Shel Silverstein In Hebrew and English

"Where the Sidewalk Ends" is a favorite Shel Silverstein book of poetry read to the children during library time. At HDS, that's actually where the sidewalk begins... Special at HDS is the tag-teaming of the English speaking librarian and a Hebrew speaker (parent or teacher). Together they read literature originally written in English, and translated into Hebrew; and sometimes they read literature originally written in Hebrew. This week a parent and the librarian took turns reading stanzas - first in Hebrew, then in English, and then again in Hebrew to allow the students to hear the words again after they knew what to listen for. Among the poems read were: "Peanut Butter Sandwich," "Smart," and "Lazy Jane." Many times, the translation didn't match the original meaning. The children determined that to maintain the rhyme and rhythm of the poetry in a different language, sometimes different words were necessary.

The lesson was fun and engaging! It also focused on a number of language arts common core academic standards:

· RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

· RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

· RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

It was a great walk on a sidewalk that will continue around the block, through the neighborhood, and back home again - until the next walk with Shel Silverstein or another favored author - in both Hebrew and English.

Dina

Gilad Shalit - Lessons in Social Studies and Language Arts - in Hebrew

Following Gilad Shalit's release from captivity, fourth grade students at the Hebrew Day School of Ann Arbor wrote letters in Hebrew to Gilad Shalit. In Hebrew, the language goal is the use of the future tense. In addition, one of the 4th grade Common Core language arts standards for General Studies is the use of effective transition words. Given that we are making a concerted effort to align our Hebrew language goals with the general studies language goals, this presented an opportunity to teach transition words in Hebrew (Gam Kain, L'vasof, Kodem Kol, Mieshoom sheh, Af al pi). In this essay assignment, students were expected to include at least two transition words and at least two verbs conjugated in the future tense. Some of the students went beyond this expectation; they exhibited an ability to comfortably use both past and future tense within the essay.

The fourth grade students had in third grade written letters to Gilad's parents, expressing their sorry and support. The students had read the children's book that Gilad Shalit had written and illustrated about a fish and shark who make peace with one another. The human connection to history and current events unfolds in this classroom in a way that adds life lessons to the language lessons.

Here are some of the thoughts and questions included in the student essays (my translation from Hebrew to English).

Can you summarize for me what happened?
Firstly, did you read books in prison and what were they? Will you write more books in the future? Secondly, what programs did you watch on TV and listen to on radio?
I only hope (Halevai) that you will write me back in return. I sincerely (mamash) love your story because it told about peace.
I need to tell you thank you for fighting in the army. Will you continue to be in the army? Also (gam kain), because you were very courageous, you believed that you could return to Israel.
It will be good if we could solve the problems of Israel, like the fish and shark made peace.
In the end (l'vasof), you will enjoy Israel and do good things.

Dina