Four Steps of the Presentation Model of Teaching:
Enduring Jewish Knowledge:
Content:
Directions: You and your learning partners record the information in the appropriate column below: Teacher and/or Student Behavior for Learning Teams One, Two and Three. Refer to the examples on pages 50-53 in the Toolbox.
Steps Description Teacher and/or Student Behavior-
Learning Team Number One
(Rachel, Leah, Ana, & Wendy) Teacher and/or Student Behavior-
Learning Team Number Two
(Jessi, Gila, Susan & Dan) Teacher and/or Student Behavior-
Learning Team Number Three
(Irit, Mandy, Froma & Patti) 1 Get students ready to learn and clarify the objective/s of the lesson Fifth grade lesson. Enduring Jewish knowledge: The history of the establishment of the state of Israel is important to being Jewish today. Content: The different armies that existed before the state of Israel and their coalition upon statehood.
Explain to students that in their public school they are learning about the Civil War, and that in the state of Israel, it was very similar. Also, in the Revolutionary war, there were people who were loyal to the British government and people who were not, and after the war they all had to come together.
Begin a conversation with students about what they have learned in their classes.
4th Grade Lesson. Enduring Jewish knowledge: Hachnasat Ohrchim is a value the Torah teaches us to live by.
Content: Bereshit 18:3-5 -- The Story of Abraham, Sarah and the "Angels"
Show a "snapshot" of the story from Bereshit - explain that this is an image from the Torah that depicts the value of Hachnasat Ohrchim, which is the mitzvah we will learn today. By only looking at this picture, what are the elements of hachnasat ohrchim?
Sixth Grade Lesson (pre B'nai Mitzvah): B'nai Mitzvah is a transition to Jewish Adulthood.
Explain that B'nai Mitzvah is a stepping stone to be a part of the Jewish Kehillah (community).
Ask: What does it mean to be a Jewish adult in the community?
2 Present the advance organizer
Pass out a sheet of paper that lists the different armies prior to the state of Israel and the dates they were formed, but does not have the purpose they served or their cause.
Pass out a piece of paper with cartoon type drawings which tells the story of Abraham welcoming in the angels. There is no text on the sheet. Pass out a piece of paper with an outline of a human being that says "Jewish Adult" on the top of it. 3
Present new information
Teacher presents on the board or an overhead projector information about each army. Students then have to record the information on their sheets.
Read the story together from Bereshit (in an age appropriate text). Students have to match the part of the verse with the correct cartoon on their sheets. Discuss which pictures students chose to attach to which text to elicit further understanding. Provide a list of 5 mitzvot that Jewish adults are supposed to do (eg Tefillin, Bikkur Holim). 4 Check for student understanding, extend and strengthen thinking skills
Each student must fill out a sheet of paper that asks which army
they would have joined. Think, write, pair, share.
Put 2 "spider diagrams" on the board. In one circle, put Abraham and in the other circle Kitah Daled. Ask the class to brainstorm, "What did Abraham do to honor the mitzvah of hachnasat ohrchim?" What do we do to welcome guests into our homes? Have students add these mitzvot to the body figure. How would they use their bodies to perform their mitzvot? (Hands for helping, arms for Tefillin, etc.)
Five Steps of the Direct Instruction Model of Teaching
Enduring Jewish Knowledge:
Content:
Directions: You and your learning partners record the information in the appropriate column below: Teacher and/or Student Behavior for Learning Teams One, Two and Three. Refer to the examples on pages 54-56 in the Toolbox.
Steps Description Teacher and/or Student Behavior-
Learning Team Number One
(Rachel, Leah, Ana, & Wendy)
Teacher and/or Student Behavior-
Learning Team Number Two
(Jessi, Gila, Susan & Dan)
Teacher and/or Student Behavior-
Learning Team Number Three
(Irit, Mandy, Froma & Patti)
1 Get students ready to learn, and clarify the objective/s of the lesson Teen class: Enduring Jewish Knowledge: Traveling to Israel is an important part of Jewish identity. Content: How to plan a teen group trip to Israel
Ninth Grade: EU: - Hachnasat Orchim is a value the Torah teaches us to live by. Pose the question - when you have been a guest, what kinds of things were done to make you feel very welcome? When you have been the host, what kinds of things did you do to try to make the guests feel very welcome? Discuss. Sixth Grade: Understanding the mitzvah of putting on Tefillin. How do you wrap Tefillin? What do the different components symbolize? What are Tefillin supposed to help us understand? Why is this a responsibility that a Jewish adult should take on? 2 Demonstrate skill or knowledge
Teacher describes an intinerary for a teen trip to Israel and explains the historical relevance of each site. The teacher also explains that there are many important sites and that not all of them can be seen on a one week trip.
Teacher demonstrates different ways to make a decision by using a trip to
Washington DC as a sample.
Teacher reads a contemporary case study that reflects Hachnasat Orchim.
Teacher also reads selections about welcoming guests from etiquette books.
Teacher shows a video of demonstrating good hosting and good behavior as a guest. 1) Show students the movie "The Ties that Bind."
2) Have teacher show them how to put on the Tefillin.
3) Show sections of the Shema which discuss "place them as a sign upon your arms and between your eyes." 3
Provide guided practice
Students break into groups and are assigned to work on a trip to Israel. They will look at sample itineraries and compare and contrast them. They will then have to choose the sites they like best to plan their trip.
Tell the class that in 2 weeks we will be hosting a group of small children whose parents will be at pre-school Back to School night at the shul -their parents will be meeting with their teachers. We'll have them for an hour, so what are the kinds of things that we will do to make them feel welcome? (you'll get community service credits for this) 1) Have students practice physically putting on the Tefillin. Be able to explain why it is on the way that it is.
2) Have parents/other adults practice with the students.
3) Have small group discussions around what Tefillin should teach us. 4 Check for understanding, and provide feedback Students present their itineraries and select the three top sites they would like to see and explain why. Have the students do role playing amongst themselves in a fishbowl format, with other students observing and giving feedback. Teacher corrects when students actions demonstrate lack of understanding. Student demonstrates that they can put on Tefillin.
Write an essay about what Tefillin mean to you. 5 Provide for extended practice and transfer
For the next class, students will research at home three more pieces of info on the sites they chose and present to the other groups.
Students welcome the pre-school students into the classroom on Back to School night and practice the skills that they learned in a prior class. Have students put on Tefillin as part of morning minyan for the congregation.
Four Steps of the Concept Attainment Model of Teaching
Enduring Jewish Knowledge:
Content:
Directions: You and your learning partners record the information in the appropriate column below: Teacher and/or Student Behavior for Learning Teams One, Two and Three. Refer to the examples on pages 57-59.
Steps Description Teacher and/or Student Behavior-Learning Team Number One
(Rachel, Leah, Ana & Wendy) Teacher and/or Student Behavior
Learning Team Number Two (Jessi, Gila, Susan & Dan) Teacher and/or Student Behavior
Learning Team Number Three (Irit, Mandy, Froma & Patti)
1 Get students ready to learn, and clarify the objective/s of the lesson Grade 5 - Enduring Jewish knowledge: The history of the state of Israel is important to being a Jew today. Content: Things associated with the establishment of the state of Israel. Teacher explains that we will play a game called "Guess my concept." Teacher will explain that the objective is to guess what all the clues have in common to judge whether or not they can connect the ideas we have discussed over the past two weeks.
7th Grade - EU: Hachnasat Orchim is a value the Torah teaches us to live by. Teacher explains that they will be playing Guess My Concept giving clues that have to do with this mitzvah.
Sixth grade: What is the difference between Tzedakah and G'millut Hassadim?
How does thinking about this prepare you for your B'nai Mitzvah project?
2 Provide examples and non-examples of the concept Teacher presents two lists for the students. The first list contains examples of the armies and ideas that existed before the establishment of the state of Israel, the second list contains modern concepts in Israel that did not exist at the time of the establishment of the state. Students guess what the concept might be by studying the two lists.
Teacher presents two lists - one contains examples of actions to welcome guests and the other list shows things to fulfill other mitzvot. Students guess what the concept is by examining both lists. For example, making eye contact might be good for welcoming someone - smiling at them. Examples of other mitzvot might include decorating a tzedakah box, buying a homeless person a sandwich. Create a list of ways to help people and then have students decide if they fall into the category of "g'millut hasadim" or "tzedakah".
3 Test for concept attainment
The teacher presents two or three additional examples and non-examples of the concept. Students are invited to give their own examples and non-examples of things that existed in Israel before the establishment.
Class discussion - teacher gives other examples and asks for examples from the students' lives. Divide students in half. One group will work on a tzedakah project. One group will work on a g'millut hassadim project. Each group will create a project that fits within their concept. They can create an outline of their project on a poster to share with the class.
4 Analyze student thinking regarding the concept
Teacher asks students how they knew the non-examples were not correct, for example, using the technique of elimination.
Have class discussion about how the students came to these conclusions - explain what their thought processes were. Have students explain how they could have turned their project into the opposite concept. Tzedakah group will explain how they could have made their project a g'millut hassadim project and vice versa.