Title of the Lesson: Where Do I Find Enduring Jewish Knowledge? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Where do I Find Enduring Jewish Knowledge? “Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here is the first part of this lesson on finding enduring Jewish knowledge. The second part of this lesson follows:

Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)

1. After your students have individually recorded their responses to these four questions, place them in dyads and invite them to discuss the above four questions.

2. Then direct your students to use the Rally Round cooperative procedure to generate ways to find enduring Jewish knowledge.

3. First explain and then demonstrate Nominal Brainstorming. The rules for engagement for Nominal Brainstorming appear below.

NOTE: Nominal brainstorming does not require a time limit; however, a recorder is needed.

1. Each member spends a short time, e.g. 60 seconds, thinking of and recording solutions to a given group task or problem. In this case, they are generating ideas for finding enduring Jewish knowledge.

2. In round robin fashion each class member shares one new or different solution to the problem presented. Students add new ideas to their individual lists.

3. There is no criticism of the ideas presented.

4. Members may pass if they have no new or different solutions to offer.

5. When all the members pass three times, nominal brainstorming ends.

6. Ideas are evaluated after nominal brainstorming ends.

On the next post we will share the third part of this lesson on finding enduring Jewish knowledge.

Title of the Lesson: Where Do I Find Enduring Jewish Knowledge? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Where Do I Find Enduring Jewish Knowledge? Since there are 13 elements in each lesson plan we will divide this lesson plan into three parts. Here is the first part of this lesson on finding enduring Jewish knowledge.

Title of Lesson: Where Do I Find Enduring Jewish Knowledge?

Enduring Jewish Knowledge Rationale for the Lesson: Enduring Jewish knowledge such as the Torah and the Talmud contain a body of wisdom that guides a person regarding how to lead a righteous and meaningful life.

Essential Question/s: What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring? What Jewish knowledge is not enduring?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these essential questions. What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the student will be able to explain the procedures for finding enduring Jewish knowledge.

Name of the Active Learning Procedures: Rally Round and Nominal Brainstorming

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

We know that enduring Jewish knowledge is the essential body of information that an educated Jewish person should possess. Today we will be discussing where this enduring Jewish knowledge can be found.

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

Invite your students to reflect and record their thoughts on these four questions: (1)Where does one find enduring Jewish knowledge? (2) Is it in the Torah? (3) Is it only in the Torah? (4) Is every word written in the Torah an example of enduring Jewish knowledge?

In the next post we will share part two of this three part lesson on finding enduring Jewish knowledge.

Title of the Lesson: Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? Part Four

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? “ Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second and third parts of this lesson on empowering students to generate questions relating to enduring Jewish knowledge. The fourth part of this lesson follows:

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

The teacher asks these two questions: (1) What is the source or what are the sources for enduring Jewish knowledge? (2) Can enduring Jewish knowledge arise from the questions of students?

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

Invite your students to reflect and record their thoughts on these two questions: (1) What is the source or what are the sources for enduring Jewish knowledge? (2) Can enduring Jewish knowledge arise from the questions of students?

Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)

1. After students have individually recorded their responses to these two questions, place them in dyads, and invite them to discuss their thoughts.

2. Then explain and demonstrate how to make a concept web on the question: What is the Torah? See the concept maps on the Torah by clicking here and here.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1. When satisfied that your students understand how to create an individual web or concept map, invite them to make an individual concept web on this question: What would you like to know about Israel?

2. Place your students in dyads and invite them to create a paired concept web on the question; what would you like to know about Israel? Give your students a specific amount to time to complete their paired concept webs.

3. If desired, you can have dyads exchange their concept webs with another dyad. Invite each dyad to add to the concept web that they had received.

4. Post concept webs on the chalkboard or around the classroom and discuss these questions:

• Are there any common themes to the questions or statements written on the concept webs?
• Are there any questions posed on the concept webs that are essential or enduring questions? Essential or enduring questions are the fundamental inquiries that help us determine what is enduring Jewish knowledge. For example, here is an example of an essential or enduring question: Why is Israel so important to the Jewish people?
• Are there any statements written on the concept webs that are examples of enduring Jewish knowledge?

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

1. Students can create their own concept webs on any Judaic subject.

2. Students should come to class prepared to share their new concept webs.

Closure: (Activity that summarizes and ends the lesson)

Summarize the questions and statements created by your students on their concept maps. Emphasize that one source for enduring Jewish knowledge can arise from the questions that students pose.

On the next post we will share a lesson entitled, “Where Do I Find Enduring Jewish Knowledge?”

Title of the Lesson: Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? Part Three

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? “ Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first part and second parts of this lesson on empowering students to generate questions relating to enduring Jewish knowledge. The third part of this lesson follows:

The mentor teacher presents the sample team web of Israel displayed at the top of this post. He or she then notes how these student-generated questions and ideas on that web are related to the body of enduring Jewish knowledge about Israel that an educated student is expected to understand. Accordingly, the mentor teacher refers to this statement of aims developed by the United Synagogue of Conservative Judaism Commission on Jewish Education.[1]

Statement VI: (Enduring Jewish) Knowledge About and Concern for Israel means:

· Being familiar with the importance of Israel in the Tanach (Bible) and tefilah (prayer)

· Knowing that Jews have lived in, and identified with the land of Israel for 4,000 years

· Being aware of the commitments expressed in establishing the State of Israel, and a sense of the drama of establishing the State

· This includes some key events in modern Israel history before and since the establishment of the State. This includes some knowledge of present-day Israel including:

· Having a continuing interest in Israel

· Being concerned for the State of Israel

· Understanding the importance of the State of Israel and being able to articulate reasons for concern and support

· Being aware that aliyah is an option in the lives of Jews in North America and elsewhere.

· Showing a desire to visit Israel.

On the next post we will share the fourth part of this four part lesson on how students can generate essential questions relating to enduring Jewish knowledge.

---

[1] The Statement of Aims of the Conservative Synagogue School was developed by the United Synagogue of Conservative Judaism Commission on Jewish Education in 1996. It articulates the aims of Conservative Jewish education for K through high school. See http://www.uscj.org/Blue_Ribbon_Report6668.html Retrieved January 30, 2009.

Title of the Lesson: Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring?" Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of this lesson on empowering students to generate questions relating to enduring Jewish knowledge. The second part of this lesson follows:

Step 2. Direct students to form learning pairs and invite them to create an enhanced web containing the ideas of both students. See the sample combined web (graphic organizer #1 at the top of this post).

Note: This completes step two of the Pair-Web procedure.

Step 3. Students then Share their pair-webs with their classmates.

Then the mentor teacher explains (a) how he would weave the student-generated questions and thoughts into the body of enduring Jewish knowledge that he intends to teach, and (b) invites his student teacher to implement the Think-Web, Pair-Web, Share procedure during her practice teaching. For example, the student teacher might be expected to direct her students to create a web on Israel. See the second graphic organizer or web on Israel at the top of this post.

On the next post we will share the third part of this four part lesson on how students can generate essential questions relating to enduring Jewish knowledge.

Title of the Lesson: Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “Can Students Generate Essential Questions that Relate to Jewish Knowledge that is Enduring? “ Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of the lesson on student generated questions relating to enduring Jewish knowledge.

Enduring Jewish Knowledge Rationale for the Lesson: Enduring Jewish knowledge such as the Torah and the Talmud contain a body of wisdom that guides a person regarding how to lead a righteous and meaningful life.

Essential Question/s: What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring? Can students generate their own essential questions that can lead to enduring Jewish knowledge?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these essential questions. What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring? Can students generate their own essential questions that can lead to enduring Jewish knowledge?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the student will be able to generation essential questions relating to enduring Jewish knowledge.

Name of the Active Learning Procedure: Think-Web, Pair-Web, Share

An Explanation of the Steps of Think-Web, Pair-Web, Share from the Toolbox

Step 1. Pose a question to your students. Ask each student to write an essential question (i.e. What is the Torah?), in the middle of a sheet of paper, and draw a circle around that question. See the graphic organizer #1 at the top of the post.

Then ask each student to draw a few spokes around that circle, and write important questions that he or she would like to explore in class. See the web, a visual depiction of student- generated questions and thoughts, in the diagram #2 at the top of this post.

Note: Each of your students has now created an individual web of his/her questions and thoughts. This completes step one of the Think-Web procedure.

On the next post we will share the second part of this four part lesson on how students can generate essential questions relating to enduring Jewish knowledge.

Lesson Plan on What is Enduring Jewish Knowledge: Part Four

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is Enduring Jewish Knowledge?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first, second and third parts of the lesson on enduring Jewish knowledge. The fourth part of this lesson follows:

Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)

1. After students have individually recorded the information on their charts, place them into learning triads (i.e. cooperative groups of three) or quads (i.e. cooperative groups of four).

2. First demonstrate and model Round Robin Brainstorming to the class. Here are the rules for Round Robin Brainstorming:

The teacher (or a student) poses a question that has multiple answers. Students, in triads or quads, verbally share one new idea in round robin fashion with their group members. The rules for brainstorming include:

1. Say anything that comes to mind during the time limit.

2. You may repeat, modify or piggyback on ideas previously presented.

3. Do not discuss, praise, criticize, or reject any ideas presented.

4. Select someone to record the ideas.

5. Evaluate the ideas after brainstorming is completed.

Note: After Round Robin Brainstorming is completed the students can record the complete list of ideas in their notebooks.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1 When satisfied that your students understand the rules and can successfully applyRound Robin Brainstorming, invite them to participate in this cooperative procedure. Carefully monitor their interactions.

2. Conduct a classroom discussion on the three categories of Jewish knowledge: Knowledge that is enduring, knowledge that is important, and knowledge with which Jewish people should be familiar.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

1. Students can ask their parents, grandparents, or another teacher these questions: What is enduring Jewish knowledge? What Jewish knowledge is important to know? With what Jewish knowledge should Jewish people be familiar?

2. Students then record the responses of the person they interviewed in their notebooks.

3. Students should be prepared to share what they had learned during the interview with their classmates.

Closure: (Activity that summarizes and ends the lesson)

Summarize the students’ answers and indicate that enduring Jewish knowledge is the essential body of information that an educated Jewish person should possess.

In our next lesson we will discuss this question: Can students generate their own essential questions that can lead to enduring Jewish knowledge?

Lesson Plan on What is Enduring Jewish Knowledge: Part Three

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is Enduring Jewish Knowledge?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are the first and second parts of the lesson on enduring Jewish knowledge. The third part of this lesson follows:

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

1. Pose these three questions to your students: (1) What Jewish knowledge is enduring? (2) What Jewish knowledge is important to know? (3) With what Jewish knowledge should Jewish people be familiar, but is neither essential nor enduring? Students can record their thoughts on the graphic organizer that appears at the top of this post.

Note: Your students have now completed the first two steps of Think, Write, Round Robin Brainstorming.

On the next post we will share the fourth part of this lesson on Jewish enduring knowledge.

Lesson Plan on What is Enduring Jewish Knowledge: Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is Enduring Jewish Knowledge?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of the lesson on enduring Jewish knowledge. The second part of this lesson follows:

Name of the Active Learning Procedures: Think, Write, Round Robin Brainstorming

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

Distribute and explain Wiggins and McTighe’s (1998) approach to the three types of subject matter content. (The graphic depicting the three types of subject matter appears at the top of this post.)

Describe and display this graphic organizer which presents the three priorities of (Judaic) knowledge:

First priority: Knowledge that is enduring, essential information that students must know

Second priority: Knowledge that is important, but not essential for students to know

Third priority: Knowledge with which students should be familiar (but is neither essential or enduring)

On the next post we will share the third part of the lesson on enduring Jewish knowledge.

Lesson Plan on What is Enduring Jewish Knowledge:Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What is Enduring Jewish Knowledge?” Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here is the first part of the lesson on enduring Jewish knowledge.

Title of Lesson: What is Enduring Jewish Knowledge?

Enduring Jewish Knowledge Rationale for the Lesson: Enduring Jewish knowledge such as the Torah and the Talmud contain a body of wisdom that guides a person regarding how to lead a righteous and meaningful life.

Essential Question/s: What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring? What Jewish knowledge is not enduring?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these essential questions. (1) What is enduring Jewish knowledge? (2) How do I find enduring Jewish knowledge? (3) What makes Jewish knowledge enduring? (4) What Jewish knowledge in not enduring?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the student will be able to define, explain, and give an example of enduring Jewish knowledge.

On the next post we will share the second part of this lesson on enduring Jewish knowledge.

Lesson Plan on What Does G-d Ask of You: Part Two

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What Does G-d Ask of You?".

Since there are 13 elements in each lesson plan we will divide this lesson plan into two parts. Here is the first part of this lesson on the question: “What does G-d Ask of You?” The second part of this lesson follows.

Developmental Activity: (Set of procedures or steps to reach the objective/learning outcome)

1. Invite your students to think about and record their answers to these two questions: (1) What does G-d ask of you? (2) What does this statement mean? “That you have awe of the L-rd your G-d, and walk in all of G-d's ways and love G-d, and serve the L-rd your G-d with all your heart and with all your soul."

2. Direct your students to discuss their answers to the above two questions with a random learning partner for a designated period of time. Here is one way to create random learning pairs.

Count the number of students in class and divide that number in half. Then gather index cards equal to the number of students in class. Thus, if there are 20 students in class, prepare 20 index cards. Then write one number on each card from 1 to 10 twice. Thus you will have two cards with the number 1 on it, two cards with the number 2, etc. If you have an odd number of students, add a third index card with the number 1 written on it. Place all the index cards in a hat or box, and invite each student to close his/her eyes and select one card. The two (or three) students with the same number are new learning pairs/partners. In lieu of using numbered cards, you can prepare cards with matching colors, animals, songs, television shows, athletes, entertainers, etc.

Guided Practice: (Students apply new skill/s or strengthen previously learned skills during classroom instruction.)

1. Ask your students to return their cards to the hat or box, and invite them to select new cards. This process of using matching cards to create new learning partners and to discuss the essential questions of this lesson can continue several times.

2. Conduct a classroom discussion on what G-d expects of us.

Independent Activities: (Students practice new skill/s or strengthen previously learned skills outside of the class.)

1. Students can ask their parents, grandparents, or another person to answer these two questions: (1) What does V'atah, Yisrael, mah Adonai sho'eil mei'imach (And now, Israel, what does G-d ask of you) mean? (2) What does G-d expect of us?

2. Students then record the responses of the person they interviewed in their notebooks.

3. Students should be prepared to share what they had learned during the interview with their classmates.

Closure: (Activity that summarizes and ends the lesson)

The teachers summarizes the students answers and indicates that which HaShem expects of us signifies what is enduring Jewish knowledge. Then indicates that we will continue our investigation of enduring Jewish knowledge in the next lesson.

On the next post we will begin sharing a lesson entitled, “ What is Enduring Jewish Knowledge?"

Lesson Plan on What Does G-d Ask of You: Part One

When mentoring our pre-service and in-service teachers we need to describe and model both research-based and clinically tested best practices. This is one of many lessons we will be sharing on teaching Judaic content, lesson planning, models of teaching, differentiated and individualized instruction and learning activities designed to transform the classroom into a Jewish community of cooperative learners. The title of this lesson is “What Does G-d Ask of You?”. Since there are 13 elements in each lesson plan we will divide this lesson plan into two parts. Here is the first part of this lesson on the question: “What does G-d Ask of You?”

Title of Lesson: What Does G-d Ask of You?

Enduring Jewish Knowledge Rationale for the Lesson: Enduring Jewish knowledge such as the Torah and the Talmud contain a body of wisdom that guides a person regarding how to lead a righteous and meaningful life.

Essential Question/s: What is enduring Jewish knowledge? How do I find enduring Jewish knowledge? What makes Jewish knowledge enduring?

Assessment/s: (Initial, ongoing, and final activities designed to measure what the student has learned)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these essential questions. (1) What is enduring Jewish knowledge? (2) How do I find enduring Jewish knowledge? (3) What makes Jewish knowledge enduring?

Objective/Learning Outcome: (What the student is supposed to learn from this lesson) In his or her own words, the student will be able to define, explain, and give an example of enduring Jewish knowledge.

Name of the Active Learning Procedure: Random Learning Pairs

Anticipatory Set: (Motivation activity that prepares students for the objective/ learning outcome)

Suggested Motivational Statement:

Tell your students that within parsha Ekev it says: V'atah, Yisrael, mah Adonai sho'eil mei'imach? The translation is: "And now, Israel, what does G-d ask of you?" Later in Ekev the question is answered with this statement: "That you have awe of the L-rd your G-d, and walk in all of G-d's ways and love G-d, and serve the L-rd your G-d with all your heart and with all your soul."

Introductory Activity: (Initial exercise to focus on the objective/learning outcome)

Then pose these two questions to your class: (1) What does this statement in parasha Ekev (see above under suggested motivational statement) mean to you? (2) What does G-d expect of us?

On the next post we will share the second part of the lesson entitled, “What Does G-d Ask of You?”