a) Topic: Haggadah, Length: 3 weeks, How Often Class Meets:4x/week, Grade: 11th Grade, Type of School: Co-ed Out of Town Modern Orthodox Day School, Approximate Number of Students in Class: 8, Academic Level of the Class: High Honors b) Prerequisite Knowledge and Skills: a. Read Hebrew proficiently b. Understand simple and advanced meforshim c. Break apart meforshim and outline them d. Understanding of simple and more advanced halachic and hashkafic ideas about Pesach e. Understanding of the connection between pesukim in Shemot and the Haggadah c) Big Ideas and Enduring Understanding: a. Person needs to see self as if left mitzrayim b. Formulation of Bnei Yisrael is Yetzias Mitzrayim and where we are today is a direct result of that c. Seeming hardships are positive in disguise, redemption comes through suffering
Knowledge and Simple Understanding that student will have acquired
Accurate translation and outline of the pesukim in the haggadah
Knowledge of basic commentaries on the haggadah (such as Rashi, Rambam, Vilna Gaon, Malbim, Kli Yakar...)
Knowledge of thematic elements of various commentaries on the haggadah
Jewish perspectives on freedom, yissurim, galus…
Deep understanding and reasoning that the student will have acquired
Compare and contrast different mefarshim’s perspectives on the haggadah
Yetzias Mitzrayim is key to Jewish survival and continuity as a nation
The students will have acquired the skills to
Read, translate, outline mefarshim
Apply in haggadah to the modern world
Analyze and compare and contrast mefarshim
Answer certain essential questions based on the analyses of mefarshim
The students will have achieved the following affective targets
Feeling inspired by and connected to the haggadah
Feeling that Yetzias mitzrayim is an integral part of the mesorah
Appreciation of freedom
Appreciation for the relationship between Hashem and Bnei Yisrael
Understanding the sacrifices that previous generations made affect our lives today
Recognizing the depth and profundity of the haggadah
Pre-assessment
1. What does Pesach mean to you?
2. What do you want to learn about Pesach in the haggadah?
3. Why do you think that Pesach is so important to Judaism?
4. Would you prefer to learn:
Chavruta or independent learning?
Text based learning or lecture/discussion format? _
5. Outline and translate the following Ramban:
Performance Asessment
Write a journal through the lens of an individual leaving Mitztrayim through the perspective of a specific peirush. You will then relay your journal to the class and teach us about your experiences leaving Mitzrayim.
Criteria:
Performance based Assessment- Short Answers
1. Name two differences between Rashi and the Ramban’s approach.
2. How does the Kli Yakar interpret Yetzias Mitzrayim on a deeper level?
3. Name three positive effects of Makas Bechoros.
4. List the makkos and provide one deeper explanation of each makkah according to a meforash of your choice.
5. Which meforash’s angle on Yetzias Mitzrayim resonates with you most and why?
6. Choose any two meforshim (not Rashi and Ramban) of your choice and list two similarities and differences between them.
Performance Assessment
1. Content and Skill Targets to be addressed
Will address “simple understanding of what occurred during Yetzias Mitzrayim and what occurs on Pesach each year,” “deep understanding on different mefarshim’s perspectives on Yetzias Mitzrayim,” and two or more of the following:
10 plagues
Freedom and slavery
What is done/not done on seder night
The mitzvah of sippur yetzias mitzrayim
Unusual aspects of the Pesach service
Hashem’s role in the world
2. Description of the Activity
Students will write a journal through the lens of an individual leaving Mitztrayim through the perspective of a specific peirush. They will then relay their journal to the class and teach the class about their experiences leaving Mitzrayim.
3. Group or Individual
Individual
4. Help Allowed
Students may use various sefarim, the text of the haggadah, and class notes.
5. Resources Needed
Pens, pencils, the haggadah, and paper
6. Teacher Role
Prior to completing the activity, the teacher will circulate and ensure that students understand their mefarshim appropriately to begin their journal. The teacher will continue to circulate while students are working and respond to their questions that arise.
7. Rubric
See attached
Formative Assessment
Goal: 1. Knowledge of basic commentaries on the haggadah (such as Rashi, Rambam, Vilna Gaon, Malbim, Kli Yakar...)- exit card 1
2. Compare and contrast different mefarshim’s perspectives on the haggadah- exit card 2
Name:
Exit Card
Directions: Choose one exit card and hand it in at the end of class.
In 25 words or less, summarize Ramban’s approach to miracles and illustrate a picture of one. Don’t forget to sign your name!
In 25 words or less, summarize the difference between Rashi and Ramban. Don’t forget to sign your name!
Affective Assessment
Goals that Affective Assessment Addresses:
Feeling inspired by and connected to the haggadah
Feeling that Yetzias mitzrayim is an integral part of the mesorah
Recognizing the depth and profundity of the haggadah
1. I feel very confident discussing the intricacies of the haggadah at my seder table.
b) Prerequisite Knowledge and Skills:
a. Read Hebrew proficiently
b. Understand simple and advanced meforshim
c. Break apart meforshim and outline them
d. Understanding of simple and more advanced halachic and hashkafic ideas about Pesach
e. Understanding of the connection between pesukim in Shemot and the Haggadah
c) Big Ideas and Enduring Understanding:
a. Person needs to see self as if left mitzrayim
b. Formulation of Bnei Yisrael is Yetzias Mitzrayim and where we are today is a direct result of that
c. Seeming hardships are positive in disguise, redemption comes through suffering
Knowledge and Simple Understanding that student will have acquired
Deep understanding and reasoning that the student will have acquired
- Compare and contrast different mefarshim’s perspectives on the haggadah
- Yetzias Mitzrayim is key to Jewish survival and continuity as a nation
The students will have acquired the skills toThe students will have achieved the following affective targets
Pre-assessment
1. What does Pesach mean to you?
2. What do you want to learn about Pesach in the haggadah?
3. Why do you think that Pesach is so important to Judaism?
4. Would you prefer to learn:
5. Outline and translate the following Ramban:
Performance Asessment
Write a journal through the lens of an individual leaving Mitztrayim through the perspective of a specific peirush. You will then relay your journal to the class and teach us about your experiences leaving Mitzrayim.
Criteria:
Performance based Assessment- Short Answers
1. Name two differences between Rashi and the Ramban’s approach.
2. How does the Kli Yakar interpret Yetzias Mitzrayim on a deeper level?
3. Name three positive effects of Makas Bechoros.
4. List the makkos and provide one deeper explanation of each makkah according to a meforash of your choice.
5. Which meforash’s angle on Yetzias Mitzrayim resonates with you most and why?
6. Choose any two meforshim (not Rashi and Ramban) of your choice and list two similarities and differences between them.
Performance Assessment
1. Content and Skill Targets to be addressed
Will address “simple understanding of what occurred during Yetzias Mitzrayim and what occurs on Pesach each year,” “deep understanding on different mefarshim’s perspectives on Yetzias Mitzrayim,” and two or more of the following:
2. Description of the Activity
Students will write a journal through the lens of an individual leaving Mitztrayim through the perspective of a specific peirush. They will then relay their journal to the class and teach the class about their experiences leaving Mitzrayim.
3. Group or Individual
Individual
4. Help Allowed
Students may use various sefarim, the text of the haggadah, and class notes.
5. Resources Needed
Pens, pencils, the haggadah, and paper
6. Teacher Role
Prior to completing the activity, the teacher will circulate and ensure that students understand their mefarshim appropriately to begin their journal. The teacher will continue to circulate while students are working and respond to their questions that arise.
7. Rubric
See attached
Formative Assessment
Goal:
1. Knowledge of basic commentaries on the haggadah (such as Rashi, Rambam, Vilna Gaon, Malbim, Kli Yakar...)- exit card 1
2. Compare and contrast different mefarshim’s perspectives on the haggadah- exit card 2
Name:
Exit Card
Directions: Choose one exit card and hand it in at the end of class.
Affective Assessment
Goals that Affective Assessment Addresses:
1. I feel very confident discussing the intricacies of the haggadah at my seder table.
5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Disagree
2. I enjoyed studying about Pesach.
5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Disagree
3. Knowing the Pesach story in depth is important to me as a Jew.
5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Disagree
4. Learning about Pesach makes me feel connected to my Jewish heritage.
5-Strongly Agree
4-Agree
3-Neutral
2-Disagree
1-Strongly Disagree