Lesson Plan on the Middot As 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 “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, two and three of this lesson. The fourth 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. Explain 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 this list and explain your rationale for selecting them.

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

3. After students have completed the chart, explain and model the APCA process for achieving consensus.

The APCA process involves these four steps

(1) Ask for clarification: Example: "What do you mean by ...?"

(2) Paraphrase: Example: "This is what I believe you are saying ..."

(3) Check for understanding: Example: “Can you tell me more about ...?”

(4) Add, if necessary: Example: "This is what I would like to add to what you are saying .... I have nothing more to add; we have achieved consensus."

Select a student with whom to model and demonstrate the APCA process. Read the sample scenario below.

Sample Scenario Demonstrating the APCA Process

Student says: “One of the middah on my list is chesed or kindness because I think people should be kind to each other.”

Teacher says: “What do you mean by kindness? Can you give me an example of chesed?” (Asking for clarification)

Student says: “Sure, an example of chesed would be opening the door for an old person who is in a wheel chair.”

Teacher says: “So helping a senior who is disabled would be an example of chesed. (Paraphrasing) “Would helping any person, old or young, who is disabled be an example of chesed?” (Checking for understanding)

Student says: “I think so; especially if they want and need the assistance.”

Teacher says: “I think you’re right, chesed, is a good example of a middah, a Jewish virtue, and I’m going to add that one to my list of middot. Now I’d like to add a different middah.... “(Add, if necessary).

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

Invite dyads to apply the APCA process for consensus building while you monitor their interactions.

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 to (a) identify middot that are important to them, (b) explain their selections, and (c) explain how the middot they had selected were evidenced in how they lived.

Note: Students are encouraged to share the list of middot distributed during the lesson.

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 teacher summarizes the students’ answers and indicates that in the next lesson we will continue to explore the question: What is enduring Jewish knowledge?

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

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.

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

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

The teacher distributes the list of selected middot to his or her students. See the list of middot at the top of this post.

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

Lesson Plan on the Middot As 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 “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 is the first part of this lesson on the middot as enduring Jewish knowledge.

Title of Lesson: The Middot As 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. The middot (i.e. Jewish virtues) are a source of enduring Jewish knowledge.

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 three 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: Paired Consensus using the APCA process

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

Suggested Motivational Statement:

The teacher says: “Today we are going to further explore what Judaic information we should be teaching our students or what is enduring Jewish knowledge. “

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

Distribute the list of selected middot to your students.

On the next post we will share a list of selected middot.

Lesson Plan On Enduring Jewish Knowledge, Teach Me the Torah on One Foot: 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 “Teach Me the Torah While I’m Standing on One Foot”. 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 enduring Jewish knowledge.

Title of Lesson: “Teach Me the Torah While I’m Standing on One Foot”

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)

Rabbi Hillel said: "That which is hateful to you, do not do to your fellow. That is the whole Torah; the rest is commentary. Now go and study." (Talmud: Shabbat 31a.)

Students individually, in pairs, via classroom discussion and as a homework assignment discuss the answers to these questions: (1) What was the meaning of Rabbi Hillel’s statement? (2) Do his words really contain the essence of the Torah? (3) What does the Torah teach us? (4) What is 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 define, explain, and give an example of enduring Jewish knowledge.

Name of the Active Learning Procedure: Paired Two Step Timed Interview

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

Suggested Motivational Statement:

Explain that Hillel (הלל), a famous Jewish religious teacher who lived in Jerusalem during the time of King Herod around the beginning of the Common Era (d. 10-20 C.E.) was challenged by a non-believer who said: “Teach me the Torah while I’m standing on one foot.” After thinking for a moment Rabbi Hillel replied: "That which is hateful to you, do not do to your fellow. That is the whole Torah; the rest is commentary. Now go and study." (Talmud: Shabbat 31a.)

On the next post we will share the second part of the lesson entitled, “ Teach Me the Torah While I’m Standing on One Foot”.

Lesson Plan on the Roles and Responsibilities of the Co-teacher, Madrich Teachers and Expert Teacher: 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 “The Roles and Responsibilities of the Co-Teacher, Madrich Teacher and the Expert Teacher”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. This is the fourth part of a four part lesson. Click on the hypertext for part one, part two and part three of this lesson.


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

1. Place all the ones from each home team into a new group called expert team number one. Please all the twos from each home team into one group called expert team number two. Place all the threes and fours into their separate expert teams.

2. Each expert team then reads and discusses the information sheets that they had received, and decides how to teach that information to the members of their home team. This would include a method to check for understanding such as an oral quiz.

3. At a signal given by the teacher, members of each expert team return to their home team to teach what they had learned. Thus, home team member number one is expected to do the following: (1) define the term co-teacher; (2) explain what a co-teacher does and (3) check to make certain that each member of his team can accomplish the above two learning outcomes. Accordingly, home team member number two does the same thing with regard to the role of the madrich teacher. Home team member number three explains the role of the mentor teacher, and home team member number four teaches her teammates about the role of the expert teacher.

Note: During the teaching phase of Expert Jigsaw students are expected to take notes on the information presented by each team member.

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

Each student completes this chart that appears at the top of this post.


Closure: (Activity that summarizes and ends the lesson)

1. The teacher distributes or displays the above chart and says, “ let’s do the question in the hat activity to summarize and end today’s lesson.”

2. Each student in class is given a unique number or card (e.g. the number one in the class roster or role book, or a specific card from a deck of cards can be used) and these numbers or cards are placed in a hat.

3. The teacher then invites a student to select a number or card from the hat.

4. The teacher then poses a question to the class (e.g. What is a co-teacher? What does a co-teacher do? ) and the student whose name is associated with the number or card selected from the hat must answer the question.

5. If that student answers the question correctly, she selects the number or card of the next student to answer the teacher’s question. If her answer is incorrect, the teacher or a student picks the next card or number from the hat.

On the next post we will begin sharing lesson plans on enduring Jewish knowledge.

Lesson Plan on the Roles and Responsibilities of the Co-teacher, Madrich Teachers and Expert Teacher: 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 Roles and Responsibilities of the Co-Teacher, Madrich Teacher and the Expert Teacher”. Since there are 13 elements in each lesson plan we will divide this lesson plan into four parts. This is the third part of a four part lesson. Click on the hypertext for part one and part two of this lesson.


Instructions for Quad Member Number Three

1. You will be required to teach your home teammates the definition and the responsibilities of the mentor teacher.

2. Below is the information that you will be teaching your home teammates. It contains questions and answers. Your job is not to read the questions and answers to your home teammates. Your job is to take notes, put this information into your own language, and teach it to the members of your home team.

3. What is a mentor teacher? A mentor teacher is a seasoned teacher with at least five years of excellent teaching performance evaluations. He or she is responsible for training the student teacher and the co-teacher to perform the teaching responsibilities of a Judaics classroom teacher.

4. What does a mentor teacher train the student and co-teacher to do?

• Plan lessons
• Determine content and curriculum (i.e. what should be taught)
• Create a positive classroom environment
• Develop multiple ways of delivering instruction
• Use multiple ways of measuring what students have learned
• Manage student behavior
• Take attendance and keep accurate records
• Collaborate with other members of the instructional staff including teaching assistants (madrichim), co-teachers, teachers, and administrators
• Communicate with and engaging parents, guardians, and members of the Jewish community to participate in classroom and school activities

5. Are there other areas of expertise that the mentor teacher should possess?

The mentor teacher should have additional areas of expertise in the supervision of student and co-teachers?

6. What are these additional areas of expertise that a mentor teacher should possess?

Mentor teachers should have expertise in these three supervisory areas:

1. Conferencing skills: knowledge on how to give feedback to and receive feedback from student and co-teachers
2. Observational skills: knowledge of what to look for in the classroom (i.e. Are students engaged in learning? How is the teacher managing student behavior? Did the teacher’s lesson plan meet its objective?)
3. Reflection skills: knowledge of methods to help student and co-teachers to effectively plan, implement, and evaluate a lesson


Instructions for Quad Member Number Four

1. You will be required to teach your home team mates the definition and the responsibilities of the expert teacher.

2. Below is the information that you will be teaching your home teammates. It contains questions and answers. Your job is not to read the questions and answers to your home teammates. Your job is to take notes, put this information into your own language, and teach it to the members of your home team.

3. What is an expert teacher? An expert teacher is the professional at a supplemental or day school who trains the madrich teacher and mentor teacher to discharge their responsibilities.

4. What else does an expert teacher do? The expert teacher also coordinates the committee of madrich and mentor teachers in the school. This committee matches madrich and mentor teachers with their mentees, and offers seminars in classroom management, instruction, assessment (i.e. measuring student learning), etc. The expert teacher should have extensive experience as a teacher, administrator, and/or staff developer with expertise in Judaics, and the theory, research, and best practices in instruction, curriculum development, supervision, and staff development for Jewish educators.

On the next post we will share the fourth part of a four part lesson on the roles and responsibilities of the co-teacher, madrich and expert teacher.