My Weekly Sidrah Teacher s Guide

Transcription

1 My Weekly Sidrah Teacher s Guide Here is the My Weekly Sidrah Teacher s Guide for the book of Genesis. The final teacher s guide will be available by the end of October, For questions or comments, please call us at or us at misrad@torahaura.com.

2 ISBN 10: ISBN 13: Copyright 2008 Torah Aura Productions.All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means graphic, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without permission in writing from the publisher. Torah Aura Productions 4423 Fruitland Avenue, Los Angeles, CA (800) BE-Torah (800) (323) fax (323) Visit the Torah Aura website at Manufactured in Malaysia

3 Contents My Weekly Sidrah Teachers Guide Bereshit Noah Lekh-Lekha Va-Yera Hayyei Sarah Toldot Va-Yetze Va-Yishlah Va-Yeshev Miketz Va-Yigash Va-Yehi Shemot Va-Era Bo Beshallah Yitro Mishpatim Terumah Tetzaveh Ki Tissa Va-Yak hel Pekudei Va-Yikra Tzav Shemini Tazria Metzora Aharei Mot Kedoshim

4 Emor Be-Har Be-Hukkotai Be-Midbar Naso Be-Ha alotekha Shelah Lekha Korah Hukkat Balak Pinhas Mattot Mas ei Devarim Va-Ethannan Ekev Re eh Shoftim Ki Tetze Ki Tavo Nitzavim Va-Yelekh Ha azinu V Zot ha-brakhah

5 My Weekly Sidrah Teachers Guide This teacher s guide will help guide the teacher through the parashiyot in the Torah and through the text My Weekly Sidrah. There are five books of the Torah. Each book tells a different story about our Jewish history. There are fifty-four chapters in the Torah, each read on a different week. Some are read two at a time, and others are read twice or more for holidays. Each of these parashiyot, or chapters, are divided into books. When we finish reading the Torah each year at Simhat Torah, we then begin reading the Torah again, as there is always something to be learned. Bereishit, the first book of the Torah, tells us about the beginning. We learn the foundational stories of our people and the world. We also get a glimpse of life in Egypt. In the second book of the Torah, Shemot, Exodus, we learn about our enslavement in and liberation from Egypt. The third book, Va-Yikra, Leviticus, teaches us the holiness code and rules about Judaism. Be-Midbar, Numbers, the fourth book in the Torah, describes the Israelites years of wandering in the desert. We learn more rules, and we see more rebellions. Devarim, Deuteronomy, is the last of the five books of the Torah. Through this book we hear Moses reflections and farewell to the Jewish people. At the end of the book, the Israelites, after wandering for forty years, make it to their homeland, Eretz Israel. Each parashah lesson contains three or four activity pages for the students to complete. The students will study a short summary of the parashah. Several pen-and-paper activities relating to the parashah follow each summary. Each lesson ends with a quote from that parashah for the class to discuss, and an opportunity for the students to write their own comments relating to the parashah. The goal is to encourage your students to become Torah commentators. We hope that you and your students enjoy the process. Carrie Hearshen & Laurie Bellet Introduction 5

6 6 Parashat Bereshit Parashat Bereshit Overview God is unhappy with the way things are and decides to create the world and make it habitable. God creates the world in the span of seven days, and on the seventh day, God rests. God creates light, the heavens and the earth, stars, moon and sun, living vegetation, animals and man. God gives the land to man and tells man to take care of the land and tend to it. Everything on the land is for him. God also provides man with a partner. In Hebrew, man is ISH and woman is ISHAH. God tells man that he can eat from anything within the Garden, except for the tree of knowledge. Man and Woman follow God s wishes until the snake comes along and temps Eve into eating the fruit from the tree. Many people say that the fruit was an apple, some say it was a fig. Eve then tells Adam to eat the fruit. They both eat from it and are punished by God for disobeying. Adam and Eve now must work the soil and clothe their bodies, and they are banned from the Garden. The snake now must crawl on the earth and will be known as sly and cunning. Adam and Eve begin working. Eve soon gives birth to Cain and Abel. Both children work as well. Abel is a shepherd, and Cain is a farmer. Both boys offer gifts up to God. Abel offers to God his best animal, while Cain offers to God some fruit and vegetables. God likes Abel s gift offering more, and Cain becomes jealous. He later kills his brother. God knows this; however, when God questions Cain he tells God that he does not know where his brother is. Cain says to God, Am I my brother s keeper? God punishes Cain for killing his brother by placing a mark on his forehead as a sign for all to know what Cain did to Abel. Big Ideas Just as God rested on the seventh day, we should take a rest from our daily activities. God created two people in the beginning, Adam and Eve. Just as we have rules to follow, in living in the Garden of Eden there were rules for Adam and Eve to follow. It is important to watch over our family and keep them safe. We are all created in the image of God. You Know You ve Succeeded When Students can explain the story of Genesis in their own words. Students can explain what it means to be created in the image of God. Students can explain what it means to be someone s keeper. 1. Set Induction 2. Parashah Summary (page 3) 3. Help God Finish Creation (pages 4 5) 4. Quotation and My Comment (page 5) 5. Coloring Activity (page 6) 6. Additional Activity 1: Set Induction ASK: How many days do you think it takes to build a house? EXPECT: A year. ASK: How many days do you think it takes to build a building? EXPECT: A year. How long do you think it would take to create a world now? EXPECT: A really long time. Well, God created the world in six days, and

7 what do you think God did when God was finished creating the world? God rested. In this first chapter in the first book of the Torah we are going to learn all about how God created the world, what God created and what the people that God created did. Activity 2: Parashah Summary This first parashah covers the stories of Creation, the first humans (Adam and Eve) and the first children (Cain and Abel). Read over the first page with the students paying attention to the boldface words. ASK: How long does it take for God to create the world? ANSWER: Six days. EXPAND: Why do you think God rested on the seventh day? PERHAPS: God was tired; God wanted to sit back and enjoy all that God created. EXPAND: Why do the Jewish people rest on the seventh day? PERHAPS: To be like God; because we are tired; to be with our family. ASK: Why do you think Adam and Eve were banished from the Garden of Eden when all they did was eat from the tree? PERHAPS: They did not listen to God. EXPAND: God was like Adam and Eve s parents. What happens when you do not listen to your parents, and how do you feel afterward? PERHAPS: We get punished, we get yelled at, and we feel bad. Cain and Abel were brothers, and they liked to fight. Do you and your brothers or sisters fight? What do you fight about? PERHAPS: What television show to watch, what toys to play with, who gets to sit next to Mom/Dad, who gets to stay up later. Let s take a look at the different things God created during those six days. Activity 3: Help God finish creation Allow the students the time to fill in the missing information for each day. Activity 4: Quotation and My Comment Read the quote to the students and discuss. ASK: What does it mean to be created in the image of God? PERHAPS: To look like God, to act like God, to do things like God. IF some said to look like God, ASK: What do you think God looks like? PERHAPS: An old man, a man sitting on a throne, a big sun this can be anything. Allow students to become commentators. Have them fill in the blank. Students can take turns reading their sentence out loud, if time permits. You may need to help younger students write their answers. You (and a madrikh/madrikhah) should circulate through the class helping students formulate and write down their answers. Activity 5: coloring activity Page 6 offers students a few minutes to color God s creations. Depending on the likes and dislikes of your class concerning coloring, this can be used as an ending activity or a filler for students who finish early. Activity 6: Additional activities Here are three art projects you can do. Project 1: Shabbat Tableau Students will create a tableau of windows depicting each step of creation, observing the balance between the first three days and the second three days, culminating in Shabbat. Student Materials 1 sheet white construction paper 9" x 12" or 12" x 18") 1 sheet black construction paper (same size as above) Markers, crayons or colored pencils Glue stick Parashat Bereshit 7

8 Teacher Preparation 1. Using a pencil, a ruler and the black paper, draw 7 squares as demonstrated on page 9. These must be large enough for students to drawwithin. 2. Using a scissors or X-acto blade, cut windows in the black paper along your pencil lines. 3. Use glue stick to glue black window frames to white background. Activity Students illustrate each day of creation as follows. Wrap-Up As a group, observe the illustrations. Note the creative balance between Day 1 and Day 3; Day 2 and Day 4; Day 5 and Day 6. Reflect on the simplicity of the Day 1 illustrations in color, form and detail, and observe the gradual increase in complexity as the days progress. Discuss the various ways students have chosen to illustrate Shabbat. Adaptations for Students with Disabilities 1. Use stickers or precut pictures instead of student illustrations. 2. Demonstrate the process of creation by using colors. On day 1, students can use one color (dot art painters work splendidly). Add one color for each day and increase the complexity of the students designs (many dots; a variety of lines; multiple shapes). project 2: Creation Class Quilt 1. Give each student a square of white paper 4½" x 4½". 2. Fold a small piece of paper as a secret message for each student. On the message, indicate the day of creation (1, 2, 3, etc.) and a reminder of the creations on that day. 3. Each student illustrates the day indicated on the message on the white paper square. 4. When completed, arrange squares in a quilt pattern according to the specific creation day. Add extra colored-paper squares to even out your quilt. 5. Glue quilt squares onto a large piece of poster board or lace the squares together. 6. Discuss the various creation representations on the quilt. project 3: Creation Memory Give each student seven white index cards. Instruct students to fold the cards in half and cut down the middle. On one half, the student writes the specific day of creation. On the other half, the student makes a simple picture illustrating the specific day. Give each student a zip-lock bag to label Creation Memory. Students can play in class during future free time, or they can take the game home to play with their families. 8 Parashat Bereshit

9 1 light and dark Creation Windows 4 sun, moon stars 2 sky between the water 5 fish and birds 3 dry land 6 animals and people Shabbat Parashat Bereshit 9

10 Parashat Va-Yera Noah Overview Noah is a righteous man. God tells him that the people on earth are corrupt, and God decides that something needs to be done. God decides that Noah will build an ark for him and his family to live in. God tells Noah specific measurements for the ark. The ark needs to be 300 cubits long, 50 cubits wide, and 30 cubits tall. There needs to be an opening for daylight in the ark. There needs to be an entrance on the side and the ark needs to have three floors. Noah obeys God s wishes and creates such an ark. Noah will take two of every animal, male and female, and seven of every kosher animal with him on this ark. He will also take with him his sons, his wife and his sons wives. The rest of the world will be killed. The rain begins and the earth is covered with water for forty days and nights. Everything is destroyed. Noah knows it is safe to leave the ark when he sends out a dove and the dove retuns with an olive branch in its mouth. This is actually Noah s third attempt. Noah has already sent out a raven and a dove. Neither comes back with anything. The dove with olive branch lets him know that there is now dry land and the plants have started to grow again. When Noah and his family emerge from the ark, God makes a sign to them signifying that God will never again destroy the earth like this. The sign is a rainbow. The story of the Tower of Babel begins when the people in the Valley of Shinar decide to make a tower that reaches the sky. While it is not really clear why the people want to build the tower, God is worried. God decides to babble their languages and scatter the people over the earth, which fulfills the command given to Adam and Eve to be fruitful and fill the earth. Big Ideas God wants people to be good to each other. There was rain for 40 days and 40 nights to get rid of the bad people on earth. A rainbow is a sign of God to show that the earth will not be completely destroyed again. It is good to have different languages and different places to live. Just as God promised different things to us, it is important to give back to God and promise things for God. You know you ve succeeded when Students can explain the story of Noah in their own words. Students can explain the story of the tower of Babel in their own words. Students can successfully complete the paper-and-pencil activities. Students can discuss the quotation and fill in their own comments. 1. Set Induction 2. Parashah Summary (page 7) 3. Find the Right Partner (page 8) 4. Coloring Activity (page 9) 5. The Sign of the Promise (page 10) 6. Quotation and My Comment (page 10) 7. Expansion 10 Parashat Noah

11 Activity 1: Set induction ASK: Who is the kindest person you know? PERHAPS: Parents, grandparents, siblings and teachers. SAY: There was the kindest and best-behaved person in all the land. Do you know who he was? PERHAPS: Some may say Noah. Others might not know. SAY: Today we are going to learn about Noah, his family and what he received from God for being so great. Activity 2: Parashah Summary Read the story of Noah on page 7 with the students. ASK: Why is God mad? ANSWER: Because there are many people who are doing bad things. EXPAND: Who isn t bad? ANSWER: Noah and his family. ASK: Why, after the flood, did God make a rainbow? ANSWER: To show us that the earth will never be destroyed again by flood. EXPAND: What bad things happen to our world today? PERHAPS: Hurricanes, earthquakes, tornadoes, storms. EXPAND: While these things are all very bad, they have never done the damage like the flood, because of God s promise to never again do something so bad. ASK: Do you think it is better to have different languages, as God made, or should we all speak the same language? PERHAPS: There will be different answers. Some may agree or disagree. EXPAND: Why do you think it is better/not better? EXPECT: Different answers. Activity 3: Find the right partner This activity on page 8 asks students to find partners for the animals. Have students work to circle the right partner on each line. When finished, the students can color the two pages. Activity 4: Coloring Activity Page 9 offers students a few minutes to color Noah, the ark and twos of seven of the animals. Depending on the likes and dislikes of your class concerning coloring, this can be used as an ending activity or a filler for students who finish early. Activity 5: The Sign of the Promise Color in the rainbow. You may want to teach your students the Hebrew for each of the colors of the rainbow. Activity 6: Quotation and My Comment Quote: Read over the quote with the students. ASK: God promised to never again destroy the earth. What can we promise God? PERHAPS: To be nice to our friends and family, to not litter, to behave, to listen to our parents. My Comment: Allow students to become commentators. Have them fill in the blank. Students can take turns reading their sentences out loud if time permits. You may need to help younger students write their answers. You (and a madrikh/madrikhah) should circulate through the class helping students formulate and write down their answers. Activity 7: Expansion Project 1: You Are Invited! Before You Begin Ask students when we send invitations what do we include? Answer: Names; place; reason; time. What if Noah had sent the animals invitations to join him on the ark? What would the invitations look like? What would they say? Parashat Noah 11

12 Reinforce that invitations are designed carefully so that those invited wish to come. Materials White construction paper 9" X 12", or single-fold blank white greeting cards (craft stores) Markers, crayons or colored pencils Stickers, if desired Sample invitations Activity 1. Students pretend to be Noah and design invitations asking the animals onto the ark. 2. The invitations should include: the reason the ark is sailing, the duration of the voyage and the kind of care the animals can expect on the ark and the host (Noah). Conclusion Display the invitations on a public bulletin board. Edge the bulletin board with Noah s ark, rainbow or animal border. Use complimentary bulletin board letters to display the title You Are Invited! Adaptations for Students with Disabilities 1. Fold a piece of light blue construction paper in half for your card. The blue paper is to represent the water. 2. On your computer, print diskette labels with the wording you choose for the invitation. 3. Have each student fix the diskette sticker to the invitation wherever s/he prefers. 4. Provide stickers of animals, raindrops, clouds, lightning and rainbows, or use stickers featuring the components of a Noah s ark scene. 5. Each student can continue to decorate with crayons, markers or colored pencils. Project 2: We Care for Animals Mini-Book Materials Reproduce the pattern on page 14 for each student. Crayons, markers, colored pencils Students illustrate the mitzvah on each page. Directions 1. Provide blank mini-book pages for students who wish to add to their book. 2. Cut out the mini-book pages or fold. 3. Staple the pages into a book or punch holes in each page and tie a lace to bind the book. Project 3: Classroom Covenant Materials 1 piece of lined chart paper Markers White construction paper circles Poster board Teacher Preparation 1. Consider the kinds of behavior you would like to see students demonstrate throughout the year. 2. Jot notes to yourself regarding student relationships, care of the room and materials, dedication to study. 3. Cut a circle of white construction paper (size depends on the number of students and the measurement of the poster board) for each student. Before You Start Explain to students the nature of a covenant, introducing the word brit. Referring to the parashah, present students with the following quotes from Genesis 9, verses I now establish my covenant (brit) with you and your offspring to come, And 12 Parashat Noah

13 with every living thing that is with you. I will maintain my covenant with you. This is the sign that I have set for the covenant. Why do we make promises, and how do we remember to keep them? Activity 1. Explain to students that just as God made a promise to Noah, we need to make promises to help the class function happily. 2. On the chart paper, record student responses to the following questions. Recalling that we are each created b tzelem Elohim, what must we remember about the feelings of others? What promises should we make to one another about our mouths and words? How should we use our arms, hands, legs and feet in class, and how should we not use them? What rules should we remember in order to use materials properly? How can we keep the classroom tidy? 3. Discuss and formulate a statement of agreement for each point using childfriendly language (eg., Our hands won t hit). 4. Distribute a paper circle to each student. Instruct students to draw a symbol on the paper circle by which they can remember the classroom covenant, and then sign their names to it. Conclusion 1. Write covenantal statements simply and clearly in the center of poster board. 1. No name calling. 2. Hands are for working not hitting, poking or pushing. 3. Put caps back on markers. 4. our class covenant 2. Glue children s symbol/signature circles around the covenantal statements. Include teacher and assistant symbol/ signature circles. 3. Laminate completed poster for durability and display prominently in the classroom. 4. Send a copy of your Classroom Covenant home for families. Adaptations for students with disabilities Rather than drawing covenantal symbols and signing them, students place their hands on a washable inkpad and add handprints to the poster. Students who are able can write their names on the handprint. The teacher can write name for students who are unable to do so. Parashat Noah 13

14 We Care for Animals On Shabbat, you must let your animals rest. (Exodus 20.10) If you see an injured animal, you must stop to help it. (Deuteronomy 22.4) I will provide green plants as food for the birds in the sky and animals on the land. (Genesis 1.28) 14 Parashat Noah

15 Parashat Lekh-Lekha Overview This is the first time we hear Abram mentioned. God tells Abram to leave the land that he lives and to travel to the land God would show him. God promises to make Abram s future family large. Abram leaves with his wife, Sarai and nephew Lot, and follows God s wishes. We learn about Abram s family and his nephew Lot. Lot goes with Abram to the land that God will show him. Abram and his family arrive in Egypt. While there, he acquires flocks of sheep and other animals. Later, after an argument with the Pharaoh, Abram and his family go on their way. They come to land and both Abram and Lot let out their herds. The land is not big enough for both of their herds, so one group has to leave. Abram tells Lot that he doesn t want any fights between them, so he tells Lot to pick a direction and a land to settle in, and Abram and Sarai will go in a different direction. Lot goes toward Sodom and Gomorrah. After Lot leaves, God tells Abram that all of the rest of the land is for him and his future family. Abram is upset with God. He asks God what God can do for him, since he is childless, and God is claiming future family for him and Sarai. God appears to Abram in a dream and tells him that his future family will be as numerous as the stars in the sky. God also tells Abram that his family will be strangers in the land, have hard times, be slaves and be oppressed for four hundred years; however, after those years his people will be free. Abram and Sarai have no children, so Sarai asks her maidservant, Hagar, to bear her children with Abram. She becomes pregnant. Sarai is upset, hurt and angry that Hagar is able to bear children. Sarai treats her badly, and Hagar leaves the land. While Hagar is wandering, an angel appears to her and tells her that her son will also have a future family and be strong. Hagar gives birth to Ishmael when Abram is eighty-six years old. When Abram is ninety-nine, God appears to him and tells Abram to follow God s ways, and God again tells Abram that he will make his offspring numerous. Abram listens and obeys God. God changes Abram s name to Abraham and Sarai s name to Sarah. God tells them that Abram will be the father of all nations and that Sarai will bear a child who will also become the father of the nations. To show their solidarity with God, Abram circumcises himself and his son, Ishmael. Abram is ninety-nine, and Ishmael is thirteen years old. Big Ideas Abram s future family will become a great nation. It is important to keep peace between family members. Abram and Sarai both receive new names because they follow God. Abram becomes Abraham, and Sarai becomes Sarah. God gave Abram the land of Canaan. This land today is known as Israel. Just as Abram is a blessing, we can be a blessing. You know you ve succeeded when Students can explain the story of Lekh-Lekha in their own words. Students can successfully complete the paper-and-pencil exercises. Parashat Lekha-Lekah 15

16 Students can discuss how Abram was special. Students can come up with a way that they can be a blessing. Students can complete the expansion activities. 1. Set Induction 2. Parashah Summary (page 11) 3. Count the Stars (page 12) 4. The Promised Land (page 13) 5. Quotation and My Comment (page 14) 6. Expansion Activity 1: Set Induction How many of you have moved from one home to another? Was it hard for you? Was it hard going to a new school or meeting new friends? ALLOW time for the students to answer. SAY: Well, thousands of years ago God told Abraham that he had to move. Today we are going to learn about his move, what it was like for him and what happened after the move that changed his future and ours. Activity 2: Parashah Summary READ the summary to the students. ASK: For listening to God and moving, what did God promise Abram? ANSWER: God promised Abram that his family would become a great nation. EXPAND: What do you think that means? PERHAPS: That he will have a lot of children; that everyone would be his family. SAY: During the move Abram and his nephew Lot were fighting and had to move away from each other. ASK: Do you ever fight with people you love? Do you think this is the same? EXPECT: Many different answers. Abrams name is changed, and so is Sarai s. Jewish people have a Hebrew name and some also have a different English name. 16 Parashat Lekha-Lekah Do you know what your Hebrew name is? If not, ask your parents, and we can learn it next time. Activity 3: Count the stars SAY: God told Abraham many times that he was going to give him a large family. God told Abraham that he would have as many family members as there are stars in the sky. ASK: How many stars do you think are in the sky? PERHAPS: Hundreds, millions, billions, or just a lot. Have students color in the stars and work on the questions. Activity 4: The promised Land God makes two promises in the parashah one about family and one about land. God promises the land of Canaan as a special land for Abraham and his future-family. It is now called Israel. Have students color in the map of Canaan. When they are finished they will see the word Israel in red. You may want to teach or review the Hebrew words for the colors. Activity 5: Quotation and My Comment Quote: Read the quote to the students. ASK: How did God bless Abraham? PERHAPS: Gave him a family, gave him love, gave him a nation. ASK: How was Abram special? PERHAPS: He was chosen by God to be the leader of the Jewish people. My Comment: Allow students to become commentators. Have them fill in the blank. Students can take turns reading their sentences out loud if time permits. You may need to help younger students write their answers. You (and a madrikh/madrikhah) should circulate through the class helping

17 students formulate and write down their answers. Activity 6: Expansion Project 1: Constellations and Classroom Galaxies Materials Dark blue construction paper, 9" x 12" Foil star stickers Metallic markers, metallic pencils or gel pens Pencils Hebrew name dictionary (optional) Black background paper (fadeless) Teacher Preparation 1. Cut each sheet of blue construction paper in half (*see note below). 2. Design your own name constellation to show students. Before You Start 1. Discuss the verse from Genesis 15.5: Look toward heaven and count the stars, if you are able to count them So shall your offspring be. What does it mean that Abraham s children will be a numerous as the stars? 2. Continue with a brief explanation of constellations. Do constellations look exactly like what they represent? Reinforce that constellations are only approximate representations. 3. Display your own name constellation so that students can anticipate that their constellation will not look exactly the way they might anticipate. Activity 1. Using a pencil, students print their names in Hebrew or English. Longer names will require that students place the letters creatively and not necessarily in a complete linear sequence. 2. Students place foil star stickers along the letters of their names. 3. Erase the pencil marks. 4. With the metallic marker, metallic pencil or gel pen, students write their name (Hebrew and/or English) somewhere on the blue paper. 5. If desired, lightly connect the stars with metallic marker, metallic pencil or gel pen. Conclusion Reflect on how individual stars make up a constellation and constellations together form galaxies. In the same way, individuals come together to create families, friendships and communities. Bulletin board display: cover your board with black fadeless paper. Edge with a star themed border. Display the constellations with the title Our Classroom Galaxy. *Take-home project: Students design a constellation for each member of the family and mount them together on black construction paper. This will require smaller pieces of blue paper. Adaptation for Students with Disabilities 1. Using 12" x 18" blue construction paper, cut into halves 6" x 18" each. 2. Use metallic pencil or gel pen to print student name across the paper. 3. Student applies stickers as able along the letters of the name. 4. Join the stars with metallic marker. And More Predict the future God told Abraham that his children would be numerous as the stars and that his name would be a blessing. Look into your crystal ball. What do you predict will happen in the lives of Abraham and Sarah? Parashat Lekha-Lekah 17

18 Overview 18 Parashat Va-Yera Parashat Va-Yera Abraham is sitting in the entrance to his tent and sees three strangers approaching him. (Rashi, a commentator on the Torah, says that the visitors are performing the mitzvah of visiting the sick, since Abraham was just circumcised.) Abraham welcomes them in, and both he and Sarah are hospitable to them. They wash their feet and offer them food to eat. Together they make blessings over the food. While the visitors are there they tell Abraham and Sarah that they will have a child. Sarah is such an old woman, she laughs at the visitors. Later she does give birth to a son, whom they name Isaac, which means laughter. (If you remember, God told Abraham and Sarah in the last chapter that they would have a child.) Abraham circumcises Isaac as he circumcised himself and Ishmael. Isaac was circumcised at eight days of age. After the visitors leave, they go to Sodom and Gomorrah, where Lot has settled. The people there are bad and not well behaved. God wants to destroy the city. Abraham pleads with God and asks God, If there were fifty righteous people, would you still destroy the city? God says no. Abraham then asks the question again, bringing the number of righteous people down to ten. God says that he will not destroy the city for ten people. However, there are not ten righteous people in the land. Abraham is able to spare the life of Lot and his family. They are told not to look back when fleeing the city. Lot s wife looks back, and she is turned to a pillar of salt. The land of Sodom and Gomorrah is destroyed. When Isaac is older, Sarah is upset to see Ishmael and Hagar. She had Abraham banish Hagar from the land. God tells Abraham to listen to Sarah and not to worry about Ishmael, for he too will have a nation. Hagar and Ishmael are ordered to leave. Abraham gives them food and water, and they leave. Ishmael grows up and marries. Years later, after Isaac has grown, God appears to Abraham again with a message for him to take his son, his only son, the one he loves, Isaac, to a place God will show him and sacrifice his son. (This is another time when God appears to Abraham telling him to do something without knowing in advance what it is he is to do. This time God tests Abraham to see if his love for God is strong.) Abraham follows God s orders and takes Isaac up to Mount Moriah in order to sacrifice him. Abraham is about to sacrifice Isaac when an angel appears to him and tells him to stop and not to follow through with the sacrifice of his son, but rather to sacrifice a ram. The shofar we use at Rosh ha-shanah comes from this ram. Abraham again obeys God. Both Abraham and Isaac leave the mountain. (The commentators state that Abraham and Isaac do not speak again) Once again God tells Abraham that because he obeyed God he will have as many descendants as the number of stars in the sky. Big Ideas It is a mitzvah to welcome strangers. It is important to behave and act kindly to others around you, near and far. The towns of Sodom and Gomorrah was destroyed because the people that lived there did not behave. Isaac means laughter.

19 There are many ways we can make others feel welcome. You know you ve succeeded when Students can explain the story of Va-Yera in their own words. Students can explain how Abraham and Sarah were kind to strangers. Students can explain why Abraham and Sarah named their son Isaac. Students can explain why making someone feel welcome is an important mitzvah. 1. Set Induction 2. Parashah Summary (page 15) 3. Maze and Hidden Picture Help Abraham Welcome the Visitors (page 16) and Find the Things Needed to Make the Visitors Feel Welcome (page 17) 4. Quotation and My Comment (page 18) 5. Expansion Activity 1: Set Induction What things does your family do when they know they are having guests come over? PERHAPS: Clean up the house, make food, put up decorations. EXPAND: What if guests come over unexpectedly? How do your parents act? PERHAPS: Kindly. They invite them to stay for food, invite them into the house. This is all similar to the way Abraham and Sarah were to their guests. Their guests even had a message for them. Let s read together and see what happened when Abraham and Sarah had guests come over, and what the guests told them that would change their lives. Activity 2: Parashah Summary READ the summary with the students. Explain the idea that Rashi believes that the guests were coming over to visit with Abraham because he had just been circumcised. ASK: What do you do when you go visit people who are sick? EXPECT: We are kind, we are not loud, we bring them things. EXPAND: How do the people who are being visited feel? EXPECT: Glad that we came over. ASK: What did the visitors tell Sarah and Abraham? ANSWER: That they would have a son. ASK: Why did Sarah laugh? Because she can t believe that she can still have a baby even if she and Abraham are old. EXPAND: What did they name their son, and why? ANSWER: Isaac, because it means laughter, and Sarah laughed when she heard that she would have a son. SAY: In addition to the guests coming to visit Abraham and Sarah, other things took place around this time. ASK: Why do you think Abraham wanted God to save the earth? PERHAPS: Because he didn t want what had happened in the time of Noah to happen to the world again. Abraham wanted God to save the earth. Activity 3: MAZe and Hidden Picture Students can work individually to finish these two activities the maze and the hidden picture. When finished, they can color in the pictures. Activity 4: Quotation and My Comment Quote: Read over the quote with the students. ASK: Why is making someone feel welcome an important mitzvah? PERHAPS: Because it is what God does, because it is what God commanded us to do. It makes Parashat Va-Yera 19

20 the people feel good. It makes them feel appreciated and loved. My Comment: Allow students to become commentators. Have them fill in the blank. Students can take turns reading their sentences out loud if time permits. You may need to help younger students write their answers. You (and a madrikh/madrikhah) should circulate through the class helping students formulate and write down their answers. Activity 4: Expansion Project 1: Welcome Door Hangers Material Door hanger for each student Markers/crayons/colored pencils Optional: stickers Teacher Preparation On cardstock weight paper, reproduce the door hanger pattern at the bottom of the page. Before You Start 1. Review how Sarah and Abraham welcomed guests. 2. Describe the door hangers students have seen at hotels. 3. Brainstorm what Sarah and Abraham might have put on a door hanger to invite people in or to ask for privacy. 4. If desired, write some key words and phrases on the board. Activity 1. Using markers, crayons or colored pencils students decorate one side of the door hanger to welcome guests in. 2. On the reverse side students kindly ask for privacy. Conclusion Students share both sides of their door hangers with the class and role-play situations using the messages they have written. Adaptations for Students with Disabilities 1. From magazines, cut words and pictures representing both a welcome and a request for privacy. 2. Using a glue stick, complete one side of the door hanger at a time, using the words, phrases and pictures you have selected. Project 2: Classroom Welcome Poster Collage Materials White construction paper 3"x 9" (one per student) Markers/crayons/colored pencils Large piece of poster board (one per class) Teacher Preparation Cut construction paper pieces 3"x 9". Determine if one piece of poster board will suffice. Before You Begin Brainstorm with students about what makes them feel welcome in the classroom. Activity Using crayons, markers or colored pencils and a piece of white construction paper (3"x 9") students illustrate a way to welcome individuals to the classroom. Conclusion 1. Use glue stick to attach student signs to poster. 2. Laminate and display in the classroom. 3. Rehearse the suggestions (or the opposite behavior) described on the poster. 20 Parashat Va-Yera

21 And More Welcome to our sukkah (when teaching this lesson coincides with Sukkot) 1. Explain the mitzvah of welcoming guests to the sukkah. 2. Teach the Hebrew words for welcoming guests b rukhim ha ba im. 3. On construction paper, cardstock or wood, make a welcome sign in Hebrew, for your house or the sukkah. Welcome Door Hanger

22 Parashat Hayyei Va-Yera Sarah Overview At the beginning of this chapter we learn of Sarah s death. Commentators have discussed this extensively. Since this happened after the aborted sacrifice of Isaac, some say Sarah died of shock because Abraham had intended to sacrifice their son without her knowledge. Some also state that she died because she found out that the killing had indeed taken place. Other commentators state that she died after learning that Isaac had survived, because this world is such a dangerous and difficult place to live. This is the first time we hear about burial. It is a mitzvah to bury the dead, as it follows God s description of man as created through dust and to return to dust. In addition, it shows honor to the deceased. After Sarah is buried, Abraham is interested in finding a wife for Isaac. He asks his servant to go to the land of Abraham s birth (Haran) and bring a suitable wife back to Canaan for him. The servant decides that to find a suitable wife for Isaac he will need to test the woman. The servant decides he will ask a woman for some water. If she replies yes, and in addition provides water for the camels, she will be the woman Isaac should marry. This test shows the kindness to both strangers and animals. Rebekah, a beautiful maiden, passes this test. The servant follows her back to her family (Rebekah father is the son of Abraham s brother s wife) and tells them about Abraham and Sarah and finding a suitable mate for Isaac. Rebekah goes with the servant to Canaan to marry Isaac. As it happens, when Rebekah arrives in Canaan, Isaac notices her and is taken by her beauty. Rebekah is mesmerized by Isaac. She takes her veil and covers herself. (This is where we learn of the ceremony at 22 Parashat Hayyei Sarah the wedding in which the woman is veiled before being married.) Isaac and Rebekah are married and they find comfort with each other. Abraham marries again and has more children. He dies at the age of one hundred seventy-five. Big Ideas It is an important mitzvah to bury the dead. It is an important mitzvah to be kind to strangers. Isaac and Rebekah marry after falling in love. You know you ve succeeded when Students can explain the story of Rebekah and Isaac in their own words. Students can successfully complete the paper-and-pencil exercises. Students can explain different ways that they can be like Rebekah. 1. Set Induction 2. Parashah Summary (page 19) 3. Finding the Right Wife (page 20) 4. Quotation and My Comment (page 21) 5. Expansion Activity 1: Set Induction Pretend that you are going to get married soon. What qualities would you like your wife or husband to have? PERHAPS: Nice, fun, cute, taller than me/shorter than me. ASK: What if your parents picked out who you would marry? Would you be scared? Or

23 happy? PERHAPS: Different answers. SAY: Lets find out how Isaac s bride was chosen. Activity 2: Parashah Summary Read to the students the summary of Hayyei Sarah. SAY: It is a mitzvah to bury the dead. Why do you think so? PERHAPS: Because it is nice; it shows honor to the dead person; because God told us to. EXPAND: It is also a mitzvah because in the first chapter of the Torah God tells us that people were created from dust and will return to dust. This is why we are buried in the ground to return to where we came from. ASK: Why was Rebekah the right wife for Isaac? ANSWER: Because she was kind to strangers. EXPAND: Do you remember another time in the Torah when we learned about kindness to strangers? EXPECT: Abraham welcomed strangers into his home. EXPAND: Why do you think this was so important in finding a wife for Isaac? PERHAPS: Because Abraham and Sarah were kind to strangers, and it was important to them that their son also be kind to strangers. Activity 3: Finding the right wife Have the students number the pictures in the correct order. When they are finished they can color in the pictures. The order should be as follows: 1. Abraham s servants go to Abraham s homeland. 2. Rebekah comes with a jug of water. 3. Rebekah hurries to give the man water. 4. Rebekah runs to get more water for the camels. test? ANSWER: Rebekah passed the test by being kind to strangers. She offered Abraham s servant water and then offered water to the camel. ASK: How can we be like Rebekah? ANSWER: We can be kind to people. We can help take out the garbage for our neighbor; we can walk our friend s dog. We can open the door for people. We can visit senior citizens. My Comment: Have students fill in the My Comment section. When finished, they can complete the picture at the top of the page. If time allows, students can read their comments to the class. You may need to help younger students write their answers. You (and a madrikh/madrikhah) should circulate through the class helping students formulate and write down their answers. Activity 5: Expansion Project 1: Condolence Cards for Isaac Material White or manila construction paper Markers/crayons/colored pencils Before You Start Discuss the purpose of a condolence card. Teach how the sender might relate a happy memory about the person who has died. Reflect on what one might have remembered about Sarah. ActivitY Students create cards to comfort Isaac by sharing happy memories of Sarah. Conclusion Share memories. Activity 4: Quotation and My Comment quote: Read the quotation to the students. ASK: How did Rebekah pass the Parashat Hayyei Sarah 23

24 Project 2: Character Flap Books Material White or manila construction paper 12" x 18" Markers/crayons/colored pencils Scissors Teacher Preparation 1. Holding the paper lengthwise, fold in half, top to bottom. 2. Divide the cover flap into 4 sections (precise equality is not necessary). 3. Cutting from the bottom edge to the top fold, cut 4 flaps in the cover fold Before You Start Discuss the roles of Abraham, Isaac, the camel and Rebekah in this parashah. Ask students to consider the feelings of each and their responses to the situations described. 4. Complete the sentence with an accounting of how the character might have felt during this episode. I am Abraham I worry about my son and his future I am Isaac I miss my mom a lot but love my new life. I am the camel I was thirsty, but only Rebekah thought of me. 5. Decorate further as desired. I am Rebekah I love making Isaac smile again. Conclusion Going around the class, ask each child in turn to read one of the character s expressions. Ask students to think of a time they might have felt similarly. Adaptations for Students with Disabilities 1. Prepare self-stick labels with a character s name on each. 2. Talk about the characters feelings (happy, sad, worried). 3. Under each flap have students draw faces showing the emotion. 4. Encourage students to add a labeling word. The camel, for example, might have said, Thank you. 1. On each flap write the name of one character Abraham, Isaac, the camel and Rebekah. Abraham Isaac Camel Rebekah 2. Illustrate the flap to represent the character. 3. Under each flap,\ write the words I am 24 Parashat Hayyei Sarah

25 Parashat Va-Yera Toldot Overview When Isaac married Rebekah he was forty years old. Like Sarah, Rebekah was unable to conceive children for many years. Isaac prayed to God, and finally Rebekah was able to conceive. She was pregnant with twins. The babies fought in the womb. One was stronger than the other, and God told Rebekah that the older would serve the younger. When the twins were born, the first one was red and hairy they named him Esau. The second child was holding onto the heel of his brother. They named him Jacob. When the boys got older Esau became a hunter, while Jacob stayed with his mother to help out around the camp. Isaac favored Esau, while Rebekah favored Jacob. One night Esau came into the camp famished. He asked for soup from Jacob, Jacob told Esau that he would give him the soup as long as he gave his birthright to him. Esau, hungry, did as he was asked. The birthright fell to Jacob. Years passed, and Jacob and Esau grew older. When Isaac was frail and his eyes had become bad, he sent for Esau to come to him and asked for a hearty meal before bestowing on him his blessing. Rebekah heard all of this and sent for Jacob. She ordered him to bring her two lambs, and she would make him a delicious meal. He would bring the meal to Isaac, and then he would receive the blessing instead of Esau. Jacob thought this was a difficult task to pull off, seeing as he had smooth skin and Esau was hairy. Rebekah knew what to do. She placed Esau s clothes on Jacob and covered his arms with the wool from the lamb. She gave Jacob the food and sent him to Isaac to receive the blessing. Jacob entered the tent, and after Isaac had decided with his hands and ears that Jacob was Esau, Isaac bestowed the blessing upon Jacob. Isaac blessed Jacob with nations to bow down to him, with people serving him, and cursed those who cursed him and blessed those who blessed him. Jacob left the tent, and soon after, Esau entered Isaac s tent. Esau brought food for Isaac and was looking for his blessing which Isaac soon realized had been given to Jacob. Esau was furious and begged for a blessing from Isaac. Isaac, without much to bless Esau with, blessed him with serving his brother for many years but said he would soon break free and would be able free himself from his brother s rule. Esau was very angry, and Jacob told himself that he would kill his brother. Rebekah heard all of this and ordered Jacob to flee from the land and go to her brother Laban s in Haran, saying he should stay there until his brother Esau calmed down. Then she would send for him. In order for this to happen, Isaac would have to agree to Jacob s leaving. She asked Isaac to bless him with marrying a daughter of Laban. Together their offspring would also be as numerous as the stars in the sky. Big Ideas It is important to keep the peace between siblings. Esau gives his birthright to Jacob. Jacob tricks Isaac into giving him his special blessing. You know you ve succeeded when Students can explain the struggle between Esau and Jacob. Parashat Toldot 25

26 Students can explain how Isaac ends up giving the special blessing to Jacob. 1. Set Induction 2. Parashah Summary (page 22 23) 3. Retell This Story (pages 24 25) 4. Quotation and My Comment (page 25) 5. Expansion Activity 1: Set Induction ASK: How many of you have brothers or sisters? How many do you have? Do you get along? SAY: We are going to read about two brothers who didn t get along even when they were just born. We are going to see what happens to them as they get older Activity 2: Parashah Summary Read to or with your students the summary of Toldot. ASK: Who was born first? ANSWER: Esau. EXPAND: When Jacob was born, what was he holding onto? ANSWER: Esau s heel. ASK: How did Jacob take away Esau s birthright? ANSWER: Jacob would not give Esau any soup until he gave the birthright to him. EXPAND: Do you ever treat your brother or sister the way the brothers treated each other? EXPECT: Different answers. ASK: How does Jacob get Isaac s blessing instead of Esau? ANSWER: Rebekah and Jacob trick Isaac into thinking that Jacob is Esau. He gets the blessing. Activity 3: Retell this Story Tell students to work either alone or in hevruta to tell the story. They should write the number on the correct line in order for the story to be in the correct order. A = 5 B = 2 C = 3 D = 7 E = 1 F = 6 G = 8 H = 4 When students are finished, have them color in the pictures. When finished you can go over the answers as a class. If time permits, students can act out the story. Activity 4: Quotation and My Comment Quote: Read over the quote with the students. ASK: In order for Jacob to get this blessing from Isaac, he had to fool Isaac. Was this the right thing to do? EXPECT: Students to feel that this is wrong. EXPAND: Why is it wrong to trick people? EXPECT: It is a lie; it can hurt people; it might make you feel good, but then you will feel bad later. My Comment: Allow students time to fill in their comments. If time permits, have students read their answers out loud. Activity 5: Expansion Project 1: Magazine Stand Material Magazine article layouts (see page 29) Pencils Colored pencils/thin markers (students with disabilities will require glue sticks) Teacher Preparation Reproduce magazine layouts. 1. Ask students the purpose of a magazine headline and article. 2. Review the key details of the parashah. 3. Brainstorm possible headlines for the story and write them on the board. 4. Students put themselves in the place of a magazine reporter and write a headline and article about the parashah. 26 Parashat Toldot

27 5. In the box provided, students draw a picture illustrating one aspect of the story. Conclusion Make one copy of each article for every student. Using a blank piece of paper as a cover, staple one copy of each article into a booklet for every student. Have students design a cover for their magazine. Adaptation for Students with Disabilities 1. Reproduce pages 24 and 25 from My Weekly Sidrah. 2. Enlarge the statements on page 24 and cut them apart. 3. Shrink the pictures and glue them to the proper statement. 4. Glue statements and pictures to background paper and color. Parashat Toldot 27

28 28 Parashat Toldot

29 Parashat Va-Yetze Overview Jacob leaves his home in Beersheva to travel to the land of Laban. On the way he stops to sleep for the night. He takes a stone and uses it as his pillow. He dreams that night of a ladder that goes from the ground all the way up to the sky. Angels are going up and down this stairway, and God tells Jacob that he is the God of his father and his father before him. God tells him that he will provide many offspring for him and that God will protect Jacob all the days of his life. Jacob awakens from his dream and is amazed. He is in shock that God was near him, that he didn t know it and the effect that it had on him. Commentators take note of this and comment as to how many times we find ourselves in the presence of God, yet we do not realize it for instance, at the birth of a baby, watching the sunset or even praying. Jacob marks that spot as the spot of the house of God Bethel. Jacob makes a vow to himself at that moment. He says that if God protects him on his journey and gives him food to eat and clothing to wear and helps him, then he will take on God as his own. Jacob goes on his way and comes to the camp of Laban, his mother s brother. There he meets Rachel, Laban s younger daughter. He tells her who he is, and she takes him to meet her father. There Jacob tells Laban all that has happened. He kisses Jacob and welcomes him into his home. He asks Jacob what he should pay him for working for him. Jacob says he would like to work for seven years in order to marry Rachel, the younger daughter. Rachel s sister s name is Leah. Jacob works his seven years, and when the time was up he tells Laban that he has fulfilled his contract and that it is time to marry Rachel. Everyone gathers and the wedding is takes place. The next morning, when Jacob wakes up, he realizes he has been tricked and has been wed to Leah. Jacob is mad at Laban for what happened; however, Laban tells Jacob that it is not the practice to marry the younger daughter first. If he wants to marry Rachel, he will need to work another seven years. Jacob obliges. He is then given Rachel as his wife. Leah is able to have children quickly, but Rachel is unable to have children. After Leah has three sons, Rachel becomes very envious of her sister. She has her maidservant Bilhah give her children through her womb. Bilhah conceives two children. Then Leah becomes envious and has her maidservant Zilpah bear her children. She bears two children as well. Leah then has two more sons and finally a daughter, Dinah. God remembers Rachel, and she bears a son, Joseph. The names of the sons are as follows: Reuben, Simeon, Levi, Dan, Naphtali, Gad, Asher, Judah, Issachar, Zebulun and Joseph. Dinah is the only daughter born. Soon after the birth of Joseph, Jacob goes to Laban asking to leave and go back to the land of his father. Laban does not like this idea and wants Jacob has to stay and continue his work. Jacob worked hard for Laban over the years and brought to his camp much food and wealth. God appears to Jacob and tells him to return to the land of his father, Isaac. Jacob is able to maneuver to acquire a number of sheep, and Jacob, Leah, Rachel and their camp leave with as much wealth as they can take without Laban s knowledge. Big Ideas God protects us wherever we go. Parashat Va-Yetze 29

30 arashat Va-Yetze Jacob wants to marry Rachel. Jacob ends up marrying Leah, then Rachel. Sometimes you have to work hard to get what you want. Jacob has two wives and twelve children. You know you ve succeeded when Students can think of ways that God would protect them. Students can explain the story of Laban and Jacob in their own words. Students can successfully complete the paper-and-pencil exercises. Students can discuss places where they might find God. 1. Set Induction 2. Parashah Summary (page 26) 3. Paper-and-Pencil Exercises (pages 27 and 28) 4. Quotation and My Comment (page 29) 5. Expansion Activity 1: Set Induction ASK: What are some of the things you dream about at night? EXPECT: Family, friends, I don t remember, etc. SAY: Just as we have dreams, Jacob had a dream while on his way to Laban s home. Let s take a look at his dream and what happened when he arrived at Laban s camp. Activity 2: Parashah Summary Read the summary with the students. ASK: What was Jacob s dream? ANSWER: Jacob dreamed that he saw angels going up and down a ladder. In the dream God promised to protect Jacob. ASK: Whom does Jacob end up marrying first? ANSWER: Leah. EXPAND: Whom did he want to marry first? ANSWER: Rachel. EXPAND: What did Jacob have to do in order to eventually marry Rachel? ANSWER: Work another seven years. Activity 3: Pencil-and- Paper Exercises Have students work alone to finish both of these paper-and-pencil exercises. Students will complete the picture of the ladder and then will find both Rachel s and Leah s names seven times. When students are finished they may color in the pictures. Activity 4: Quotation and My Comment Read the top line to the students. ASK: Where are the places you can find God? PERHAPS: Classroom, nature, synagogue, Shabbat dinner table, sukkah. EXPAND: Has there been any time when you were somewhere and didn t realize God was near you? PERHAPS: Some of the above answers. Quotation: Read the quote to the students. ASK: What do you think Jacob s dream meant? PERHAPS: That God was always going to protect him. My Comment: Have students complete their comments. If time allows, students may read their comments out loud. Activity 5: Expansion Activity Project 1: Jacob s Ladder Material White construction paper 9" x 12" Contrasting construction paper (pale color) Thin markers White glue Scissors

31 Glitter paint (optional) Teacher Preparation (cut ladder) 1. Hold white paper lengthwise and fold sideways 2. From the fold, cut within ½" of the edge Do this five times. 3. Open ladder and trim top and bottom to create a more genuine ladder shape. Project 2: Contract Material White paper or reproducible (below) Markers and pencils 1. Draw up a contract between Laban and Jacob requiring Jacob to work seven years for Rachel. contract With students, review the sequence of events. Glue ladder onto background paper. At the base of the ladder draw Jacob sleeping on a rock. (Students who do not like to draw people can draw a rock noting Jacob slept here. ) Starting on the bottom rung, students enter story sequence, one detail per ladder rung. Add angel shapes as desired. Optional Brush angel shapes with glitter paint. Conclusion Review the parallel between Jacob s trickery and Laban s trickery. Adaptations for Students with Disabilities 1. Use a large sheet of chart paper to create the ladder. 2. As a group, review the story sequence. 3. Appoint a scribe to enter the information on each rung. 4. Each student in the group draws an angel. 2. Write a second contract after the marriage of Jacob and Leah. 3. Sign the contracts on behalf of Laban and Jacob. Conclusion Discuss the responsibilities one has to fulfill a contract. Adaptations for Students with Disabilities 1. On large piece of chart paper, write the framework of a contract, leaving blank spaces to insert names, numbers and actions. 2. As a group, complete the contract. 3. Students sign as either Jacob or Laban. Parashat Va-Yetze 31

32 Overview Jacob acquired many sheep, cattle and donkeys while living with Laban. After leaving his camp with his wives and family, he sends a message to his brother Esau that he hopes Esau will find favor with Jacob. A message returned to him saying that Esau will meet him, along with four hundred of his men. Jacob is scared and prays to God that God will spare him and that he will be saved from any harm Esau might do. Jacob decides to divide up the flock that he has to give as a gift to Esau, as well as splitting up his camp in case any harm is done to them. While traveling through the night Jacob comes across a man who wrestles with him until dawn. When the man sees that Jacob has not prevailed, the man dislocates Jacob s hip and pleads with Jacob to let him go. At this time Jacob comes to the realization that this man is an angel of God. Jacob tells the man that he will let him go if he receives a blessing from him. The man/angel announces to Jacob that he will no longer be called Jacob but rather Israel, for you have struggled with God and prevailed. This is why we do not eat the thigh muscle that is where Jacob s hip was dislocated. When the angel leaves, Jacob sees Esau coming. He divides up his family and bows to Esau. Esau runs to greet him, hugs him and falls, weeping. Jacob introduces his family to Esau and offers the flock to Esau. Esau tells Jacob that he has much and doesn t need any more. Jacob urges Esau to accept, and finally Esau does. They go their separate ways. Jacob and his family come to Bethel, and God appears to him and tells him that his name is no longer Jacob, but Israel. God gives Jacob the same 32 Parashat Va-Yishlah Parashat Va-Yishlah blessing as his father and grandfather about decendents and the land. Rachel is pregnant and has a hard labor. She dies while giving birth to Israel s last son, Benjamin. She is buried on the road to Bethlehem. Israel comes to his father, Isaac, who dies at the age of one hundred and eight. Big Ideas Jacob s new name becomes Israel, for he wrestled with God and won. A person s name can help define what that person is like. Esau and Israel meet again and get along well. Rachel dies giving birth to Benjamin. You know you ve succeeded when Students can explain the story of Va-Yishlah in their own words. Students can explain why Jacob s name was changed to Israel. Students can explain why a person s name is important. Students can successfully complete the paper-and-pencil exercises. 1. Set Induction 2. Parashah Summary (page 30) 3. Jacob s New Name (page 31) and Find the Children (page 32) 4. Quotation and My Comment (page 33) 5. Expansion

33 Activity 1: Set Induction Set Induction: ASK: Do any of you know what your name means? Do you know who you were named after? PERHAPS: Some students will know the answer to these. SAY: Jacob s name was changed to a new name. Names tell a lot about a person. In this chapter we will learn about Jacob s new name and his meeting with his brother after many years apart. Activity 2: Parashah Summary Read the summary of the parashah. ASK: What happens when Israel is on his way to see his brother? ANSWER: He comes across a stranger, and they fight. EXPAND: What happens to Jacob? ANSWER: The stranger hurts his leg and then changes Jacob s name to Israel. SAY: Israel means the one who wrestled with God, because Jacob wrestled with the stranger/angel and won. ASK: What happens when the two brothers meet again? ANSWER: There is no fighting, and they get along. EXPLAIN: Even though the brothers got along, they still went back to their own camps and families. They parted on good terms. Activity 3: Jacob s New Name and Find the Children Have the students work alone to complete these exercises. When they are finished they can color in the pictures. Activity 4: Quotation and My Comment Quote: Read the quote to the students. ASK again: What does Israel mean? ANSWER: The one who wrestles with God. EXPAND: What does your name teach you? PERHAPS: Family history, strength, who my parents are (last name). My Comment: Allow time for the students to write down their own comments. When finished they can read their comments out loud. Activity 5: Expansion Project 1: Name Plaques Material White cardstock or construction paper (9" x 12") Markers/crayons/colored pencils Name books (Hebrew/English) *Optional stickers, stencils, pastels, watercolors 1. Discuss how Jacob described a man who was a heel holder and how Israel described a man who was a wrestler. 2 Explain that just as our names have meanings, we also bring meaning to our names. 3. Student draws their names (Hebrew or English) in bubble letters. (Easy tip draw block letters; draw a line all around each letter; erase the original block letter; the bubble letter remains.) 4. Decorate the name with pictures and words that reflect the meaning of the name and the individual s favorite things. Adaptation for Students with Disabilities 1. Draw the letters prior to the activity. 2. Provide stickers that you know reflect both the name and the individual. Parashat Va-Yishlah 33

34 Project 2: Comics Material White paper Markers/crayons/colored pencils 6. Perform the skits for other classes in the religious school. Teacher Preparation Collect cartoons that demonstrate exaggerated features. 1. Fold the paper in half. On the left side write the name Jacob. Under Jacob draw a caricature of someone who is a heel holder. 2. On the right side write the name Israel. Under Israel draw a caricature of a God wrestler. Conclusion (for both projects) Observe the completed designs. Discuss what the illustrations tell us about each student or about Jacob/Israel. Project 3: Script It! Review the details of the story of Jacob and Esau. Explore the events of Jacob s life thereafter and imagine what Esau s life has been like. Divide class into small groups. Each group is to write a skit depicting the reunion between Jacob and Esau. Provide groups with the time necessary to prepare and rehearse the scripts. Conclusion 1. Perform the skits for the class. 2. Photograph each group writing and performing. Display the photos on the bulletin board or create a scrapbook. 3. Copy the scripts and compile them into a book for each student to take home. 4. Videotape the skits. Show the video at a cast party. 5. Invite parents to watch the skits. 34 Parashat Va-Yishlah

35 Parashat Va-Yeshev Overview Israel and his family have settled in the land of Canaan. Joseph is Israel s favorite son. One reason for this is that he was the first son of Rachel. Israel gives Joseph a beautiful coat of many colors, and the brothers are jealous. One night Joseph has a dream in which he is gathering wheat, and his wheat stands straight while his brothers wheat bows down to his wheat. The next night he has a dream in which the sun, moon and stars are bowing down to him. The brothers are furious. His brothers go to the flocks, and Israel sends Joseph to them. The brothers see him from a distance and remark to one another that the dreamer is coming, and that they should kill him. The brothers come up with a plan: They will tell their father that a wild beast ate him. Reuben, the eldest, thinks of a different, less horrible fate. He explains that they should throw Joseph into a pit and not kill him. Reuben s intention is to eventually return him to Israel. When Joseph arrives at his brothers side they rip off his beautiful coat and throw him into the pit. It is noted that the pit is empty. The brothers see in the distance a caravan coming toward them, and instead of killing Joseph the brothers sell Joseph to the caravan of Ishmaelites, who then take Joseph to Egypt. The brothers take Joseph s beautiful coat, rip it to shreds and cover it with blood. The brothers then take the coat to their father to show Israel that Joseph is dead. They tell Israel that Joseph was eaten. Israel tears his clothes and mournes for his son. God is with Joseph throughout his ordeal. Joseph is sold and becomes a favorite to his new master. Joseph becomes his personal assistant. The master s wife takes a liking to Joseph and tries to coerce him into sleeping with her. When he doesn t, he is sent to jail. While in jail, Joseph comes across the butler and the baker. Both have dreams and are distraught because no one can interpret them. Joseph asks to hear their dreams in the hope that he can help them. The butlers dream is about three branches of vines, that he presses into Pharaoh s cup. Joseph interprets this to mean that in three days Pharaoh will pardon and release him. All Joseph asks in return for his explanation is for the butler to remember Joseph and to mention his kindness to the Pharaoh. Joseph then interprets the baker s dream, which is centered around three baskets from which birds are eating on top of the baker s head. Joseph s interpretation is that in three days Pharaoh will have the baker killed. Soon after this a party is held for the Pharaoh. Both of Joseph s interpretations come true the butler is set free, and the baker is killed. However, the butler does not remember about Joseph. Big Ideas Dreams can be interpreted to mean many things. Joseph was Israel s favorite son. Joseph s brothers did unkind things him. Joseph was good at interpreting dreams. You know you ve succeeded when Students can explain the dreams Joseph had. Students can explain the things that Joseph s brothers did to him. Parashat Va-Yeshev 35

36 arashat Va-Yeshev Students can explain why Joseph s brothers hated him. 1. Set Induction 2. Parashah Summary (page 34) 3. Retell This Story (page 35) 4. The Coat of Many Colors, Quotation and My Comment (page 36) 5. Expansion Activity 1: Set Induction ASK: How many of you have brothers or sisters? Do you always get along? When you fight, do you make up? Today we are going to read about the relationship between Joseph and his brothers and how Joseph ends up in Egypt. Activity 2: Parashah SUmmary Read the summary to the students. ASK: What kind of dreams does Joseph have? ANSWER: He has dreams about bundles of grain bowing down to other bundles. He also has a dream about the sun, moon and stars bowing down to him. EXPAND: What do you think these mean? ANSWER: That the brothers will all bow down to Joseph and that Joseph will rule over them. ASK: What do the brothers do to Joseph to show how much they don t like him? ANSWER: They throw him into a pit and then they sell him. They tell their father that Joseph was eaten. EXPAND: Why do the brothers not like Joseph? ANSWER: Because he was their father s favorite. Israel gave him a special coat. The brothers also didn t like him because of the dreams that he had about them. The brothers wanted to hurt Joseph. SAY: Even though you might not always get along with your siblings, it is not right to hurt them. ASK: When Joseph is in Egypt he is put in jail. What does Joseph do while he is in jail? ANSWER: Joseph interprets the dreams of the butler and the baker. SAY: After Joseph interprets these dreams, both of them come true. Do you think this means that Joseph s dreams will also come true? Activity 3: Retell This Story Allow students to work alone or in hevruta, small groups. Have students circle the correct answers. When they are finished they may color the pictures. Go over the answers as a class. The answers should be as follows: coat, dreams, pit, Egypt, slave, jail, dreams. Activity 4: The Coat of Many Colors, Quotation and My Comment First do the Quote and the My Comment with the students. When they have finished writing down their comments they can then do the coloring exercise at the top of the page. Quote: Read the quote with the students. ASK: God was with Joseph when he was in slavery in Egypt and when he was in jail. How can God be everywhere? PERHAPS: God is everywhere. God is there when you need God, when you need a helping hand. God is there to protect you. EXPAND: When are other times that we have read about that we have seen God? ANSWER (Students should be able to think of a few of these): In the Garden of Eden with Adam and Eve, with Cain, with Noah, with Abraham (telling him where to go, with Abraham and the strangers, with Abraham when he was going to sacrifice to God), with Israel when he had the dream about the angels going up and down the ladder, with Israel when the angel wrestled with him. My Comment: Allow students time to fill in their own comments. When they are

37 finished they may color in the picture at the top of the page and answer the question. In addition, if there is time, students can read their answers out loud. The Coat of Many Colors: Students can color in Joseph s coat any way they want. If you perfer, photocopy and enlarge Joseph s coat and let students work together to create a giant multicolored coat. Activity 5: Expansion Project 1: Coat of Many Feelings Material Coat pattern for each student (see page 38) Markers/colored pencils Glue stick Colored construction paper. Teacher Preparation Create your own coat of many colors. Activity Warm-Up Brainstorm the initial emotions engendered by Joseph s coat (Joseph happy, proud, special. Israel love for Joseph, insensitivity to other sons. Brothers envy, resentment, anger). Write these on the board. After Joseph was sold into slavery, the emotions surrounding the coat were different (Joseph fear, sadness. Israel grief. Brothers revenge, guilt). Write these on the board. Conclusion Ask for students to volunteer to share the emotions decorating their coat. Discuss whether or not the coat was a good gift from Israel to Joseph. Adaptations FOR students with Disabilities Instead of feeling words, students will decorate the coat with collage items reflecting the many emotions surrounding the coat: velvet/special; sandpaper/harsh; fur/warm; shiny/happy; dark/sad. Project 2: ALL ABOUT JOSEPH Rebus Material Story sheet (see page 39) Thin markers/colored pencils Teacher Preparation Enlarge (if desired) and reproduce story sheet. ActivitY Students draw pictures or symbols to complete the story. Using a variety of colors, students decorate the coat with the feeling words that were discussed. Some feelings suggest colors: blue for sadness, green for envy, red for anger. Add details to illustrate the feelings: tears, smiles. Choose a favorite color construction paper and glue the coat to the background paper. Parashat Va-Yeshev 37

38 38 Parashat Va-Yeshev

39 All about Joseph Here is a fill-in-the-blank exercise. Have students work in small groups to fill in this review with words or with pictures. Joseph was Israel s favorite son. Joseph had dreams. He dreamed about and about. Israel gave Joseph a. Joseph s brothers felt very. Joseph s brothers threw him into a. Then they sold Joseph to some who were riding on. The brothers told Israel that Joseph had died. Israel felt very. Joseph went to Egypt. He got into trouble. Joseph was put in. He didn t have his coat. He had to wear. Poor. Parashat Va-Yeshev 39

40 Parashat Va-Yera Miketz Overview 40 Parashat Miketz Just like Joseph, the butler and the baker, Pharaoh began having dreams. His first dream was of seven hearty cows that began eating grass. Behind them came seven thin cows that just stood behind the hearty cows that were eating. Soon the seven thin cows ate the larger cows. Pharaoh then awoke. He soon fell back asleep and had another dream. This time the dream was of seven ears of grain, large and strong, that grew together. Close to them were seven thin stalks. Like in the other dream, the seven thin stalks ate the large, full stalks. Pharaoh awoke again. He was confused and frightened. The butler remembered all that Joseph did for him while he was in jail. He told Pharaoh that Joseph can interpret dreams, and Joseph was sent for. Pharaoh described the dreams to Joseph, and he began to interpret them with God s help. Joseph said that the dreams were the same. They both meant that there would be seven years of abundance and wealth followed by seven years of hunger and famine. Joseph explained to Pharaoh that having the same dream twice meant that this will surely happen, and that God had planned this. Joseph explained that the land should prepare for the seven years of famine by storing food in the cities so that the land would not die. Pharaoh was pleased with all Joseph did and gave Joseph the honor of being in charge of the food in the land. During the seven years of plenty the land produced in large numbers. Joseph gathered grain and stored it for the years of famine. During these years Joseph fathered two sons, Menasseh and Ephraim. Everything went well during the time of abundance, yet for the years of famine life was difficult. The famine did not just exist in Egypt but covered the entire area, including Canaan. When the famine came to Canaan Israel sent his sons to Pharaoh to ask for rations of food. Ten of the brothers went to Pharaoh. The brothers encountered Joseph. They bowed down to him, just as his dreams years before predicted. Joseph recognized his brothers but the brothers did not recognize Joseph. Joseph knew who they were and he badgered them. He asked them who they were and when they replied that they were there to receive food, Joseph announced that they were spies. The brothers protested. Joseph told them that they needed to bring their youngest brother back with them in order to prove to Joseph that they were not spies. The brothers spoke amongst themselves telling one another that this is what they get for what they did to Joseph. Reuben explained to them that he had said to not kill Joseph, yet the brothers didn t listen. (Reuben did not know of Joseph s fate and that he had been sold. Reuben believed as Israel did that Joseph was dead). The brothers did not realize that Joseph understood all they said. Joseph took Simeon away from them and had him bound up. He gave orders to fill the bags of the remaining brothers with grain; he left their money within their sacks and sent the brothers away. When they returned to their father they were amazed and confused. They didn t understand all that had been done to them. The brothers told Israel all that had happened and that they needed to bring Benjamin to Egypt. Israel believed that Benjamin would be killed, however Reuben did not. He told Israel

41 that he could kill Reuben s two sons if both Benjamin and Simeon were not brought back alive. Israel sent the brothers back to Egypt, along with Benjamin. Israel did not understand why the Egyptian ruler would want Benjamin. The brothers told him that the man (Joseph) asked lots of questions about Benjamin and to Israel s state. Israel told the brothers to take some of their possessions and more money. When Joseph saw the brothers, he told his servant to prepare a meal for them. The brothers were scared. They thought they were going to be hurt because of the money that was left in their sacks. The brothers went up to a servant and told him what had happened with the money in case it was a set up. The servant told them not to worry. The brothers were well taken care of, and when Joseph returned, they gave him the gifts from their land. When he saw Benjamin, he was overcome with emotions. They began the meal. Joseph did not eat with them, as Egyptians eating with Hebrews was not allowed. The men were seated in ranking order, and the brothers were in shock. Each one had a large portion, yet Benjamin s portion was the largest. When they were ready to leave, Joseph devised a scheme. He instructed that in each of their bags should go food and their money. In Benjamin s bag the servants should put Joseph s goblet and Benjamin s money. After the brothers left a servant was instructed to run after the brothers and accuse them of stealing. Whichever brother was found with the goblet would become a slave, and the rest would leave. Each brother opened his sack and the goblet turned up in Benjamin s bag. Judah and his brothers came upon Joseph and throw themselves on the ground, pleading their innocence. Joseph told them to go back to their father in peace. And Benjamin would stay in Egypt. Big Ideas Just as Joseph was able to interpret the butler s and baker s dreams, he was also able to interpret the Pharoah s dream. There would be seven years of abundance and seven years of famine. Joseph tricked his brothers and tested them while they are in Egypt. Joseph knew that the men were his brothers but they did not know that he was Joseph. You know you ve succeeded when Students can explain Pharoah s dreams and what they meant. Students can explain what happened when the brothers came to Egypt to ask for food. Students can successfully complete the paper-and-pencil exercises. Students can describe different ways they can help people who are hungry. 1. Set Induction 2. Parashah Overview (page 37) 3. Read This Story Rebus (page 38) 4. Draw, Quotation and My Comment (page 39) 5. Expansion Activity 1: Set Induction ASK: What would you do if you saw someone you have not seen in many years? PERHAPS: Hug them, cry, not know what to say to them. Let s read and find out what happened when Joseph finally saw his brothers after many years. Parashat Miketz 41

42 Activity 2: Parashah Summary Read the parashah summary to the students. ASK: What were Pharoah s dreams? Seven fat cows were eaten by seven skinny cows and seven healthy ears of grain were eaten by seven thin ears of grain. EXPAND: What did this mean? ANSWER: That there would be seven years with a lot of food in the land and then seven years without food in the land. ASK: What happened when there was no food in Canaan? ANSWER: Joseph s brothers came to Egypt to get food. What happens when Joseph saw his brothers? ANSWER: He tested them. He wanted them go back to Canaan and get Benjamin. ASK: Why did the brothers bow down to Joseph. ANSWER: He was an important person. ASK: What does this remind you of? Joseph s childhood dream of his family bowing down to him. ASK: What did Joseph do when Benjamin came to the land? ANSWER: Joseph hid gold in Benjamin s bag. MAKE sure they understand that when Joseph saw the brothers he did not let them know that he was Joseph. He wanted to see if they would do the same thing again that they had done to him. Activity 3: Read this Story Rebus Have the students work in pairs to figure out the story. See how many words they can figure out. When everyone is done, have the students take turns reading the story to the class. to people who were not from Egypt? ANSWER: The hunger was all over, not just Egypt. Joseph wanted to help all people, not just people from Egypt. My Comment: Allow students time to complete their comments. When they are finished they may complet the pictures at the top of the page. If time allows, the students can read their comments out loud. Activity 5: Expansion Project 1: Joseph Commemorative Stamp Material Stamp pattern Markers/colored pencils Stickers for students requiring adaptation Examples of stamps Teacher Preparation Reproduce stamp pattern 1. Brainstorm the reasons people are remembered on stamps. 2. Make a list of the reasons Egypt might issue a stamp in Joseph s honor. 3. Design a stamp reflecting Joseph s accomplishments in Egypt. Conclusion Discuss, display and admire your stamp collection! 42 Parashat Miketz Activity 4: Drawing, Quotation and My Comment Read the quote to the students. ASK: Why did Joseph give away Egyptian food

43 Project 2: Sevens Necklace Material Medallions (4 per student) page 44 Thin markers/colored pencils Laces or yarn Paper clips (1 per medallion) Hole punch *Optional beads, stickers (for students benefiting from adaptation) Teacher Preparation 1. Reproduce the medallion patterns on card stock. 2. Punch or poke holes in the top of each medallion. 1. Review the occurrences of the number seven in the parashiyot you have studied. (seven days of creation; seven years at a time working for Laban; seven fat and thin cows; seven fat and thin ears of grain.) 2. On each of medallions students illustrate one of the references to the number seven that they have studied. 3. Hook a paper clip through the hole in each medallion. 4. Thread the lace/yarn through the paper clip, adding beads if desired. Parashat Miketz 43

44 44 Parashat Miketz

45 Parashat Va-Yigash Overview Judah explains to Joseph s servants the family history of Benjamin and why their father would die if he were not brought back with them. He is the only remaining son of Rachel. Rachel s other son was killed, and Rachel is dead. Judah pleads with the servant for Joseph to take him instead of Benjamin as the slave and let Benjamin go. Judah does not want to have to see the look on Israel s face if Benjamin does not come back to him alive and well. Joseph hears all of this and is overcome with emotion. He tells his brothers who he is. He tells his brothers that he is their brother Joseph, whom they sold into slavery. He says God sent me here to protect and take care of you and others in this time of famine. God sent me here to be the ruler of the land of Egypt. Joseph tells them to send for Israel and the rest of the family and the animals so they can all live in Egypt together and be protected during this time of hardship. The brothers return to Israel and tell him all that has happened. When Israel hears the news that Joseph is alive he sets out with his family to see him. God calls to him and reminds him again that he will make of him a great nation. When Israel and his family arrive in Egypt, Joseph takes them to see Pharaoh. Pharaoh is kind-hearted and offers them the best of what is in Egypt. The brothers remain shepherds in the best area of the land. The famine is hard on the land, and food is scarce. When the famine ends, the people are grateful for all that was done to protect them. Big Ideas God sent Joseph to Egypt to protect the people of the world. Pharaoh was kind to Israel s family. Even though you may be angry with your siblings, it is still possible to love them very much. You know you ve succeeded when Students can explain the story of Israel and his family coming to the land of Egypt. Students can successfully complete the paper-and-pencil exercises. Students can explain how even though you may be angry with your siblings, you still love them. 1. Set Induction 2. Parashah Summary (page 40) 3. Put It Back Together (page 41) 4. Whose Name Is Hidden? (page 42) 5. Quotation and My Comment (page 42) 6. Expansion Activity 1: Set induction ASK: Do you fight with your siblings and then make up quickly? EXPECT: Many students to do this. ASK: Which is more fun, fighting or getting along? PERHAPS: There will be different answers from students. SAY: We are going to learn today if Joseph and his brothers made up and what happened afterwards. You should remind your students that at the end of last week s parashah, Benjamin was Parashat Va-Yigash 45

46 in jail and the brothers were getting ready to return to Canaan without him. Activity 2: Parashah Summary READ the summary to the students. SAY: Judah did something very nice for his father, by offering to stay in Benjamin s place so his father could have Benjamin at home with him. ASK: Have there been times you have done something like this to protect someone or make someone happy? PERHAPS: I clean up after my sister if she forgets to put away her toys. I might tell them I did something so my brother doesn t get in trouble. ASK: What happens when Israel s family comes to Egypt? ANSWER: They are treated well by Pharaoh. Pharaoh gives them land to live on. Activity 3: Put it Back Together Students can work alone to match the top and bottom of each picture. They can color in the picture when they are finished. Activity 4: Whose Name is Hidden? Students can color in the missing name. They should quickly see that the hidden name is Joseph (if they haven t already done so). Activity 5: Quotation and My Comment Quote: Read the quote to the students. ASK: Do you think the brothers felt bad about what they did to Joseph? PERHAPS: Students might believe that they did; however, once Joseph told them not to feel bad, they might have begun to feel better. ASK: How can you be angry with a sibling and still love him or her very much? ANSWER: You can be angry with someone, but that doesn t mean that you do not love him or her. My Comment: Allow students time to fill in their comments. When they are finished you can give them the chance to read their comments out loud. Activity 6: Expansion Project 1: Look in the Mirror Material Mirror patterns (2 per student) Markers/colored pencils/crayons Construction paper (12" x 18") Glue Teacher Preparation Reproduce and enlarge the mirror pattern. 1. Discuss how people s appearances change through the years. 2. In one mirror draw a picture of Joseph as a young man tending his father s flocks. In the second mirror draw a picture of Joseph as Pharaoh s deputy. (The same activity can be done with Israel rather than Joseph.) 3. Students who prefer writing to drawing can write descriptions instead of drawing pictures. 4. Mount the completed mirrors on contrasting construction paper. Conclusion Discuss how Joseph recognized his brothers after all the years of separation. Think about how you feel when you see someone you love after being away for even a short time. Adaptations for Students with Disabilities Draw a face shape on each mirror. Provide collage materials to glue for Joseph as a young man and as a prince. 46 Parashat Va-Yigash

47 Project 2: Egypt News Radio Material Interview sheet Teacher Preparation Reproduce the interview sheet for each student. Activity Pretend the reunion between Joseph and his family is being covered for the radio. Complete the interview by answering the newscaster s questions. Students will have to extend their imaginations beyond the text they have read. Parashat Va-Yigash 47

48 Radio Egypt Reports NEWSCASTER: Joseph, how did you recognize your brothers after all these years? JOSEPH: NEWSCASTER: Joseph, how did you happen to leave your family and come to Egypt? JOSEPH: NEWSCASTER: Joseph, what were your first thoughts when you saw your brothers? JOSEPH: NEWSCASTER: Jacob, what is it like for you to see Joseph again? JACOB: NEWSCASTER: Do you think you will all be able to get along now? (anyone) 48 Parashat Va-Yigash

49 Parashat Va-Yera Va-Yehi Overview Israel lives to be one hundred and fortyseven. When he knows his death is imminent, he sends for Joseph and makes him swear that he will take his body to where his fathers are buried. Soon after, Joseph takes his sons Ephraim and Menasseh to see Israel. Israel blesses Joseph with numerous offspring and says that he will become a community of people. Israel then places his right hand on Ephraims head and his left hand on Menassehs head. (By placing his hands on both of their heads it shows intimacy and communication. This is where we get the mitzvah of blessing our children and placing our hands on their head when they are being blessed.) Israel blesses the boys by saying that all of Israel s children shall be like Ephraim and Menasseh. Israel then tells Joseph that one day they will all be back in the land of Abraham and Isaac (this could be foreshadowing what will come to the Jewish people in Egypt). Israel then calls all of his sons together and speaks to each one of them and blesses them. These men become the twelve tribes of Israel: Reuben, Simeon, Levi, Judah, Zebulun, Issachar, Dan, Gad, Asher, Naphatali, Joseph and Benjamin. He instructs them to bury him with Abraham and Isaac. Israel also makes them promise that his God will become their God. Midrash states that from this we get the verse of the Shema: Listen, Israel, God is our God, and God is One. This would have been the response that the sons gave to Israel. After Israel dies, Joseph goes to Pharaoh and asks for permission to leave and bury his father as he swore. Pharaoh obliges. The brothers worry that Joseph still harbors ill feelings towards them. They all go to Joseph and announce to him that they will become his slaves for the bad things that they have done to him. Joseph does not accept their offer, for he has rid himself of any anger toward them. God has done him well, and he would do so to others. He promises to take care of their children. Joseph lives to be one hundred and ten. He is buried in Egypt. Big Ideas Israel blesses Ephraim and Menasseh and his twelve sons. Israel is buried with Abraham and Isaac in Canaan. It is important to forgive the people you love. You know you ve succeeded when Students can explain what happened when Israel knew he was about to die. Students can explain what Joseph tells his brothers. Students can complete the paperand-pencil exercises. 1. Set Induction 2. Parashah Summary (page 43) 3. Finishing the Book of Bereshit and My Comment (page 44) 4. Abraham s Family (page 45) 5. Expansion Activity 1: Set Induction ASK: How do you show love to someone? ANSWER: Hugging them, buying them gifts, taking care of them. EXPAND: We also show love to people by blessing them. Parashat Va-Yehi 49

50 Today we are going to learn how Jacob/Israel showed his love to his family before he died. Activity 2: Parashah Summary Read the summary to the students. ASK: What did Israel do before he died? ANSWER: He blessed his sons and his grandchildren. EXPAND: Has anyone ever blessed you? PERHAPS: Some may get blessed every Shabbat. Some might be blessed on their birthdays or holidays. ASK: Joseph is not mad at his brothers anymore. What does he promise them? ANSWER: That someday they will come back to the Promised Land. ASK: Have you ever lost something you love? A person, an animal a favorite toy, clothes? How do you feel? What can you do so you do not forget the person or the animal? ANSWER: Remember stories, look at pictures, write notes. Activity 3: Finishing the Book of Bereshit and My Comment Read over the paragraph with the students. ASK: Why is it important for us all to be strong together? ANSWER: We can do a lot as individuals, but it is much better to do things as a group. EXPAND: We are proud of what we have learned so far. What are some of the things you are proud of in your life? EXPECT: Different answers. Since we have finished the book of Bereshit together, let s say the line you say when you are finished reading a book of the Torah. Hazak, Hazak, v nithazek. My Comment: Allow time for students to complete the section. Allow time for students to read their answers out loud. Activity 4: Abraham s Family SAY: We have learned a lot together so far. We have learned a lot about Abraham s family. Let s take a look at all the people we have learned about so far. Please cut the pictures and glue them in their correct places. Activity 5: Expansion Project 1: A Special Gift Material Box pattern (on page 52) Markers/colored pencils/crayons Glue stick Tape Curling ribbon Stickers or magazine pictures (optional) Teacher Preparation On white cardstock, reproduce (enlarge if necessary) a box pattern for each student. Practice folding the pattern into a completed box. A blessing is a special gift by which we say thank you to God for something wonderful in our lives or in the world. Brainstorm special things that we bless (candles, food, children). 1. On the board, make a list of wonderful things in your life you could bless. 2. On each of five sides of the box write a blessing for something special in your life. 3. On the remaining side color the title and add your name. 4. Add small pictures or stickers, if desired. 5. Fold box and secure with glue stick and/ or tape. 6. As you would with a gift, tie and curl a ribbon. 50 Parashat Va-Yehi

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52 Conclusion Share your blessings with one another. How many of the students have similar things on their blessing boxes? Adaptations for Students with Disabilities Find pictures of special things in the student s life. Glue pictures on each of five sides of the cube. Use an I-Zone camera to take sticker pictures of the student and family members to add to the box. Box Pattern Cut on solid lines Fold on dashed lines Glue on tabs Project 2: Grow Strong Material Weightlifting worksheet for each student I-Zone camera and sticker film Thin markers/colored pencils Colored construction paper (9" x 12") Glue stick Instruct students to select two lessons from Torah so far that they feel make them stronger. Write the lesson on each side of the barbell. Place I-Zone Sticker photo of student on one of the kid faces. Draw face on remaining child. Mount on a contrasting piece of construction paper. Conclusion Make a graph to see which Torah lessons make us strongest. Adaptation for Students with Disabilities With student(s), look through My Weekly Sidrah together. Select the pages that the student likes best. Cut small pictures from the book and glue them onto the barbell. Teacher Preparation Reproduce (and enlarge) a worksheet for each student. Make notes of the lessons from Bereishit that you especially want to reinforce. Practice with the camera and have extra batteries. Discuss how Torah makes us strong. Make a list on the board of the important lessons you have learned so far (everyone is created in God s image; welcome guests; do not trick others; be kind to siblings; forgive those who may have hurt you; feed the hungry). 52 Parashat Va-Yehi

53 Grow Strong Parashat Va-Yehi 53