4th Grade: Kelsey’s Update

Dear Parents,

The Explorer’s Bible

This month’s learning objectives were:
-Compare and contrast the courage and optimism of Joshua and Caleb with the fear of the other scouts.
– Explain why G-d had the Israelites wander in the desert for forty years.
-Describe the events that prevented Moses from entering Canaan.
-Distinguish among Torah, Prophets, and Writings.
-Describe blessings the Israelites received when they gained their freedom.
– List new responsibilities for Joshua and the Israelites.
-Provide examples from this chapter of people asking one another for help and working together.
-Recount the brave acts of two women. Deborah and Yael.
-Demonstrate how parallel imagery is present in biblical poetry.

This month’s chapters were titled, “The Courage of Two,” “Joshua Fights for Freedom,” and “Deborah’s Help.” “The Courage of Two” was about the twelve scouts who went to the land of Canaan. Ten of the twelve scouts told the Israelites not to go, so G-d told the other two, Joshua and Caleb, to enter the land of Canaan, and everyone else will wander the desert for forty years. At the end of forty years, the Israelites complain about water, so G-d tells Moses to ask a rock for water. Instead, Moses strikes the rock. Since Moses disobeyed G-d, he does not get to go to Canaan and instead, Joshua will lead the Israelites. In “Joshua Fights for Freedom,” Joshua sent two spies into Jericho where a woman hides them. In return for her help, she and her family will be spared when they conquer Jericho. The Israelites successfully conquer and destroy Jericho. In “Deborah’s Help,” Joshua dies and the Israelites are ruled by Judges. While Deborah is Judge, Israel is defeated. Along with her help, the Israelite army commander is able to defeat Sisera’s army.

Jewish Holidays, Jewish Values
This month’s learning goals were:
-Identify the main traditions of Shabbat, including candle lighting, Kiddush, Hamotzi, going to synagogue, and hearing the Torah reading.
-Recognize the variety of family traditions that make Shabbat special and help to sanctify it as a day of rest.
– Explain ways in which we mark transitions in life and on Shabbat.
– Use senses to mark the difference between the holy and the everyday.
-Reflect on the idea of holy space and time, and how it leads to a Shabbat atmosphere.

This month’s chapters were about Shabbat. Students shared what they think of when they hear Shabbat and the traditions they partake in with their family. They will continue to talk about Shabbat in November.

Please let me know if you have any questions or comments.

Thank you!

Kelsey Toetschinger