Miriam Kalter Final Lesson. Section 1: Introduction to Unit Breishis 29 5 th Grade- regular level

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1 Miriam Kalter Final Lesson Section 1: Introduction to Unit Breishis 29 5 th Grade- regular level Objectives: Students will learn the content/story of Breishis Perek 29 Students will practice textual skills (identifying and breaking down verbs- this is a daily Chumash activity) Students will learn the importance of not embarrassing other people. Overall goal- Students will learn the amazing acts of Yaakov Avinu and Rachel Imeinu and the beginning of the creation of Bnei Yisrael- while practicing their textual skills, and learning the content of the story. I will break the Perek up into 3 lessons. Each lesson will be on a different day (Monday- Wednesday). I will teach it, at least in the beginning as a story. The reason why I always loved learning Chumash is because it is basically one big story book, at least in the beginning so I want to teach it as stories, that we can learn very valuable lessons from. They have a workbook with hard words and the translation of all the pessukim. Section 2: The Lessons Lesson 1: Yaakov at the well The students will come in right after recess and Perek Chuf Tet will be in the center of the Smartboard. Objective: the students will learn and understand the beginning of Breishis 29 through different forms of actively reading the peshat. Before the lesson begins I will set the scene of where Yaakov is up to on his journey. Will ask the student where did we last see Yaakov? (We have a map in the classroom of Israel and a little Yaakov figure on the map and we move him as he moves locations. A girl looks on the map and Yaakov is somewhere in between Be er Sheva and Charan.) Question: What did Yaakov do when he was in Beit El? A girl answers, he took a nap and had a dream and made a mizbeach. Now Yaakov is continuing on his journey and he arrives at a well. I want to read the beginning pessukim like a story to get them comfortable with it. (Going to be sticking to the peshat for today.) I will begin reading the Pessukim inside, using different tones of voices and explaining as I read up until Passuk 3. I will describe the large stone that is on top of the well and that there are many shepherds at the well giving water to their sheep.

2 Hard /New Words: Adarim- flocks, many sheep Vayashku- and they drank For Pessukim 4-8 I want to assign parts to the students. They have to read their parts using the text of the Chumash as their script. They will be in the front of the classroom. I will have assigned these parts beforehand and they will be in their spots up front at the beginning of class so that when I finish reading they can start their parts right away without interrupting the flow of the story. One boy will play Yaakov- Where are you from A group of girls and boys plays the group of shepherds- we are from Charan Yaakov- do you know Lavan? Shepherds- yes we do Yaakov- is he well? Shepherds- yes he is, and there is his daughter Rachel. In walks Rachel (a girl student). For Pessukim 9-13 the class will read together in Choral reading. The students will have their fingers on the place in the chumash and another finger on the place in their Chumash workbook with the translation. Rachel walks in with her father s sheep and approaches the well with her sheep. Yaakov takes the rock off of the well for her. And they establish that they are cousins and she takes him home to her father s house. In class assignment- draw a visual depiction of what you read in the pessukim today. After pictures are drawn, we will do our highlighting. Blue= verbs and yellow= nouns. Homework: break down the verbs Sample: הלך -וילך -והוא and he went - -וירא - -ונאספו - -ויגש - -ויגל - -וישק - -ותרץ - -ותגד Lesson 2: Yaakov works for Lavan Today we are going to work on skills and reading comprehension. Objective: the students will work b chavrusa and pesuukim of perek 29, while filling out a worksheet of guided questions. Everyone will work with the chavrusa

3 that they were assigned at the beginning of the year. It was previously decided who will be the reader in the group and who will be the writer. The students will use their Chumash workbook/translation book. Worksheet: 1) Pre- reading question: How do you think Yaakov is going to be treated in his uncle s house? 2) Have your highlighters out- Blue= verbs Yellow= nouns 3) Check the boxes that describe each sister: Leah Pretty Ugly Oldest Youngest Loved Rachel Pretty Ugly Oldest Youngest Loved Fill in timeline: 4) 7 years so 7 years and 7 years After minutes we will come back together as a class and go over the worksheet with the guided questions. 1) Before you started reading how did you think that Lavan was going to treat Yaakov, his nephew? Thumbs up if you think that he was going to treat him nicely and thumbs down if you thought he was going to treat him badly. I think that most people will answer that they thought he was going to treat Yaakov badly because they probably know the story. But I will ask someone why he or she thinks he was going to treat Yaakov nicely. Answer: Because he is his nephew, they are family; of course he should treat him nicely. I will make sure that they know now after reading the pessukim that Yaakov was treated badly. And how do we see that? (Will lead us to the timeline of Yaakov working for Lavan). 2) Fill in the timeline- a copy of the diagram they have on their sheets will be on the Smartboard. And someone will tell me what Yaakov did for the first 7 years. Then I will ask the class if they got the same answer, that Yaakov worked for Lavan for the first 7 years to raise 2 thumbs. And then I will see who didn t raise their thumbs and ask them what answer they got for the first blank. And I will make sure they

4 understand and see in the pessukim that Yaakov worked for Lavan for the first 7 years. Then someone will come up to the Smartboard and drag a little picture of someone working to that blank line. Then 7 years pass and it is time for Yaakov to marry Rachel, and what happened? Call on a student: he marries Leah. Will do the same thing again, raise 2 thumbs up if you got the same answer, and if not will make sure they now know the answer. Then someone will come drag small picture of a wedding onto that blank line. So then what happens: Yaakov has to work for Lavan again for another 7 years. And someone will come up to the board and drag a picture of a worker to that line. And then after the next 7 years what happens? Student answers: Yaakov gets to marry Rachel. And the student will come drag the last picture of a wedding onto the last line. 3) The checklist for the characteristics of Rachel and Leah will be on the board. A student will have to come up and check off the qualities for Leah and a different student will come up and check the qualities for Rachel. Homework: Break up the verbs - -וירץ - -קבחיו - -וישב - -ויאהב - -ויעבד - -ויקח Lesson 3: Social Skills- Rachel lets Leah marry Yaakov Objective: Students will learn the Rashi about Rachel giving over the signs to Leah and the importance of not embarrassing other people. Begin class with a question: how did Yaakov not know that it was Leah he was marrying? We are going to look into Rashi for the answer. Does anyone know what type of answer Rashi usually gives? Student answers: Rashi s answer is usually a simple answer.

5 Didactic Instruction: However, today we are going to see an answer from Rashi that is a medrash. This is a story that most of you probably know and you were probably surprised that it wasn t in the pessukim. Because it is a medrash, just one idea of what happened but it is very widely accepted. I will summarize the scene: Rachel is in the bridal suite getting ready for her wedding, and her father Lavan comes into the room with her sister Leah, who is probably upset. And Lavan tells Rachel, sorry sweetie, you re not getting married today, Leah is. What do you think Rachel s reaction would be? Wait for hands and answers: she was really upset, she cried, she yelled at her dad Everyone please out your finger on the place, Rashi 25, dibbur hamatchil vayehi baboker v henei hi Leah and we will see what Rachel s reaction was. I will begin reading and translating. Making sure everyone is following with their fingers. Who can explain to me what Rachel did? Answer: she gave the signs to Leah Does everybody know what that means, the signs? Students probably don t understand what it means that she gave her the signs. I will explain: Yaakov and Rachel were very excited for their wedding, but they knew that Lavan was a tricky man, and that maybe he would try to make Leah get married instead. So Rachel and Yaakov came up with a code word that they will tell each other under the chuppah so that they knew they were marrying the right person, and only the 2 of them knew the code word. But then when Lavan told Rachel that Leah was going to be the one getting married to Yaakov, Rachel didn t fight or yell at her father, she said okay, and realized that she had to tell Leah the code word that she had with Yaakov so that when she got to the chuppah Leah wouldn t be embarrassed in front of everyone that she wasn t the right bride. It was probably very hard for Rachel to do this and make sure that her sister who was basically stealing her husband wasn t going to be embarrassed. Who can please repeat for the class what Rachel did? Why was it so amazing? Rachel Imeinu was an incredible individual. She put her sister s feelings before her own. We learn from Rachel how important it is not to embarrass people. How many times do we see someone trip in the hallway and we laugh at them instead of helping them up? Or do we laugh at a student who is struggling reading out loud in class, instead waiting patiently and quietly for them to work through it? Modeling: Class will divide up into groups of 4 and come up with a scenario where a friend can be embarrassed and what they can do to make sure the person isn t embarrassed, or how they can go out of their way for their friend, even though it is hard or inconvenient for them. They can work off the examples that I have them. Role Playing:

6 After the groups have their scenarios they will come up and act them out for the class. The other groups will have signs with an X or a Check and they will hold them up if they have ever been in a similar situation. And other groups will offer their feedback and thoughts and the other groups performances. Review: The class can now put into action the behaviors of Rachel Imeinu. The task is to pay attention to their friends and go out of their way once a day to help a friend even when it is hard for them like Rachel probably didn t want to let her sister marry her husband, but she did it anyways, because she knew it was the right thing to do. When the students come across a situation like this, they will have to journal about it and hand it in to be checked every week. One Minute Paper- Unit Reflection- what did you learn in Perek 29? What unanswered questions do you still have? Section 3: Reflection I think that the lessons in my unit accomplished my goal of having the students learn the content of the Perek, practice textual skills and learn a valuable lesson from the text. 1) Practicing of textual skills was done in all the lessons- with highlighting the verbs and nouns and the homework assignments of breaking down the verbs. They also practiced reading comprehension in Lesson 2. 2) Content of the Perek was learnt through different active learning strategies like creating visual depictions, choral reading, one- minute paper, guided questions and thumb- up- thumbs- down 3) Students learned about not embarrassing other people, even when it is hard for them and they have to go out of their way to do things they really don t want to do, because that is what Rachel Imeinu did. I think that my lesson reflects my ultimate goals in teaching Chumash- balancing the teaching of textual skills and also understanding the stories of our Avot and Imahot, while learning a valuable, lifelong lessons from the Torah.