High School 2
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... b. Understand simple and advanced meforshim
c. Break apart meforshim and outline them
... …
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b. Understand simple and advanced meforshim
c. Break apart meforshim and outline them
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halachic and haskafichashkafic ideas about
e. Understanding of the connection between pesukim in Shemot and the Haggadah
c) Big Ideas and Enduring Understanding:
Middle School 2
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... 3. What Lessons can we learn from the Haggadah?
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... List your 5 2 favorite mitzvot ..…
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3. What Lessons can we learn from the Haggadah?
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List your 52 favorite mitzvot
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the seder night?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?
Middle School 1
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... This assessment addresses the students background knowledge of the Haggada, their past experie…
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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.)
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T/F we remind ourselves of Yetziat Metzrayim everyday.
Formative assessments:
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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.
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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
High School 1
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... social
political
4
3
2
1
Events from the פסוקים or from commentators/
Midrash
Four cl…
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social
political
4
3
2
1
Events from the פסוקים or from commentators/
Midrash
Four clear references are made to events that took place during Yetziat Mitzrayim.
Three clear references are made to events that took place during Yetziat Mitzrayim.
Two clear references are made to events that took place during Yetziat Mitzrayim.
One clear reference is made to an event that took place during Yetziat Mitzrayim.
Positive aspects of leaving
At least three positive aspects why it is important to leave mitzrayim
At least two positive aspects why it is important to leave mitzrayim
At least one positive aspects why it is important to leave mitzrayim
No positive aspects why it is important to leave mitzrayim
Identity of Bnei Yisrael
Describes the setting of Bnei Yisrael in all 4 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 3 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 2 of the following areas:
cultural
religious
social
political
Describes the setting of Bnei Yisrael in 1 of the following areas:
cultural
religious
social
political
Clarity and appearance of Brochure
Typed,trifold, no spelling /grammar errors
Typed,trifold, 2 or less spelling /grammar errors
Typed,trifold, 2-4 spelling /grammar errors
Typed, trifold,5 or more spelling/grammar errors
Interpretive Assessment:
The American Revolution involved the formation of a single national identity from a group of 13 individual states. One of the key values at stake in the fight for American Independence was the notion of freedom. American colonists perceived themselves as being “slaves” to the tyrannical British government. In winning the war, the American people forged a new national identity - founded on the idea of freedom - which they passed on to future generations.
Middle School 1
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... 2. Interview- Choose one character from the pesach story to inteview. (For example, Moshe, Ahr…
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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.
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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
