Curriculum Mapping. School: Mainstream modern orthodox Jewish co-education system. Grade: 5 th. Subject: Navi. Topic: Sefer Shoftim.

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1 Curriculum Mapping School: Mainstream modern orthodox Jewish co-education system. Grade: 5 th Subject: Navi Topic: Sefer Shoftim Unit: Perek 1-4 Unit length: 8 weeks- class meets only twice a week Time: 35 minutes (2x per week) Prerequisites: Students have a basic background to Judaism. It is assumed that they have never studied Sefer Shoftim in depth before. It is also assumed that they have basic Hebrew reading, translating, and mastery of necessary elements of language and grammar.

2 Sefer Shoftim Learning Goals Big ideas: Woven into all elements of the unit curriculum and planning -Need for leadership * -Importance of Teshuvah Enduring Understanding: -G-d is always protecting the Jewish peoples * -It is very important to take responsibility and be aware of the consequences for our actions * Essential Questions: - Why do the Jews continue to sin? - Why is it important to learn about the past? Learning Targets: After completing learning this unit students will have: Knowledge of: A. The historical context in which the book was written [A] B. The characters and roles they played * [B] C. The main events of the perek (general outline of the story line) * [C] D. The locations where each perek took place (locate on a map) * [D] Deep understanding of: F. Maagal ha shoftim- the pattern that kept occurring (Display) * [F] G. Similarities and differences between Sefer Yehoshua and Sefer Shoftim [G] Skills to: H. Ability to read and translate pesukim * [H]

3 I. Ability to summarize selected perakim and pasukim * [I] J. Take notes using guided notes [J] K. Develop working cooperatively in a group setting * [K] L. Develop working cooperatively within a chavrutah setting [L] M. Recognize Prefixes and Suffixes * [M] N. Identifying the nouns and pronouns [N] O. Identify the shorashim and define verbs (in order to better understand the text) [O] P. Distinguish between vav ha hipuch and a regular vav and how it operates [P] Q. Distinguish between קרי וכתיב [Q] R. Apply Hebrew question words- מילות שאלה to analyze pasukim (8 out of 10) [R] UAffective targets: (affective, behavioral, cognitive) The students will: S. Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] T. Hakarat hatov- Recognize the amount of blessings in their lives *[T] U. Achrayut- Take responsibility for the cause and effect of their actions * [U] * All year round USkills to: J. Take notes using guided notes [J] K. Develop working cooperatively in a group setting * [K] L. Develop working cooperatively within a chavrutah setting [L] M. Recognize Prefixes and Suffixes * [M] N. Identifying the nouns and pronouns [N] ספר שופטיםU

4 Class # Goals Objectives Learning Activities Assessments (1) Intro #1: -Welcome to 5 th grade navi! - Rules and regulations - Hakarat hatov- Recognize the amount of blessings in their lives *[T] Students will be able to: - Create a warm and welcoming environment - Demonstrate rules and expectations for class - Introduce: anchor activity Thankful journals -2 truths/ 1lie (note cards) -Slideshow of rules -Charades: Model targeted behaviors Pre-assessment #1 -getting to know the students! (2) Intro #2: Deep understanding of: -The historical context in which the book was written [A] - The locations where sefer took place* [D] - Similarities and differences between Sefer Yehoshua and Sefer Shoftim [G] מילות שאלה words- -Apply Hebrew question to analyze pasukim (8 out of 10) [R] - Take notes using guided notes [J] -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] -Summarize Sefer Yehoshua -Demonsterate when Sefer Shoftim was written -Identify who wrote Sefer Shoftim -Locate on a map where Sefer Shoftim took place -Construct questions using מילות שאלה 8/10 - List 2 out of 3 comparisons between Sefer Yehoshua and Sefer Shoftim (Dropbox) -Discuss Gd s role in Jewish history -PowerPoint -Visual Timeline -Map of Israel/ Egypt -Everybody writes -Guided notes -Turn n talk - Independent work Pre- assessment #2 -getting to know students skills Exit card: Daf Chazarah -illustrate it timeline, map H.w: Write 8 questions using the מילות שאלה about school. (In Hebrew) (3) UIntro #3: Deep understanding of: -Maagal ha shoftim- the pattern that kept occurring (Display) * [F] -Demostrate the pattern of Maagal ha shoftim - Summarize selected pesukim: 2:8, 2:11, 2:14, 3:9, 2:17 - Smartboard: maagal ha shoftim - Will of fortune - Shoftim style Do now Exit card

5 Ability to summarize selected perakim and pasukim * [I] -Discuss Gd s role in Jewish life -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] (4) Perek 1:1-7 -The characters and roles they played * B] - The locations where perek took place*[d] -Ability to read and translate pesukim* [H] -Take notes using guided notes [J] -Identifying the nouns and pronouns [N] -Develop working cooperatively in a group setting * [K] -Read 7 pesukim fluently making 7 or less mistakes -Translate 1:1-7 with 85% accuracy -Display the pattern that kept occurring maagal ha shoftim -Locate on a map where Perek started -Smartboard: Lego figures -Lego notes -Thumbs up/down -Color coded cards Do now Daf avodah- dropbox H.w: Record voice- read and translate 1:1-7 (5) Perek 1: The characters and roles they played * [B] -The main events of the perek * [C] - Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] -Ability to summarize selected perakim and pasukim * [I] -Develop working cooperatively within a chavrutah setting [L] -Identify the main leaders -Summarize the outline of story - Acknowledge Hashem s role in this world Guess who Slideshow Story about Hashgacha pratit Daf avodah- dropbox summary Do now -students write quiz questions H.w: Write about a time where you saw Hashem s hand in your life. (Journal, Article, Comic)

6 (6) Perek 2: -Maagal ha shoftim- the pattern that kept occurring (Display) * [F] -Ability to summarize selected perakim and pasukim * [I] -Identify the shorashim and define verbs (in order to better understand the text) [O] -Summarize the outline of story - Identify 15 shorashim - Will of fortune - Shoftim style part II -Daf avodah Do now Exit card - Assessment #2- pic of Maagal ha shoftim- (7) Perek 3:1-7 -The main events of the perek (general outline of the story line) * [C] -Maagal ha shoftim- the pattern that kept occurring (Display) * [F] -Hashgacha pratit /Emunah- acknowledge that Hashem is always there to help! * [S] Ability to read and translate pesukim * [H] Ability to summarize selected perakim and pasukim * [I] Atniel Guided notes Do now Exit card -write letter to principal (8) Perek 3: The characters and roles they played * [B] -The main events of the perek (general outline of the story line) * [C] - The locations where each perek took Atniel - maagal atniel

7 place (locate on a map) * [D] Maagal ha shoftim- the pattern that kept occurring (Display) * [F] - Achrayut- Take responsibility for the cause and effect of their actions * [U] Ability to read and translate pesukim * [H] - Ability to summarize selected perakim and pasukim * [I] (9) Perek 3: The characters and roles they played * [B] -The main events of the perek (general outline of the story line) * [C] Maagal ha shoftim- the pattern that kept occurring (Display) * [F] -Ability to read and translate pesukim* [H] - Distinguish between vav ha hipuch and a regular vav and how it operates [P] - Ability to summarize selected perakim and pasukim * [I] Ehud -draw pics Act out simon says -comic strips -simon says (10) Perek 3: The characters and roles they played * [B] -The main events of the perek (general outline of the story line) * [C] - Maagal ha shoftim- the pattern that kept occurring (Display) * [F] - Achrayut- Take responsibility for the Chavrutah -acting out scenes -presentation with rubric

8 cause and effect of their actions * [U] Ability to read and translate pesukim * [H] Ability to summarize selected perakim and pasukim * [I] Assessment #3- pic of maagal Ehud (11) Perek 4: 1-5 Knowledge of: - The characters and roles they played * [B] - The main events of the perek (general outline of the story line of Perek 4) * [C] - The locations where each perek took place (locate on a map) * [D] - Read 5 pesukim fluently making 5 or less mistakes - Translate Perek 4: pasukim 1-5 with 85% accuracy - Display the pattern that kept occurring maagal ha shoftim - Locate on a map where Devorah sat -Slideshow -Recording -packets -e/b writes לעשות עכשיו now: Do - Creating Visual Depictions Or song about today s lesson H.w: record your voice on Usimplevoicebox.comU Deep understanding of: - Maagal ha shoftim- the pattern that kept occurring (Display) * [F] Skills to: - Ability to read and translate pesukim * [H] - Ability to summarize selected perakim and pasukim * [I] (12) UPerek 4: 6-9 UKnowledge of: - The characters and roles they - Develop working cooperatively within a chavrutah setting. - Translate Perek 4: pasukim -Chavrutah -Centers on vav ha hipuch -Direct instructions -Video - based on לעשות עכשיו - previous lesson on maagal ha shoftim

9 played * [B] - The main events of the perek (general outline of the story line of Perek 4) * [C] Deep understanding of: - Maagal ha shoftim- the pattern that kept occurring (Display) * [F] 6 9 with 85% accuracy - Distinguish between vav ha hipuch and a regular vav and how it operates -Exit cards: Cs summaries -H.W: watch video at home for flipped classroom tomorrow Skills to: - Ability to summarize selected perakim and pasukim * [I] - Develop working cooperatively within a chavrutah setting [L] - Distinguish between vav ha hipuch and a regular vav and how it operates [P] (13) Perek 4: Knowledge of: - The characters and roles they played * [B] - The main events of the perek (general outline of the story line of Perek 4) * [C] Skills to: - Ability to read and translate pesukim * [H] - Recognize Prefixes and Suffixes * - Read 6 pesukim fluently making 5 or less mistakes - Translate Perek 4: Pasukim with 85% accuracy קרי - Distinguish between וכתיב - Apply 8 out of 10 Hebrew question words listed - Recognize Prefixes and Suffixes Centers קרי וכתיב :#1 Center מילות שאלה :#2 Center Center #3: Recognize Prefixes and Suffixes Grammar packets KWL sheet Homework: read/translate and record your voice

10 [M] - Distinguish between קרי וכתיב [Q] - Apply Hebrew question words- (8 pasukim to analyze מילות שאלה out of 10) [R]

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