- Gain a deeper understand on the ten plagues.

Transcription

1 Unit in ten plague + 4 detailed lesson plans UName:U Sofia Peimani UGrade:U 4 th Grade USubject:U Chumash Unit Topic:U Ten Plagues USchool:U Mainstream Jewish education system (Students have a basic background to Judaism. Although they probably learned about the Ten Plagues, it is assumed that they have never studied it in depth before. It is also assumed that they have basic Hebrew reading and translation skills). UGoalsU: Student will - Gain a deeper understand on the ten plagues. - Appreciate the concept of having Bechira- free will. - Value Hashem s presence is our lives. UGamesU: -Plague tag: During recess students can play tag while acting out the different plagues. -Who wants to be a millionaire? ~1~

2 UTen Plagues ULesson #1: UTopic:U Hardening Pharaoh's Heart UObjectives: UThe student will be able to: - Examine and analyze the meaning of the Biblical text. - Differentiate between when Pharaoh hardened his own heart and when G-d intervened. - Describe the concept of having free will and how it affects our lives. - Define "Shivim Panim Le' Torah", and appreciate the importance different commentaries. UHow to implement:u Through the utilization of: - Role-play: by demonstrating taking away a student s bechira - Reading and analyzing the pasukim as a group. - Charts: organizing when Pharaoh hardened his own heart and when G-d intervened - 3 commentaries (Rashi, Ramban, Sforno): expressing different opinions regarding Pharaoh and his free will - Writing response: students can express their personal opinion ULesson #2: U(model lesson) UTopic:U Ten Plagues- Introduction UGoals:U Students will gain an overall view of the ten plagues which will help them build a stronger foundation for future lessons. UObjectives: UThe student will be able to: - Read and translate biblical text - Learn to skim for content - Report distinction between the different makkot: who brought them, what warning was given beforehand, etc. - Apply the concept of מידה כנגד מידה to the plagues educational purposes ~2~

3 UHow to implement:u Through the utilization of: - Video clip on the order of the plagues - Chavrutah learning - Chart: students will organize all the information in the pesukim - Matching: the plagues to their educational purposes ULesson #3:U UTopic:U Dam~ Blood, Tsefardea~ Frogs, Kinim~ Lice UObjectives: UThe student will be able to: - Develop working cooperatively within a classroom discussion. - Read and translate Rashi text - Learn about the prohibition of magic and sorcery UHow to implement:u Through the utilization of: - Magic trick - Group discussion: magic and sorcery - Rashi: regarding the specific details of these plagues ULesson #4: UTopic:U Arov~ Insects, Dever~ Pestilence, Shechin~ Boils UObjectives:U The student will be able to: - Read and translate Rashi text - Develop note taking skills - Recognize that there is a reason for every creation in this world UHow to implement:u Through the utilization of: - Images of these plague and the damages they may cause - Rashi: regarding the specific details of these plagues - Midrash: David and the spider - Workbook completing the sentences ~3~

4 ULesson #5: UTopic:U Barad~ Hailstones, Arbeh~ Locusts UObjectives:U The student will be able to: - Develop working cooperatively within a classroom discussion - Read and translate different commentaries - Develop note taking skills UHow to implement:u Through the utilization of: - Reading out loud to the class - Writing on the smart board - Rashi, Malbim, Abarvanel - Summarize the different commentaries into Chumash notebook ULesson #6: UTopic:U Choshech~ Darkness, Bechorot~ First-Born UObjectives: UThe student will be able to: - Read and translate Rashi and modern commentaries - Develop audio and visual skill. - Stress differences between Jews and other nations. UHow to implement: UThrough the utilization of: - Rashi, Rav Hirsh, Nechama Libowitz - Power point presentation - Research project ~4~

5 Name: מורה צפורה ) : Date: Grade: ) Please fill in the chart accordingly: UTen Plagues Test (Form A) UPlague Dam Was there a warning? Who brought the plague? Where was the plague given? When was it given? What was Pharaoh's reaction? Tsefardea Kinim Arov Dever Shechin Barad Arbeh Choshech Bechorot 2) What differences do we find between the plagues that God brought directly and those that were brought by Moshe and/or Aharon? 3) Which plagues were brought about through a collaboration between Moshe and Aharon? A) Both Kinim and Arov. B) Only the plague of Shechin. C) Both Shechin and Kinim. D) Only the plague of Arbeh. 4) Which plague is referred to by the term ha-mavet death? ~5~

6 A) Both Kinim and Arov. B) Only the plague of Shechin. C) Both Shechin and Kinim. D) Only the plague of Arbeh. 5) What did Hashem want to teach Pharaoh by bringing the plagues? (Choose 2/4) - Barad~ - Dever~ - Arov~ - Arbeh~ 6) Which plague doesn't belong? Explain. - Arov - Shechin - Kinim - Dever 7) Answer the following question according to each commentator, and add your personal opinion based on our analysis in class. Commentary: Who removed Pharaoh s Free Will? Why? Rashi Ramban Sforno Personal opinion 8) Based on our class discussions on Be'chira, briefly describe how the concept of having "free will" relates to mankind as a whole? How does it affect our lives? And how does the concept of Be'chira apply to your personal daily life? (Write on back) 9) What is the common thread between the plagues of hail, locusts and darkness? ~6~

7 10) Which insect doesn't belong? Explain. - yelek - hasil - chagav - gazam 11) Aside from the plague of darkness, which other plague led to a darkening of the land during the day? According to Rashi, what purpose did the plague of darkness serve? 12) In what way does the Malbim split the plagues? Why? 13) Matching: UPlagueU מידה כנגד מידהU Dam Tsefardea Kinim Arov Dever Shechin Barad Arbeh Choshech Bechorot a. They denied Hashem s power, now Hashem showed that He is in charge of even the smallest creatures, smaller than barley. b. They did not allow the Jews to rest by the trees, now their trees and grass were destroyed. c. They made the Jews light up their houses and their roads - now they remained in dark. d. The Jews used to be their shepherds, now they had no more animals to look after. e. They made the Jews work for no purpose, so now they went digging for no purpose, unable to find water. f. They wanted to destroy the Jews who are compared to the first born of Hashem. g. They made the Jews plant fields for them- now it got destroyed. h. They did not allow the Jews to use the baths, now the Jews had the baths all for themselves. i. They turned a deaf ear to the sound of the cries of the mothers whose boys were thrown in the water - now they were deafened by the sounds. j. They snatched away Jewish children in front of their mothers, now their children were snatched away in front of their own eyes. 14) What significance is there to the fact that the ten plagues took place on the earth, in the air and on the water? ~7~

8 15) Fill in the blanks with the correct words: (words may be used more than once or not at all). Just as with and , proper needs to be completely The person must acknowledge the wrong that he has done and resolve to do better in the future, regardless of Particularly, one's should on the success of one's that if one's are answered, then one will remain satisfied in one's , but otherwise not. Pharaoh, Moshe, Aharon, Jews, Egyptians, Prayer, sin, Teshuvah, Unconditional, Conditional, External factors, Internal factors, Not depend, Depend, 16) In what context did we learn about the power of prayer? How does prayer play a role in our daily lives? 17) Unseen: Please read the following text to the best of your abilities. ג) פסוק ז פרק ( UספורנוU...י שׂ ר א ל א ת ה מּ כּוֹת מ יּ ר אַת י שׁ לּ ח ו א ה מּ כּוֹת ל ס בּל שׁ יּ ת א מּ ץ,"פּ ר עה ל ב א ת אַק שׁ ה ו א נ י" a) According to the Sforno, what was God s purpose in hardening Pharaoh s heart? b) Did God take away Pharaoh s free will according to the Sforno? Explain. ~8~

9 UTen Plagues Lesson Plan ULesson #1 UObjectives: UThe student will be able to: - Read and translate biblical text - Learn to skim for content - Report distinction between the different makkot: who brought them, what warning was given beforehand, etc. Skill: Reading comprehension Intro: - Video #1: Visual aid, attention grabber, places lesson into context Hebrew version Review: - Discuss Moshe coming to Pharaoh and the start of ten plagues. K-W-L chart: - Have students begin to fill out the K and W sections of the chart at the beginning of the unit. Anticipation guide: Q: Why did Hashem bring the ten plagues? Q: Why in that order? Choral Reading: - Read Perek 7:14 Modeling: - A form of instruction. - Fill out plague #1 on chart together. - Show them the chart on smart board. (visual aide) Creating Visual Depictions/Response cards: Briefly, draw the scene that we just described and hold it up when you are finished. Mini-Chavrusa Session - Arrange the students into pairs and have each fill in the chart by skimming through Perakim 7-11 ~9~

10 Directions: Please find your partner. 1) Partner A read and describe the first 5 plagues. Partner B read and describe the last 5 plagues. While reading the pasukim, complete the chart accordingly. 2) While working together, determine text portions and indicate using slash marks. Put single slashes (/) to denote short pauses and double slashes to denote end of sentence (//). - Have one of the students repeat the directions. Summarizing- retelling - Review the lesson by going over the chart. - Ask the students to present their findings. - Have students come up to the Smart board and write answers. Thumbs Up-Thumbs Down Closing: - Check for understanding and see if other students have similar responses. Discuss: Connect to Emunah and how Hashem is just and always has a reason for everything and a way to help Bnie Yisrael whenever and wherever we re in need. -Students must be able to take away life lessons out of the class and apply it to their daily lives. Homework: - Using on-line tool record your voice reading 8:10-8:15 Write fuzzy points: 5 questions on the plagues in Hebrew. ~10~

11 Name: מורה צפורה ) : Date: Grade: UTen Plagues Chart 1 1. Please fill in the chart accordingly: UPlague Who brought the plague? שליח Was there a warning? אזהרה When was it given? זמן אזהרה Pasukim פסוק/ים Dam Tsefardea Kinim Arov Dever Shechin Barad Arbeh Choshech Bechorot 2. Please write a) The command & b) Lesson learned for each plague according to the words of the Pesukim. [Number 1 to 10] ~11~

12 UObjectives: UThe student will be able to: UTen Plagues Lesson Plan ULesson #2 - Develop working cooperatively within a classroom discussion. - Know Chumash vocabulary and terminology - Develop note taking skills Pre-reading Assignment: Q: What textual, grammatical, and logical questions can you ask from these pasukim? Choral Reading: - The class will be presented with the first 5 plagues. The teacher will read aloud the psukim, and on the smartboard will show illustrations of specific vocabulary words as she reads them out loud. After she is done reading, there will be a list of the vocabulary words on the smartboard and a bank of images on the side. As a class, with one representative at the smartboard, the students will work together to match up the vocab words and the images. Creating Visual Depictions: This is an interactive way to teach the vocab, avoiding English definitions allowing the students to create visual associations for the vocab words. Everybody Writes: Students will create note cards, with the vocab word on one side and the 4 box activity (word, meaning of word, picture, sentence) on the other side. The note cards can be used to study in the future and will help students with various associations. Students will hand in the note cards and the teacher will check for completion and understanding. ~12~

13 UTen Plagues Lesson Plan ULesson #3 UObjectives: UThe student will be able to: -Determine significant questions on the text and categorize the type of questions - Read and translate Rashi text -Analyze Rashi s unique style and approach -Develop working cooperatively within a group setting -Draw thematic connections through careful attention to text Pre-reading Assignment: Q: What textual, grammatical, and logical questions can you ask from these pasukim? -Students should develop the question before reading the mefarshim. Q: Textual- Who is doing what? Q: Logic- Why does he tell someone else? Choral reading: - All of the students including the teacher read the read Rashi 7:19 Emor el Aharon together out-loud. - This will involve all of the students and it is a good technique to practice reading Rashi. Question Guide: - Rashi s formula 1- What issue in the Pasuk is bothering Rashi? 2- What is Rashi s answer to the question? 3- Does he give more than one answer? 4- What moral lesson is he trying to teach us? Response card: - Students are provided with small cards where they have to write their responses to the following questions: Q: Which two plagues did Moshe purposely not perform? Q: Who did it instead? Q: What s this mitzvah called? ~13~

14 - Then they have to hold up their cards, and the teacher scans their answers. I carefully selected this mefarash in order to help the students: a) knowledge- students to connections and context b) This is a really important concept to which students should be exposed c) Create a clear picture of Rashi s basic contribution- without introducing the internal complexity. One minute paper: - At the end of the lesson the students are required to answerer 1) What is one lesson you learned today that is relevant in your life? 2) What is a question that you would ask Rashi? - It is a great form of assessment, way to reflect, and provide feedback. ~14~

15 UTen Plagues Lesson Plan ULesson #4 UObjectives: UThe student will be able to: - Develop working cooperatively within a classroom discussion. - Apply the concept of מידה כנגד מידה to the plagues educational purposes - Skill: Apply Torah values to their daily lives and recognize that there is a reason behind everything Hashem does. Intro: Magic trick -gets students excited and connects to the plagues and how the Egyptian magicians also tried copying what Hashem was doing but failed. Pre-reading Assignment: Q: What textual, grammatical, and logical questions can you ask from these pasukim? - The class will be presented with the last 5 plagues. מידה כנגד מידה discussion: Group Visual Aide: - Lead a short discussion focusing on the concept of מידה כנגד מידה and relate it to the plagues educational purposes. - Connect to real life - PowerPoint of images of these plague and the damages they may cause Story time: - Midrash: David and the spider - Express how there is a reason for everything Review: - Ten plagues and why Hashem brought them? Independent practice: - Explaining the מידה כנגד מידה matching sheet and they can get started. ~15~

16 Name: מורה צפורה ) : Date: Grade: Directions: Write the appropriate letter by each plague. UMatching UPlagueU Dam Tsefardea Kinim Arov Dever Shechin Barad Arbeh Choshech Bechorot מידה כנגד מידהU a. They denied Hashem s power, now Hashem showed that He is in charge of even the smallest creatures, smaller than barley. b. They did not allow the Jews to rest by the trees, now their trees and grass were destroyed. c. They made the Jews light up their houses and their roads - now they remained in dark. d. The Jews used to be their shepherds, now they had no more animals to look after. e. They made the Jews work for no purpose, so now they went digging for no purpose, unable to find water. f. They wanted to destroy the Jews who are compared to the first born of Hashem. g. They made the Jews plant fields for them- now it got destroyed. h. They did not allow the Jews to use the baths, now the Jews had the baths all for themselves. i. They turned a deaf ear to the sound of the cries of the mothers whose boys were thrown in the water - now they were deafened by the sounds. j. They snatched away Jewish children in front of their mothers, now their children were snatched away in front of their own eyes. ~16~

17 UTen Plagues Lesson Plan ULesson #5 UObjectives: UThe student will be able to: - Review materials learned regarding the ten plagues - Conceptualize the order of plagues and their location in Torah. Skill: Hebrew Question Words Hebrew Question Words This lesson segment is the conclusion of a unit on the Ten Plagues; the students know the content of the plagues and have a good handle on the material they have previously covered. The teacher introduces question words to push the students to think analytically about what they have learned. The students will be presented with 4 question words: Mi, Lama, Mah, Aifoh They will be on the Smartboard with the English translation below them. The teacher will ask the students to use these questions words, and ask questions about what they learned regarding the plagues. Check for understanding: Tteacher will run a special activity with the students. She will prepare a ball, with the 4 question words on either sides of the ball. The students will stand in a circle, and the teacher will start. She will ask a question using one of the question words, and whoever answers the question gets the ball next. The teacher throws the ball to the student and whatever word their thumb lands on, will be used in the students sentence. The questions should be connected with the content of the ten plagues, because one of the goals of this activity is for students to review the material learned and practice using the question words introduced in this lesson. * It is possible that students may already be familiar with some of these question words. However, the teacher is running this activity to reinforce the material as well account for differences in student background, to make sure they are all on the same page. ~17~

18 Everybody Writes: K-W-L chart Once the students have finished reading the passage, and learning about the plagues, they can complete the L portion. - L stands for a summary of what I have learned on the topic. One minute response: 1) In your opinion, what was the most important/relevant piece that you learned this week? (2) What unanswered questions do you still have? -At the end of the lesson the students are required to write down what they have learned and if they still have questions. It is a great form of assessment and way to reflect and provide feedback. Assessment: - The students will be given a list of answers, and they will be asked to write questions accordingly, jeopardy style. ~18~