh said (No, no, no, I will not let them go). In Pharaoh’s palace, when Moshe threw his stick on the ground, it turned into a (snake).

In Aleph Bet, we learned the letter, tet. We made a "Tet for Tallit." The other words we found for tet are taba'at (ring) and telefon (phone). This month, Te-vet, also starts with a tet.

In A-B-C we learned all about the letter, G. We used Glue to make a Green Glit-ter G. Morah showed us how to mix blue and yellow paint to get Green paint. We found more words with G like gate, goat, goose, glove, grapes, and grass-hopper. We also painted a Giraffe. We even learned a song for G:

(T.T.T.O. Twinkle, Twinkle Little Star) When I look around I see Many things that start with G. I see grass and girls galore, I see gloves and so much more. Won't you look around with me And sing for things that start with G?

Shabbat Shalom, Morah Ruti, Morah Esther, and Morah Natasha


PreKindergarten H ighlights

It’s cold outside but our classroom is bright and warm as we continued learning. We started a new Chumash – Shmot. The children enjoyed listening to the story about the mean King Pharoh, how he pretended that he didn’t know Yosef, and about how he forced the Jews to work for him day and night. The king ordered that all newborn baby boys be thrown into the Nile River. We learned about baby Moshe in the river, about Princess Batiya and the miracle that happened to her – her arm stretched until it reached Moshe’s basket. We heard about the burning bush Moshe saw. Please ask your child all about it and more.

Parsha Songs: TTTO Found a Peanut

In the water, in the basket, who did Pharoh’s daughter see? In the water, in the basket, who could that small baby be?

It was Moshe, baby Moshe, baby Moshe so tiny It was Moshe who would grow up and help to set us free

***

Bang, bang, bang, bang your hammer low Bang, bang, bang, give a heavy blow

For it’s work, work , work, every day and every night For it’s work, work, work when it’s dark and when it’s light

Dig, dig, dig, dig your shovels deep

Did, dig, dig, there’s no time for sleep For it’s work, work, work, every day and every night

For it’s work, work, work when it’s dark and when it’s light Parsha Questions What is the parasha of this week? Shemot What was the name of the king of Mitzrayim? King Pharaoh Why was King Pharaoh afraid of the Jewish people? They became so many; each woman had 6 children. Did the Jewish people have to work? Very hard Who were Shifrah and Pua? Jewish nurses What were the names of the Jewish nurses? Yocheved and Miriam What did Pharaoh tell the nurses to do? “You must kill every new Jewish baby boy” Did the nurses listen to King Pharaoh? No, because it’s a big sin What did Pharaoh order next? To throw every newborn baby born into the river! Yocheved had a baby _ (boy) _ and she hid him for __(3)__ months After three months she couldn’t hide him anymore so she (made a basket in put him in the river.) Who was watching him? His sister Miriam Who came to the river? Princess Batya, Pharaoh’s daughter What miracle happened to Princess Batya? Her armed stretched What was the miracle that Moshe saw? A burning bush Who talked to Moshe from the bush? G-d What did Hashem tell Moshe to do? Go back to the land of Mitzrayim

This week we learned the letter YUD which begins many word including: yad (hand), Yalda (girl), Yeled (boy), Yeladim (children), Yarok (green) and our lovely children Yael & Yonathan

1 2 3 4 ------ We up to Five. In English: We learned the letter F. The children color cut and pasted different words that start with the letter F. I would like to welcome a nice new girl to our class: Sabrina. We wish her good luck!

Wishing you a Shabbat Shalom

Morah Sarah and Morah Polina


This week we started a new Book of the Torah with Parshas Shemos. We learned many interest-ing and exciting details about the Parsha so please take the time to review the songs and ques-tions with your child. We weaved a basket and made a baby Moshe so acting out the story can also be a fun family activity. Aleph Bais: We met two new families this week in the Aleph Beis Bayis. The Pay Family and the Tzadik family. Tzadik sure acts like a Tzadik with all the Mitzvas he starts like Tzedakah and Tzizis. English Language: The children really enjoyed the English class with Mrs. Epstein where they read thair own books. This encouraged to make their own books back in the class. They are getting very good and sounding out short words and doing comprehension activities. Math: We worked in patterns making Pyramids on paper and in the block center. We practiced going from small to big and then from big to small. We also played math games with our favorite fish toys.

Introducing… for the very first time….. Shabbos Homework for the Kindergarten class. In step with the ‘Taste of 1st grade’ program and in an effort to keep parents

involved in what we are learning at school Please review the one sheet of Aleph Bais with your child. Please sign the sheet after Shabbos and send it in on Mon-

day. Feel free to write any comments that you may have on the H.W. or on the system, on the paper.

Songs: Bang Bang Bang, Bang your hammer low Bang Bang Bang, give a heavy blow Cuz its work work work, every day and every night Cuz its work work work , when its dark and when its light Dig dig dig, dig your shovel deep Dig dig dig there is no time to sleep Cuz its work work work, every day and every night Cuz its work work work , when its dark and when its light


(TTTO: Found a Peanut) In the water, in the basket, who did Parohs daughter see In the water, in the Basket It was Moshe, Baby Moshe, baby Moshe so tiny It was Moshe who would grow and would help to set us free. Parsha Questions:

How did Paroh make the Jewish people into slaves? ( He tricked them into thinking that every-one would work together and it would be fun, and then he didn’t let them leave.)

What did the Jewish people need to build? ( Cities with big buildings called Pyramids) What was the rule that Paroh made so there would be less Jewish people? ( All the baby boys

need to be thrown into the Nile river.) What did Yocheved do when she had her baby boy? ( She put him in a basket that was cov-

ered in tar so no water could get in and put him in the river . Moshe’s sister Miriam watched from far away to see what would happen to him.)

Who found Moshe in the water? (Basya, the daughter of Paroh) What miracle did Hashem do for her? (He made her arm stretch very far so she could reach

the basket) Did Moshe drink the milk from the not Jewish ladies? So who fed him milk and what did she

tell him? (No, so Basya hired Yocheved his mom to nurse him but of course Basya didn’t know that she was really his mother. Yocheved told Moshe that even though he was growing up in the palace of Paroh he was really a Jew.)

When Moshe got older why did he have to run away from Mizrayim? (Because someone saw that he killed a Mitzri person who was trying to hurt a Jewish person.)

Where did he go and what did he do there? (He went to Midyan where he met Yisro a man who also believed in Hashem. He married Yisro’s daughter Tziporah and watched Yisro’s sheep.)

What miracle did Moshe see when he followed a little lamb that ran away? ( A bush that was on fire but wasn’t burning up.)

What did Hashem tell him from the bush? ( That even though the Jewish people are being slaves Hashem is watching over them and that Moshe should be the one to take them out of Mizrayim)

Why didn’t Moshe want to be the one to lead the people out of Mizrayim? (Because he was humble and he didn’t speak so well)

What did Hashem answer? ( That his brother Aharon could help him speak) What was the special sign that Hashem gave Moshe to show to Paroh? What happened after

the magicians did it too? ( He turned his stick into a snake. When the magicians also turned their sticks into snakes Moshe’s stick ate up all of their sticks.)

Have a Great Shabbos! We Want Moshiach Now!

Love, Morah Yael and Morah Mila


Grade 1 Judaic Studies - Shulamis Yehudis Gutfreund

In the yearly cycle of Torah reading, the Jewish people just finished reading the first book of Torah and began the second book. In Kitah Aleph, we also completed a chapter in our mastery of lashon kodesh – Hebrew – the gateway to our Jewish heritage, and are opening new chapters.

Although we are still working on speed, the children have now mastered all the tools they need in order to read with accuracy even the most complicated words in Hebrew. They now know rules of pronunciation that many adults who are very conversant with Hebrew do not know! We finished our first reader, Av B’Chochmah, a couple of weeks ago, and this Friday at our Siddur Party, each child received his/her own Siddur and certificate that they are now “Masters of the Aleph-Bais.”

Two weeks ago, the children each received a new book and workbook called “Shiri HaLlama,” which tells a cute story of a llama who joins a first grade class. The book and workbook are designed to in-crease comprehension of easy-reading Hebrew. In the workbook, the students also get practice writ-ing simple Hebrew sentences and sight reading simple words without nekudos – those helper dots underneath the letters.

We also began an extremely important book – LaShon HaTorah. Each child received his/her own copy of this foundational workbook which teaches the children the many prefixes and suffixes that Hebrew uses. This will enable them very soon to be able to dissect a Hebrew word to discover its meaning.

In writing, we are making steady progress in our Aviva Kasiva workbooks. In Jewish law, we are pro-ceeding along with our study of brochos – the blessings we make on food. In vocabulary, we com-pleted our fifth test last week. In character building, we are each doing several “secret missions” each week in an effort to “rebuild Jerusalem with our mitzvos.” (This month – the Hebrew month of Teves – marks the beginning of the destruction of the Second Temple.)

After Pesach, we will begin studying the Torah ourselves directly (rather than just hearing the sto-ries), and we will learn about Abraham our forefather. In preparation for this, we are modeling Abra-ham, who discovered G-d by looking at the wonders of nature. This week, as part of our new series “Torah and Science,” we studied the wondrous wisdom with which G-d fash-ioned the giraffe. If you want to know more details, ask your children about the special lips, heart, nostrils, camouflage and powerful kick (a giraffe can kick the head off a lioness, its only enemy) that H-shem gave the giraffe to enable it to sur-vive. Through this series, we hope to in-crease our understanding of G-d’s great-ness and of G-d’s love for all creatures, including (and especially) us.


Math - Cagdas Tatli

Grade 1

The first grade is learning the multiplication tables. We have already learned the tables until 4. We practice them at home and at school.

The students practiced their multiplication tables using their math class work, playing cards, multipli-cation sheets, and using the white boards .You can practice with your child by playing multiplication bingo: someone calls the number using a multiplication sentence (you have to figure out the answer on your own).

We used a deck of playing cards too. We picked cards and try to answer in a fast pace each of the multiplication facts on the cards.

We are also learning about measurement. We started learning customary measurement by measur-ing with inches, feet, and yards. We measured our height by using our giant ruler on our wall. We know how many feet and inchs tall we are right now. We measured things like the length of the big room. Next we will learn how to measure liquids; we will use water and measuring cups. I think there will be water all over us and the floor! :)

Grades 6 & 7

We are preparing and sharpening our math knowledge by applying all the tools that we have learned in math and geometry. We reviewed our knowledge of 3-D geometry (area and volume of spheres and pyramids, surface area of prisms etc...) We also learned how to simplify algebraic terms with higher powers. We used the Pascal Triangle to determine the perfect square, cube, etc. (You can see what the Pascal Triangle looks like in the picture)

Now we are preparing following national and regional tests:

Math League

The Math League was formed in 1977. The Math League is dedicated to bringing challenging mathematics materials to students. Over 1 million students participate in Math League contests each year. Contest problems are designed to cover a range of mathematical knowledge for each grade level.

Math Olympiads

Created in 1977 by Dr. George Lenchner, an internationally known math educator, the Math Olympiads went public in 1979. Last year 150,000 stu-


dents from 5,000 teams worldwide participated in the Olympiads. All 50 states and 25 other coun-tries were represented.

Math count

A nationwide math contest. This contest include several steps which ended up in the competing na-tionally with the winner of each state best teams. More information on this contest will be coming.

Grades 3 and 4 Science - Naomi Lev

The third and fourth graders have been studying in their Singapore books about the states of matter and in more detail about the different phases of water. Each student has been working at his or her own pace in the book and workbook Each student earned a Cartesian diver for completing Chap-ter 1. When you press on a plastic bottle with a Cartesian diver inside, the Cartesian diver goes down because more water goes into the pipette and compresses the air inside. The water makes the diver heavier, so it sinks. If the diver stops working, it can be fixed by adjusting the amount of air and water in the pipette. (You can ask a student in grades 3-7 for an explanation.) The last part of the chapter on water is about how we use water and how we can conserve water. The text gives an example of a water bill from Singapore--if you have a water bill, it would be helpful to show it to your third or fourth grader to see how much water costs in the Boston area. Families might also want to discuss how to conserve water, since fresh water is a limited resource. Next topic for this class: air. The students will be bringing home their workbooks and may sometimes bring home text-books if they need to catch up. It is very important that they bring both the workbooks and the text-books to class every Tuesday and Thursday. We do not have extra copies of the books.

Grades 1-4 Music - Irina Gelman

Usually this time of year is reserved for Purim concert preparation. But this term we have decided to dedicate our music class to learning the basics of music. We have started Rhythm and Notation as well as Classical Composers. I appreciate all the parents who helped their kids research composers.

Students need three subject notebooks for music. The first section of the notebook will be dedicated to Music Theory and Everyday Music, the second section will be dedicated to Classical Music, and the third section will be dedicated to Jewish Music.

This spring we plan to hold a Shaloh Musicale. All students of our school who are currently receiving instruction are invited to participate in this program. Through the teachers each student will receive a letter from me about this event. I plan to organize this event annually and will be thankful to any-one who contributes ideas to make our first Musicale a success.

Don't forget that Tuesday is music class so do your music homework and bring your notebooks. En-joy music!


Rain Dima Belov The rain and sun together makes rainbow. Rain. Rain is good. The lightening glows. Rain is fun. The storm flying in the air. Rain is water. The rain glows in the night. I like rain. The rain makes storms and lightening. Rain. The sun is good and raid is bad. Good rain. The sun shines. Rain. Mud mud puddles are fun you can jump in them. You play in them you could get dirty. It is fun to play in rain. Rain is fun to play outside. I like big rain. You can drink rain. I like rain. Rain. Rain. Rain. Play in rain. I live rain. Good rain! Good rain! Good rain. Rain is mud.

The Girl Ruth Davydov Once a girl was outside. She met a girl. They played and played. But when the day was over they waved And said goodbye to each other.

The New Girl in School Tzipporah Marchette We met a very nice girl. Who made us a very nice curl. We play with her every day. So we can help her play. Her hair is so nice. That people would stop and stare. Ha!!!

Forever, forever to a land far away Levy Sherman Forever, forever to a land far away, A knight gallops fast; he rides night and day. His hair old and greasy and black, He has a long sword on his strong back. His face is as pale as the moon in the sky, And his hands are as cold as a freshly spo-ken lie. His horse does not have but a hair that’s not gray, “It’s eyes are blood red” some people say. He never will reach that place far away, But he’ll keep on trying night and day.

Poetry Contest Continued from front page


Announcements

Mazal tov to the Morgovsky family on the birth of a granddaughter, and to Max Morgovsky (grade 3) on the birth of a niece! May you have much nachas from her!

Shaloh House Women’s Club

Invites you to a Melaveh Malkah – Women’s gathering in

honor of Rosh Chodesh Shvat

In the program:

* Explore the customs of Tu B’Shvat – New Year for the trees

* The Art of Food Decorating by a professional Chef

Learn how to make your fruits and vegeta-bles stand out!

Saturday night, January 28th

8 p.m. at

SHALOH HOUSE

Admission $10

yHkC651022

Documents

Transcript of yHkC651022