lhkyv Vayakhel Parshat 5-6 youth Professiona s Grades Network Weekly Parsha Programming

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1 Parshat Vayakhel lhkyv Grades 5-6

2 Slot 1...TEFILLAH (35 mins) Slot 2...PARSHA SUMMARY (10 mins) Slot 3...QUESTIONS ON PARSHA (15 mins) Slot 4...GAMES (10 mins) Slot 5...STORY TIME (10 mins) Slot 6...SNACK TIME (10 mins)

3 SLOT ONE: Approximately 35 minutes TEFILLAH The Tefillot chosen have been recommended for the age of the children that you have in your group. If you find that they know more feel free to add. Be aware of their cues. If it is too little for them it is necessary for you to add on more Tefillot. If it is too much for some of the children, I recommend that you stay with it and teach them more each week. When working with this age group it may be helpful to start your group ear lier than the younger groups. The extra time will give these older kids a chance to daven, have parsha and a game time and still make it back into the main sanctuary for Mussaf There should be a Michitza and a leader of the Tefillot. In preparing the children for Tefillot you should have them sitting quietly and try and make sure there are no distractions. Make sure everyone has the Tefillot in front of them. These Tefillot should all be read or sung out loud. You should be leading each Tefillah and singing along with the children. Please consult the shul rabbi to make sure the tunes you use are consis tent with those used in the main sanctuary. Please take a moment before Shabbat to identify the page numbers in your shul s siddur so you can readily help the children find the pages.

4 Tefillot PAGE NUMBERS yna hdvm Modeh Ani yrsa Ashrei tyxyx Bracha on Tzizit (for boys) ubtsy Yishtabach vbvj hm/mlvi Nvda Mah Tovu/Adon Olam ims Shema and its Brachot tvcrb Brachot yrsi hnvms Sh mona Esrei rys rvmzm Beginning of Pesukei D Zimra - Mizmor Shir vnkvlac Nya Ain K-Elokaynu rmas Cvrb Baruch She amar vnyli Aleinu vdvh Hodu

5 SLOT TWO: Approximately 10 minutes PARSHA This summary should be read and understood before Shabbat so that you will be prepared to teach it to the children. This should not be read mechanically to the children. You should be familiar enough with the information that you could tell it in your own words. If you find that just telling them the story is not working to their benefit then you should quiz them on what they learned about in school about the parsha. You might want to get pictures or visual aids to help hold the kids attention during your recitation, as well. The Torah Thought or Mitzvah of The Week at the end of the summary is something which also may be discussed. SUMMARY OF PARSHAT VAYAKHEL The parsha begins with Moshe passing on the details of Hashem s commands relating to the Mishkan and its utensils. Once again Moshe emphasized the importance of sanctifying the Shabbat, on which no work was allowed. Hashem taught Moshe about the 39 Melachot (kinds of work) which are not allowed on Shabbat. Then Moshe, once again, asked his people to give money and supplies to fund the construction of the Mishkan. Everyone gave what they could; some women spun the linen material as their contribution. Others donated mirrors that were used to make the washing station for the Kohanim. The princes of each tribe donated precious stones for the Choshen (breastplate) and oil and spices for the incense. Moshe announced that Bezalel and Oholiav had been chosen by Hashem as the craftsmen to oversee the construction. Bezalel was wise, understanding and experienced with construction work. Oholiav, his aid, was a talented engraver and weaver. There was such an overabundance of donated materials that Moshe had to announce that no more materials were needed. Slowly, piece-by-piece the Mishkan and its contents were materializing. The construction of the Mishkan itself as well as the holy vessels and objects were all completed according to the specifications set by Hashem as outlined by Moshe to Bezalel.

6 TORAH THOUGHT The Concept of Work on Shabbat In this parsha we are told, Six days shall work be done but on the seventh day, there shall be to you a holy day. Many of us are confused by the Torah s prohibition of work on Shabbat. On the one hand there are tasks that involve almost no work or effort yet they are forbidden; and others that seemingly require a lot of labor that are not forbidden. For example, writing even two letters on a sheet of paper would be a biblical transgression but moving a heavy chain from one side of the room to the other would not. What is the meaning of work on Shabbat? The Hebrew word Melacha is very specific in reference to the Shabbat. It does not mean work in the sense of exertion of physical energy alone; it means very specific constructive or creative work. The Talmud enumerates 39 general categories of creative work. These were the tasks performed in the construction of the Mishkan. Therefore, writing which was a creating art and was performed in the construction of the Mishkan, is forbidden on Shabbat. However, moving a heavy chair from one place in a room to another is not creative work nor does it resemble an act performed in the Mishkan, is therefore permissible. Why is creative work forbidden on the Shabbat? We cease creative work on the Shabbat to recall the fact that Hashem ceased creation of the world on the seventh day. We rest from such activities on the seventh day to recognize Him as the Supreme Being from whom we must learn and take example. The acceptance and celebration of the Shabbat is an expression of allegiance to Hashem and the Torah. A few examples of Melachot are: 1. Zoreah - Sowing or other acts that cause plants to grow. 2. Kotzair - Tearing or cutting a plant from the place where it grew. 3. Borer - Selecting the part of the plant that you want from the rest. 4. Ma avir Making a fire. 5. Makeh B patish - Giving the final touch to complete an object. 6. Kosheir - Making a knot. 7. Hotza ah - Carrying outside.

7 SLOT THREE: Approximately 15 minutes OUESTIONS ON THE PARSHA You might want either to have prizes or treats to give the kids immediately upon answering a question correctly. This will help greatly with maintaining discipline and decorum. QUESTIONS (Yeshiva Day School): 1. Why do you think people so generously donated supplies to the Mishkan? 2. What does Melacha literally mean? 3. When associated with Shabbat does it mean physical work? 4. Someone finished hammering the last nail in the construction of an object on Shabbat. What Melacha was he doing? 5. We know that you can tie or knot a shoelace on Shabbat. If we can do this then what kind of knot is Keshirah about? 6. Which object was in the Mishkan but was missing from the second Beit Hamikdash? 7. Explain how Borer would pertain to today. 8. What do some communities have today that allows them to do Hotza ah? 9. What part of Friday night s Kiddush is a direct quote from the Torah about sanctifying and resting on Shabbat? 10. Where in the Torah is it found? QUESTIONS (Public School): 1. Name seven of the eleven parshiot in Sefer Shemot. 2. With which parsha is this week s parsha sometimes paired? 3. Which commandment were the Jews reminded about while they were constructing the Mishkan? 4. What did the Nesiyim (Princes) donate? 5. What was the Kohein s washing station made of? 6. Who was in charge of overseeing the construction of the Mishkan? 7. Why was the donating of supplies stopped abruptly? 8. How many Melachot does the Talmud explain there are for Shabbat? 9. Why were these 39 chosen specifically, when today, we know there are more than 39? 10.Why is creative work forbidden on Shabbat?

8 ANSWERS (Yeshiva Day School) 1. People were probably over-generous because they were getting what they had wanted all along. They are finally going to have something tangible to associate with Hashem. It was their need for this that caused them to make the Eigel Hazahav. 2. Melacha means work, usually physical work. 3. When associated with Shabbat, Melacha means creative work such as writing or erasing which were actions done when constructing the Mishkan and were prohibited on Shabbat. 4. The Melacha spoken of here is Makeh B patish. 5. It is forbidden to make a permanent knot on Shabbat as opposed to one that opens easily. 6. The Aron was missing from the Second Beit Hamikdash. 7. There are many simple examples of Borer. One is that when you are eating food, say a salad, you may not separate the part of the salad which is good from the part which is bad 8. A community that has an Eruv surrounding its outskirts, is allowed to carry outside. 9. On Friday night we say: Vayechulu Hashamayim V chol Tz vaam. Vayichal Elokim Beyom Hashviyi Melachto Asher Asa. Vayishbot Bayom Hasheviyi Mecol Melachto Asher Asa. Vayivarech Elokim et Yom Hasheviyi Vayikadesh Oto Ki Vo Shavat Mikol Melachto Asher Bara Elokim La asot. 10. This can be found in Bereishit, Perek Bet, Pesukim Aleph Gimmel (2:1-3). This is the section of the Torah which explains the creation of the world. These are the paragraphs that immediately follow the sixth day of creation the paragraphs that sanctify Shabbat as a day of rest. ANSWERS (Public School): 1. The parshiot in Shemot are Shemot, Va eirah, Bo, Beshalach, Yitro, Mishpatim, Terumah, Tetzaveh, Ki Tisa, Vayakhel and Pekudei. 2. It is sometimes paired with Pekudei, the next parsha. 3. The Jews were reminded to keep the laws of Shabbat. 4. The princes of each tribe donated the oil for the Menorah, anointing and for the Ketoret. 5. The washing stations for the Kohanim were made of copper mirrors that were donated by some women. 6. Bezalel and Oholiav were in charge of the construction. 7. The supplies donated were overabundant and they did not need anymore. 8. According to the Talmud there are 39 Melachot for Shabbat. 9. These were named as the 39 Melachot because all of these actions were done while constructing the Mishkan. It was specifically these Melachot that B nei Yisrael needed to know about at this time. 10. By ceasing to do these Melachot we are following Hashem s commandment to rest on the seventh day just as He did during creation.

9 SLOT FOUR: Approximately 10 minutes GAMES The games given below are simply suggestions of easy games to play with children. There is no need to feel like you must play every game. Use your discretion when choosing if you want to play them, and how many of them you want to play. The key to a successful game leader: 1. Have your goals set never begin a game if you are not fully prepared to see it through. 2. Prepare the equipment this includes putting chairs in a circle, etc. This must be done before explaining the game to the children. Have everything set up so there are no distractions. 3. Explain the game you must be clear! Do not begin unless everyone understands. 4. Always demonstrate if you show them how it is done there will be less confusion. 5. Cues once you start the game it is important to pay attention to the children s cues! If too many kids are sitting out, change the game. 6. Cut the game short!!! Try and stop the game while it still interests the kids, even if you must cut it short! Do not let a game that has become un-fun drag on. This way the kids will look forward to playing it the next time. Since these children are older the games given will be both active games and mind puzzling games. (These games can be found in Shabbat Games by Lenny Matanky.)

10 GAME #1 approximately 5-10 minutes. appropriate for 5-20 kids. THE FOUR CHAIRS The is an E.S.P. game. Only the leader and the assistant know the solution to the game. Four chairs are needed. The idea is to play a number of rounds until a child/player figures out how the leader is guessing the answers. The first child Place the four chairs in a square. The leader leaves the room and one of the players sits on any one of the chairs and then returns to his original seat. The assistant recalls the leader into the room and the leader identifies the chair. The idea is to play a number of rounds until a child/player figures out how the leader is guessing the answers. The first player to figure it out wins. SOLUTION: Before the game, the chairs were assigned numbers (one through four). Then when the leader was recalled to the room, the assistant used the number of the words corre sponding to the number of the chair. Enter would be used if it was chair #1. Come in would be used for chair #2. Come in _ would be used for chair #3. Pleasecome in would be used for chair #4. GAME #2 Approximately 5-10 minutes. Appropriate for 5-30 kids. ADJECTIVE NAMES This game is played in a circle. The first player begins by saying his/her name and an adjective using the first letter of his/her name. Example: Wonderful Wendy The second person then says the first person s name and adjective and then his own name and adjective and so on. Any person who skips a name or repeats an adjective is eliminated. Example: Wonderful Wendy Dynamite David...

11 GAME #3 Approximately 5 minutes. Appropriate for 3-15 kids. TIME TEST For this game, prepare a watch or a clock with a second hand. Ask the players to stand and to remain standing, silently, for exactly one minute without looking at a watch or a clock. When each player feels that the minute is over he must sit down. The player who sits down closest to the actual minute wins. There are many variations of this game. Instead of sitting and standing; for example, you can tell the kids they have to move around and when they think the minute is over, they should stop moving, etc. SLOT FIVE: Approximately 10 minutes STORY TIME There are many tricks to successfully telling a story. You should help the children get used to having a story time by doing something different like sitting in a different corner of the room, or a different formation for story time. They should understand that story time is a quiet time and not an active one. You must make it clear to the children whether or not you allow questions to be asked during the story telling this is entirely up to you dependent on your style. Your goal is to tell this story as smoothly as possible while keeping the children s attention and interest. Give rewards for good listening. (This story can be found in Rachel the Clever and Other Folk Tales by Josepha Sherman)

12 THE QUESTIONS OF THE KING Once upon a time, the Sultan of the city of San a decided that only those who followed the religion of Islam would be allowed to live in his city. That meant that all the Jews would be thrown out. But Your Majesty, his advisors argued, that would make you look totally merciless. So the Sultan announced a test. If any Jew could answer his three questions, all the Jews in San a would be allowed to stay. Who would this be? Who was bold enough to come before the Sultan? Who was wise enough to answer him? No one except a young boy named Salim. Trust ing in Hashem to see him through, he asked, Ask your questions, O mighty Sultan. At first the Sultan was angry that the Jews should dare send a mere child to answer him. But then he grew puzzled. Could it be that this young boy really was wise? Hastily, the Sultan asked his first question. How many stars are there in the sky? Salim never hesitated. Three million, five hundred and one. How do you know that s the right answer? the Sultan asked. How do you know that it s not? Salim replied. If you don t believe me, you ll just have to count them all yourself. Very well, very well, the Sultan muttered. You win the first question. But you won t find the second question that easy! He led the boy out into the royal gardens. Dipping his hand into a pool, the sultan asked, How much water is there in my gardens? First tell me how many drops of water are on your hand, Salim replied. That s impossible to say!

13 No more so than your question, O Sultan. Very well, the Sultan muttered. You win the second question. But you won t find the third question so easy! He showed Salim three apples set on a table and asked, How many apples are there? Salim hesitated. This was surely a trick. After all, the Sultan had not asked how many apples were on the table. The boy shook his head and answered simply, One. One! How can there be only one? The one means the One God. If I added two or three, that would be suggesting there are more gods. That would be against both my religion and yours, the Jewish faith and the Moslem. The sultan drew back in surprise. What could he possibly answer to that? You are a wise young man, he said at last, and you have answered my three questions very well. Your people were right to send you, and the Jews of San a may go on living in my city in peace.

14 SLOT SIX: Approximately 10 minutes SNACK TIME If you are given the option of deciding what is for snack, or can bring in your own snack, then you should try to have one available which is pertinent to the parsha. This should be done along with the usual cookies or crackers and juice that you most probably are given. Depending on the week you might bring in vegetables or fruits. On the vegetables you would make the bracha,...boray P ri Ha-adama On the fruits you would make the bracha,...boray P ri Ha-aytz Don t forget to say,...shehakol nihyeh Bidvaro on the juice and...boray Minay M zonot on the cracker or cookie. Remember when you are finished eating to say the Bracha Achrona, which can be found on the next page. The leader should read it aloud and encourage the children that are familiar with the bracha to say it along with you. The remaining children should answer Amen.

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