4th Grade Curriculum
Overview The fourth grade curriculum will help students master the reading and chanting of Hebrew prayers while gaining a deeper understanding of prayer vocabulary. Students will continue to build upon their knowledge of Jewish holidays, biblical stories and Jewish history.
Total number of sessions: 56
Note to teacher: Some units have been paired with holidays based on when it is estimated the unit will take place during the school year. You may need to extend preceding units in order for holiday lessons to fall at the correct time of year. Only 56 lessons have been planned to allow for this flexibility and to work around potential snow days etc.
Texts * Denotes abbreviations used to refer to texts later in this curriculum
The Book of Jewish Holidays - *JH Journeys Through the Siddur (Friday Evening) - *JS (Uses the Imahot—so an explanation will be given to the students and they will use the e- Siddur program for learning the text of the Amidah The Explorer’s Bible - *EB
Total Units: 19
1 Unit 1: 3 sessions, 1 hour each
Texts/Pages: JH 58-73; JS 3-7, EB 7-13
Goals and Objectives: Students will be able to read and understand about Kabbalat Shabbat Students will be able to explore the concept of welcoming the Shabbat Bride Students will be able to access Tefilot on e-siddur program on the i-pads Students will be able to reinforce chanting using the eSiddur program Students will be able to explain the significance of Shabbat. Students will be able to fluently read and understand the Shabbat/Havdalah blessings on JH pgs 65 & 69. Students will be able to recount the Exodus story EB pgs 7-11.
Key Words: B’samin Shavua Tov Eliyahu Hanavi Erev Shabbat Bracha
Key Concepts: Jewish tradition gives us a way to thank God for all our blessings at each time of the day Just as God rested on the seventh day of Creation we need to give ourselves a day of rest during our busy weeks.
Key Terms: Shabbat Queen of Days Kiddush Lecha Dodi Havdalah Kabbalat Shabbat
Assessments: Oral quizzes Pencil and paper quizzes Boys vs. girls quiz games
Unit 2: 3 sessions, 1 hour each // (Estimated) Holiday: Rosh Hashanah
Texts/Pages: JH 6, 11-23; JS7-11; EB 14-21
Goals and Objectives: Students will be able to read and understand the basic concepts of L’cha Dodi Students will see the acrostic of Rabbi Shlomo ha-Levi’s name, the author of L’cha Dodi as they learn to chant it
2 Students will be able to explain the concept of a root and recognize the root bet-resh- kaf. Students will be able to explain the significance of Rosh Hashanah. Students will be able to recognize the different names for Rosh Hashanah and explain the origin of each name. Students will be able to explain the origin and meaning of Lecha Dodi.
Key Words: Bride/Kallah Awe Challah Erev Tzimmes Shanah tovah umetukah Shofar Mitzvah Tekiah Gedolah / Shvarim / Truah Akedah Shabbat Kabbalist Tikkun Olam
Key Concepts: Jewish tradition gives us daily reminders that allow us to turn everyday events into special ones. Shabbat is a special day of the week set apart from other days. Holiness is all around us if we take the time to look for it.
Key Terms: Brachot Days of Awe (Yamim Noraim”) Rosh HaShanah / Yom Hazikkaron / Yom Hadin / Yom Truah The Book of Life / L’Shana tovah tikatevu Tashlich Lecha Dodi
Unit 3: 3 sessions, 1 hour each // (Estimated) Holiday: Yom Kippur
Texts/Pages: JH 25-33; JS 12-21; EB 22-29
Goals and Objectives: Students will be able to explain the significance of Yom Kippur and Teshuvah. Students will be able to explain why we fast on Yom Kippur. Students will be able to recognize all three names for Yom Kippur. Students will be able to explain the meaning of the Barechu. Students will be able to recognize the roots vet-resh-kaf & Ayin-resh-bet. Students will be able to demonstrate how to “dance” the Barechu. Students will be able to explain the meaning of the Maariv Aravim.
3 Students will be able to recount the story of the twelve scouts, Moses striking the rock and Moses’ death.
Key Words: Kol Nidre Jonah Mahzor Olam Atah Erev Or Galal Hoshech
Key Concepts: We all try to do our best but sometimes we make mistakes. When we wander away from God we can always find our way back by making a fresh start. Although Jews can pray on their own, there are many times when we pray together. Courage and optimism can influence the way we see the world and can also help us achieve our goals.
Key Terms: Yom Kippur / Shabbat Shabbaton Days of Awe Teshuvah Fasting Barechu Maariv Aravim
Unit 4: 3 sessions, 1 hour each // (Estimated) Holiday: Sukkot
Texts/Pages: JH 34-47; JS 23-32; EB 30-37
Goals and Objectives: Students will be able to explain the significance and origin of Sukkot. Students will be able to fluently read the blessing for sitting in the Sukkah. Students will be able to demonstrate how to say a blessing over the lulav and etrog. Students will be able to recognize alternative names for Sukkot. Students will be able to explain the meaning of Ahavat Olam. Students will be able to recognize the roots Chet-yud-hey, aleph-hey-vet and shin- mem-Ayin. Students will be able to explain the meaning of the Shema. Students will be able to recite the Shema from memory along with accompanying choreography JS pg 30 Students will be able to recount the story of Joshua and the walls of Jericho.
Key Words: Sukkah Shalosh Regalim
4 Etrog Lulav Hadasim Aravot Klal Yisrael Hoshana Rabbah Hoshia-na Shemini Atzeret Hag Ushpizin Jeremiah Hai Ahava Kol Mitzvotai Melech Echad Kvod Joshua
Key Concepts: Sukkot gives us the opportunity to recognize where our food comes from and gives thanks for the bounty in our lives. The Shema is probably the most important sentence in the entire Torah. It states our central belief that there is only one God. Sometimes when we say prayers or blessings we pair them with actions so that our heart, soul and body are involved in what we are saying.
Key Terms: Sukkot / He Hag / Z’man Simchatenu /Hag HaAsif Rosh Hodesh Ahavat Olam Ahavah Rabbah Shema The Temple Torah/Prophets/Writings
Assessments for Units 2, 3 and 4: Quizzes and games Vocabulary worksheets Oral reading Written notes Homework Fill in the blanks
Unit 5: 3 sessions, 1 hour each // (Estimated) Holiday: Simchat Torah
Texts/Pages: JH 48-57; JS 33-39; EB 38-45
5 Goals and Objectives: Students will be able to explain the significance of Simchat Torah. Students will be able to explain the meaning of the V’Ahavta. Students will be able to fluently read the V’Ahavta JS pgs 34-35 and chant using the e- siddur program Students will be able to recognize a kamatz katan. Students will be able to recount the stories of Deborah and Yael on EB pgs 38-41. Students will be asked to think about the question: How do we know there is really a God?
Key Words: Sidrah Parashah Erev Sefer Torah Hakkafah /Hakkafot Tallit Hatan Torah Kallat Torah Hatan Breshit Kallat Breshit Hakafa Mitzvot Lev Nefesh Kashar Otiyot Yad Ainaim Rabbi Akiva Deborah / Yael
Key Concepts: Every year Jews read the Torah from start to finish. Finishing the Torah and starting again is a cause for much celebration! Judaism teaches us that it takes courage to ask for help – and that when we do we make ourselves (and our community) stronger.
Key Terms: Simchat Torah Gemilut Hasadim V’Ahavta Mezuzah Prophetess
Assessments for Units 5, 6 and 7: Oral reading Written notes from the board
6 Homework Vocabulary worksheets Quizzes Games Art activities and projects
Unit 6: 4 sessions, 1 hour each
Texts/Pages: JS 40-45; EB 47-53 JH 68-73
Goals and Objectives: Students will be able to explain the origin and meaning of the Mi Chamocha and chant using e-siddur program Students will be able to recount the story of Samson. Students will be asked to think about the question: Where does God come from? Students will revisit Shabbat and be able to recite the Havdalah blessings
Key Words: Emunah Samson / Delilah Nazirite / Philistine Ruach Separation Kodesh/Chol
Key Concepts: There are different kinds of mitzvot, those towards God and those towards other people. Both are an important part of being Jewish. The Mi Chamocha shows us that if we have faith God will help us. Like wind and breath, ruach reminds us that God is present – in the air in our lungs and all around us. Role of Miriam and the women There is a difference between Shabbat and the weekdays
Key Terms: Mi Chamocha
Unit 7: 3 sessions, 1 hour each
Texts/Pages: JS 46-52; EB 54-61
Goals and Objectives: Students will be able to recognize the roots shin-lamed-mem, zayn-kaf-resh, shin-kaf- vet, Ayin-mem-dalet and shin-lamed-dalet. Students will be able to explain the meaning of the Hashkivenu and chant using e- siddur program Students will be able to recount the story of Ruth. Students will be asked to think about why there are so many religions if there is only one God.
7 Key Words: Baruch Yisrael Sukkah Yerushalayim Zecher Shalom Ratzon Paras Shalom Ruth / Naomi / Boaz
Key Concepts: When someone decides to convert to Judaism they become a full member of the Jewish community.
Key Terms: Hashkivenu The Laws of Noah
Unit 8: 3 sessions, 1 hour each
Texts/Pages: JS 53-57; EB 62-69
Goals and Objectives: Students will be able to explain the meaning and origin of V’shamru. Students will be able to recognize the roots shin-vet-tav and nun-fey-shin. Students will be able to recount the story of Samuel and Saul on EB pgs 63-67.
Key Words: Yom Shabbat Nefesh Elijah Eretz Sheva Samuel / Eli / Saul
Key Concepts: Shabbat is such a holy day that we have a special ceremony, called Havdalah, to separate it from the rest of the week. Sometimes it’s good to do what everyone else is doing, but other times it’s not a good idea. We have to decide when it’s good to follow the crowd and when it’s good to walk away.
Key Terms: Havdalah V’shamru
8 Unit 9: 3 sessions, 1 hour each
Texts/Pages: JS 58-64; EB 70-79
Goals and Objectives: Students will be able to recognize the roots shin-mem-Ayin, Chet-Samech-dalet and zayn-kaf-resh. Students will be able to explain the significance of the Avot vImahot Students will be able to name the Avot and the Imahot. Students will be able to demonstrate the choreography at the beginning of the Avot vImahot. Students will be able to recount the story of Saul, David and Goliath on EB pgs 71-76.
Key Words: Av Em Hesed Zocher Banim Saul / David / Jonathan / Goliath / Philistines
Key Concepts: Prayers always begin with praise of God before making a request from God We make requests from God based on the merit of our ancestors Friendship is an important Jewish value. We should strive to be good friends to others and to appreciate our own friends.
Key Terms: Praise Silent prayer Introspection
Unit 10: 2 sessions, 1 hour each // (Estimated) Holiday: Hanukkah
Texts/Pages: JH 74-89; EB 80-89
Goals and Objectives: Students will be able to explain the historical and symbolic significance of Hanukkah. Students will be able to demonstrate how Hanukkiyah candles are lit. Students will be able to fluently read the blessings on JH pg. 81. Students will be able to recount the story of David and Bathsheba on EB pgs 81-86. Students will be asked to consider whether God knows what they are thinking or will do.
Key Words: Menorah/Hanukkiyah Shamash Brachot Dreidel / Sevivon
9 Nes Gadol Haya Sham/Po Latkes Mezuzah/Mezuzot King David / Nathan / Bathsheba / Uriah / Joab
Key Concepts: We take pride in our Jewish traditions and appreciate the freedom we have to practice Judaism. We can learn about our own lives by studying what happened to other Jews throughout history. It isn’t easy to admit when we’ve made a mistake, but just like King David it’s important that we take responsibility for our actions. God doesn’t force us to do what is right, but God can remind us to care.
Key Terms: Hanukkah Beit HaMikdash Maccabee Free will
Unit 11: 3 sessions, 1 hour each
Texts/Pages: JS 65-71; EB 90-97
Goals and Objectives: Students will be able to explain the meaning of the G’vurot, including mechayeh hametim. Students will be able to recount the story of King Solomon and the two women.
Key Words: Nofel Rofe Holeh Asur Yashen Afar King David / King Solomon Ark of the Covenant
Key Concepts: Just as Solomon used his wisdom to help others, our talents are at their best when we use them to make other people’s lives better.
Key Terms: G’vurot Tzadik
10 Unit 12: 3 sessions, 1 hour each // (Estimated) Holiday: Tu B’Shevat
Texts/Pages: JH 90-99; JS 72-80; EB 98-105
Goals and Objectives: Students will be able to explain the significance of Tu B’Shevat. Students will be able to recite the prayer for fruit. Students will be able to explain the meaning of the Kidusha. Students will be able to recognize the root kof-dalet-shin. Students will be able to explain the meaning of the K’dushat HaYom. Students will be able to recount the story of Elijah and the prophets of Baal and of Elijah’s death.
Key Words: Seder Hallel Kadosh Yom Elijah / Ahab / Elisha Baal
Key Concepts: Judaism teaches us that the many wonders of Nature – trees, rainbows, flowers – are signs of God’s presence in the world. Wood from trees used to build Ark of the Covenant. There is a strong connection between the Land of Israel and the Jewish People. We have a responsibility to help God care for the world. We must be careful not to have faith in things that can become false idols, like celebrities, money or fashion.
Key Terms: Tu B’Shevat / Rosh HaShanah LaEilanot Kidusha K’dushat HaYom HaMakom Idolatry
Assessments for Units 11 and 12: Tests Quizzes Oral reading activities Individual read alouds
Suggested Activities: Students will plant parsley to be used for Pesach Seder
Unit 13: 3 sessions, 1 hour each
Texts/Pages: JS 81—86; EB 106-113
11 Goals and Objectives: Students will be able to explain the meaning of the Birkat Shalom. Students will be able to explain the meaning of the root Shin-Lamed-Mem Students will be able to recount the story of Jonah and the fish. Students will be asked to consider whether prayer can make someone well.
Key Words: Shalom Yisrael Ainaim Olam Al Melech Tov Nineveh / Jonah
Key Concepts: Judaism values peace and teaches that when we pursue it we are doing something holy. Just as the people of Nineveh asked for God’s forgiveness, we hope that God will accept our teshuvah. One of the most important things we can do for a sick person is taking the time to visit him (her).
Key Terms: Peace Shalom Rav
Unit 14: 3 sessions, 1 hour each
Texts/Pages: JS 87-91; EB 114-121
Goals and Objectives: Students will be able to explain the meaning of the Aleinu. Students will be able to summarize what the Book of Isaiah is like. Students will be able to describe Isaiah’s vision of a perfect world. Students will be asked to consider whether God understands Hebrew best.
Key Words: Korim Melech Kadosh
Key Concepts: Our actions have a huge impact on the kind of world we live in. God is the ruler of the whole world God is the one God
12 Key Terms: Book of Isaiah Prophecy
Unit 15: 3 sessions, 1 hour each // (Estimated) Holiday: Purim
Texts/Pages: JH 100-113; EB 122-139
Goals and Objectives: Students will be able to explain the significance of Purim. Students will be able to recount the story of Jeremiah on EB pgs 123-126. Students will be able to recount the story of Esther.
Key Words: Megillah Megillat Esther Ra’ashanim / Groggers Esther Haman Mordechai Ahasuerus Purim Shpiel Hamantaschen / Oznei Haman Fast of Esther Mishloach Manot / Shalach Manot Klal Jeremiah Esther / Vashti /Ahashuerus/ Mordecai / Haman Shushan / Persia
Key Concepts: The Purim story teaches us just how dangerous hatred can be and how important it is to realize that we are all one big Jewish family. We are God’s partners in making sure that justice is done in the world. Students just like you are the future of the Jewish people. All Jews are responsible for one another. Being part of the Jewish people is like being part of a huge family.
Key Terms: Purim Tzedek Book of Esther Simcha
Suggested Activities: Create Purim masks for bulletin boards Bake Hamantaschen Create Mishloach Manot baskets to be exchanged in class
13 Practice Avot/Amidah
Assessments: Oral reading Games Tests Quizzes Class discussions Create Purim Shpiel
Unit 16: 3 sessions, 1 hour each
Texts/Pages: JS 92-96; EB 140-147
Goals and Objectives: Students will be able to explain the meaning of the Kaddish. Students will be able to recount the story of Daniel. Students will be able to recount the story of Shadrach, Mishach and Abednego. Students will be asked to consider whether the Bible is true. Students will be asked to consider whether God performs miracles.
Key Words: Gehinon Kaddish Yatom Zohar Daniel / King Nebuchadnezzar Shadrach / Mishach / Abednego
Key Concepts: Judaism challenges us to let others know when they have done something wrong, like when they gossip or bully someone. But we must tell them in a way that is respectful and appropriate. The important thing about Bible stories is that we take their lessons to heart. The world is filled with miracles and it’s our job to recognize them. Kaddish is in praise of God and not about death
Key Terms: Aramit / Aramaic Torah / N’veim / Ktuvim / Tanakh Miracle
Unit 17: 4 sessions, 1 hour each // (Estimated) Holiday: Pesach
Texts/Pages: JH 114-131
Goals and Objectives: Students will be able to recite and translate the Four Questions. Students will be able to explain the main qualities of the Four Children. Students will be able to explain the significance of Pesach.
14 Students will be able to identify and name the items on the Seder plate and describe their symbolic meaning.
Key Words: Matzah Maror Kulanu M’subin Shtey P’amim Layla HaZeh Haggadah Hametz / Bedikat Hametz Zeroa Beitzah Maror Haroset Karpas Afikomen Dayeinu Omer Yitziat Mtzraim
Key Concepts: In every generation it is important that we remember the exodus from Egypt. Though we are free there are still people in the world who are oppressed. We must work with God and others to free people in need. We are God’s partners in making the world a better place.
Key Terms: Ma Neshtana Pesach Pidyon Sh’vuyim Counting the Omer Shir Hashirim
Suggested Activities: Make Seder plates Make charoset
Unit 18: 3 sessions, 1 hour each // (Estimated) Holidays: Yom HaShoah, Yom HaZikaron & Yom HaAtzmaut
Texts/Pages: JH 132-153; EB 148-155
Goals and Objectives: Students will be able to explain the significance of Yom HaZikaron. Students will be able to explain the significance of Yom Ha’atzmaut. Students will be able to recount the story of Ezra and Nehemiah. Students will be asked to consider whether God punishes people for their actions.
15 Key Words: Holocaust/Shoah Ghetto Yahrzeit Warsaw Ghetto Uprising Haluztim Kotel Yom Yerushalayim Hatikvah Zion Jerusalem Day Remembrance Day Ezra / Nehemiah / King Cyrus Jerusalem
Key Concepts: All people are made in God’s image (b’tzelem Elohim). By remembering the Shoah we can help prevent it from ever happening again. We should also remember the goodness of people who fought against the Nazis and that there is always hope for the future. Judaism teaches us the seeking peace is a holy act. Starting over can be hard, but sometimes it can make us stronger and build a confident community.
Key Terms: Yom HaShoah B’tzelem Elohim Kaddish Anne Frank Hannah Senesh Promised Land Zionism Teshuvah Theodor Herzl / Chaim Weizmann / David Ben-Gurion / Gold Meir
Suggested Activities: Make maps of Israel Make Omer counting Chart using barley to mark each day
Unit 19: 2 sessions, 1 hour each // (Estimated) Holiday: Lag B’Omer & Shavuot
Texts/Pages: JH 154-173
Goals and Objectives: Students will be able to explain the significance & customs of Lag B’Omer. Students will be able to explain the significance & customs of Shavuot. Students will be introduced to different ideas about what happens to people after they die.
16 Goals and Objectives:
Key Words: Omer Tikkun leil Shavuot Hag Habikkurim Zachor
Key Concepts: The Torah is the life of our people, containing our laws, traditions and history God gave the Torah to all Jewish people
Key Terms: Lag B’Omer Shavuot Rabbi Akiva Ruth Reincarnation Messiah
Suggested Activities: Make Torah scrolls and have students pick a favorite Bible story to illustrate for their scroll
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