2/28
Judaism through film
How Jewish values can be expressed in modern life
Something with Art Work — study Jewish artist and replicate work?
2/25
3rd JS unit on Jerusalem — goal is to connect to life of kids in Jerusalem. Learn through partnerships. Moria using Social media to connect and find kids we can partner with.
ask kids what they want to know about Jerusalem — what about your own life can you compare? List of questions or things we want to explore. Students can email back and forth. Possibly use flip grid?
explain basic concepts of Jerusalem (population, social groups, daily life, geography (map where penpals live)
- I can compare my daily life to the life of my pen pal in Jerusalem (home, food, school, transportation, hobbies)
- I can explain how the culture of Jerusalem effects daily life
- I can explain the difference between old (Biblical) and modern Jerusalem
- I can state at least two different groups of people that live in Jerusalem and compare and contrast them
- I can explain why Jerusalem is important to me
next steps:
create I can statements
Third Grade back to back JS/Heb is tricky – should this be rescheduled?
Michal and Linsey suggested structuring class differently – lots of short activities to keep kids engaged.
EX: Partner activities to practice speaking
-Go around the room and saying vocab to partner (book, shelf, etc.)
Great planning template from Michal- could this be used in other classes?
12/4 worked on checklist for 5-7 congress presentations and mapped out what the next few classes will look like. Presentations will be on 12/17.
Next tri for JS- drama? focus on midrash and play it out
next steps: think about what content they will study and then we can map out how to incorporate the aspect of drama
| Date: 12/3 |
| Learning Partner Conversation: Kids are done with research. Still have a few weeks until presentations. How do we prepare for the actual presentations? How to keep engagement levels up over the course of the next 2.5 weeks?Are there any expectations for the presentations? -2 parts – 1) Visual and 2) Speaking Presentation This was shared with the kidsOpportunity for feedback from peers – time to make changes – show to Moria as well before final Congress.How will this be scored?Next steps: Create a checklist/scoring rubric for students to make sure expectations are very clear – maybe include deadline dates Create a form for feedback |
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Reflection: (need prompts?)
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Explicit Examples in Student Work (when applicable):
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| Date: 10/17 |
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Learning Partner Conversation: 5/6/7 JS Zionism unit- first Zionist congress and learn about why it was needed, what the philosophy was behind it. Go back to the origins. 12 students total. Have unit from Jodie- but it needs more structure. |
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Reflection: (need prompts?)
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Explicit Examples in Student Work (when applicable):
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| Date: 10/7 |
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Learning Partner Conversation: really good classes with third grade lately. Differentiation is difficult in third grade – SI is a Hebrew speaker while others are new speakers – what can the plan be moving forward? SI has some individual work. HK – struggling and not sure she will make progress – how to make her a part of class without being a constant disruption. Working on this with Jori already. Use of agenda in class really helped third grade. Use in other grades? talked about voice level and expectations with 7/8 last week and it helped When can we use English? Can we ask Michal about putting directions in English for older grades? Just for now and then slowly move away? Kids can understand in context but when asked to use it out of context- difficult. How much do they know? What is the appropriate level of frustration? Assign seats to mix up the kids – support each other! |
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Explicit Examples in Student Work (when applicable):
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| Date: 9/23 |
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Learning Partner Conversation: 7/8 feel like they’re repeating curriculum — need to know where they are 3rd grade |
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Explicit Examples in Student Work (when applicable):
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