Section 1 1. Grade 6 2. Sefer Bamidbar, Perek 19 3. Overall goals in Chumash this year a. Students will learn moral lessons from the Torah, and learn to apply them to their own lives. b. Students will learn skills necessary to translate of a posuk on their own. 4. Big ideas in this unit a. Chukim – laws we don’t understand the reason for b. The definition and effects of tumah c. What can be a parah adumah d. Purpose of the parah adumah e. Different roles of people in the process of the parah adumah. f. The process of the parah adumah g. Results of the parah adumah h. What becomes tamei i. How people become tamei. Section 2 Lesson 1 1. Posukim 1-2 with Rashi, including Rashi on posuk 22 a. Students will know …. the requirements for a cow to be a parah adumah. what chok is, and other examples of Chokim. the purpose of the parah adumah (according to the second explanation of Rashi- pasuk 22) why the parah adumah has to have these requirements (based on the second explanation of Rashi in pasuk 22) b. Students will have acquired the skills to Identify the difference between a regular vav at the beginning of the word, and a vav ha’hipuch.
Transcript
Section 1
1. Grade 62. Sefer Bamidbar, Perek 193. Overall goals in Chumash this year
a. Students will learn moral lessons from the Torah, and learn to apply them to their own lives.b. Students will learn skills necessary to translate of a posuk on their own.
4. Big ideas in this unita. Chukim – laws we don’t understand the reason forb. The definition and effects of tumahc. What can be a parah adumahd. Purpose of the parah adumahe. Different roles of people in the process of the parah adumah.f. The process of the parah adumahg. Results of the parah adumahh. What becomes tameii. How people become tamei.
Section 2
Lesson 1
1. Posukim 1-2 with Rashi, including Rashi on posuk 22a. Students will know ….
the requirements for a cow to be a parah adumah. what chok is, and other examples of Chokim. the purpose of the parah adumah (according to the second explanation of Rashi-
pasuk 22) why the parah adumah has to have these requirements (based on the second
explanation of Rashi in pasuk 22)b. Students will have acquired the skills to
Identify the difference between a regular vav at the beginning of the word, and a vav ha’hipuch.
Translate “important” and often occurring shorashim. Provide possible suggestions of how learning about the parah adumah so far can be
applied to our daily lives.Ex: If parah adumah is a chok, it’s a lesson for us that we don’t do mitzvos when we understand them. We do them because Hashem tells us to, and we have emunah that there’s a deeper meaning behind the mitzvos.
c. Plan to keep students engaged when learning the text.1. Put up a tafkid hakriyah
a. Ex: a. TLW… know the requirements for a cow to be a parah adumahb. TLW…. Listen to the rebbe read and translate the words, and be able to read and
translate on their own.2. Provide fill in sheets for visual learners3. Smartboard presentation of the posukim, highlighting in one color shorashim, and in
another color the vavim.4. Provide rubric
Score Note taking Understood Chavrusa
2
Filled-in all the sheets
Both of the tafkid hakriyah
Read both posukim with Rashi without disruption
1
Filled-in some of the sheets
One of the tafkid hakriyah
Read both posukim with Rashi with
disruption
0
didn’t fill in any of the sheets.
None of the tafkid hakriyah
Didn’t read or listen to either of the
posukim, and was disruptive.
Total
5. Checking for understanding
Provided with the Smartboard presentation will be the following questions
1. Thumbs up if you hold the answer is A, and thumbs down if you hold the answer is BThe vov ha’hipuch changes the word to the A. FutureB. Past
2. Raise one finger if you believe the answer is A Two fingers if you believe the answer is B Three fingers if you believe the answer is C
1. A chok is a
a. Law which we can understandb. Law which we can’t understandc. An engraving on the parah adumah
2. The parah adumah isa. A chok which no one can understandb. An atonement for the sin of the golden calfc. Both of the above
1. In addition, on a response card, please write down all the requirements for a cow to be a parah adumah.
2. Vote with your feet – do you feel you get more reward for doing mitzvos when you don’t understand the reasoning being them; or mitzvos which the Torah gives the reasoning behind them. If you more “don’t understand” go to the right side of the room. If you hold “understand” go to the left side of the room. If you hold they are the “same” go to the middle of the room.
a. Students will go into groups once I give a cueb. Students in each “vote” will discuss with one other member
defending their opinions. This will take no more than three minutes.c. Students from all the groups will now promote and defend their
“vote.”
3. Students will also be divided into chavrusas. As one person reads the Hebrew, the other one is translating into English. This prevents boredom of the listener. When I say the word “chavrusa,” they will have one minute (with a timer being provided on the Smartboard for everyone to see), they will learn the chavrusa I provide for them. Students should look back at the rubric in order to understand my expectations of them.
4. Students write in journals summary of the lesson.
6. Rashi is the only mefaresh being learnt here. The reason is the class is on the weaker side, and they haven’t quite mastered how to read a posuk. Therefore I am limiting Rashi, except when I feel necessary. However, these Rashis are fundamental Rashis. 1. He discusses the importance of doing mitzvos whether you understand the reasoning behind them or not. 2. With another explanation, Rashi explains the parah adumah is atonement for the golden calf. This provides a more positive answer for those who aren’t satisfied with doing mitzvos without truly understanding them.
7. How are we going to apply to our daily lives? Students will be given a sheet, where they are to write something which when they first heard about didn’t make any sense, but later
found out why it was necessary to do it? (Example: Why do you learn certain English subjects which you don’t feel are applicable, but at a later point ended up using that “un-useful knowledge)
Lesson 2 Bamidbar Perek 19 Posukim 3-6
1. Students will know…. The responsibilities of Elazar Hakohein and other Kohanim. The step-by-step process of the Parah Adumah ritual. The reasons for the process of the Parah Adumah
Students will have acquired the skills … Compare the different explanations of Rashi from the beginning of the
perek to the end of the perek. Identify which Kohein is doing what action. Identify the location for each of the actions of the Parah Adumah.
2. Students will have acquired skills to…
Provide ideas and thoughts of how these posukim relate to our personal lives.
Read and translate the posukim from inside a chumash.
3. How will students be engaged in the texta. Put on the board tafkid hakriyah
1. TLW.. know the role the Elazar Hakohein, and why he was chosen for this role.2. TLW.. be able to distinguish the jobs of the Kohanim, and why these jobs had
to be done.b. Fill-in sheets will be provided. A smart-board presentation will facilitate in filling
out the sheets.c. The following chart will be provided, which will be filled out together as we read
through the pasukim
Who? What (לשון הפסוק) What (Translation) Why? (if applicable)
Elazar HaKohein
Kohein #2
Kohein #3
Kohein #4
d. On the smart-board, posukim from the Chumash will be on the board, color-coded by prefix/es, verb, noun, and suffix/es. In addition, pictures of the different acts can be shown to the class, to give more visual aids.
4. Activities a. Thumb raising (A=thumbs up. B=thumbs down)
1. Elazar Hakohein was chosen to do the Parah Adumah because
a. His father, Aharon, did the golden calf, and it was inappropriate for him to do the Parah Adumah.
b. Elazar was the Kohein Gadol, and the Kohein Gadol should be the one performing the Parah Adumah.
2. The cow was burned because a. It represented Moshe Rabbeinu receiving the word of Hashem at “Burning
Bush.”b. It’s an atonement for the golden calf, and just like it was burnt, the Parah
Adumah was burnt.3. Finger raising (A=1, B=2, C=3)
What did the Kohein not burn with the Parah Adumah?a. Hyssopb. Cedarhurstc. Crimson wool
b. Anchor activities – based on the book, “Torah Town,” students will draw a picture
of the Parah Adumah. Around the cow, students should draw clearly and explain what is happening to the parah adumah. The book “Torah Town” will be exhibited in order for the students to have a clearer understanding of what I want. Pages will be provided to draw rough and final drafts of your picture. This project will go on for many days.
c. Students write in journals summary of the lesson.
5. Rashi is the only mefaresh being chosen. I am teaching a sixth grade lower level class, and they are in need of gaining regular Chumash skills, and simple enjoyment from the text. I am not, nor expected, to teach a rigorous curriculum.
6. Making it relevant –a. What lesson can you think of, that we learn that the Kohein had to throw
cedarwood, hyssop, and crimson wool into the ashes of the Parah Adumah? (See Rashi (עץ ארז ואזוב וש�ני תולעת))
b. Expressing the importance of different roles for everyone in life. In addition, sometimes you have to do something even if you don’t want to. Who really wants to become impure? Sometimes, one is going to have to get dirty and clean up someone else’s mess.
Lesson 3
Bamibar: Perek:19 Posukim: 7-10 Cleaning after the CowLearning targets:
1. Students will know The purification process of those becoming impure from the Parah
Adumah Gathering and placing of the ashes of the Parah Adumah.
2. Students will be able to Identify differences in the loshon hapasukim regarding the
purification of the three Kohanim. Suggest possible answers to the differences in the language.
3. Students will be engaged through Tafkid Hakriyah
1. TLW.. identify three of the Kohanim who have to go through a purification process as a result of their role in the Parah Adumah.
2. TLW.. know the step-by-step purification process3. TLW.. know where the ashes of the Parah Adumah are placed,
and be able to explain why they are placed in those places. Fill in sheets Accompanying smartboard presentation to facilitate filling in the
sheets. Accompanying smartboard presentation of the posukim, featuring
different highlighted colors for dikduk, verbs, and nouns. Rubric
Score Note taking Understood Chavrusa3. Filled-in all the
sheetsAll three of the tafkid hakriyah
Read both posukim with Rashi without disruption
2.Filled-in some of the sheets
Two of the tafkid hakriyah
Read both posukim with a little bit of distraction
1.
Filled- in a little bit of the sheets
One of the tafkid hakriyah
Read both posukim with Rashi with
disruption
Score Note taking Understood Chavrusa
0
didn’t fill in any of the sheets.
None of the tafkid hakriyah
Didn’t read or listen to any of the
posukim, and was disruptive.
Total
4. Learning activities Thumbs up if you hold A, and thumbs down if you hold B.
1. Which camp were these three Kohanim sent out of?A. Machane ShechinaB. Machane Yisrael
2. What’s true?A. He can come into the camp, and then become tahorB. He can pure, an then enter the camp.
Response card : 1. Which three people are mentioned in these posukim who have
to go through a purification process?2. What is the purification of all these three people?3. Where were the ashes of the Parah Adumah placed? Why were
they placed there? Chavrusas – students are to read to each other. While one reads
the Hebrew, one translates. This is repeated by the other partner. When you’re finished, and there’s more time, go over and review from the beginning of Perek 19.
As part of the anchor activity, draw a picture of the posukim based on the book, “Torah Town,” which will be introduced to the class. Students are to label each action using the book as a springboard.
Students write in journals summary of the lesson.
5. Rashi will continue to be the only mefaresh used since this is a sixth grade lower level class.
6. How will I make the material relevant to their lives? Students will be given the following activity. We learn about how when one is tamei, one has to go through a purification process in order to become tahor. This preparation allows the impure Kohein to go back into the Machane HaShechinah. On the following worksheet, answer how we purify ourselves?
a. Before getting dressed, one has to …..b. Before davening, one has to …… (several answers possible)
c. Before putting on tefillin, one has to …d. Before going to sleep, one has to …e. Before Rosh Hashana, one has to …..
Lesson 4Bamidbar: Perek:19 Posukim: 11-13
Learning Targets
1. Students will know … What happens to one who touches a corpse Purification of one who touches a corpse Consequences of one who doesn’t purify himself after touch a corpse.
2. Students will be able to… Suggest reasons why the purification process differs for one who touched
a dead corpse. Appreciate more the value of human life.
Anticipatory Set – When I was younger, I participated in a Pesach car-wash. I did it for a organization, as a fundraiser. Some cars were relatively clean and just needed a little bit of “polishing up.” For those we didn’t expect a big donation. A few bucks, a we would be happy. Others, you had to spend hours cleaning, scraping off stains, and sticky candies, etc. For those we expected a much bigger donation. We had to clean up a bigger mess. The same is true in Torah. When someone become impure with a “minor” thing, the purification is not as long and detailed. However, the more impure you are, the more “donation,” purification process is expected.
3. How will students be engaged Write the tafkid/im hakriyah
1. TLW.. know what happens to someone who touches a human corpse.2. TLW.. know the purification of someone who touches a human corpse.3. TLW.. know the punishment of one who enters the Mishkan, impure
from touching a human corpse.4. Fill in sheets5. Smartboard presentation assisting in filling out the sheets; and a
presentation of the posukim highlighted as previously stated.6. Rubric
Score Note taking Understood Chavrusa3. Filled-in all the
sheetsAll three of the tafkid hakriyah
Read both posukim with Rashi without disruption
2.Filled-in some of the sheets
Two of the tafkid hakriyah
Read both posukim with a little bit of distraction
1.
Filled- in a little bit of the sheets
One of the tafkid hakriyah
Read both posukim with Rashi with
disruption
0
didn’t fill in any of the sheets.
None of the tafkid hakriyah
Didn’t read or listen to any of the
posukim, and was disruptive.
Total
4. Learning Activitiesa. Thumbs up or thumbs down (A=up, B=down)
1. One who touches a corpse is impure for a a. Dayb. Seven days
2. True or False – One becomes tamei by touching any corpsea. Trueb. False
3. In order to be purified, one not only needs to go to the mikvah, but must have water sprinkled on him.
a. True b. False
b. Students write in journals summary of the lesson.
5. Rashi is the only mefaresh being learnt here. The reason is the class is on the weaker side, and they haven’t quite mastered how to read a posuk. Therefore I am limiting Rashi, except when I feel necessary.
6. How will I make this lesson relevant to their lives? We learn here that when one enters the Mishkan impure, they get kares. They belittle the holiness of this special place. Let’s drive this point home by filling the following worksheet.
You’ve been invited to meet the Queen of England. You know she’s British and proper, and you can’t just do whatever you want. Write down a checklist of dos and don’ts for what you will do when you meet the Queen.
Lesson 5Perek: 19 Posukim: 14-171. Students will know:
The laws regarding when a person who enters a tent with a corpse. The laws regarding of open utensils in a tent with a corpse The laws of one who touches corpse. Other items one becomes tamei for seven days for. The purification process of one who touches a corpse.
2. Students will be able to: translate new words such as
a. אהלb. �לי כc. עצםd. קבר
Give possible answers to question proposed by other students. Summarize in their own words the posuk with Rashi’s commentary.
3. How will I keep students engaged in the learning? Place tafkid hakriyah on the board
a. TLW. Know the laws of when a person enters a tent with a corpseb. TLW.. know which open vessels become impure when being inside
a tent with a corpse.c. TLW.. know the laws of when a person touches a dead corpse.d. TLW. Be able to translate some difficult millim, and apply them in
the reading of the posuk.e. TLW. .. be able to summarize in their own words the posukim with
Rashi’s commentary. Students will have fill in sheets, provided with a smartboard of the
posukim. Rebbe and students will read and translate the posukim together. Rubric will be provided in order to focus the student.
Score Note taking Understood Chavrusa 3. Filled-in all the
sheetsAll five of the tafkid hakriyah
Read all posukim with Rashi without disruption
2.Filled-in some of the sheets
Three of the tafkid hakriyah
Read posukim with a little bit of distraction
Score Note taking Understood Chavrusa
1.
Filled- in a little bit of the sheets
One of the tafkid hakriyah
Read posukim with Rashi with disruption
0
didn’t fill in any of the sheets.
None of the tafkid hakriyah
Didn’t read or listen to any of the
posukim, and was disruptive.
Total
4. Learning activities Chavrusas Students continue to make pictures with the “Torah Town” format. Students write in journals summary of the lesson. Response card
1. What become tamei when a person enters a tent with a corpse?2. In a an open field, what could a person touch in order to become
impure for seven days?
5. Rashi will continue to be the only mefaresh. With the exception of Rashi – “Pesil,” all the other Rashis will be learned. These Rashis are helpful to understanding p’shat in the posuk.
6. How will the material become relevant? The posuk says, “This is the Torah of when a person dies in a tent.”
Many learn that if one wants to merit great levels in Torah, they have to make themselves “dead,” not needing materialism. (Obviously, this has to be done in a way that doesn’t turn kids off.) Stories of gedolim who worked hard on themselves will be told to drive this point hard more.
Lesson 6
Bamidbar Perek 19; Posukim 18-22
A. Learning targets 1. Students will know:
a. The purification process of a tent which had a corpse inside.b. The purification process of one who touched a corpse, etc.c. The results of anything which touches an impure person.
2. The student will be able to a. Summarize in their own words the posukim.b. Provide answers to questions by their fellow peers.c. Read and translate posukim to their chavrusa.
3. How will I keep students engaged in the text?a. Tafkid hakriyah
1. TLW… know the purification process of a tent which had a corpse in it.2. TLW.. know the purification process of one who touched a corpse, etc.3. TLW.. know the results of anything which touches an impure person.4. TLW.. be able to read and translate the posukim to their chavrusa.
b. Fill in sheets will be provided with the assistance of a Smartboard presentation.c. The Rebbe and student will read the posukim with translation in class.
4. Learning activities to promote learninga. Anchor activities
1. Continuing the “Torah Town” type project.2. Write summary of the posukim in their Chumash Journal.3. Response cards
a. How does one purify a tent which had a dead body?b. How does a person become pure after he was in a tent with a corpse?c. What happens to a person who enters the Mikdash while impure?
4. Rubric to help focus the students
Score Note taking Understood Chavrusa3. Filled-in all the
sheetsAll three of the tafkid hakriyah
Read both posukim with Rashi without disruption
2.Filled-in some of the sheets
Two of the tafkid hakriyah
Read both posukim with a little bit of distraction
1.
Filled- in a little bit of the sheets
One of the tafkid hakriyah
Read both posukim with Rashi with
disruption
Score Note taking Understood Chavrusa
0
didn’t fill in any of the sheets.
None of the tafkid hakriyah
Didn’t read or listen to any of the
posukim, and was disruptive.
Total
5. Rashi will be the only mefaresh used as explained before6. How is this relevant?
We will discuss that when one someone brings something “impure” into their house, everything in the house become affected. The more impure it is, the greater the purification process, teshuva, one needs.
Skills learnt throughout the lessons
9-1 Pessukim 19From Parashat Chukat Perek
ר אין־בה מום ה אש ה תמימ ה אדמ ל ויקחו אליך פר י ישרא ר ׀ אל־בנ ר דב ה לאמ= ה יהו ה אשר־צו את חקת התור Eר: ב ז Iן לאמ הר Iל־א Iה וא וה אל־מש ר יה א וידבכח ה אל־נ ו והז ה באצבע= ן מדמ ח אלעזר הכה יו: ד ולק Iה לפנ ת ט א ה ושח חנ Iמ Iיא אתה אל־מחוץ ל ן והוצ ר הכה= ה אל־אלעז ת ם א ל: ג ונתת Iיה ע ה על א־על Iר ל אש
עת י תול= רז ואזוב ושנ ץ א ן ע ף: ו ולקח הכה Iה ישר ה על־פרש ה ואת־בשרה ואת־דמ ר יו את־ע ה לעינ= ף את־הפר ים: ה ושר Iבע פעמ ה ש ד מדמ הל־מוע Iי א פנץ ים ורח ס בגדיו במ ה יכב ת ף א רב: ח והשר Iן עד־הע א הכה ה וטמ חנ= Iמ Iא אל־ה ר יב ים ואח ץ בשרו במ ן ורח יו הכה ס בגד ה: ז וכב Iת הפר יך אל־תוך שרפ והשלאת ה חט י נד רת למ ל למשמ י־ישרא Iת בנ עד Iה ל ית Iה Iור ו ה במקום טה= חנ Iמ Iיח מחוץ ל ה והנ פר הפר ת א Eיש טהור א ף ׀ א רב: ט ואס Iא עד־הע ים וטמ בשרו במ=
וא: Iה
List of skills we will be teaching to 6th grade boys using pessukim from Bamidbar 19; 1-9:ו ההיפוך (12) Identifying זכר & נקבה usages
1) Explain: In Lashon Hakodesh, we read words that are sometimes written in future tense and other times in past tense. The same shoresh, or root of the word, could be expressed in future tense or in past tense. Occasionally, the Torah uses the letter “vav” to switch from past to future or from future to past.Knowing how to identify what that ‘magic’ ‘vav’ looks like will help you translate the possuk properly. Additionally, being able to identify the function of the “vav” prevents mistakes in their bar mitzvah laining.
RULE1. When a ו is placed before any of the אותיות א'י'ת'ן the ו makes theword from future tense (will) to past tense (did).2. When a ו is placed before any past tense verb, the ו makes theword from past tense to future tense.
Explore: Write a word on the board or on a card that contains a ו' ההיפוך then ask the students to indicate with their thumbs if it is past or future. Up indicates past. Down, future. They will indicate with their thumbs at the prearranged signal. Then put up other words and follow the same format. Include words that remain the same tense and words that contain no ו' ההיפוך .Also, each child will have cards some of which contain future-tense words, others contain past-tense words. Teacher will call out past or future and student will raise the proper card.
Experiment:Give the students a worksheet with 6 words containing past and future tenses.Students will identify whether the word is in past tense or future tense.Extend: Have students read from above pesukim to practice usage of the skill.
2) Explain: In Lashon Hakodesh, we read words that are sometimes written in masculine and other times in feminine. The same shoresh, or root of the word, could be combined with one letter to show that it belongs to a male and with a different letter to show that it belongs to a female.The Torah uses the letter “vav” at the end of it to show that it belongs to a male. It puts a “hei” after a shoresh to show that it belongs to a female. Knowing how to identify these additions will help you translate the possuk properly. Explore: Teacher hands each student a card with a word ending with a “hei” or a “vav”, then turns on music for a short amount of time. The students pass their cards to each other while the music is playing. When the music stops each person holding a male card should sit while each person holding a female card should stand. The game repeats itself a 3-4 times.Also, teacher reads words. Students indicate if they are for males with a thumbs up and for females with a thumbs down.Also, teacher calls out a word without a male/female ending. Teacher tells half the class to make it for a male and the other half for a female. Students write their answers on individual chalkboards or dry erase boards.Experiment: Students receive a worksheet on which they have to identify whether a word is male or female. Students also have to convert male to female and vice versa on a worksheet.Extend: Have students practice skill by reading from above pesukim.
Teaching the new vocabulary: 1) First, the students are given the millim sheets without the translation. Together as a class, we go over the vocabulary, where students fill in the translation. One should say beforehand they will be expected to know the word momentarily in order to help them focus. After going over the translation, the teacher raises a card with a word, randomly calling on a student, and the students answers with the translation of the word. This re-occurs many times until the teacher feels the students know the vocabulary.2) Match up worksheet where one needs to match the milah with the correct translation.3) Raise cards with the English translation. Randomly call on students to give the milah to the English word.4) Charades - have students act out the milah. Other students have to figure out the milah. 5) Finger raising- A milah is written on the board. The teacher gives four possible translations for the milah. When the teacher claps, students are to raise their fingers to answer. Example: If a student believes the answer is A, they will raise one finger. B, two fingers, etc. 6) Draw pictures of the millim.
Assessment for Skill #1: Students are given 3 boxes on a piece of paper. One is labeled past, another, future, the third, neither. On the page, there are 15 words. Students must write words into correct box.
Assessment for skill #2: Students are given sentences in Lashon HaKodesh on a paper and are asked to identify whether the sentence is talking about a male or a female.
Assessment for vocab: Students need to match words with its translation on a worksheet.
Skill #1 Skill #2 Vocab
Student 1
92 98 98
Student 2
72 75 76
Student 3
94 90 100
Student 4
82 86 84
Student 5
88 92 90
PLAN OF ACTION: usages זכר & נקבה and ו ההיפוךAnchor activity - Students will be writing a “Dikduk Skill Journal.” After learning a new skill, students will write in the journal the skill they learned the function of the skill, and examples with translation from the pessukim of the skill.Chumash skills Flash Card File - Students will be making flash cards of each new skill. When students are done with an assignment, they can review their flash cards.Teiche sheets- three types of sheets will be given out. One with the pessukim with no translation. One with the pessukim, with the translation of most of the posuk minus the dikduk (which students are expected to fill in); and one sheet with the entire posuk translated with the dikduk in bold (in both Hebrew and English). Based on the level of the student, each student will take the appropriate level sheet.
MillimFlash Card File - Students make flash cards with Hebrew word on the front and translation on the back. Students will then group together and test each other on the millim.Pictournal- Students write a new millah on the top of each page. The student will also document the perek and posuk of where this millah can be found. Underneath, the student will draw a picture displaying their knowledge of the word.Different millim sheets - The advanced student will receive millim sheets with lines, which they are to fill in. Intermediate students will receive match-up millim sheets. Beginner level students will be given millim sheets, that for each word will have four possible multiple choice answers. Powerpoints - Students will make powerpoints with the millah on the top, and visual pictures below.
Fill in sheets (copied from my Davka file). These will not be the actual sheets for they are not so clear on Microsoft.
פרק: יט פסוק: אTranslate the פסוק
And Hashem to Moshe and Aharon
� ןה ואל־אהרר ה' אל־מש�וידב :לאמר
פרק: יט פסוק: ב
Translate the פסוקהת התוראת חק�ז � ה האש�ר־צו 'רלאמ � ב � ד �נ לי יש+ראר ׀ אל־בו אלויקח יך הה אדמ�פרהת�מימ ום מר אין־ב�האש� יה עלה עלר לא־עלאש� :
Translate the :רש"י .זאת חק�ת התורה
the Satan and nations of the
לפי ש�הש+�טן ואמות העולם the Yidden ,מונין את יש+ראלsaying לומרwhat is this את� מה המ�צוה הז ,ומה ט�עם יש ב�ה �תב ב�ה חק�ה ,לפיכך כ�פני �זרה היא מל ,ג אין לך רשות
Reflection: How did the lesson created allowed me to successfully meet your goals for your students.
One of the great factors of lesson planning is being very clear in what you want to teach, and what you don’t feel necessary to teach. In addition, I was able to create several different ways to help students retain information. For one, I was able to figure out clearly ways to keep the students engaged. In addition, I was able to figure out clever anchor activities in order to engage the students, and allow them to retain the information in a new and exciting way. I was also able to create clear and different ways of checking for understanding.
Another great factor of planning is it gives me a clear picture of the bigger picture. What do I want students to accomplish? What will students learn? What projects can I assign?
The planning helps students meet knowledge goals and skills goals.
