Created by:
Tomer Grossman
Arieh Ackerman
Levi Eisenberg
Topic : Pesach – Haggadah/Seder Length of the unit: 15 lessons How often the class meets: 45 minutes every day Grade level: 7th (co-ed) No. of students in the class: 18 Academic level: Average/middle level
Prerequisite skills and Knowledge
The students know how read Hebrew, but don't fully understand it.
The students know the basic story line of Yetziat Mitzrayim.
The students conduct a Seder at home every year and read the Haggadah.
The students know the order of the Seder (Kadesh, U’rechatz, etc)
The students know the basic Halachot of the Seder (e.g. Matza, 4 cups, etc.)
Big ideas
Passing the Mesorah from generation to generation
Enduring understanding
The only way to ensure Jewish survival is through passing on our tradition, including laws and customs, and by explaining the meaning behind them.
The Haggadah has relevance and meaning to our lives today.
It is important for practicing Jews to live Judaism with a passion, not simply going through the motions.
Learning Goals
Knowledge
Which sources the content of the Haggadah is taken from.
The specific details of each part of the seder.
The context of each part of the Haggadah.
Why each section is included in the Haggadah.
Deeper Understanding
The meaning of freedom based on the Haggadah.
How the story of the exodus from Mitzrayim is representative of the exodus from future exiles.
Affective Goals
To feel a part of the Mesorah
To feel a part of the Seder
To enjoy the seder
Pre-assessment
Our goals and purpose for our pre-assessment is to find out the information and knowledge that the students already have about the Haggadah and the seder. In addition to knowing their prerequisite knowledge and skills, the pre-assessment will confirm the accuracy of our goals for the unit. We also hope that the pre-assessment will create some excitement about the unit of the Haggadah shel Pesach and the Seder
Pre-assessment for Pesach Unit
1. Put the following in the proper order of the seder
Hallel
Barech
Kadesh
Magid
Motzi matzah
Urchatz
Tsafun
Nirtzah
Yachatz
Maggid
Karpas
Shulchan Orech
Marror
Rachtzah
Korech
2. Please read the following paragraph and answer the following question:
בָרוּךְ הַמָּקוֹם, בָּרוּךְ הוּא. בָּרוּךְ שֶׁנָּתַן תּוֹרָה לְעַמּוֹ יִשְׂרָאֵל, בָּרוּךְ הוּא. כְּנֶגֶד אַרְבָּעָה בָנִים דִּבְּרָה תּוֹרָה . אֶחָד חָכָם, וְאֶחָד רָשָׁע, וְאֶחָד תָּם, וְאֶחָד שֶׁאֵינוֹ יוֹדֵעַ לִשְׁאוֹל.
חָכָם מָה הוּא אוֹמֵר? מַה הָעֵדוֹת וְהַחֻקִּים וְהַמִשְׁפָּטִים אֲשֶׁר צִוָּה יי אֱלֹהֵינוּ אֶתְכֶם? וְאַף אַתָּה אֱמָר לוֹ כְּהִלְכוֹת הַפֶּסַח: אֵין מַפְטִירִין אַחַר הַפֶּסַח אֲפִיקוֹמָן.
רָשָׁע מָה הוּא אוֹמֵר? מָה הָעֲבֹדָה הַזֹּאת לָכֶם? לָכֶם - וְלֹא לוֹ. וּלְפִי שֶׁהוֹצִיא אֶת עַצְמוֹ מִן הַכְּלָל כָּפַר בְּעִקָּר. וְאַף אַתָּה הַקְהֵה אֶת שִנָּיו וֶאֱמֹר לוֹ: בַּעֲבוּר זֶה עָשָׂה יי לִי בְּצֵאתִי מִמִּצְרָיִם. לִי - וְלֹא לוֹ. אִילּוּ הָיָה שָׁם, לֹא הָיָה נִגְאָל.
תָּם מָה הוּא אוֹמֵר? מַה זֹּאת? וְאָמַרְתָּ אֵלָיו: בְּחֹזֶק יָד הוֹצִיאָנוּ יי מִמִּצְרָיִם, מִבֵּית עֲבָדִים.
וְשֶׁאֵינוֹ יוֹדֵעַ לִשְׁאוֹל - אַתְּ פְּתַח לוֹ, שֶׁנֶּאֱמַר: וְהִגַּדְתָּ לְבִנְךָ בַּיוֹם הַהוּא לֵאמֹר, בַּעֲבוּר זֶה עָשָׂה יי לִי בְּצֵאתִי מִמִּצְרָיִם.
What are the four types of children?
What does the father answer to the רשע?
What does the תם ask?
3. What Lessons can we learn from the Haggadah?
_
4. List your 2 favorite mitzvot of the seder night and please explain why they are your favorites.
5. Where are you celebrating your seder this year and who is going to be with you?
6. Which parts of the Haggadah do you want to learn more about?
__
7. If you have, please share any memories or family traditions that you particularly enjoy about your family seder.
Summative Assessment 1. Va’yehi Bachtzi Halila a. Chumash 2. Ma Nishtanah b. Nach 3. Chad Gadia c. Mishna 4. Hallel d. Piutim 5. Maa’se of Ben Zoma
Performance Assessment
Model Seder
1. Content and goals to be assessed: This task will assess the student’s knowledge of where in Jewish liturgy each part of the Haggadah is taken from, it will assess the the student’s knowledge of the actual content of each part of the seder.
2. Task Instructions: Each student will be assigned two parts of the seder to present at the model seder (one part will be from Maggid and one will be from the practice/seder part of the Seder. For example, Kadesh, Urchatza etc). In addition, students will be able to hold up a sign after their classmate is done presenting if they want to add anything to that section of the haggadah/seder.
3. Group or Individual: Each student will be required to prepare and present his sections individually.
4. Help Allowed: The students are allowed to use their notes from class and the text of the Haggadah when preparing their material for the presentation.
5. Resources Needed: Haggadah, Class notes, (pen and paper if they want to bring their own notes to the presentation), any props that they want to use in their presentation.
6. Teacher’s Role: During the allotted class time for the preparation the teacher will be circulating the classroom offering advice and answering questions. IN addition, when students are working on their presenation at home they are able to email the teacher with any questions that they have. Also, at the actual model seder the teacher will be acting as the facilitator/the leader of the seder.
7. Rubric
Scale
1 Unsatisfactory
2 Satisfactory
3 Good
4 Excellent
Knowledge of the informatonal/maggid section
(10 points)
Student presents no insights on the informational section.
Student presents 1 insight on the informational section.
Student presents 2 insights on the informational section.
Student presents 3 or more insights on the informational section.
Knowledge of the practice section
(10 points)
Student does not know any details of actual practice and cannot explain why we do them.
Student knows some of the details of actual practice and can explain why we do them.
Student knows most of the details of actual practice and can explain why we do them.
Student knows all the details of actual practice and can explain why we do that them.
Student presents his/her ideas and information in unorganized and incoherent fashion. Audience is unable to follow presentation.
Student presents his/her ideas and information in semi-organized and coherent fashion. Audience is able to follow presentation.
Student presents his/her ideas and information in well organized and coherent fashion. Audience is able to follow presentation.
Student presents his/her ideas and information in superbly organized and coherent fashion. Audience is able to follow presentation.
Contribution outside of his own two sections (5 points)
Student does not contribute any additional comments to other classmate’s sections.
Student contributes 1 additional comment to other classmate’s sections.
Student contributes 2 additional comments to other classmate’s sections.
Student contributes 3 or more additional comments to other classmate’s sections
Knowledge of the source of the text
(5 points)
Student does not recall the source of the text nor the context of where it is found in Jewish Liturgy/Tanach.
Student vaguely recalls the source of the text and can vaguely recall the context of where it is found in Jewish Liturgy/Tanach.
Student knows the source of the text and can generally recall the context of where it is found in Jewish Liturgy/Tanach.
Student knows the source of the text and can accurately articulate the context of where it is found in Jewish Liturgy/Tanach.
Formative Assessment: Exit Ticket Daily objective: Know that Avadim Hayeenu is a response to the Mah Nishtana and to understand how it is a response. Instructions: Before leaving the classs, please answert he following question on your index card:
Is Avadim Hayeenu a question, statement, or answer? Explain you answer.
Formative Assessment 2 Daily Objective: To Teach the biblical source for the four sons. Instructions: Read the Pasuk displayed on the screen and write on your sticky note which son the pasuk corresponds to. When I count to 3 everyone will post the sticky note on their forehead. Do Not pick up the paper until I count to 3.
Affective Assessment
Please choose an answer on a scale from 1-5. 1 being strongly disagree 5 strongly agree.
1) The Seder is boring
2) I feel like I am a part of and contributing to the Seder
3) I feel part of Am Yisroel by participating in the Seder
Tomer Grossman
Arieh Ackerman
Levi Eisenberg
Topic : Pesach – Haggadah/Seder
Length of the unit: 15 lessons
How often the class meets: 45 minutes every day
Grade level: 7th (co-ed)
No. of students in the class: 18
Academic level: Average/middle level
Prerequisite skills and Knowledge
- The students know how read Hebrew, but don't fully understand it.
- The students know the basic story line of Yetziat Mitzrayim.
- The students conduct a Seder at home every year and read the Haggadah.
- The students know the order of the Seder (Kadesh, U’rechatz, etc)
- The students know the basic Halachot of the Seder (e.g. Matza, 4 cups, etc.)
Big ideasEnduring understanding
Learning Goals
Pre-assessment
Our goals and purpose for our pre-assessment is to find out the information and knowledge that the students already have about the Haggadah and the seder. In addition to knowing their prerequisite knowledge and skills, the pre-assessment will confirm the accuracy of our goals for the unit. We also hope that the pre-assessment will create some excitement about the unit of the Haggadah shel Pesach and the Seder
Pre-assessment for Pesach Unit
1. Put the following in the proper order of the seder
Hallel
Barech
Kadesh
Magid
Motzi matzah
Urchatz
Tsafun
Nirtzah
Yachatz
Maggid
Karpas
Shulchan Orech
Marror
Rachtzah
Korech
2. Please read the following paragraph and answer the following question:
בָרוּךְ הַמָּקוֹם, בָּרוּךְ הוּא. בָּרוּךְ שֶׁנָּתַן תּוֹרָה לְעַמּוֹ יִשְׂרָאֵל, בָּרוּךְ הוּא. כְּנֶגֶד אַרְבָּעָה בָנִים דִּבְּרָה תּוֹרָה . אֶחָד חָכָם, וְאֶחָד רָשָׁע, וְאֶחָד תָּם, וְאֶחָד שֶׁאֵינוֹ יוֹדֵעַ לִשְׁאוֹל.
חָכָם מָה הוּא אוֹמֵר? מַה הָעֵדוֹת וְהַחֻקִּים וְהַמִשְׁפָּטִים אֲשֶׁר צִוָּה יי אֱלֹהֵינוּ אֶתְכֶם? וְאַף אַתָּה אֱמָר לוֹ כְּהִלְכוֹת הַפֶּסַח: אֵין מַפְטִירִין אַחַר הַפֶּסַח אֲפִיקוֹמָן.
רָשָׁע מָה הוּא אוֹמֵר? מָה הָעֲבֹדָה הַזֹּאת לָכֶם? לָכֶם - וְלֹא לוֹ. וּלְפִי שֶׁהוֹצִיא אֶת עַצְמוֹ מִן הַכְּלָל כָּפַר בְּעִקָּר. וְאַף אַתָּה הַקְהֵה אֶת שִנָּיו וֶאֱמֹר לוֹ: בַּעֲבוּר זֶה עָשָׂה יי לִי בְּצֵאתִי מִמִּצְרָיִם. לִי - וְלֹא לוֹ. אִילּוּ הָיָה שָׁם, לֹא הָיָה נִגְאָל.
תָּם מָה הוּא אוֹמֵר? מַה זֹּאת? וְאָמַרְתָּ אֵלָיו: בְּחֹזֶק יָד הוֹצִיאָנוּ יי מִמִּצְרָיִם, מִבֵּית עֲבָדִים.
וְשֶׁאֵינוֹ יוֹדֵעַ לִשְׁאוֹל - אַתְּ פְּתַח לוֹ, שֶׁנֶּאֱמַר: וְהִגַּדְתָּ לְבִנְךָ בַּיוֹם הַהוּא לֵאמֹר, בַּעֲבוּר זֶה עָשָׂה יי לִי בְּצֵאתִי מִמִּצְרָיִם.
What are the four types of children?
What does the father answer to the רשע?
What does the תם ask?
3. What Lessons can we learn from the Haggadah?
_
4. List your 2 favorite mitzvot of the seder night and please explain why they are your favorites.
5. Where are you celebrating your seder this year and who is going to be with you?
6. Which parts of the Haggadah do you want to learn more about?
__
7. If you have, please share any memories or family traditions that you particularly enjoy about your family seder.
Summative Assessment
1. Va’yehi Bachtzi Halila a. Chumash
2. Ma Nishtanah b. Nach
3. Chad Gadia c. Mishna
4. Hallel d. Piutim
5. Maa’se of Ben Zoma
Performance Assessment
Model Seder
1. Content and goals to be assessed: This task will assess the student’s knowledge of where in Jewish liturgy each part of the Haggadah is taken from, it will assess the the student’s knowledge of the actual content of each part of the seder.
2. Task Instructions: Each student will be assigned two parts of the seder to present at the model seder (one part will be from Maggid and one will be from the practice/seder part of the Seder. For example, Kadesh, Urchatza etc). In addition, students will be able to hold up a sign after their classmate is done presenting if they want to add anything to that section of the haggadah/seder.
3. Group or Individual: Each student will be required to prepare and present his sections individually.
4. Help Allowed: The students are allowed to use their notes from class and the text of the Haggadah when preparing their material for the presentation.
5. Resources Needed: Haggadah, Class notes, (pen and paper if they want to bring their own notes to the presentation), any props that they want to use in their presentation.
6. Teacher’s Role: During the allotted class time for the preparation the teacher will be circulating the classroom offering advice and answering questions. IN addition, when students are working on their presenation at home they are able to email the teacher with any questions that they have. Also, at the actual model seder the teacher will be acting as the facilitator/the leader of the seder.
7. Rubric
Unsatisfactory
Satisfactory
Good
Excellent
(10 points)
(10 points)
(5 points)
(5 points)
Daily objective: Know that Avadim Hayeenu is a response to the Mah Nishtana and to understand how it is a response.
Instructions: Before leaving the classs, please answert he following question on your index card:
Is Avadim Hayeenu a question, statement, or answer? Explain you answer.
Formative Assessment 2
Daily Objective: To Teach the biblical source for the four sons.
Instructions: Read the Pasuk displayed on the screen and write on your sticky note which son the pasuk corresponds to. When I count to 3 everyone will post the sticky note on their forehead. Do Not pick up the paper until I count to 3.
Affective Assessment
Please choose an answer on a scale from 1-5. 1 being strongly disagree 5 strongly agree.
1) The Seder is boring
2) I feel like I am a part of and contributing to the Seder
3) I feel part of Am Yisroel by participating in the Seder