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February 2, 2018
טז׳ שבט תשע׳׳ח
Candle lighting for Hollywood 5:47pm
 
Welcome Back

Welcome back message on a blackboard. End of holidays start of new school year or term.

Renewed and refreshed for another semester of success!
In This Issue
 
Greetings From The Head Of School


Last week I had the privilege and pleasure of being in Yerushalayim and while the weather was nasty- especially for a Floridian- the atmosphere was beautiful and warmth emanated. This week we celebrated Tu B'shvat in school with a special " seder" replete with the seven species endemic to Israel and recited many Yehi Ratzon's for personal growth in Torah, for Shidduchim for our friends and relatives, for love, for Parnassah and for peace. I reminded the girls of the song many of us learned in pre-school - Hashekadiya Porachat- the Almond Tree is Blossoming. When you ride up Route 1 from Tel Aviv to Jerusalem you can see those very trees blossom - giving off the first of the pretty flowers that will ultimately turn into fruit. This begins only in Israel. 

I also had the pleasure of inviting our Alumnae studying in Israel to join together for a reunion dinner. While not all the girls were able to come, many did and they shared with me how happy they are learning in their respective seminaries- each in a different place perfectly suited to her needs. We shared memories and insightful Divrei Torah. I was struck by the paralleled growth, just as the Almond trees are blossoming so are our girls. While we (the school and the parents) planted the seeds here - it takes the special atmosphere of Eretz Yisrael to nurture those seeds to grow, first into saplings and then into strong upright fruit bearing trees. One of the reasons that we celebrate Tu B'shvat in the winter season and NOT in the spring when the trees are in full regalia is that we are celebrating the potential that each of Hashem's creations contain. Similarly, as we begin our Spring Semester of School at SBTAG, we hope that our students will blossom and reach their full potential as beautiful, intelligent, refined, community minded , Torah true, Bnot Yisrael.  May we share the nachos together!


Have a Shabbat Shalom.
Dr. Rochelle Brand
Head of School



Calendar News

Please click here to view the complete calendar and latest news on our website  shaareibina.org

Save The Dates:

February 28 - Ta'anis Esther- noon dismissal
March 1 - Purim - No sessions
March 2 - Shushan Purim- regular sessions/ special event


 
D'var Torah Parshat Yitro
Mrs. Naomi Sprung


Parshat Yitro begins with the words Vayishma Yitro, 'that Yitro HEARD." All of the commentators delve in to what Yitro heard, but less attention is given to the Torah's emphasis on the sense of hearing specifically. Next week's Parsha discusses the laws of a Jewish slave sold for stealing. If a Jewish slave doesn't want to leave his master after six years of 'service,' the Jewish Court will drill a hole in his ear because 'the ear that heard by Har Sinai that we are not allowed to steal, and yet he stole, should be pierced....' Again, why is it specifically the EAR that gets punished? His hands stole and his legs carried him while stealing, so why is the ear singled out?

The Medrash teaches it is possible for a person to be sullied in sin with his entire body, but if his EARS haven't sinned, there's hope that he can do complete teshuva. Why is this true? Our ears have two functions; they are the conduit for hearing, and they give us our balance. Each of our senses have a spiritual side in addition to a more overt physical side. Ears represent the ability to listen to words of rebuke, as well as the ability to 'balance things' objectively to figure out which is the correct path to take. When we sincerely calculate whether our actions are the correct ones, we can grow and improve. However, if a person rationalizes everything he does with preconceived notions and is not open to hearing the truth, then there's no hope for his doing teshuva. Hence, someone who steals after hearing at Har Sinai that we must not steal, must have his ear pierced to teach him that there is something inherently wrong with the function of his ears that is causing him to go astray. Now we can understand Yitro as well. Yitro had served every Avoda Zara in the world, but since he was open to HEARING and thus to finding truth, he became the father-in-law of Moshe, with the Parsha of Kabalat Hatorah named after him. Yitro is a prime example of the Medrash that states "as long as one's EARS aren't sullied in sin, there is always the ability of doing teshuva".

May we all work on keeping our ears 'spiritually healthy,' i.e. to always be open to hearing the truth, and to always 'balance' everything we do before we do it, to make sure as best as we can, that it is Ratzon Hashem.




Brunch And Learn with Our Principal Mrs. Tobi wolf

Parshat Yitro begins
: וַיִּשְׁמַ֞ע יִתְר֨וֹ כֹהֵ֤ן מִדְיָן֙ חֹתֵ֣ן משֶׁ֔ה אֵת֩ כָּל־אֲשֶׁ֨ר עָשָׂ֤ה אֱלֹקים֙ לְמשֶׁ֔ה וּלְיִשְׂרָאֵ֖ל עַמּ֑וֹ כִּֽי־הוֹצִ֧יא ה'                      אֶת־יִשְׂרָאֵ֖ל
מִמִּצְרָֽיִם
Yitro, the priest of Midyan, the father-in-law of Moshe heard all that G-d did to Moshe and to Israel, His people, that Hashem took Israel out of Egypt.  

Rashi explains that Yitro was moved to come because he heard about the splitting of the sea and the victory against Amalek. We asked why the passuk specifically mentions Moshe instead of simply mentioning the nation at large. To answer, we examined a Medrash in Shemot Rabbah (21:9). When Hashem told Moshe to raise his staff and split the sea, Moshe objected.  He cited a passuk in Yirmiyahu (5:22), "אֲשֶׁר שַׂמְתִּי חוֹל גְּבוּל לַיָּם" - "that I placed sand as a boundary for the sea". How could Hashem send Moseh to violate the boundary that was established during Creation?  Hashem answered Moshe: You didn't read from the beginning of the Torah. "וַיֹּאמֶר אֱלֹהִים יִקָּווּ הַמַּיִם" - "Hashem said: Let the waters be gathered."  I am the one who made a conditional agreement with the sea from the beginning, that it would split. That is why, after the splitting, the Torah states, "The water returned before morning to איתנו, its strength," to its תנאי, the conditional agreement that I made with it from the beginning.  (The Medrash is using a play on words; the letters of the word איתן are the same as the word תנאי.)  When Moshe heard this, he immediately went to split the sea.

The Medrash is teaching us that Moshe was not simply executing Hashem's command; he was engaged in a study of the דרך השם. He was questioning the entire phenomenon of miracles.  ה' בחכמה יסד ארץ, כונן שמים בתבונה - Hashem, with His wisdom founded the earth, established the heavens with understanding (Mishlei: 3: 19).  Hashem established the principles of nature during the six days of creation and the universe reflects the glory of His wisdom. Moshe posited, that to interfere with these processes by suspending nature, would diminish the glory. Hashem's answer shows that Moshe's question had merit. Hashem was not suspending nature. He had built into nature the mechanism that allows for miracles to take place. The phenomenon of miracles was part of creation, not a departure from it.  

So why was Moshe singled out? It was Hashem's will that he be part of the process of the miracle; Moshe raised his staff and Hashem split the sea. But Moshe's participation went even further. By understanding the specifics of the miracle (which are articulated in אז ישיר, Moshe's song of praise about the miracle) and how the system of miracles related to the system of nature, Moshe was connected  to the נס in the most essential way. It was not enough for the miracle itself to reflect the glory of Hashem. It was Hashem's will, that  Moshe's intellectual participation and his subsequent שירה would express the highest level of human understanding and appreciation of that glory.


Focus On The Classrooms


SBTAG's Innovative Middle School Math Curriculum
Mrs. Lisa Englard




Beginning with the 2017-18 academic year, Sha'arei Bina Torah Academy for Girls introduced an innovative mathematics curriculum for Middle School. Illustrative Mathematics is now the math curriculum with the highest-ever score from EdReports, an independent non-profit that reviews K-12 curricula for standards alignment and quality. The problem-based curriculum was developed by expert authors at Illustrative Mathematics and refined by feedback from classroom teachers during a year-long beta release. Our own faculty member, Mrs. Lisa Englard, was a member of the writing team and currently serves as a professional development facilitator.

Mrs. Englard transforms math classrooms into hives of activity, questioning, and debate. Discussion filled classrooms promote deeper learning and the the development of reasoning and communication skills by supporting students in struggling productively and collaborating. This facilitates students' ability to communicate mathematical thinking verbally, visually, and in writing.

At Sha'arei Bina we are constantly challenging the students to think creatively and critically so that as lifetime learners and leaders our young women can be healthy, confident,  problem solvers prepared for adulthood.




Modern Hebrew
Morah Ronit Lerman



Thank you to Morah Ronit Lerman for introducing us to Eliezra Kassuto the gradnddaughter of Eliezer Ben Yehudah.  Many of us are familiar with the famous Ben-Yehuda Milon Ivri - Hebrew Dictionary as Eliezer Ben Yehudah is considered the Father of modern conversational Hebrew.  Mrs. Kassuto regaled the students with anecdotes from her family history. She surprised the girls with some of the Hebrew words that her grandfather wanted included but were not. For example we call a kitchen a Mitbach, from the root word TABACH for slaughter- - but Ben Yehuda wanted it called a Bayt Tavshil ( a place of cooking).  Nevertheless it didn't catch on.   





Architecture in Action
Mr. Yoni Blumenmthal






Mr. Yoni Blumenthal's Architecture class did a site visit to Mrs. Debbie Hirsch's home to learn how to measure rooms for reconstruction and redesign. The girls were tasked with creating floor plans, blueprints and coming up with ideas for the renovation project.





AP Literature & Composition
Ms. Monica Vera

Before Mid-Winter Break, students in AP Literature & Composition began reading Charlotte Bronte's classic novel, Jane Eyre. Considered a masterful example of the Victorian Era's enduring influence on the development of the novelistic genre, and frequently regarded as one of the earliest texts tackling issues of gender inequity, Jane Eyre has resonated with students in meaningful ways. Below are students' initial responses to the novel:

"For me, Bronte's literary choice to break the barrier between the reader and narrator allows for a direct dialogue between readers and Jane Eyre's narrative point of view. This choice also leaves the audience questioning the reliability of retrospect." -- Batia Segal (11th Grade)

"Bronte develops Jane as an imperfect character, and that is what makes her a unique heroine in literature." - Malka Igilov (11th Grade)

"I think that Bronte's development of Jane Eyre as a character skillfully illuminates the social constructs of the Victorian Era." - Naomi Kalchman (11th Grade)

"While Charlotte Bronte's Jane Eyre is a challenging literary endeavor, the novel serves as an engaging opportunity to establish interesting thematic connections." - Arielle Chemtov (11th Grade)

"Bronte's style makes Jane Eyre a pleasurable read due to her syntactical fluidity and evocative imagery." - Penina Rosenbaum (12th Grade)

It has been sincerely fulfilling to see students' enthusiastic responses to the novel, and to see the ways in which gaining a deeper understanding of the social context from which the novel emerges has allowed them to form complex, sophisticated, and intelligent opinions on the novel and its themes.




Names Not Numbers 


During the three days preceding winter break the eighth graders interviewed four survivors of the horrific Shoah. The students prepared for the interviews by researching each survivors history, place of birth, concentration camp experience, and other background information.  The interviews were videoed by the students who will subsequently edit the hour and a half "film" to 15 minute segments and weave these elements into a documentary.  At the same time the girls were asked to reflect on their experiences and these reflections were also captured on camera.  The three days culminated with Mrs. Tobi Wolf, leading a session on Emunah, Faith within the Holocaust and the students grappled with the concept of Tsadik v' rah lo- why bad things happen to good people.  At SBTAG,  Rabbi Tzvi Berkson is coordinating the project  which was created by educator Torah Fish Rosenberg and we plan on showing the finished documentary to the public on May 17th.  Stay tuned.  


Tu B'Shvat






On Wednesday, Jan. 31, we celebrated Tu B'Shevat with an authentic Tu B'Shevat Seder . Rabbi Suissa generously donated the booklets and several girls led us in reciting special tefillot and supplications to Hashem while thanking Him for all the good he provides us.

We would like to thank Mrs. Suissa and Mrs. Girnun for helping prepare for this event and all the girls who helped with the setup. Thank you especially to Penina Rosenbaum, our GO president, who worked together with Mrs. Bodkins to include students on each grade level in the recitation of the tefillot and the explanation of what each of the species represents.


Bracha Bee



In celebrating Tu B'Shevat, we also wanted to spend time focusing on the importance of Brachot for the foods that Hashem provides for us. To that end, girls studied and reviewed the brachot rishonot and acharonot for several food items. At the conclusion of the Tu B'shvat seder we had the grade level winners vie for the Bracha Brain!  Grade Level winners were 6th grade Jeannie Roth and Sarah Malka Zeituni: 7th Grade - Esty Bensira and Naomi Wasserman, 8th Grade - Tamara Yeshurun and Aliyah Shapiro,  9th Grade - Debbie Nash and Tamar Brody, 10th Grade - Miri Mizrachi and Adi Nissenbaum, 11th grade - Rony Gir and Arielle Chemtov, and 12th grade - Penina Rosenbaum.  At the end it was a tie between Arielle Chemtov, Tamar Brody, Tamara Yeshurun, and Sarah Malka Zeitouni. Great job everyone!



College Guidance


while on winter break, students joined Mrs. Bejar for college tours of FAU (Boca Raton) and FIU (Miami). We enjoyed learning about admissions, academic fields of study, and campus life. Next week, upper class(wo)men interested in pursuing a career in the medical field will attend an information session and tour at Miami Dade College's Medical Campus.



Better Together Program




This week SBTAG girls visited the Peninsula. The girls interviewed their partners, coaxing memories and helping the seniors to reflect on the people who had made the greatest impact upon them. They discussed the difference certain people made in their lives. The partners then used these observations and poetry prompts to write songs or verses together, which many performed.




Better Together listening skills:
The girls sat in pairs, back to back, and drew shapes as described by their partners. Other skills included listening to their partner for 2 minutes, and indicating attention without using words. We learned that our body language and facial expression can give clues that we are truly interested in what others have to say. There are many ways that we can show interest and thereby draw others out from their silence.




Israel Alumni Reunion




Dr. Brand enjoying an evening with some alumni in Eretz Yisroel over winter vacation.  Pictured here are Alex Brody, Elie Bokor, Sara Elancry, Gabby Brier and Sophia Fromme.

Bridal Gemach


The newly formed Hollywood Bridal Gemach is looking for donations of bridal gowns in all sizes. We are also seeking bridesmaid and mother of the bride gowns in good condition. Please contact Robin Andisman at 954-588-7600 or [email protected]. We also welcome all monetary donations which will assist us in purchasing gowns for the gemach. All donations are tax deductible and much appreciated!



Mazel Tov!


Mazel Tov to Rabbi and Mrs. Parnes on the recent marriage of their daughter.



   
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