Feb 25

1. Use capstone question as a framework for guests visiting (who am i as a christian, muslim etc. focusing personal story and touching on God, Revelation/Authority, Celebrations/Culture
2. Final on how each religion addressed those four themes
3. initial asssessment of each student using capstone framework, then asked at the end again
4. Find SS standard to address some of the skills
5. Site visit…uncler

 

Feb. 11

Comparative religion:

Grow appreciation of Judaism by understanding other cultures/religions.

 

Israel class: begins with map. Assess their knowledge with blank map.

Word sort

Use doc cam to draw lines.

Jewish lens?

Identity map based in photos from Israel

January 7th:

Purim and sukkot themes and goals

EQ: how can we plan a meaningful Purim and SUkkot for our school community using Jewish tradition as a guide?

I can:

include the themes of the holidays in teh planning

work as a group using the teamwork rubric

Themes:

Sukkot: joy, vulnerability, halacha and ushpizin

Purim: hear megillah, matanot l’evyonim, mishloach manot, seudah

Upside down day.

 

December 3:

 

 

November 19:

-Show how assessment matters

-Finding the right assessment for the right material

-what evidence will they have that they should understand, empathize and reflect upon the perspective of others

-fear/

-uncertainty – creative writing piece

-faith –

-resistance

-rescue

Why is it different to learn about the Holocaust here vs. elsewhere?

Yom HaShoah

-collection of moments from journals,

Bearing Witness:

exhibit

November 4:

How do we develop an opinion when it’s really hard stuff?

Differentiated:

1. How do I explain this idea?
2. What does this mean to me?
3. What does this mean to you?
4. Did this piece of information help clarify your thinking about God or Judaism? How so?
5. Describe how this idea made you feel?
6. Did this teach you a skill or are there ways to practice this? (something you can say or do)

Head/heart/hands/feet graphic organizer

Stems for each of the elements of the graphic organizer.

I can use multiple perspectives to explain my own viewpoints

I can use the “full body learning” graphic organizer to document my thinking

I can participate and facilitate conversations that help me clarify my opinion

Discussion handout:

-I give students a topic (G-d is in everything)

-hand out a graphic organizer (full body learning) for each topic/idea/speaker

 

October 29:

One assessment (ongoing) of Jewish Philosophy is how students facilitate small group discussions.

Standard: are the questions/comments helping us answer our essential question?

Content; are they using the language of head,, hand, heart,, feet

I used to think, now I think? Why?

Rubric:

active listening, waiting turn,

Ongoing assessment: how to answer this question in their own creative way?

Introduce rubrics for

I used to think, now I think… -answer that questions multiple times along the way.

, written and present component.

drawing, photographs, collage,

What am I looking for content standard: synthesize the concepts of God that were introduced in class in order to form your own opinion of Gods/Judaism role in your life.

Oct. 8

Use ‘head, hands, heart, feet” framework as scaffolding to talk about the connection between experiences in class and their identity”

 

 

Sept. 23

What does learning about the choices people made during the Holocaust teach us about the power and impact of our choices today?

 

Choices—Power—Impact (make circular arrows that show the connection)

C3 Social Studies Standards

1.  Analyze
   connections among events
   and developments in broader
   historical contexts.
2. Explain why individuals and groups during the same historical period differed in their perspectives: using the lens of perpetrator, bystander, victim and upstander

 

March 27, 2019

Using visible thinking strategy as formative assessment for text translation  and analysis skills

Using the core routine, What Makes You Say That?

Interpretation with justification. The routine helps students decide what they see or know and asks them to build explanations based on evidence.

What’s going on?

What makes you say that?

-Dividing into small groups to practice the routine (mixed groups with strong Hebrew speaker in each  one)

-Provide a quote we have done before

-writing down: translation of the text, word by word

translation of text in own words (must still accurately represent the text itself)

-ask for ELA standards

identification of themes, symbols, and developing meaning from those words

Did you stay true to the origin text?

 

March 20, 2019

Learning Partner Conversation:

Are they able to understand the basic plot line.

Do they exhibit an understanding of the deeper meaning of the text?

Students understand the significance of looking  at the Hebrew when they don’t understand the verse?

Reflection:

Look at common core standards. Choose 4-5 common core standards.

Date: February 28, 2019

Learning Partner Conversation:

We are discussing how to continue to structure 7th grade around the essential question, and holding them accountable to finding the answer through text.

For next time, give them “Deep dive” prompts. For example: what’s bothering Rashi?

Read in Hebrew

Translate into English

Possible “deep dive” questions:

Who are the main characters? What is the setting? What’s happening?

Are there common themes that you see?

Are there words or phrases that seem out of place or stick out?

Are there specific words in Hebrew or English that have a bigger meaning?  Take a deep dive into the Rabbis answers to these words/phrases? What are they trying to say?

How did you connect to this personally?

For next time:

What types of meaning making questions can I ask to get them to draw meaning themselves?

Reflection:  (

I need help with what strategies our students need for text study in Hebrew.  I need to reach out about text-skills in Hebrew.

 

 

Date: February 6, 2019

Learning Partner Conversation: Driving question development in 7th grade Jewish Studies Students developed a question after categorizing their smaller sections.

Reflection:  (need prompts?) How will this question continue to drive the learning in class? What ideas do I want them to take away from this? Skills: text learning Content: Book of Samuel, understanding the roles of prophets, priests, military leaders, kings, etc What “greys” can they handle? What are the greys that need to wait

Explicit Examples in Student Work (when applicable):

 

 

Goals: I want my room to reflect how teaching and learning happens

Driving question board for each class with essential question and student questions

Agenda

Objective

Homework