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Monday, April 12, 2010

Lesson Plan on the Middot As 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 “The Middot As Enduring Jewish Knowledge”.Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. Here are parts one and two of this lesson. The third part of this lesson on the middot as enduring Jewish knowledge follows.

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

1. The teacher explains that middot are fundamental Jewish virtues that many Jewish people incorporate in how they interact with others. However, not all middot are equally meaningful to all Jews. Thus, it is your job to select three middot from the list that was distributed to you, and explain your rationale for selecting them.

2. Distribute the chart that appears at the top of this post.

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

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