Advice for teachers -
Classical
Hebrew

Detailed example

Creating flow charts of the Mishna

As the first written organised work of the Oral Torah, Mishna was written in a laconic fashion and therefore often requires commentary to fully comprehend the Mishna text. By analysing and categorising the text by KOMD”T (כאמד"ט ), students will recognise the need for commentary and the need to fully comprehend the opinions in the Mishna.

This acronym refers to:

כותרת  – ‘Koteret’ – the title or heading of the Mishna, sometimes explicit in the text, often not

אומר  – ‘Omer’ – the Sage or Sages being quoted

מקרה  – ‘Miqra’ – the ‘case’ or situation being cited

דין  – ‘Din’ – the law

טעם  – ‘Ta’am’ – the rationale or reason for the law.

Most Mishnayot will have an ‘Omer’, a ‘Miqra’ and a ‘Din’. The ‘Koteret’ will have to be implied or can be found in earlier Mishnayot. The ‘Ta’am’ is often not mentioned in the Mishna and commentary is required to fully understand the rationales of those cited.

It is important that students realise that while the prescribed commentary is ‘Kehati’, his commentary is often a compilation of previous commentators from the times of the Talmud and onwards.

It is helpful for students to use different shapes for the different categories (see example below).

Example:

Image description

Detailed example

Interpreting peshat and derash

Bikkurim 1:1-3

Below you will find five verses, which are mentioned in either the Mishnayot or in the commentary, that were used to deduce a number of Halachot concerning Bikkurim. For each verse:

1. Translate the peshat  – the straightforward meaning of the verse and write this on top of the verse.
2. Highlight the word that is the key word(s) to deduce the Halacha / Halachot.
3. Beneath each verse write the Halacha / halachot that is / are deduced from your highlighted word/words.

Detailed example

Identifying the features and styles of Mishna

Any group of Mishnayot is likely to reflect key features of Mishna. These can be divided into the following categories:

Language – style

• Phrases such as הואיל /אלא …אין יום /…ו טוב … and more found in Mishnaic texts but not Biblical texts
• Greater use of the present tense
• Regular use of quotations either from Biblical texts or liturgy, e.g. mashiv haruakh umorid hageshem.
• Mnemonic devices such as lists, parallel sentence structures, questions and answers, answering the last part of a question before the first.

Language – vocabulary

• Words such as סימן /מאימתי /רבי / and חג  with the specific meaning of Sukkot – enter the Hebrew language via the Mishna
• Aramaic influence reflecting the vernacular of the time
• Greek influence reflecting the ruling power in the years preceding the redaction.

Language – grammar

• Mishnaic texts can be identified via certain grammatical features, such as the use of the final nun in mazkirin (nunations)
• Use of the present tense as per omer
• Use of the independent possessive pronoun – .של

Content

• The sages mentioned in this Mishna, Rabbi Yehoshua and Rabbi Eliezer are known as Tannaim; that is, teachers of the Mishna.
• Differing views: The Mishna often contains arguments or differing views between the Tannaim on points of Jewish law – see for example: .רבי יהושע אומר....רבי אליעזר אומר
• Halakhic material: The Mishna does not contain as much historical or ethical material as the Bible, nor terse statements of Jewish law – but rather a more intricate and detailed discussion on the finer and more practical aspects of Halakha.
• Anecdotes: Used to illustrate the application of the law or common practice.
• Liturgy: the Mishna can describe the formula for specific prayers.
• Describing rituals, and how they were practised.

Structure

• Six orders of Mishna, by topic. Order, tractate, chapter, mishna.
• Laws collected by topic or by association with the topic since this was an oral tradition (be prepared to explain).

Need for commentary

• Due to laconic language the commentary will fill in the missing words
• To give rationale, prooftexts and normative Halacha, especially when differing opinions are presented.