CurriCulum mapping - Intr Perek 1:1-7 - The locations where perek took place*[D] Skills: -Ability to

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Transcript of CurriCulum mapping - Intr Perek 1:1-7 - The locations where perek took place*[D] Skills: -Ability to

  • CurriCulum mapping School: Mainstream modern orthodox Jewish co-education system.

    Grade: 5th

    Subject: Navi

    Topic: Sefer Shoftim

    Unit: Perek 1-4

    Unit length: 8 weeks- class meets only twice a week

    Time: 35 minutes (2x per week)

    Prerequisites:

    Students have a basic background to Judaism. It is assumed that they have never studied Sefer Shoftim in depth before.

    It is also assumed that they have basic Hebrew reading, translating, and mastery of necessary elements of language and grammar.

  • Sefer Shoftim Learning Goals

    Big ideas: -Need for leadership *

    Woven into all elements of the unit curriculum and planning

    -Importance of Teshuvah

    -G-d is always protecting the Jewish peoples * Enduring Understanding:

    -It is very important to take responsibility and be aware of the consequences for our actions *

    - Why do the Jews continue to sin? Essential Questions:

    - Why is it important to learn about the past?

    Learning Targets:

    After completing learning this unit students will have:

    A. The historical context in which the book was written [A] Knowledge of:

    B. The characters and roles they played * [B] C. The main events of the perek (general outline of the story line) * [C] D. The locations where each perek took place (locate on a map) * [D]

    F. Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Deep understanding of:

    G. Similarities and differences between Sefer Yehoshua and Sefer Shoftim [G]

    H. Ability to read and translate pesukim * [H] Skills to:

  • I. Ability to summarize selected perakim and pasukim * [I] J. Take notes using guided notes [J] K. Develop working cooperatively in a group setting * [K] L. Develop working cooperatively within a chavrutah setting [L] M. Recognize Prefixes and Suffixes * [M] N. Identifying the nouns and pronouns [N] O. Identify the shorashim and define verbs (in order to better understand the text) [O] P. Distinguish between vav ha hipuch and a regular vav and how it operates [P] Q. Distinguish between קרי וכתיב [Q] R. Apply Hebrew question words- מילות שאלה to analyze pasukim (8 out of 10) [R] UAffective targets: (affective, behavioral, cognitive) The students will: S. Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] T. Hakarat hatov- Recognize the amount of blessings in their lives *[T] U. Achrayut- Take responsibility for the cause and effect of their actions * [U] * All year round

    USkills to: J. Take notes using guided notes [J] K. Develop working cooperatively in a group setting * [K] L. Develop working cooperatively within a chavrutah setting [L] M. Recognize Prefixes and Suffixes * [M] N. Identifying the nouns and pronouns [N]

    Uספר שופטים

  • Class #

    goals objeCtives

    Students will be able to:

    learning aCtivities assessments

    (1) -Welcome to 5th grade navi! Intro #1:

    - Rules and regulations Affective: - Hakarat hatov- Recognize the amount of blessings in their lives *[T]

    - Create a warm and welcoming environment  - Demonstrate rules and expectations for class - Introduce: anchor activity Thankful journals

    -2 truths/ 1lie (note cards) -Slideshow of rules -Charades: Model targeted behaviors

    Pre-assessment #1 -getting to know the students!

    (2) Deep understanding of: Intro #2:

    -The historical context in which the book was written [A] - The locations where sefer took place* [D] - Similarities and differences between Sefer Yehoshua and Sefer Shoftim [G] Skills: -Apply Hebrew question words- שאלה מילות to analyze pasukim (8 out of 10) [R] - Take notes using guided notes [J] Affective: -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S]

    -Summarize Sefer Yehoshua -Demonsterate when Sefer Shoftim was written -Identify who wrote Sefer Shoftim -Locate on a map where Sefer Shoftim took place -Construct questions using מילות שאלה 8/10 - List 2 out of 3 comparisons between Sefer Yehoshua and Sefer Shoftim (Dropbox) -Discuss Gd’s role in Jewish history

    -PowerPoint -Visual Timeline -Map of Israel/ Egypt -Everybody writes -Guided notes -Turn n’ talk - Independent work

    Pre- assessment #2 -getting to know students’ skills Exit card: Daf Chazarah -illustrate it timeline, map… H.w: Write 8 questions using the מילות שאלה about school. (In Hebrew)

    (3) UIntro #3: Deep understanding of: -Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F]

    -Demostrate the pattern of Maagal ha’ shoftim - Summarize selected pesukim: 2:8, 2:11, 2:14, 3:9, 2:17

    - Smartboard: maagal ha’ shoftim -“Will of fortune”- Shoftim style

    Do now Exit card

  • Skills: Ability to summarize selected perakim and pasukim * [I] Affective: -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S]

    -Discuss Gd’s role in Jewish life

    (4) -The characters and roles they played * B] Perek 1:1-7

    - The locations where perek took place*[D] Skills: -Ability to read and translate pesukim* [H] -Take notes using guided notes [J] -Identifying the nouns and pronouns [N] -Develop working cooperatively in a group setting * [K]

    -Read 7 pesukim fluently making 7 or less mistakes -Translate 1:1-7 with 85% accuracy -Display the pattern that kept occurring—maagal ha’ shoftim -Locate on a map where Perek started

    -Smartboard: Lego figures -Lego notes -Thumbs up/down -Color coded cards

    Do now Daf avodah- dropbox H.w: Record voice- read and translate 1:1-7

    (5) -The characters and roles they played * [B] Perek 1:8- 1-26

    -The main events of the perek * [C] Affective: - Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] Skills: -Ability to summarize selected perakim and pasukim * [I] -Develop working cooperatively within a chavrutah setting [L]

    -Identify the main leaders -Summarize the outline of story - Acknowledge Hashem’s role in this world

    Guess who Slideshow Story about Hashgacha pratit Daf avodah- dropbox

    3-2-1 summary Do now -students write quiz questions H.w: Write about a time where you saw Hashem’s hand in your life. (Journal, Article, Comic)

  • (6) Perek 2: -Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Skills: -Ability to summarize selected perakim and pasukim * [I] -Identify the shorashim and define verbs (in order to better understand the text) [O]

    -Summarize the outline of story - Identify 15 shorashim

    -“Will of fortune”- Shoftim style part II -Daf avodah

    Do now Exit card - Assessment #2- pic of Maagal ha’ shoftim-

    (7) -The main events of the perek Perek 3:1-7

    (general outline of the story line) * [C] -Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Affective: -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] Skills: Ability to read and translate pesukim * [H] Ability to summarize selected perakim and pasukim * [I]

    Atniel

    Guided notes

    Do now Exit card -write letter to principal

    (8) Perek 3: 7-11 -The characters and roles they played * [B] -The main events of the perek (general outline of the story line) * [C] - The locations where each perek took

    Atniel

    - maagal atniel

  • place (locate on a map) * [D] Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Affective: - Achrayut- Take responsibility for the cause and effect of their actions * [U] Skills: Ability to read and translate pesukim * [H] - Ability to summarize selected perakim and pasukim * [I]

    (9) -The characters and roles they played * [B] Perek 3: 12-25

    -The main events of the perek (general outline of the story line) * [C] Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Skills: -Ability to read and translate pesukim* [H] - Distinguish between vav ha hipuch and a regular vav and how it operates [P] - Ability to summarize selected perakim and pasukim * [I]

    Ehud -draw pics Act out simon says

    -comic strips -simon says

    (10) Perek 3: 26-31

    -The characters and roles they played * [B] -The main events of the perek (general outline of the story line) * [C] - Maagal ha’ shoftim- the pattern that kept occurring (Display) * [F] Affective: - Achrayut- Take responsibility for the

    26-31

    -Chavrutah -acting out scenes

    -presentation with rubric

  • cause and effect of their actions * [U] Skills: Ability to read and translate pesukim * [H] Ability to summarize selected perakim and pasukim * [I]

    Assessment #3- pic of maagal Ehud

    (11) Perek 4: 1-5

    Knowledge of:

    - The characters and roles they played * [B]

    - The main events of the perek (general outline of the story line of Perek 4) * [C]

    - The locations where each perek to