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Sixth Grade Hebrew Curriculum Will Focus on Mastery, Fluency

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Sixth Grade Hebrew Curriculum Will Focus on Mastery, Fluency 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.
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