November 11

Instructions for November’s final project

Dear parents, as you already know, this months’ project is on the topic of food. Today we explained to the students how they should start working on their food related project. While all of the explanations were given in class, we feel that the best results will be achieved if you guys are onboard. The following are the outlines of the entire project as they were given to the kids:


  • The entire duration of the presentation must be under 5 minutes. Should you need more, ask one of the teachers and explain why.
  • All presentations must include as much Hebrew as possible, each student is expected to include content in Hebrew in accordance to their own ability.  
  • The topic of the project is a food that has some special meaning to you and your family members. It doesn’t have to be traditionally Jewish/Israeli, but it would be better if it was. 
  • The kids can pair up, no more than two in a group. If they work as a duo, they can do a presentation about the same food, or two separate presentations, their choice.
  • The presentation must contain the answers for the following questions:
    • What food did you choose? ( I chose to do my project about Hummus)
    • Why did you choose it? Or why does this food mean something to you and your family members? (My bubby used to make my mom latkes on rainy days, my mom makes me latkes on rainy days, so every rainy day I think about latkes, and so on.)
    • What is the history of this food in general, and what is its history within your family? (for example: Chumentash symbolizes Haman harasha’s ears, they come from ancient Persia, my zeidi always brought us a box of Chumentash on Purim)
    • What is it made of? Where can you find the food itself? (grocery stores, in the wild, restaurants, etc.)
  • After gathering the information from the question above, the kids will have to decide on a method of delivery for their project, this is the part where they get to be as original as they can. Just off the top of my head, they could do:
    • A presidential debate between two politicians arguing which food should be the national food? Couscous or Burekas?
    • A skit about a Canadian going to an Israeli restaurant asking what’s in every dish.
    • A slide show about the food the kid chose.
    • A large plack with cutouts, texts and pictures on it.
    • A news article covering a huge accident on the Ottawa river causing a mass spill of lucky charms into the lake. 
    • The sky’s the limit, any idea the kids have that cover all the materials gathered in the last section is perfect. 
  • The presentations need to be ready for the week of 29.11-3.12, we won’t have all presentations done in a row, but will spread them out throughout the week. We’ll give each student a more specific date after reviewing their progress at the end of next week.
  • Have fun, push your kids to explore your background and culture, inspire them to be as imaginative as they can!!!
September 23

Homework update!

Hello, Grade 4 and Grade 4 families,

So, now we have settled (almost!) in our new normal, we are beginning our homework posts. I say we, as myself and Morah Yardena, have teamed up to combine your homework this year! There is a blue note-tote with a yellow homework folder inside with everything I have posted below.

Each week on a Wednesday, we will post a homework blog and also hand out paper copies of homework in class.

First, there is a bingo card, click here to access, with a combination of skills practice items you can use and complete at your leisure (This does not all need to be completed in one week). This bingo card is for your child to practice skills at home that are personal to them.

Second, is a reading log for your child to keep track of at home Hebrew, English, and French reading (20minutes total each night of one language or a combination).

Finally, there is math skills practice specific to our in-class learning which will help towards the weekly math skills quiz. Each week, I will post the skill focus ready for the following week. Our first grade 4 math quiz will be on Friday, October 2nd and the focus is place value, expanded form, numerical and written form, and base 10 model representation. 

If you have any questions, please contact me or Morah Yardena and we will clarify.


Miss Mellenthin and Morah Yardena

December 9

Jewish Studies Homework 12/09 -12/13

In this week’s homework, we are learning a Chanukah song. Students are encouraged to practice each paragraph for the given day then practice the song altogether. The link for the song is below. Students can listen and practice the song.

לקרוא וללמוד את השיר לכבוד חנוכה

שיר חנוכה שמדליק את הלב 

יום שני:  אִם אַתָּה מְחַפֵּשׂ וְשׁוֹאֵל לְאָן בִּכְלָ 

מִסְתּוֹבֵב לוֹ הַגִּלְגָּל 

אָז שֶׁתֵּדַע.שֶׁאַתָּה פֹּה לֹא לְבַד,

יום שלישי : וּבַלֵּב שֶׁל כָּל אֶחָד נֵר דּוֹלֵק נֵר מְיֻחָד בְּלִי הַפְסָקָה.

כְּשֶׁנִּתְחַבֵּר בְּיַחַד עִם כֻּלָּם

נִהְיֶה אוֹר גָּדוֹל נָאִיר אֶת הָעוֹלָם.

יום רביעי: וְהַלֵּב יִתְמַלֵּא בְּשִׂמְחָה, הַנִּיצוֹץ בְּכָל אֶחָד יַהֲפֹךְ לַלֶּהָבָה

כְּמוֹ חֲנֻכִּיָּה דּוֹלֶקֶת בָּרוּחוֹת וּבְסוֹפָהּ, 

יום חמישי: גַּם בַּגֶּשֶׁם גַּם בְּקֹר נַדְלִיק נֵרוֹת שֶׁל אַהֲבָה.

הַחֹשֶׁךְ יְעַלֵּם מֵהָעוֹלָם יַעֲבֹר,

נִגְלֶה מִי מַדְלִיק בְּנוֹ אוֹר, בְּנוֹ אוֹר

November 25

Jewish Studies homework Nov 25-29

This week’s readings are a continuation of last week’s stories. Students will read about what it means to be a good friend. This will add to our discussion about ואהבת לרעך כמוך.  Students are encouraged the designated text each night and circle any new words to look up and add to their dictionaries, the next day in class. Let’s open this discussion about what it means to be a good friend and we will be highlighting all the many ways Kitah dalet demonstrates being a good friend 🙂  

November 11

Jewish Studies homework Nov. 11-15

This week’s homework is about what we do on the weekend.  We will relate this week’s readings to our typical weekend.  

Reminder: Students are encouraged to read the text 2 times each night and circle/ highlight/ emoji any words that are unfamiliar. They are also reminded to review and understand the words provided to do them at the bottom of each text. 

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