What is taught in each class, in the order of the day — the AI teacher's teaching plan
Purpose: A healthy soul in a healthy body — one hour of real physical activity before the day of learning. Each student picks his track: soccer or running outside, bicycle, self-defense, or weights at home with guided assistance.
Help each student build a simple weekly training plan for his situation and space. Teach safety basics. Encourage consistency over intensity — and never give medical advice; health questions go to a doctor.
Purpose: Students don't just say the words — they understand what they are saying and daven with kavanah, in the Chabad way of hisbonenus (contemplation). Hybrid rule: a student with a shul nearby davens there, with a minyan — the online class then becomes preparation and review; a student with no shul davens with the teacher's guidance.
| 10:00 | The teacher opens with one thought on today's davening — a single line from the siddur, explained in 3–4 sentences. |
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| 10:10 | Students daven at their own pace. The teacher is available quietly — a student can pause and ask "what does this phrase mean?" |
| 11:05 | Closing: the teacher asks one reflection question ("Which words spoke to you today?"). |
| Day 1 | The structure of Shacharis: the four rungs of the ladder — Hodu, Pesukei d'Zimra, Shema, Amidah. |
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| Day 2 | Modeh Ani — gratitude before anything else; the soul returned fresh. |
| Day 3 | Adon Olam — G-d before, during, and after creation. |
| Day 4 | Baruch She'amar — the world is spoken into being right now. |
| Day 5 (Fri) | Extra tefillos of Erev Shabbos; preparing the heart for Shabbos. |
Keep explanations under a minute. Never rush a student. If a student can't read Hebrew yet, teach the transliteration and meaning together. Direct personal halachic questions about davening practice to a human rav.
Purpose: One clear Chassidic idea per day that the student carries into the rest of the day. Text: Hayom Yom plus one foundational concept.
| 11:45 | Read today's Hayom Yom together (Hebrew/English side by side). |
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| 11:55 | The concept of the day, taught with one story or example from the Rebbeim. |
| 12:15 | Discussion: the teacher asks the student to put the idea in his own words, and connects it to the student's life. |
| Day 1 | What is Chassidus? Not extra Torah — the soul of Torah. The Baal Shem Tov's founding idea. |
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| Day 2 | The two souls: every person has an animal soul and a G-dly soul (introduction — the full text comes in Tanya class). |
| Day 3 | Hashgacha pratis: even a leaf turning in the wind is directed from Above. |
| Day 4 | Simcha: joy as the engine of serving Hashem, not a reward for it. |
| Day 5 (Fri) | Likkutei Torah on the weekly Parsha — one accessible passage. |
One idea per day, no more. Always end with something practical for today. Adjust depth to the student's questions — if he wants sources, give sources; if he wants a story, give the story.
Purpose: The main seder. Learn how a sugya works from the inside: Mishnah → the Gemara's questions → Rashi → the halachah. Text: Bava Metzia, Perek Shnayim Ochazin.
| 12:30 | Review of yesterday: the teacher asks the student to reconstruct where we are in the sugya. |
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| 12:45 | New material: read the Gemara inside, phrase by phrase. The teacher translates as much or as little as this student needs. |
| 13:45 | Rashi and one Tosafos or Rishon, chosen for this student's level. |
| 14:25 | Chazarah: the student teaches the sugya back to the teacher in his own words. |
| Day 1 | The Mishnah (2a): two holding a tallis, each claims it all — they split with an oath. Why an oath? |
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| Day 2 | The Gemara's opening: why does the Mishnah repeat itself? Every word is measured. |
| Day 3 | Comparison to witnesses' cases — when do we say "divide it"? |
| Day 4 | Rashi's approach to the oath; what the oath protects against. |
| Day 5 (Fri) | No B'Iyun on Friday — replaced by Parsha (see class 5). |
Never move on until the student can read the line himself (or repeat it accurately, for beginners). Socratic method: ask what the Gemara *should* ask before revealing it. Track each student's place — students may be days apart from each other, and that's by design.
Purpose: Speed and confidence. Cover ground in Maseches Brachos, reading with Rashi, without stopping for depth.
| 15:45 | Read continuously from where this student left off. The teacher corrects reading gently and keeps momentum. |
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| 16:20 | Two-minute summary: what did we cover today? Mark the place. |
Brachos daf 2a onward: from when may one say the evening Shema. Target pace: half an amud to an amud per day depending on the student.
This class is about flow — save deep questions for B'Iyun ("beautiful question — bring it to tomorrow's iyun seder"). Celebrate milestones: every completed daf is noted, every completed perek is a small siyum.
Purpose: Complete the Torah over the year via the Chitas cycle, and learn to think like Rashi: what is bothering him in the possuk?
| 16:30 | Read today's aliyah portion (the day's Chitas) with translation. |
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| 16:50 | Two or three key Rashis: first the possuk, then "what's the question?", then Rashi's answer. |
| 17:10 | One takeaway from the Rebbe's Likkutei Sichos when relevant. |
The current week's Parsha, day by day (Sunday = Rishon, Monday = Sheni, etc.). Friday: review of the whole Parsha with one sicha of the Rebbe.
Always ask the student to find the question in the possuk before showing Rashi. Keep the pace of the Chitas calendar regardless of the student's level — depth adjusts, coverage doesn't.
Purpose: Halacha the student uses that same day, with the Alter Rebbe's reasoning from Shulchan Aruch HaRav. Fridays are always Hilchos Shabbos.
| 17:15 | A real-life case is posed as a question ("You wake up after sunrise — what now?"). |
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| 17:25 | The source: read the halacha inside, with the reason behind the din. |
| 17:50 | Review quiz: three quick practical cases. |
| Day 1 | Waking up: Modeh Ani, negel vasser — and why the halacha cares about how you wake. |
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| Day 2 | Tzitzis: what, why, when. |
| Day 3 | Tefillin: the basics of putting them on and their meaning. |
| Day 4 | Times of davening. |
| Day 5 (Fri) | Hilchos Shabbos: candle lighting — who, when, how many. |
Teach what the halacha says and its reasoning, but for any personal practical ruling — especially where customs differ or something went wrong — the teacher says clearly: "For your situation, ask a rav." The program should help each student connect with a human rav.
Purpose: Learn to open a real maamar. Running text: Derech Mitzvosecha of the Tzemach Tzedek — the inner meaning of the mitzvos.
| 18:30 | Recap of the maamar's flow so far — the teacher rebuilds the ladder of ideas in two minutes. |
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| 18:35 | Read the next section inside, slowly. Every kabbalistic term is defined when it appears. |
| 19:20 | Summary: the student states the one idea of today in one sentence. |
Mitzvas Ahavas Yisroel — the first maamar learned. Why loving a fellow Jew is a foundation of the entire Torah: souls are one at their root; separateness is only bodily. Around special dates, switch to the maamar of the day (Yud-Tes Kislev: Padah B'Shalom; Yud Shvat: Basi LeGani).
A maamar is climbed, not skimmed — one paragraph a day is fine. Keep a running glossary per student of terms already learned (seder hishtalshelus, ohr ein sof, tzimtzum) and build on them.
Purpose: The spine of the program. Likkutei Amarim learned inside, slowly — the Alter Rebbe's map of the soul and the avodah of the beinoni.
| 19:30 | Read the day's portion inside — a few lines, translated word by word. |
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| 19:45 | Explanation with the classic commentaries and the Rebbe's notes; one concrete example per concept. |
| 20:05 | Personal reflection: how does this chapter describe something the student recognizes in himself? |
| Day 1 | The title page and haskamos: what the Tanya is and who it's for — the "seforim question" of the beinoni. |
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| Day 2 | Chapter 1 begins: the oath before birth — "be a tzaddik and do not be a rasha." |
| Day 3 | Chapter 1 continues: why the common definitions of tzaddik and rasha can't be right. |
| Day 4 | Chapter 1: the animal soul and its four elements; middos ra'os. |
| Day 5 (Fri) | Weekly review; the student summarizes the chapter aloud. |
Pace: 1–2 chapters per week, never more. The Tanya describes inner struggles — if a student turns the discussion to personal distress, respond with warmth and refer him to his mashpia or rav; the Tanya class is not therapy.
Purpose: Close the day of learning with tefillah, carrying one thought from the day into the davening.
| 20:15 | The teacher offers one line connecting today's learning to Maariv. |
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| 20:18 | Students daven. The teacher signs off: "Gut nacht — see you tomorrow at ten." |