The Mifgash - LA-BRI'UT: TO OUR HEALTH AND WELLNESS › uploads › 1 › 0 › ...La’bri-ut: To...

La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah

TheMifgash

Themifgash(ִמְפגָׁש-meetingorgathering)isa20-30minuteweeklysynchronoussessionwiththeteacherandlearners,plusanyteachingassistants(madrichand/ormadrichah;thepluralismadrichim).Duringeachmifgash,thereistheopportunityto:check-inwiththestudents;buildcommunity;celebrateandsharesomeoftheactivities/challengesthestudentsaccomplishedthe

previousweek;and,introducenewcontentfortheupcomingweek.Eachmifgashfollowsthesameformattocreateasenseofconsistencyandroutine:

● Greetings/Check-In(3minutes)Thesearehellostoeveryindividualastheyenterthemeetingandaquickcheck-inoractivity.

Examplesinclude:

• Passthegreeting–Callonsomeoneandaskhowtheyarefeelingtodayandtheycallonanotherpersoninthegroup.

• Findingeachother–Everyoneisaskedtoreachtothepeopleoneithersideofthemandthenaboveandbelow.

• Etc.

● Reflection/CommunityBuilding(4-7minutes)Thisisareminderofwhathappenedthelastsessionandtheactivityorchallengethatchildren

workedon.TheFlipgriduploadsarereferencedand2-3children’spostingsarespotlightedeach

week(overthecourseofanumberofweeks,everyonewillhaveachancetobeinthespotlight).

Theteachermightalsodoa3-4minutecommunity-buildingactivitythatfitsthetheme.

● NewContent(15minutes)Thisweek’slearningisintroducedandthemainactivityisaccomplishedtogether.

● LaunchingAt-HomeLearning(5minutes)Thelowerelementaryandupperelementarylearnersareintroducedtotheiractivitiesor

challengesfortheupcomingweek.Ideally,thesearedoneinbreakoutroomssothateachage

groupisofferedafocused(andexciting)introductionandexplanationoftheirtask.Ateen

assistant,preppedforthetask,couldmeetwithonegroupandtheteacherwithanother.

Thatsaid,iftheentireeducationalprogrammeetsasawholeandthenk’vutzotorclassesaredividedintobreakoutrooms,itwillbeimpossibleforak’vutzahtousethebreakoutroomsforthis“launch.”Zoomoffersonlyonelayerofbreakoutrooms.

Ifyoudonothavetheoptionofbreakoutrooms,youmaymakemodificationstohowyou

handlethelesson.Forexample,consideraskinganychildrenworkingwiththeupperelementary

challengestotakeafewminutebreakwhileyouorienttheyoungerlearnerstothisweek’s

activityboxinstructions;however,theolderchildrenshouldstayinearshot.Introducethe

activityboxtothelowerelementaryagechildren,thensendthemoff.Callbacktheolder

childrenandlaunchtheirlearningfortheweek.Notethatthisoptionwillincreasethelaunchto

10minutestime.

(con’t)


Follow-Up–Whetherornotteacherswillbeschedulingcall-in/“AskMe”timesduringtheweek,childrenshouldreceivework-remindersandadditionalresources(linkstobooksonlinewith

complementarythemes,songs,etc.).FamiliesshouldbesentorgiventhelinktotheweeklyFamily

Schmoozequestions,designedforcasualconversationaroundthedinnertable,whileinthecarorany

otherappropriatetime.


Session1:Whatisg’vurah?

Thefocus:Learnersconsiderthequalitiesofthosewhoshowg’vurah,usingone’spowerandstrengthforgood.

Notetotheteacher–G’vurahliterallymeanscourage,bravery,strengthormight.Inthismodule,wearetranslatingitas“strengthorpowertodogood.”Becausewedonot

wantchildrentoconfuseg’vurahwiththeG’vurotblessingthat’spartofdailyworship,teachersareencouragednottousethewordinitsHebrewpluralform(g’vurot),norbyEnglish-izingtheplural–don’tsayg’vurahs.ThismeansacontinualefforttomaketheEnglishgrammaralwaysrefertog’vurahassingular.Alltheexamplesinthiscurriculumguideareofferedthatway.

Teacherpreparation:

Openonyourcomputer:

● RESOURCESHEETA-Whichofthesedoesn’tbelong?● RESOURCESHEETB-G’vurahornotg’vurah?

Makesuretolookaheadtosession#3–aguestneedstobeinvitedinadvance.Thiscouldbean

adultorateen;theeducationdirectororclergymayhavesomeideasforyou.

FORLAUNCHINGAT-HOMELEARNING:

• Openonyourcomputer(availableontheLa-bri’utwebsite)o LowerElementaryBoxInstructionsVideoo UpperElementaryChallengeVideo

Thesession:1) GREETINGS/CHECK-IN(3min)

Teacher’schoice

2) REFLECTION/COMMUNITY-BUILDING(7min)

a) OPTION:Play,“Whohaspower?”o Tellk’vutzahmembersthatthechallengeofthisgameistoofferexamplesofthosewith

power.Answerscouldbeofarealperson(KingDavidfromtheBible),afictionalperson

(HarryPotter),orsomethingelse(e.g.,amosquito!).Explainthestructureofoneperson

askingaquestionandanotherpersonanswering.

o Startbysaying,“_______________had(orhas)power.”[Youmightsay,“KingDavid”or“Abraham”or“HarryPotter”or“anelephant”then,strikeapowerpose.]Callonsomeoneinthek’vutzah,e.g.,Anna“Anna,whohaspower?”Feelfreetouseapowerfulvoicewhenyousay“power.”


Annaresponds,“_____has/hadpower.”ShestrikesapowerposeThenshecallsonsomeoneelseinthek’vutzah,e.g.,Joe“Joe,whohaspower?”Encouragehertosaypowerwithapowerfulvoice.

• Continueuntileveryonehashadaturn.Attheend,tellstudentsthattheHebrewwordforpowerorstrengthisg’vurah;that’swhattheywillbefocusingonforthenextfiveweeks.

b) OPTION:Teacher’schoice

3) NEWCONTENT(15min)a) DEFINITIONOFG’VURAH

i) Screen-shareRESOURCESHEETAwithitsphotosofCaptainAmerica,Superman,WonderWomanandahealthcareprofessional.

ii) Firsthavestudentsidentifyeachperson.ExplainthateachofthemhasaJewishconnection(CaptainAmericaandSupermanwereallcreatedbyJewishwritersandartists,theactress

whoplayedWonderWomanintherecentmoviesisanIsraeliJew,andthemalephysical

therapisthappenstobeJewish).Tellstudentsyouheardthatoneofthesepeopledoesn’t

belongwiththeothers.Askthemwhotheythinkitmightbe.

iii) SURPRISE!Whilethreearefictionalsuperheroesandoneisnot,theyallareheroes.(1) Askwhatmakeseachofthesepeopleahero?Gathertheresponsesandusethemto

helpchildrenunderstandthatheroesusetheirstrengthandpower“forgood,”they

makeapositiveimpact.

(2) InHebrew,g’vurahmeansstrengthandpowerusedforgood.

b) G’VURAHASSTRENGTHANDPOWERUSED“FORGOOD”SharethepicturesonRESOURCESHEETB.

i) Askchildrentoindicatewhichoftheseusetheirg’vurahforgood.Asyoushareeachofthesepicturesone-at-a-time,feelfreetouseaphysicalwaytodenote“yes”and“no”(e.g.,

jumpingupifyes,waggingtheirfingerifno).

ii) Afterchildrenshowtheirresponse,spendsometimetalkingaboutthatperson’sstrengthandpower.

c) REVIEWOPTION:Replaythepowergameusingthequestion,“Whohasg’vurah?”Mighttheybeabletozipthroughitfasterthantheydidatthebeginningofthesession?

d) QUESTIONSFORTHOUGHTBasedoneverythingdiscussedtoday,howarechildrenunderstandingthemeaningofg’vurah?


4) LAUNCHINGAT-HOMELEARNING(5min)–Ideally,thissectionisdoneinbreakoutrooms,oneforthelowerelementarylearnersandonefortheupperelementaryones.Madrichimmaybetappedtohelpleadoneoftheseconversations.Pleasereadthemoredetailedinformationonpagesevenfor

“LaunchingAt-HomeLearning.”a) Lowerelementary(thosewiththeactivitybox)–Theyhavematerialstocreateag’vurahbox

thatwillbeaddedtointhesecondweekofthemodule:aboxwithaclearwindow(sotheycan

seeinside),g’vurahstickers,2-3dotmarkers,glueanddecorationstoglueontothebox(e.g.,fakegems,sequins).Theirtaskistodecoratethecontainer,includingimagesandwordsthat

representpowerandstrength.Acoupleofdaysbeforeyoumeetagain,remindthemtopostto

Flipgridapictureoftheirg’vurahboxandtotellyouaboutit.

b) Upperelementary(thosewiththevideochallenge)-Sharethevideothatintroducesthefirstat-homechallenge,orasklearnerstowatchitontheirownathome.Considershowingitallthe

waythrough,returningtooneoftheembeddedquestions(yourchoice)todiscussasagroup

forafewminutes.Usingscreen-share,introducelearnerstotheG’vurahChallengeCard#1.

Makesuretheyseeandunderstandthechallengeoftheweek:ExploreexamplesofJewish

heroeswhousedtheirg’vurah,theirstrengthandpower,forgood.Learntheseheroes’“originstories”(andwhatanoriginstoryis),andthendecoratethefirstpageoftheircomicbookto

introducetheirowng’vurahhero.RemindlearnerstopostphotosoftheircompletedchallengetoFlipgrid.SeeChallengeCard#1forfullinstructions.

FAMILYSCHMOOZE:Thisiseitheranideaorbehaviorthatparentscanreinforceinthecomingweek,orasetofopen-endedquestionsthatfamiliesmaydiscussaroundthedinnertable,inthecar,oranywhere

theyaretogether.Ifthereismorethanonechildinthefamily,theSchmoozequestionswillbridgethe

learningandthinkingbetweenyoungerandolder,olderandyounger.Theschmoozeis:

Thisweekwebeganexploringg’vurah,aHebrewwordwearetranslatingasone’spowerorstrengthusedforgood.Thereareplentyofsuperheroeswhousetheirpowerforgood,but

therearecertainlyotherswhohavepower,butdonotuseitasg’vurah.

Inthisfirstsessionofthisnewmodule,yourchildrenbegancollectingexamplesofg’vurah.Anytimeyouandyourchildreadabooktogether,watchatvshoworenjoyamovie,feelfreeto

schmoozeaboutcharactersthatusetheirg’vurahforgood.Dittoforidentifyingreallifeexamples–ofthoseinyourfamilyorpeopleyouencounterwhotapintotheirg’vurah.

Knowthateachweekwewillspotlightafewchildren,sharingstoriesoftheirg’vurah.Tosupportthis,wehavearequestofouradults–identifyatimewhenyourchildusedg’vurah,theirpowerandstrength,forgood.Sharethestorywithyourchild,withspecialemphasison

whatyouidentifyasg’vurah.Beginningnextweek,childrenwillidentifytheirowng’vurah,theirownpowerandstrengthusedtobenefitothers.Whilewehopeeachchildwillbeabletoretell

theirg’vurahstoryindependently,detailssometimesgetgarbled.So,weaskthatyougotoourclass’sFlipgridaccountandsharethestory,possiblywithyourchildhelpingwiththetelling.That

willenableustoeithersupportyourchildinthetelling,orusethevideoduringoursession.If

youhavequestions,pleasebeincontact.


FOLLOW-UPDURINGTHEWEEK● Immediatelyafterthesessionsendupperelementarychildrenandparentsalinktothe

challengevideosotheymaywatchitagainANDsendlowerelementaryparentsalinktothebox

instructionsvideotosharewiththeirchild.

● Sharesomeresourceswithlearnersandparents.o Youngerchildrenwillfindexamplesofg’vurahinthesebooks:

▪ AllKindsofStrong,bySharonBaker(forages5-7)–a2015PJLibrarybook▪ BraveGirl,byMichelleMarkel(forages6-8)-a2014PJLibrarybook▪ PearlMoscowitz’sLastStand,byArthurLevine(forages6-8)–a2020PJLibrary

book

▪ ZishetheStrongman,byRobertRubinstein(forages5-7)–A2014PJLibrarybook

o Olderchildrenwillfindexamplesofg’vurahinthesebooks;▪ BrokenStrings,byEricWaltersandKathyKacer(forages11+)-APJOurWay

book

▪ SusiQFightsBack,byJaneCutler(forages9+)–APJOurWaybook▪ TheAdventuresofJellyEliZ.byDavidAdler(forages9+)–APJOurWaybook▪ TheStoryteller’sBeads,byJaneKurtz(forages10+)–APJOurWaybook,found

inmanysynagoguelibrariesandonAmazon.

▪ TurtleBoy,byM.EvanWolkenstein(forages10+)–foundinmanysynagoguelibrariesandonAmazon

● RemindstudentstosharetheirworkonFlipgrid(“Ican’twaittoseewhatyoupost!”)● Sendacheck-innotetoparents;includetheFamilySchmoozelinkandencouragethemto

recordtheirchild’sg’vurahstorytoyourFlipgridaccount.● Respondtopostings

o Toencouragestudentsforfuturesessionso Tochoosewhattoshareinthespotlightsectionofthenextsession.


RESOURCESHEETA:WHICHOFTHESEDOESNOTBELONG?

https://www.vanityfair.com/hollywood/2017/06/gal-gadot-wonder-woman-salaryJacobMoskowitz,physicaltherapisthttps://en.wikipedia.org/wiki/File:CaptainAmerica109.jpg


RESOURCESHEETB-“G’vurahornotg’vurah?”

Scar,fromtheLionKing

http://pngimg.com/download/31004


QueenEsther

Haman

PaintingbyErnestNormand

https://commons.wikimedia.org/wiki/File:Esther_Denouncing_Haman.jpg


FormerFirstLady,MichelleObama

https://obamawhitehouse.archives.gov/blog/2012/01/25/healthy-changes-menu-school-lunches


SupremeCourtJustice

RuthBaderGinsburg

https://commons.wikimedia.org/wiki/File:Ruth_Bader_Ginsburg_official_SCOTUS_portrait.jpg

Date post:	06-Feb-2021
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