Topic: Themes of the Hagaddah Grade-Level: Coed Modern Orthodox High School Students # of Students in the Class: 16-20 students Academic Level of the Class: middle-level class Length of Unit: 10, 40 minute periods
Big Ideas: 1) One needs to experience struggle/difficulty in order to achieve success. a. Seeing the “Big Picture” 2) The notion of (modern) slavery and freedom
Enduring understanding = we can still be slaves nowadays (to our ego, to the media, to moviestars, etc.) and how we can free ourselves from this modern slavery
how the הגדה guides us to live a life a freedom
3) The different layers of the Torah (pshat vs. drash)
4) Judaism encourages questions
Enduring Understanding = questions are important and student should feel comfortable asking questions
Prerequisite Knowledge & Skills:
Students know how to read Hebrew
Students know the basic story of Pesach
Students know the basic structure of the Haggadah
Required texts:
Standard הגדה
ספר שמות
Course Goals:
Knowledge
Students will know the basic themes of the Haggadah, which are:
“מתחיל בגנות ומסיים בשבח” - Starting with the bad and going to the good
“ד’ לשונות של גאולה” - The 4 languages of redemption
“דרך שאלה ותשובה” - Asking questions and answering them
Students will know specific portions of the Haggadah, which are:
מה נשתנה - The four questions
כנגד ארבע בנים דברה תורה - The four sons
Students will know the difference between פשט and דרש
כנגד ארבע בנים דברה תורה - The four sons
Deep Understandings
Students will understand how each answer to the four sons is unique to them.
Students will understand the relationship between struggle/suffering and success
Students will understand the essential nature of asking questions in both the intellectual and spiritual realms.
From this they will understand how crucial it is to ask questions within Judaism--even when we do not have the answers/clear answers.
Students will understand that redemption is a process.
Skills
Students will be able to navigate the Hagaddah.
Students will be able to analyze and compare multiple sources.
Students will be able to think critically and ask critical questions about the material.
Students will be able to differentiate between pshat and derash.
Affective
Students will feel a connection to the Haggadah and the themes of Pesach
Students will feel more comfortable asking questions in class
Students will feel specifically connected to the idea of “modern slavery” and how to overcome that in their lives/society.
The practical implications of “modern slavery” in their lives/society.
Pre- Assessment
Please use the chart below to reflect on the following concepts:
Topic:
What do you already know
What do you want to know
עשר מכות
ד לשונות הגאולה
ד בנים
Questions:
What do you think is a theme of the Haggadah?
“He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever” - Chinese proverb. Please reflect on this quote and explain if you agree or disagree with it.
How do you define the term “modern slavery”?
Summative Assessments
1. Essay - הגדה related
Using complete and coherent sentences, please explain the different roles פשט and דרש play in helping us understand the meaning of the text. Please use at least two specific examples learned in class in connection to the הגדה. Please include specific quotes from the text. Please use the below rubric to guide you.
Essay Scoring Rubric
0
1
2
3
Brings two specific examples from the הגדה text
Does not explain any examples from the הגדה that differentiate פשטand דרש.
Explains one specific examples from the הגדה that differentiates פשטand דרש.
Explains two specific examples from the הגדה that differentiates פשטand דרש.
NA
Includes quotes from the הגדה
Does not include any quotes from the הגדה for the examples.
Includes quotes from the הגדה for one example.
Include quotes from the הגדה for two examples.
NA
Shows understanding between פשט vs דרש
Does not define either פשט nor דרש
Defines the definition of פשט or דרש,
Defines the definition of both פשט and דרש,
Defines the definition of both פשט and דרש, and explains the purpose of each one
Presentation
Essay is not coherent
Essay is coherent,
Essay is coherent and written in full sentences.
Essay is coherent, written in full sentences, and all words that should be written in hebrew are written in hebrew.
2. Performance Assessment
Dear Class,
Thank you for your interest in submitting an interview for the school’s newspaper! We are very excited about the potential of this contribution. Your knowledge of the story of the Exodus from Egypt should really help you in understanding the process of redemption and how failure can lead to success. Please use that knowledge to inform your presentation of the interview. In that light, your final product should reflect on the idea of failure leading to success. As well, please refer to the attached rubric to help guide you in your presentation.
Please carefully review the requirements listed below for the interview and good luck!
Sincerely,
The Editors
P.S. The editorial team is always available to help you work on your submission!
Requirements:
Each student must individually conduct a live interview.
Each interview must contain the following 3 specific questions
o What do you consider a success in your life?
o Can you think of any failures, setbacks or challenges that led to that success?
o Can you please describe your emotions both at the time of struggle and your emotions during the subsequent achievement?
The submission of the interview as a final product should clearly show how the interviewee’s failure ultimately led to his/her success.
The final submission must be well-edited and ready to be submitted for publication.
4
3
2
1
Accuracy
Student asked three required questions and documents two failures and successes
Students only asked two of the required questions OR only documented one failure and success
Students asked one of the required questions OR didn’t document a failure and success
Students didn’t ask any of the required questions and didn’t document a failure and success
Clarity In Writing
No more than two grammatical errors and/or spelling mistakes.
Between 3 and 6 grammatical errors and/or spelling mistakes
Between 7 and 10 grammatical errors and/or spelling mistakes
More than 10 grammatical errors and/or spelling mistakes
Professionalism
The final presentation is well formatted and could be published in a school newspaper
The final presentation is basically a final product, but needs revision before being published
The final presentation needs serious revision before being published
The final presentation needs to be completely rebuilt before being published
Formative Assessments
Exit card
Goal Addressed: Students will know the difference between פשט and דרש כנגד ארבע בנים דברה תורה - The four sons
What is the difference between the four sons portrayed in the פשט of the פסוקים and how they are portrayed in the מדרש.
דרש
פשט
חכם
רשע
תם
אינו יודע לשאול
Tweet it Goal Addressed The notion of (modern) slavery and freedom Enduring understanding = we can still be slaves nowadays (to our ego, to the media, to moviestars, etc.) and how we can free ourselves from this modern slavery
Based on our discussion in class, please submit a tweet (meaning 140 characters or less) summarizing what modern slavery is.
Aryeh Wasserman
Ruthie Skaist
Shani Malitzky
Topic: Themes of the Hagaddah
Grade-Level: Coed Modern Orthodox High School Students
# of Students in the Class: 16-20 students
Academic Level of the Class: middle-level class
Length of Unit: 10, 40 minute periods
Big Ideas:
1) One needs to experience struggle/difficulty in order to achieve success.
a. Seeing the “Big Picture”
2) The notion of (modern) slavery and freedom
- Enduring understanding = we can still be slaves nowadays (to our ego, to the media, to moviestars, etc.) and how we can free ourselves from this modern slavery
- how the הגדה guides us to live a life a freedom
3) The different layers of the Torah (pshat vs. drash)4) Judaism encourages questions
Prerequisite Knowledge & Skills:
Required texts:
Course Goals:
Pre- Assessment
Please use the chart below to reflect on the following concepts:
Questions:
Summative Assessments
1. Essay - הגדה related
Using complete and coherent sentences, please explain the different roles פשט and דרש play in helping us understand the meaning of the text. Please use at least two specific examples learned in class in connection to the הגדה. Please include specific quotes from the text. Please use the below rubric to guide you.
Essay Scoring Rubric
2. Performance Assessment
Dear Class,
Thank you for your interest in submitting an interview for the school’s newspaper! We are very excited about the potential of this contribution. Your knowledge of the story of the Exodus from Egypt should really help you in understanding the process of redemption and how failure can lead to success. Please use that knowledge to inform your presentation of the interview. In that light, your final product should reflect on the idea of failure leading to success. As well, please refer to the attached rubric to help guide you in your presentation.
Please carefully review the requirements listed below for the interview and good luck!
Sincerely,
The Editors
P.S. The editorial team is always available to help you work on your submission!
Requirements:
In Writing
Formative Assessments
Exit card
Goal Addressed: Students will know the difference between פשט and דרש
כנגד ארבע בנים דברה תורה - The four sons
What is the difference between the four sons portrayed in the פשט of the פסוקים and how they are portrayed in the מדרש.
Tweet it
Goal Addressed
The notion of (modern) slavery and freedom
Enduring understanding = we can still be slaves nowadays (to our ego, to the media, to moviestars, etc.) and how we can free ourselves from this modern slavery
Based on our discussion in class, please submit a tweet (meaning 140 characters or less) summarizing what modern slavery is.