Reform+Temple+of+Forest+Hills


 * Shabbat 2.0--Overview**
 * Reform Temple of Forest Hills**

General Description of course: Shabbat 2.0 will engage 5-15 families from the incoming kindergarten through second grade religious school classes in an intensive exploration of Shabbat. Families will commit to this intensive year of “doing” Shabbat in order to gain tools to create or reinvigorate their Shabbat family observance. Families will gather together twice monthly on Shabbat (usually on Shabbat morning, but also on Shabbat evening and afternoon). Gatherings will include intergenerational learning and a tefilah experience. Families will also be given “Shabbat baskets” to help facilitate a Shabbat experience at home. Families will be asked to record their experiences of and reactions to their Shabbat practices at home in journals. This will serve as a means of reflection and a tool for assessment. Participants will help guide each other on their Shabbat journeys by sharing their own special observances and memories of observances. The cohort will help broaden the greater temple community’s understanding and connection to Shabbat by sharing their experiences throughout the year and being a strong presence at community wide Shabbat celebrations. Shabbat 2.0 will enlist the help of veteran temple families, empty nester, and our already existing Shabbat community to serve as role models for the Shabbat 2.0 cohort. These members will be asked at different points throughout the year to participate in programming with the Shabbat 2.0 cohort.

Key Factors: · Shabbat 2.0 is supported by a grant from the Legacy Heritage Innovation Project of Legacy Heritage Programming, an affiliate of the Legacy Heritage Fund. · Prior to the creation of the Shabbat 2.0 program, the clergy and educational leadership of the congregation met with young families in our religious school community to gain an understanding of their vision for their children’s Jewish education. Many of our young families expressed a desire for more intergenerational learning. Many parents identified positive Shabbat/holiday experiences that they had as children with their immediate and extended families as playing a significant role in their Jewish identities. We found that some families who observe Shabbat regularly at home were looking for “likeminded” families in the community with whom to celebrate Shabbat. Other families were new to Shabbat observance and desire the opportunity to learn and explore Shabbat practice. · From a larger congregational perspective, the community has a strong culture of Friday evening Shabbat participation, but clergy and leadership over the years have sought to reinvigorate Shabbat day at the congregation. · The concept of Shabbat 2.0 and curriculum of Shabbat 2.0 emerged from the needs and desires of young families at the congregation and the long term goals/vision of the greater congregation.

Priority Goals for Shabbat 2.0: · Engage in an ongoing relationship with a multifaceted community: family, Temple, Greater Queens community, Greater Jewish community, and the larger world · Construct a meaningful family life guided by Torah, Jewish time, and Jewish ritual (specifically related to Shabbat).

Essential Questions for Shabbat 2.0: · What do I have to offer my community (Temple, Greater Queens community, Greater Jewish community, and the larger world)? · What does my community have to offer me? · What does Judaism have to say about my life? · How is my life Torah? · How is tradition constructed?

Learner Outcomes: __Knowing:__ · Families are competent in Shabbat ritual. · Families are able to articulate a theology of Tikkun Olam—being partners with God in making the world whole. __Doing:__ · Families will practice Shabbat ritual in their homes with more frequency and with an increased sense of meaning. This will be achieved by families taking it upon themselves to create their own family Shabbat traditions. · Families will have increased interactions with the larger Temple community.

__Belonging:__ · Families will foster interpersonal relationships with a broad spectrum of members from the Temple community. This will manifest itself by an increased involvement in Temple life (service attendance, committee involvement, and Tikkun Olam activities). · Families will continue to evolve their family Shabbat minhag to support the needs of individual family members.

__Believing/Valuing:__ · Families will be able to articulate how they find meaning by structuring their lives by Jewish time (specifically Shabbat and the seasons). · Families will demonstrate as sense of increased responsibility and connectedness to family, Temple community, and the greater community.

Assessment Evidence: · Families will be given homework assignments that will promote Shabbat observance in their homes and ask them to engage with community (Temple, Greater Queens community, Greater Jewish community, and the larger world). At the beginning of the year, concrete assignments will be given to families. Towards the latter part of the year, families, with help and guidance of Shabbat 2.0 facilitators, will be asked to create their own experiences with Shabbat and community. · Families will be asked to record their experiences in a Shabbat Journal. Families will be given writing prompts to help them facilitate their reflective practice. Journals will act as an assessment tool for Shabbat 2.0 leadership and will also be a tool for families to reflect upon their own growth throughout their Shabbat 2.0 journey.

Letter of outreach to congregants in pre-k - 3rd grade:

Because time is precious we devised a year- long map to help participants, observers and faculty follow the path of learning we will journey this year. We share it with our participants, observers, faculty, and entire congreagtion. This allows them to follow the path of learning we will journey on this year. See the link below to find our calendar.

Programming Schedule for 2009-10 Programming

Each session we brainstorm as a team on the program components and how we will present the materials. Our kick off session on September 25th began with a Friday night dinner to begin the community building process. Here is our lesson plan. It was an amazing success we had a room full with a buzz of excitement and energy.

Link to Lesson Plan September 25th

On October 3rd we followed our pattern and discussed Sukkot. In our effort to make our programming systemic we have integrated themes of our sessions into other areas of Temple Life. A Temple Wide initiative at this time was canned food drive. We included our small community in the collection and utilized the cans in our lesson to build our own Sukkot.

**Link to Lesson Plan October 3rd**

On October 17th we all came together with the entire school and congregants to learn about the environment from a Jewish perspective. Representatives of Teva joined us a morning of learning and experiencing.

Link to lesson plan Oct 17

Link to pictures

Who are our Matrarchs? On November 14th the Shabbat 2.0 community at the Reform Temple of Forest Hills described what a Matriarch is to them. As we talked, listened, heard stories about each of our matriarchs and patriarchs we joined our Rosh Chodesh group to study Chayei Sarah. In evaluating our program with teammates we found that there was a need to split the group into 2 groups with children learning while adults learn on a higher level.

LINK to lesson plan for November 14th

LINK to Challot

On Friday, November 20th we discussed the rituals of a Shabbat meal and joined our L’dor V’dor congregational dinner where we supplied the Challot for all the tables.

Link to pictures

Shalom Bayit. How can we create peace in our homes? A good question to look at with the text Vayishlach. Listening to feedback from our team we have adjusted our programming and schedule less within our lessons. We also added new dimension by including a book “It could always be better”, art, and movement. We told the story by acting it out having members of our group be the player in our story.

Link to December 5th Lesson Plan

We try to stay in constant contact with our team members. We email them before and after each session. It helps to see where everyone is as well as reminding them about their Shabbat Sharing.

LINK Correspondence to participants about programming:


 * //Tefilah//—Connecting to God, Self, and Others through //Prayer//** - On January 9th we came together to talk, learn, and discuss our connections. We began by naming prayers that have speacial places in our heart. After each person named their prayer they tossed a ball of string to the next person. At the end of the groups choices we had an interlockin web connecting each of us together. To see our complete lesson click on the link below.

[|jan 9--revised-1.doc]

February 6, 2010 Mitzvah Day - Day of learning and doing Social Action [|mitzvah day outline for teachers.doc] [|mitzvahdaybrochurefinal2010.pub] This program was linked with our comunity program. As a piece of Shabbat 2.0 we created Purim Home packets for our members. [|wiki - purim packet 1a.doc] [|wiki - purim packet 2a.doc] [|wiki - purim packet 3a.doc]

February 26, 2010 Shabbat 2.0 community will take a moment to breath. In memory of one of our community members and the father of another member we will sit in a moment of healing and support of these families.

Another piece to our program is a community wide Family Dinner - L'Dor V'dor [|l'dorvdor dinner flyer-February 2010.pub]

March 6, 2010 Shabbat morning comes alive. Shabbat central and Shabbat 2.0 join together for a morning of learning. Families grades Pre-kindergarten to 3rd grade meet with their teachers and our Rabbinic Intern. Meanwhile Rabbi Perelmuter meets with adults from the Men's Study group, Rosh Hodesh, Parents and congregants. And families with children in grades four through seven are upstairs learning with their teachers and a representative of Storah Telling. Everyone is studing the Torah portion Ki Tissa in preparation for our Shabbat service. [|wiki - March 6th Outline.doc]

March 20, 2010 Shabbat Menuchah - HOw do we find rest in our lives?

[|Shabbat 2.0 - March 20th.doc] [|Shabbat 2.0 - March 20--Adult Text Study.doc]

** Reform Temple of Forest Hills ** ** Shabbat 3.0 **   ** November 13th, 2010/ 6 // Chesvan //5771  **  ** Session #1  **  ** Saturday Morning  **  ** Parashat Vayetzei  **  ** Overarching Theme: Tzedakah is a way for us to engage as “angels” in our modern day world   ** ** Enduring Understandings:   **  · When Jacob fell asleep and dreamed of the angels going up and down on the ladder, God was with him  · All of us have the ability to be modern day “angels” to others, by giving tzedakah and helping others live better lives ** Essential Questions:  **  ·  · ** Goals:  **  · To learn about the angels and the ladder in Parashat Vayetzei <span style="margin: 0in 0in 0pt 0.3in; mso-list: l2 level1 lfo3; tab-stops: list .3in; text-indent: -0.2in;"> · To understand that Tzedakah has many different levels <span style="margin: 0in 0in 0pt 0.3in; mso-list: l2 level1 lfo3; tab-stops: list .3in; text-indent: -0.2in;"> · To engage proactively in our understanding of the importance of tzedakah in our lives ** Setting:   ** <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · Shabbat morning ** Materials: Handouts, whiteboard for brainstorming, materials for ladder building (posterboard, boxes, scissors, glue, markers) ** ** Time Frame: **9:30-10:45am ** Location: Large Ballroom ** <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · ** 9:30-10:00 **Nosh and Informal // Shmooze // <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · ** 10:00-10:15 **Angels and Ladders: A Midrash <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · **10:15-10:25** Studying Tzedakah – 8 different levels <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · **10:25-10:30** Modern Angels explanation/brainstorming of places to donate <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · ** 10:30-10:45 **Building our own ladder (FAYE) <span style="margin: 0in 0in 0pt 0.4in; mso-list: l3 level1 lfo4; tab-stops: list .4in; text-indent: -0.2in;"> · ** 10:45-12:00 **Shabbat Morning Services <span style="border-bottom: black 1pt solid; border-left: black 1pt solid; border-right: black 1pt solid; border-top: black 1pt solid; display: block; mso-border-alt: solid black .5pt; mso-element: para-border-div; padding-bottom: 1pt; padding-left: 4pt; padding-right: 4pt; padding-top: 1pt;"> <span style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; margin: 0in 0in 0pt; mso-border-alt: solid black .5pt; mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt; padding-bottom: 0in; padding-left: 0in; padding-right: 0in; padding-top: 0in;">** Learning Experience:  ** <span style="margin: 0in 0in 0pt 0.5in; mso-list: l4 level1 lfo5; tab-stops: list .5in; text-indent: -9pt;">** I. ** ** Informal Nosh and Shmooze **(**30 mins.)** <span style="margin: 0in 0in 0pt 48.6pt; mso-list: l5 level1 lfo6; tab-stops: list 48.6pt; text-indent: -0.2in;"> · Motzi <span style="margin: 0in 0in 0pt 48.6pt; mso-list: l5 level1 lfo6; tab-stops: list 48.6pt; text-indent: -0.2in;"> · Grab breakfast and gather <span style="margin: 0in 0in 0pt 0.5in; mso-list: l4 level1 lfo5; tab-stops: list .5in; text-indent: -9pt;">** II. **** Angels and Ladders (15-20 mins.) ** <span style="margin: 0in 0in 0pt 48.6pt; mso-list: l5 level1 lfo6; tab-stops: list 48.6pt; text-indent: -0.2in;"> · Teaching: Handout on the Parasha - Quickly go over the English of the text (Gen 28: 10-16) and ask them if they have any questions. Point out the famous line “God was in this place and I did not know it” ● Midrash: It's problem solving literature. There was a problem in the original text (not as written, of course, but in our understanding of what it means). So the rabbis had to address the problem so that we understood it more clearly. What is the problem in this text that the Midrash is responding to? <span style="margin: 0in 0in 0pt 1in; mso-list: l6 level3 lfo7; tab-stops: list 1.0in; text-indent: -0.25in;"> - Use teacher's resource guide to examine the problem and then the solutions that are contained within the Midrash (pg. 2) <span style="margin: 0in 0in 0pt 1in; mso-list: l7 level3 lfo8; tab-stops: list 1.0in; text-indent: -0.25in;"> **III.** **Studying Tzedakah: 8 different levels (10 minutes)** - Go over the 8 different steps, and have them come up with an example of each to illustrate the point. - Tzedakah is ONLY worthwhile for us if we examine why we are giving tzedakah and how it is helping in the world. If we give it but don't want to give it, it's of no use in our Jewish tradition. -The higher up we go, in our LEVEL of charity (not money-wise, but by level) the closer we get to heaven, and the closer we are to being like those angels going up and down the ladder in Jacob's dream!!! <span style="margin: 0in 0in 0pt 1in; mso-list: l7 level3 lfo8; tab-stops: list 1.0in; text-indent: -0.25in;"> **IV.** **Modern Angels (5 min)** - Tzedkah gives us the chance to be like angels, here on earth. We can help others who are in need, and we fulfill God's work of perfecting the world. While there are many worthy causes to donate to, I'd like for us to brainstorm **//JEWISH//** organizations that are in need, or ways in which our tzedakah can be considered Jewish. -Give them time to brainstorm different organizations. If they get stuck: UJA, JNF, URJ, IDF, ADL, Magen David Adom, Ma'azon, HUC soup kitchen, etc. If they had to pick just ONE, have them vote on what it would be. <span style="margin: 0in 0in 0pt 1in; mso-list: l7 level3 lfo8; tab-stops: list 1.0in; text-indent: -0.25in;"> **V.** **Building our own ladder (15 min)** **-** Now that we've learned all about angels going up and down on ladders, and all about tzedakah and ladders, we're going to construct our own ladder of tzadakah as we become angels on Earth. Instructions: 1) The rungs of the latter will be Maimonides 8 different levels, going from bottom to top.    2) The sides of the ladder will be made up of boxes that will go down the entire length of the ladder (we have to get them to fit one into the next) and build it together. Tzedakah will be deposited at the very top and drop all the way down. We will collect it until we've filled the sides of the ladder. Then we will donate it to the place that you voted on. Other can create someway of explaining what this ladder is when we put it in our lobby. **Wrap-up:** Now that we've understood how to be modern angels through the giving of tzedakah, it is our job to help our community understand as well. Everyone can reach heaven through our ladder. We will be putting this outside of the sanctuary so that others may give and contribute as well. It is our job to inform them of it, to help them understand our role in perfecting the world, and to understand what it means to give tzedakah. **(Move to sanctuary to begin services)**

Shabbat 3.0 Study Guide (RTFH)
Parashat V'yeitze November 13th, 2010

Genesis: Chapter 28

 * 10. And Jacob left Beer sheba, and he went to Haran. ||   ||  י. וַיֵּצֵא יַעֲקֹב מִבְּאֵר שָׁבַע וַיֵּלֶךְ חָרָנָה:  ||
 * 11. And he arrived at the place and lodged there because the sun had set, and he took some of the stones of the place and placed [them] at his head, and he lay down in that place. ||   ||  יא. וַיִּפְגַּע בַּמָּקוֹם וַיָּלֶן שָׁם כִּי בָא הַשֶּׁמֶשׁ וַיִּקַּח מֵאַבְנֵי הַמָּקוֹם וַיָּשֶׂם מְרַאֲשֹׁתָיו וַיִּשְׁכַּב בַּמָּקוֹם הַהוּא:  ||
 * 12. And he dreamed, and behold! a ladder set up on the ground and its top reached to heaven; and behold, angels of God were ascending and descending upon it. ||   ||  יב. וַיַּחֲלֹם וְהִנֵּה סֻלָּם מֻצָּב אַרְצָה וְרֹאשׁוֹ מַגִּיעַ הַשָּׁמָיְמָה וְהִנֵּה מַלְאֲכֵי אֱ־לֹהִים עֹלִים וְיֹרְדִים בּוֹ:  ||
 * 13. And behold, the Lord was standing over him, and He said, "I am the Lord, the God of Abraham your father, and the God of Isaac; the land upon which you are lying to you I will give it and to your seed. ||   ||  יג. וְהִנֵּה יְ־הֹוָ־ה נִצָּב עָלָיו וַיֹּאמַר אֲנִי יְ־הֹוָ־ה אֱלֹהֵי אַבְרָהָם אָבִיךָ וֵאלֹהֵי יִצְחָק הָאָרֶץ אֲשֶׁר אַתָּה שֹׁכֵב עָלֶיהָ לְךָ אֶתְּנֶנָּה וּלְזַרְעֶךָ:  ||
 * 14. And your seed shall be as the dust of the earth, and you shall gain strength westward and eastward and northward and southward; and through you shall be blessed all the families of the earth and through your seed. ||   ||  יד. וְהָיָה זַרְעֲךָ כַּעֲפַר הָאָרֶץ וּפָרַצְתָּ יָמָּה וָקֵדְמָה וְצָפֹנָה וָנֶגְבָּה וְנִבְרֲכוּ בְךָ כָּל מִשְׁפְּחֹת הָאֲדָמָה וּבְזַרְעֶךָ:  ||
 * 15. And behold, I am with you, and I will guard you wherever you go, and I will restore you to this land, for I will not forsake you until I have done what I have spoken concerning you." ||   ||  טו. וְהִנֵּה אָנֹכִי עִמָּךְ וּשְׁמַרְתִּיךָ בְּכֹל אֲשֶׁר תֵּלֵךְ וַהֲשִׁבֹתִיךָ אֶל הָאֲדָמָה הַזֹּאת כִּי לֹא אֶעֱזָבְךָ עַד אֲשֶׁר אִם עָשִׂיתִי אֵת אֲשֶׁר דִּבַּרְתִּי לָךְ:  ||
 * 16. And Jacob awakened from his sleep, and he said, "Indeed, the Lord is in this place, and I did not know [it]." ||   ||  טז. וַיִּיקַץ יַעֲקֹב מִשְּׁנָתוֹ וַיֹּאמֶר אָכֵן יֵשׁ יְ־הֹוָ־ה בַּמָּקוֹם הַזֶּה וְאָנֹכִי לֹא יָדָעְתִּי:  ||

** Things to think about: ** What is the significance of this dream? What did it mean to Jacob? What do you think dreams mean in our own lives? ** MIDRASH (Tanchuma): ** Rabbi Shmuel taught in the name of Rabbi Nachman HERE – //God's angels were going up and down on it.// These angels ministered to the idol-worshipping nations. The ministering angel of Babylon went up 70 steps and then came down. The ministering angel of Media went up 52 steps and then came down. The ministering angel of Greece went up 100 steps and then came down. The ministering angel of Edom (aka Rome) went up – no one knows how many steps. Then, Jacob was afraid and said – maybe this one will never come down. The Holy one said to him, “//Now don't be afraid my servant, Jacob...don't be taken back, Israel// (Jeremiah 30:10) Just as you see him go up to sit by My side, from there will I bring him down.” This is just what is taught in Obadiah 1:4 “//Even though you make yourself great like the eagle and set your next among the stars, from there I will bring you down, said the Lord//.” <span style="margin: 0in 0in 0pt; page-break-before: always; text-align: center; text-autospace: ideograph-numeric;"> ** __<span style="color: black; font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 14pt;">Maimonides 8 Degrees of Tzedakah __ ** <span style="color: black; font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 14pt;"> // <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">The Jewish ideals of Tzedakah were summarized and taught by Moses Maimonides (RaMBaM), a great teacher who lived in Spain and the Egypt. Maimonides believed that Tzedakah is like a ladder. It has eight rungs, from bottom to top. Each step you climb brings you closer to heaven. // <span style="color: black; font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 14pt;"> <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">1. The person who gives reluctantly and with regret. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">2. The person who gives graciously, but less than one should. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">3. The person who gives what one should, but only after being asked. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">4. The person who gives before being asked. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">5. The person who gives without knowing to whom he or she gives, although the recipient knows the identity of the donor. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">6. The person who gives without making his or her identity known. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">7. The person who gives without knowing to whom he or she gives. The recipient does not know from whom he or she receives. <span style="margin: 0in 0in 0pt 54.75pt; mso-list: l0 level1 lfo1; tab-stops: list .5in; text-autospace: ideograph-numeric; text-indent: -18.75pt;"><span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;">8. The person who helps another to become self-supporting by a gift or a loan or by finding employment for the recipient. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 11.5pt;"> **__ Rambam, Hilkot, Matenot, Aniyim 10:7-14: __** <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-There are eight degrees of Tzedakah, one higher than the other. The highest degree of all is where one strengthens the hands of an Israelite who faces poverty, giving him a gift or a loan, entering into a business partnership with him, or giving him a job in order to strengthen his hand and to prevent him from becoming an object of Tzedakah. It is with regard to this that Scripture says: “Then thou shalt strengthen him: Yea, though he be a stranger or a sojourner: that he may live with thee” (Lev, 25:35). The meaning is: Strengthen him before he falls and needs to be supported by others. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-A lesser degree is when one gives Tzedakah to the poor, but neither the giver nor the receiver knows each other. For, in this case, the duty of giving Tzedakah for its own sake has been carried out. In the Temple, for example, there was a secret chamber into which good men would secretly place money, and from which the poor would take secretly. Not very different from this is where a man gives money to the Tzedakah kupah (fund). But a man should only give money to a Tzedakah kupah if he knows that the directors are trustworthy, wise and reliable like Rabbi Hananya Ben Teradyon. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-A lesser degree is where the giver knows to whom he has given, but the poor man does not know to whom he is indebted. The famous sages, for example, would go in secret to throw some money into the houses of the poor. This is the desirable way of giving Tzedakah when the directors of the kupah are unreliable. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-Less than this is where the poor man knows to whom he is indebted, but the giver does not know to whom he had given. Some of the famous sages would wrap up their contributions to Tzedakah in a scarf slung over their shoulder so that the poor could come and take it without suffering any embarrassment. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-Less than this is when the giver gives money directly to the poor man, but without having to be asked for it. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-Less than this is when he gives after the poor man has asked him to do so. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-Less than this is when he gives the poor man less than he should, but with a cheerful countenance. <span style="font-family: 'IPCLOL+ComicSansMS','sans-serif'; font-size: 10pt;">-Less than this is when the giver is glum.