Elementary School Unit on Pesach
By: Ouriel Hazan, Rachel Lee, David Kogut, David Sass, Eli Bilmes ( We put the "class" in this class!)
Topic: Halachot of Pesach
Duration: 3 weeks
Population 3rd coed MO
How often the class meets: 4 times a week
of students: 20
Prerequisite knowledge: Familiar with the basic storyline of Yetziat Mitzrayim. Know the order and basic rituals of seder.
Big Idea: Halacha plays a central role in our observance of Yom Tov
Big Idea: Ase Lecha Rav The rebbe plays an essential role in determining personal observance.
Enduring understanding: The process of removing Chamestz is the process of humbling oneself and removing arrogance from our lives.
Enduring: Assigning meaning to ritual enables us to remember and reflect on the central story of pesach.
Unit Goals
Knowledge Goals
The halachot of preparing for pesach
The Halachot of Chametz/matzah
The halachot of yom tov/chol Hamoed
The halachot of the Seder
Furthering their knowledge of the story of Yeziat Mtzrayim using
Familiarity with the songs of the Seder
2. Deep understandings
The rituals of the Seder inspire a sense of freedom
Assigning meaning to ritual enables us to remember and reflect on the central story of pesach.
The central story of pesach informs many halachot
3. Skills
Be able to participate actively at the Seder by performing the procedures
Be able to participate in the Seder by giving a Dvar Torah
Be able to sing the songs of the seder
Be able to perform the bedikat Chametz
Be able to perform the baking of the Matzah
Affective Goals
Have an excitement for the coming of Pesach
To be confident to give a perspective on the hagadah
Feel compassion for those who are not yet free people
Chayav Adam Lirot et Atzmo
Pre-Assessment The Pesach pre-assessment gauges students prior knowledge of the storyline of Yeziat Mitzrayim as well as the order and basic rituals of the seder. There will be a variety of question types (multiple choice, draw a picture, fill in the blank, true/false and open ended) which students will answer and demonstrate their knowledge. We will use the results to narrow or broaden the scope of individual lesson plans (if they know a lot about bedikat chametz, then we can focus on beiur chametz). Once the baseline knowledge is established through the pre-assessment we can build and spiral upward from there. We will also use the pre-assessment results to develop DI groups. 1. Tell me your favorite memory of the seder. 2. Name 5 events between Moshe coming to the burning bush and the Jews crossing the Yam Suf. a. b. c. d. e.
3. Match the section with the explanation.
4. Draw a picture of an event not listed question 2.
5. Name two things your family does to prepare for Pesach.
6. True/False 1. You can leave matza baking overnight 2. The 4 sons are the wise son, the wicked, the good-looking son, and the son who’s great at video games 3. Afikomen is considered dessert 4. In Yachatz we sing songs about Yitziat Mitzrayim.
Performance Assessments: Jigsaw
Option 1: Content goals: To know The Halachot of Chametz/matzah
Performance: Film a tutorial on how to bake matzah like a cooking show.
Option 2: Content Goals: The halachot of preparing for pesach
Performance: Film a skit about bedikat chametz and include as many halachot as possible
Option 3: Content Goals: Familiarity with the songs of the Seder
Performance: Create a music video for one or more songs of the seder
Option 4: Content: The halachot of yom tov/chol Hamoed
Performance: create a movie poster or billboard advertising the differences
Option 5: Content: Furthering their knowledge of the story of Yeziat Mtzrayim
Perfomance: Create a mock talk show interviewing the different players in the story of Yeziat Mitzrayim
Task Description:
Skill- to be able to communicate knowledge learned
Content Targets- see above
Description:
Each option will receive a set of questions from the teacher, highlighting what must be included in their project. These same questions will be given out to every student to answer during their friends' presentations. This will ensure that EVERY student pays attention and understands the material.
GROUP Activity
Parents help, can use student haggadah from class,
Resources: Haggadah, video camera, costumes, computer with editing software
Teacher: students can ask questions about their project, teacher will circulate and schedule time with groups to assess progress and determine next steps.
Main Criteria
0
1
2
Total
Accuracy
More than two Halachic mistakes
One Halachic inaccuracy
All Halachas are accurate
Comprehensiveness
Project included only one section on content
Project included most of the content
Project included ALL content sections
Creativity
No props, no costumes, no camera movement and only ONE scene
One scene change and a couple of props/costumes. Camera stagnates
Multiple scenes, costumes, and props, and the camera moves
Presentation
Story does not flow, is confusing to follow, and actors are difficult to understand.
Story flows, but halachic parts are unclear and confusing
Story flows, content is clear and understandable
Halachot are clearly defined and explained
Cuteness
No smiling or cute moments
Moments of cuteness are present, however the
child's full cuteness is not displayed
Video is incredibly cute and child could win Oscar for cutest kid ever
Multiple Choice Test
1. What time of day do I search my house for Chametz? a) Morning b) Afternoon c) After the sun goes down d) It does not matter what time
2. What do we do during Yachatz? a) Break the middle matzah b) Wash our hands c) Eat the matzah d) Make the Hillel sandwich
3. What are the correct abbreviations for the Makkot?
a) Dtzach Adam Berachamim b) Dtzach Adash B'Achav c) Dtzach Ashrei B'Achav d) Dtzach Adash Berachamim
FORMATIVE ASSESSMENT
TYPE 1 - Students think pair share on the following questions: What happens in the Seder during Yachatz? What is the procedure for Koreich? What cup of wine do we drink during Bareich? -One pair will be randomly selected to answer each question for the class, and the rest of the class will give a thumbs up-thumbs down response if they agree or disagree with the selected pair.
Affective Assessment__
I am confident that I can say a d'var Torah at the Seder table.
1 - Do not agree
2- Kinda agree
3 - Oh yeah! I got this.
How do you feel about this statement:
"So what! There are still slaves in the world, no biggie."
1 - Really disagree
2 - I never really thought about it
3 - There's not much I can do about it
By: Ouriel Hazan, Rachel Lee, David Kogut, David Sass, Eli Bilmes ( We put the "class" in this class!)
Topic: Halachot of Pesach
Duration: 3 weeks
Population 3rd coed MO
How often the class meets: 4 times a week
Prerequisite knowledge: Familiar with the basic storyline of Yetziat Mitzrayim. Know the order and basic rituals of seder.
Big Idea: Halacha plays a central role in our observance of Yom Tov
Big Idea: Ase Lecha Rav The rebbe plays an essential role in determining personal observance.
Enduring understanding: The process of removing Chamestz is the process of humbling oneself and removing arrogance from our lives.
Enduring: Assigning meaning to ritual enables us to remember and reflect on the central story of pesach.
Unit Goals
- The halachot of preparing for pesach
- The Halachot of Chametz/matzah
- The halachot of yom tov/chol Hamoed
- The halachot of the Seder
- Furthering their knowledge of the story of Yeziat Mtzrayim using
- Familiarity with the songs of the Seder
2. Deep understandings- The rituals of the Seder inspire a sense of freedom
- Assigning meaning to ritual enables us to remember and reflect on the central story of pesach.
- The central story of pesach informs many halachot
3. Skills- Be able to participate actively at the Seder by performing the procedures
- Be able to participate in the Seder by giving a Dvar Torah
- Be able to sing the songs of the seder
- Be able to perform the bedikat Chametz
- Be able to perform the baking of the Matzah
Affective GoalsPre-Assessment
The Pesach pre-assessment gauges students prior knowledge of the storyline of Yeziat Mitzrayim as well as the order and basic rituals of the seder. There will be a variety of question types (multiple choice, draw a picture, fill in the blank, true/false and open ended) which students will answer and demonstrate their knowledge. We will use the results to narrow or broaden the scope of individual lesson plans (if they know a lot about bedikat chametz, then we can focus on beiur chametz). Once the baseline knowledge is established through the pre-assessment we can build and spiral upward from there. We will also use the pre-assessment results to develop DI groups.
1. Tell me your favorite memory of the seder.
2. Name 5 events between Moshe coming to the burning bush and the Jews crossing the Yam Suf.
a.
b.
c.
d.
e.
3. Match the section with the explanation.
4. Draw a picture of an event not listed question 2.
5. Name two things your family does to prepare for Pesach.
6. True/False
1. You can leave matza baking overnight
2. The 4 sons are the wise son, the wicked, the good-looking son, and the son who’s great at video games
3. Afikomen is considered dessert
4. In Yachatz we sing songs about Yitziat Mitzrayim.
Performance Assessments: Jigsaw
Option 1: Content goals: To know The Halachot of Chametz/matzah
Performance: Film a tutorial on how to bake matzah like a cooking show.
Option 2: Content Goals: The halachot of preparing for pesach
Performance: Film a skit about bedikat chametz and include as many halachot as possible
Option 3: Content Goals: Familiarity with the songs of the Seder
Performance: Create a music video for one or more songs of the seder
Option 4: Content: The halachot of yom tov/chol Hamoed
Performance: create a movie poster or billboard advertising the differences
Option 5: Content: Furthering their knowledge of the story of Yeziat Mtzrayim
Perfomance: Create a mock talk show interviewing the different players in the story of Yeziat Mitzrayim
Task Description:
Skill- to be able to communicate knowledge learned
Content Targets- see above
Description:
Each option will receive a set of questions from the teacher, highlighting what must be included in their project. These same questions will be given out to every student to answer during their friends' presentations. This will ensure that EVERY student pays attention and understands the material.
GROUP Activity
Parents help, can use student haggadah from class,
Resources: Haggadah, video camera, costumes, computer with editing software
Teacher: students can ask questions about their project, teacher will circulate and schedule time with groups to assess progress and determine next steps.
Main Criteria
Halachot are clearly defined and explained
child's full cuteness is not displayed
Multiple Choice Test
1. What time of day do I search my house for Chametz?
a) Morning
b) Afternoon
c) After the sun goes down
d) It does not matter what time
2. What do we do during Yachatz?
a) Break the middle matzah
b) Wash our hands
c) Eat the matzah
d) Make the Hillel sandwich
3. What are the correct abbreviations for the Makkot?
a) Dtzach Adam Berachamim
b) Dtzach Adash B'Achav
c) Dtzach Ashrei B'Achav
d) Dtzach Adash Berachamim
FORMATIVE ASSESSMENT
TYPE 1
- Students think pair share on the following questions: What happens in the Seder during Yachatz? What is the procedure for Koreich? What cup of wine do we drink during Bareich?
-One pair will be randomly selected to answer each question for the class, and the rest of the class will give a thumbs up-thumbs down response if they agree or disagree with the selected pair.
Affective Assessment__
I am confident that I can say a d'var Torah at the Seder table.
1 - Do not agree
2- Kinda agree
3 - Oh yeah! I got this.
How do you feel about this statement:
"So what! There are still slaves in the world, no biggie."
1 - Really disagree
2 - I never really thought about it
3 - There's not much I can do about it