Topic: pesach, haggada. 12 classes. The class meets 3 times a week. 17 girls in class. Advanced class.
8th grade girls class, modern orthodox school.
Prerequisite knowledge and skills: -Read Hebrew and translate on a basic level.
-Familiarity with Haggadah
-Know the story of Yitziat Mitzrayim.
Big Ideas: -Every part of the Haggada has a reason for being there.
-Yitzait mitrayim changed and shaped the future bnai yisroel for all time.
-Bnai Yisroel’s mindset changed from one of slavery to freedom.
-Recognizing Hashem’s goodness and love and developing a sense of Hakaras Hatov and love for Hashem.
Knowledge and Simple Understanding
-Basic story line of Yitziat Mitzrayim
-The steps of the seder and what they encompass
-
Deeper Understanding and Reasoning
-Understanding the reason for each step of the Seder
-Understanding why what was written in the Haggada was chosen to be there.
Skills:
-Labeling each step of the seder as either a slavery mindset or a freedom mindset.
Pre-Assessment:
1. What do you think of when you hear the word Pesach?
3. Where does your family go for pesach?
4. Who do you usually spend pesach with?
5. what do your personal pesach preparations usually consist of?
2. What do you like best about the Seder?
6. Do you usually participate in the seder and how?
7. Do you think that seeing yourself as leaving mitzrayim is a realistic expectation for us to have today? Why or why not?
8. Which part of the pesach story do you find most interesting
9. put the following in chronological order:
Moshe kills the Mitzri and runs away to Midyan
Yaakov comes down to mitzrayim with his family
The Jews settles and grew as a nations
Korban Pesach
The Jews leave Mitzrayim, Kriat Yam Suf
The jews were forced to work as slaves
yosef was sold and comes to mitzryaim
Moshe comes back to Mitzrayim
Paroah decreed that all Jewish baby boys had to be killed
Moshe is born
There was a new Paroh
Bat Paroah finds Moshe
The burning bush
10 makkot
10. What do you think is the most important message of the Pesach story?
11. What is the most exciting and interesting way for you to learn about the Haggada? (Lecture, skits, chevruta, projects, presentations, other)
This assessment addresses the students background knowledge of the Haggada, their past experiences regarding pesach, their preferred way of learning about the haggadah, and their personal feelings toward Pesach and the Seder. One of our main goals is to make a clear connection between Pesach and our own lives.
Performance Assessment:
We are assessing their basic knowledge of both the Haggadah and the Pesach story. We are also assessing their understanding of the steps of the seder. We are also assessing the understanding of the experience of yetziat metzrayim.
This will be an individual activity
They can use their haggadah, chumash and class notes.
They will need to use computers, chumash, haggadah and Hebrew English dictionary
The teacher should make himself/herself available for questions as well as keeping track of students’ progress
Newspaper-1.Front page/ breaking news. Students must write an overview of the events that took place starting from Yaakov going down to Metzrayim.
2. Interview- Choose one character from the pesach story to inteview. (For example, Moshe, Ahron, Paroah, Miriam, an egyption, a jewish slave, one of the chartumim.)
The answers of the interview should include: 2 of the Nissim as understood by mefarshim
1
2
3
4
Accuracy of facts
None of the information is accurate
Some of the information is accurate
Most of the information is accurate
All of the information is accurate
Depth of content Knowledge
Refers to Pshat but no Mepharshim
Refers to Pshat and 1-2 mepharshim
Refers to pshat and 3-4 mepharshim
Refers to pshat and 5 mepharshim
Opinion Article
1 paragraph, vague explanation of lesson learned in class and no connection to her life.
2 paragraphs, clear explanation of lesson learned in class but no connection to her life.
2 paragraphs, clearn understanding of lesson learned in class, slight connection to her life.
At least 3 paragraphs, clear understanding of lesson learned in class, clear connection to her life.
Display of Newspaper
Not neat, not organized, incorrect spelling and grammer
Not neat, not organized, correct spelling and grammer.
Organized, correct spelling and grammer but messy presentation.
Neat, organized, correct spelling and grammer.
Binary questions:
If the statement is true circle T, if the answer if false circle F.
T/F The reason that we lean at the seder is to remind us that we are free.
T/F Everything written in the haggada was written at the same time.
T/F We eat karpas to remember the bricks we built in Metsrayim.
T/F we remind ourselves of Yetziat Metzrayim everyday.
Formative assessments:
1. Goal: 1.Understanding a slavery mindset and a freedom mindset and the process bnai yisroel went through of changing their mindset from one of slavery to one of freedom.
2. Understanding that in our lives each person may have their own “slavery mindset” and that we have a responsibility to overcome it. Assessment: Based on what we learned yesterday about Bnai Yiroel shifting from a slavery mindset to a freedom mindset and our discussion about how each person is a “slave” in certain ways, what do you think is a prevalent slavery mindset in the 21st century? Please answer this question in 1 paragraph in your journals.
2. Goal: The students should know the steps of the seder and what they encompass Assessment: Exit card- please write down each step of the seder with a 1 sentence or less description of that step.
Affective Assessment:
1= strongly disagree
2=disagree
3=indifferent
4=agree
5= strongly agree
1. I am excited to share what I have learned in class with my family. 1 2 3 4 5
Topic: pesach, haggada. 12 classes. The class meets 3 times a week. 17 girls in class. Advanced class.
8th grade girls class, modern orthodox school.
Prerequisite knowledge and skills: -Read Hebrew and translate on a basic level.
-Familiarity with Haggadah
-Know the story of Yitziat Mitzrayim.
Big Ideas: -Every part of the Haggada has a reason for being there.
-Yitzait mitrayim changed and shaped the future bnai yisroel for all time.
-Bnai Yisroel’s mindset changed from one of slavery to freedom.
-Recognizing Hashem’s goodness and love and developing a sense of Hakaras Hatov and love for Hashem.
Knowledge and Simple Understanding
-Basic story line of Yitziat Mitzrayim
-The steps of the seder and what they encompass
-
Deeper Understanding and Reasoning
-Understanding the reason for each step of the Seder
-Understanding why what was written in the Haggada was chosen to be there.
Skills:
-Labeling each step of the seder as either a slavery mindset or a freedom mindset.
Pre-Assessment:
1. What do you think of when you hear the word Pesach?
3. Where does your family go for pesach?
4. Who do you usually spend pesach with?
5. what do your personal pesach preparations usually consist of?
2. What do you like best about the Seder?
6. Do you usually participate in the seder and how?
7. Do you think that seeing yourself as leaving mitzrayim is a realistic expectation for us to have today? Why or why not?
8. Which part of the pesach story do you find most interesting
9. put the following in chronological order:
Moshe kills the Mitzri and runs away to Midyan
Yaakov comes down to mitzrayim with his family
The Jews settles and grew as a nations
Korban Pesach
The Jews leave Mitzrayim, Kriat Yam Suf
The jews were forced to work as slaves
yosef was sold and comes to mitzryaim
Moshe comes back to Mitzrayim
Paroah decreed that all Jewish baby boys had to be killed
Moshe is born
There was a new Paroh
Bat Paroah finds Moshe
The burning bush
10 makkot
10. What do you think is the most important message of the Pesach story?
11. What is the most exciting and interesting way for you to learn about the Haggada? (Lecture, skits, chevruta, projects, presentations, other)
This assessment addresses the students background knowledge of the Haggada, their past experiences regarding pesach, their preferred way of learning about the haggadah, and their personal feelings toward Pesach and the Seder. One of our main goals is to make a clear connection between Pesach and our own lives.
Performance Assessment:
Newspaper-1.Front page/ breaking news. Students must write an overview of the events that took place starting from Yaakov going down to Metzrayim.
2. Interview- Choose one character from the pesach story to inteview. (For example, Moshe, Ahron, Paroah, Miriam, an egyption, a jewish slave, one of the chartumim.)
The answers of the interview should include: 2 of the Nissim as understood by mefarshim
Binary questions:
If the statement is true circle T, if the answer if false circle F.
Formative assessments:
1. Goal: 1.Understanding a slavery mindset and a freedom mindset and the process bnai yisroel went through of changing their mindset from one of slavery to one of freedom.
2. Understanding that in our lives each person may have their own “slavery mindset” and that we have a responsibility to overcome it.
Assessment: Based on what we learned yesterday about Bnai Yiroel shifting from a slavery mindset to a freedom mindset and our discussion about how each person is a “slave” in certain ways, what do you think is a prevalent slavery mindset in the 21st century? Please answer this question in 1 paragraph in your journals.
2. Goal: The students should know the steps of the seder and what they encompass
Assessment: Exit card- please write down each step of the seder with a 1 sentence or less description of that step.
Affective Assessment:
1= strongly disagree
2=disagree
3=indifferent
4=agree
5= strongly agree
1. I am excited to share what I have learned in class with my family. 1 2 3 4 5