PROFESSOR

LAYA SALOMAN

Curriculum and Assessment '

Arielle Gorman

2011

Curriculum and Assessment Arielle Gorman

Table of Contents
Cover Page Table of Contents Learning Goals/Theorist Pre-assessment Formative Assessments Summative Assessment Performance Assessment Affective Assessment Learning Activities Chart revealing relationship between goals, assessments, and learning activities Reflections

Page 1 Page 2 Page 3 to 4 Page 5 to 7 Page 8 to 10 Page 11 to 13 Page 14 to 16 Page 17 Page 18 to 23 Page 24 to 25 Page 26

Curriculum and Assessment Arielle Gorman

Topic: Unit Length: 4 weeks Grade Level: high school Course Schedule: 3 classes per week, 45 min. Type of School: All Girls Students in Class: over ten Academic Level: varied BIG Ideas There are and that are represented through the stories found in that can be applied to our everyday lives 2. Skills are important to really get the most out of Tanach including basic Pshat, deeper understanding, and lessons that can be derived from the text.
1.

Prerequisites
1. 2. 3. 4. 5.

To know the basic story line of . To know how they feel toward Navi To know what type of learner they are To know their goals for the class To know what type of skills they have

Goals Knowledge Goals

1. 2. 3. 4. 5. 6.

To know basic terminology To know the story of s ill attempt to succeed his father, To know those individuals that were specifically following To know that did not force the death penalty on To know the rebukes that gives to To know the requests that gives to

Deep Understanding Goals

7. 8. 9. 10. 11. 12. 13.

To understand the effects of motherhood on a childs healthy outcome To understand why specific individuals were chosen to fellow To understand why one should be careful whom they chose to surround themselves with To understand why could not have been the successor of To understand the action of not afflicting harsh punishment on To understand why gave those rebukes and why at that point of his life To understand why gave those requests and why at that point of his life

Curriculum and Assessment Arielle Gorman

Skills Goals
14. 15. 16.

To be able to figure out, through the text, the lesson that is to be taught To be able to read and translate text To be able to apply knowledge goals that have been achieved from the previous unit to understand events found in this units material

Affective Goals To feel that Navi is a crucial part of their life and that it can be beneficial to how they can live their own life 18. To feel excited about the content of Navi 19. To feel excited about learning Navi
17.

Theorist of choice I think without realizing I was destined to be assigned Bruner. I like Bruner's theory that consists of: 1. Structure I want my students to know exactly what is expected of them and how to do what is needed. 2. Readiness for learners: the spiral curriculum This is my favorite aspect of the theory. I love helping my students reach a new level of skills and cognitive learning. 3. Intuition 4. Interest The more a teacher incorporates their students interests into the class curriculum the more engaged the students will be.

Curriculum and Assessment Arielle Gorman Curriculum and Assessment Arielle Gorman Pre-assessment Goal:

To know the basic story line of . To know how they feel toward Navi To know what type of learner they are To know their goals for the class To know what type of skills they have
1. What are your feelings towards learning Navi and how important is it to you? 2. What is your favorite Navi story or person? Why? 3. Choose the way(s) you like to learn: If we were learning a story in Navi would you a. Want to read it from the book b. Want to listen to someone telling over to you c. Want to act it out 4. What do you want to leave this class with? Circle all that apply. a. Better translating skills b. Better analytical skills c. Basic plot knowledge d. Other, write in your response 5. Do you like working in groups or individually? 6. What Judaic books have you read and which is your favorite? 7. Who am I and what did I do?

Curriculum and Assessment Arielle Gorman a) b) c) d) e) f) g) True or False: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Essay: Give me a personal situation in which you might see these middot or Jewish ideas in action. Put a check next to each Hebrew term that you knew the translation to. H wanted to build the . was king before . was the wife of . killed and . started a rebellion against his father. had chariots and 50 men running in front of him. The first son of died. The first husband of was . couldnt conquer . was the son of and .

Curriculum and Assessment Arielle Gorman

1. 2. 3. 4. 5. 6. 7. 8.

Gratitude ----honor/respect ---- measure for measure ----advice ---rebuke loyalty ---mercy ---prayer

Write anything else that you would like to inform me about you:

Curriculum and Assessment Arielle Gorman

Formative assessment Unit 1 Goals:

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

To know basic terminology: To know the story of s ill attempt to succeed his father, To know those individuals that were specifically following To know the rebukes that gives to To know the requests that gives to To understand why specific individuals were chosen to fellow To understand why one should be careful whom they chose to surround themselves with To understand why could not have been the successor of To understand why gave those rebukes and why at that point of his life To understand why gave those requests and why at that point of his life

1. Who attempted to take over the kingship improperly? Why was it improper? 2. Based off of this pasuk, " , " who has the major obligation of raising children? What does that mean about s mother? 3. Why would someone follow a person who is forcing his false rulership? How does that information affect the way one should choose their friends? Talk about and . 4. What are the main reasons we are learning Navi? 5. Who was ''requested to punish and why didnt ''do it himself? Formative assessment 2 Goal:
1. 2.

To be able to apply the lessons learned to their own lives To feel that Navi is a crucial part of their life and that it can be beneficial to how they can live their own life

What lesson do you connect with the most, why, and how will you implement it in to your own life? Formative assessment 3: Goals:
1. 2. 3. 4. 5.

To know basic terminology To know the story of s ill attempt to succeed his father, To know those individuals that were specifically following To know that did not force the death penalty on To know the rebukes that gives to

Curriculum and Assessment Arielle Gorman

6. 7. 8. 9. 10. 11. 12. 13. 14.

To know the requests that gives to To understand the effects of motherhood on a childs healthy outcome To understand why specific individuals were chosen to fellow To understand why one should be careful whom they chose to surround themselves with To understand why could not have been the successor of To understand the action of not afflicting harsh punishment on To understand why gave those rebukes and why at that point of his life To understand why gave those requests and why at that point of his life To be able to apply the lessons learned to their own lives

1. Your friend missed todays lesson and to be nice you want to text her what she missed. You have two texts, with 160 characters each, to tell over the lesson. You may use texting abbreviations. What will you text? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Curriculum and Assessment Arielle Gorman

Formative assessment 4 Goals:

1. 2.

To be able to figure out, through the text, the lesson that is to be taught To be able to apply knowledge goals that have been achieved from the previous unit to understand events found in this units material

Preview into next Unit: testing your deductive skills 1. Please answer to the best of your abilities this will be graded on effort. There is no wrong answer as long as you are articulate and back your answer with textual proof. What is the major lesson that could come from this text? 3 And Solomon loved the LORD, walking in the statutes of David his father; only he sacrificed and offered in the high places. 4 And the king went to Gibeon to sacrifice there; for that was the great high place; a thousand burnt-offerings did Solomon offer upon that altar. 5 In Gibeon the LORD appeared to Solomon in a dream by night; and God said: 'Ask what I shall give thee.' 6 And Solomon said: 'Thou hast shown unto Thy servant David my father great kindness, according as he walked before Thee in truth, and in righteousness, and in uprightness of heart with Thee; and Thou hast kept for him this great kindness, that Thou hast given him a son to sit on his throne, as it is this day. 7 And now, O LORD my God, Thou hast made Thy servant king instead of David my father; and I am but a little child; I know not how to go out or come in. 8 And Thy servant is in the midst of Thy people which Thou hast chosen, a great people, that cannot be numbered nor counted for multitude. 9 Give Thy servant therefore an understanding heart to judge Thy people, that I may discern between good and evil; for who is able to judge this Thy great people?' 10 And the speech pleased the LORD, that Solomon had asked this thing. 11 And God said unto him: 'Because thou hast asked this thing, and hast not asked for thyself long life; neither hast asked riches for thyself, nor hast asked the life of thine enemies; but hast asked for thyself understanding to discern justice; 12 behold, I have done according to thy word: lo, I have given thee a wise and an understanding heart; so that there hath been none like thee before thee, neither after thee shall any arise like unto thee. 13 And I have also given thee that which thou hast not asked, both riches and honour--so that there hath not been any among the kings like unto thee--all thy days. 14 And if thou wilt walk in My ways, to keep My statutes and My commandments, as thy father David did walk, then I will lengthen thy days.' {S} 15 And Solomon awoke, and, behold, it was a dream; and he came to Jerusalem, and stood before the ark of the covenant of the LORD, and offered up burnt-offerings, and offered peace-offerings, and made a feast to all his servants. {P}

Curriculum and Assessment Arielle Gorman

Summative Assessment Unit 1 ' ' Goals:

Knowledge Goals
1. 2. 3. 4. 5. 6.

To know basic terminology To know the story of s ill attempt to succeed his father, To know those individuals that were specifically following To know that did not force the death penalty on To know the rebukes that gives to To know the requests that gives to

Deep Understanding Goals To understand the effects of motherhood on a childs healthy outcome To understand why specific individuals were chosen to fellow To understand why one should be careful whom they chose to surround themselves with To understand why could not have been the successor of To understand the action of not afflicting harsh punishment on To understand why gave those rebukes and why at that point of his life To understand why gave those requests and why at that point of his life Skills Goal 8. To be able to apply the lessons learned to their own lives Affective Goal 9. To feel that Navi is a crucial part of their life and that it can be beneficial to how they can live their own life
1. 2. 3. 4. 5. 6. 7.

Match the person to his title. There can be more than one answer and all answers are used. 1pt each A. B. C. D. E. General King Kohen Navi Son

Curriculum and Assessment Arielle Gorman

Match the Hebrew term to its English translation. There can only be one answer and not all answers are used. 1pt each A. B. C. D. E. F. G. Advice Gratitude Honor Measure for Measure Punishment Rebuke Treat Everyone Favorably

True or False: Write True if the statement is true and if the statement is false write False and change the answer to make it true. 1pt each 1. didnt want to die a natural death because he was looking out for s best interest in .'' 2. was killed right after passes away. Multiple Choice: Circle the best answer: 1pt each 1. The mother of a. b. c. d. 2. , when he died was ___________years old. a. 52 b. 70 c. 100 d. 120

Short Answers: Answer with a few words. 2 pts each 1. Who else was similar to with having chariots and 50 runners ahead of him?

2. picks this specific time of his life to rebuke and give advice to .

Curriculum and Assessment Arielle Gorman

Essay: Write the answer on a separate piece of paper in full sentences.10 pts Pick two of the topics from below and explain what it is, who amplifies these middot, where we find it in the Navi, and how to apply that lesson to our lives by giving a scenario in which that middah can be used to solve an issue. Rebuke/Advice Honor/Gratitude Loyalty Parenting Rebellion Mercy

Rubric
What the middah is- 3 Who amplifies these middot- 3 Where in Navi- 1 Applicability- 3

Curriculum and Assessment Arielle Gorman

Performance Task Unit 1

Talk Show
Goals:
1. To be able to apply sources to what they have learned 2. To be able to apply the lessons learned to their own lives 3. To know basic terminology

Description: Come up with a title for your talk show about middot Take three moral lessons that we have discussed Tell over how those moral lessons were learned through the stories in Navi o E.g. Rebuke () what the best time to give rebuke o Gratitude () o Loyalty () Guests can be Tanach characters, writers of the sources you are using, you, someone you know in your life, etc. Have a discussion, in front of your audience, on how you yourselves can apply these lessons to your life Make sure to include the major terminology that we have discussed o E.g. Will be done in groups of three or four people Will have time in class to work May use any resource including discussions with parents, teachers, or siblings, and any books discussing those lessons. Teacher will be present in class for any help. Insert at least one pasuk and two meforshim Your show should take 20-30 minutes of class time There should be two anchors and one or two guests (3 or 4 person group) on the show

Curriculum and Assessment Arielle Gorman

Does not have to be a live performance. The show may be taped and presented during the time slot provided to that group. Make a bibliography including interviews and book references.

Example: talk show host 1: Hello and welcome to The Middle of the Road. Here we talk about different types of middot and how to apply them to our lives in an appropriate manner. Now many of you might not understand our amazing title but it makes perfect sense. Talk show host 2: Thats so true, Sprintza. Middot can be used in a negative way and a positive way. Our goal is to be not too strict or too lax with the middot but to be in the MIDDLE, the middle of the road of life. TSH1: So true, Genninda. Now today we have two amazing guests to speak about the middot of Rebuke ( ,)Gratitude ( ,) and Loyalty ( .)They will help us discuss what the middah is and how they use it in their everyday life to better themselves. So lets bring out our first guest, our expert the writer of the famous book Orchut Tzaddikim. Hello, Mr. Orchut. How are you doing today? Mr. Orchut: I am doing fantastic BH! TSH2: That is amazing. Okay well I have to say that I have read your book and am very impressed with it. Mr. Orchut: Thank you very much. TSH1: We wanted to know why you wrote the book? Mr. Orchut: Well, I wanted to give the public a book that is filled with information about Middot while using amazing examples of Tanach and other Jewish sources. I felt it very necessary because middot are what make us human and we can work on them so that we can act appropriately towards other people and H. TSH2: Wow that is so true. I know that you book has totally changed my perspective about who I am. Okay down to Tachlis. Which one of these middot are your favorite? Rebuke (,) Gratitude ( ,) or Loyalty (.) Picks a middah and talks about it based off of what we learned and Orchot Tzaddikim. The TSH will ask how Mr. Orchut applies that middah in his life. He will tell a story of how he used it

The next guest is acting like them self and talks about the other two middot and will give specific examples of how to apply it to her life.

Curriculum and Assessment Arielle Gorman

Talk Show :
Teacher Name: Ms. Gorman Student Name: ________________________________________

CATEGORY Content

4
Has three or more moral lessons. Has fully applied them to their lives. Has included all the terminology that pertains to those moral lessons. Has included one Pasuk and two meforshim.

Has two moral lessons. Has one moral lesson. Has no moral lesson. Has mostly applied Has somewhat applied Has not applied them them to their lives. them to their lives. to their lives.

Terminology

Has included most of the terminology that pertains to those moral lessons. Has included one Pasuk and one meforesh.

Has included some of the terminology that pertains to those moral lessons. Has only included one Pasuk or one meforesh.

Has included none of the terminology that pertains to those moral lessons. Has included no Pasuk or meforshim.

References

Length of Presentation

Presentation was 2730 minutes long.

Presentation was 2326minutes long.

Presentation was 20-22 Presentation was less minutes long. than 20 or more than 30 minutes long.

Curriculum and Assessment Arielle Gorman Affective Assessment:

To feel that Navi is a crucial part of their life and that it can be beneficial to how they can live their own life 2. To feel excited about the content of Navi 3. To feel excited about learning Navi
1.

Please circle one number to show the level 4=Strongly Agree 3 = Agree 2 = Disagree 1 = Strongly Disagree 1. Do you feel more willing to learn Navi on your own now that you have been in this class? 1 2 3 4

2. Do you feel that the teacher was prompt on handing back assignments? 1 2 3 4 3. Do you feel more excited about Navi because of the lessons you have learned in this class? 1 2 3 4 4. Do you feel that the information in this class has changed the way you respond to difficult situations that occur in your life? 1 2 3 4 5. Do you feel the teacher was open to your answers? 1 2 3 4 6. Do you feel the teacher allowed for students to discuss with each other during class discussion time? 1 2 3 4 7. Do you feel that the teacher respected your learning style? 1 2 3 4 8. Do you feel the teacher does not respected your interests? 1 2 3 4 9. Would you recommend this class to an incoming student? 1 2 3 4 10. After going through this class, do you feel more comfortable with certain Hebrew terminology? 1 2 3 4 11. Do you feel that you can retell the basic plot line that we have learned so far in class? 1 2 3 4 Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Curriculum and Assessment Arielle Gorman Lesson Activities

Put it on the Board Unit 1 ' ' Materials: ' Objective: TLWU what a is and that it can be used positively and negatively. Activity: pair and share, class discussion, teacher will guide with and other sources. #1 Respect: and Objective: TLWU why Dovid was cold at the end of his life. TLWBAT apply the lesson of Respect/Gratitude into their life Activity: Frontal teaching ' Pen/pencil Notebook Folder Post-its

Opening: Hypothetically, because we live in PHX, have you ever been very cold? What did
you do when you were that cold? Read Pasuk ' out loud and ask them which fact in the verse sounds strange to be in there. That Dovid cant keep warm at the end of his life. We are going to learn why Dovid couldnt heat himself up. Sources: Radak, Talmud says, Rashi.

DI: Process: Readiness: Rashi will be in Hebrew for those who can handle it
1) Radak: wear and tear of the war WAR 2) Rashi: There is a phrase: he turned white what are reasons why a person would turn white. Humiliated or scared. Humiliated like in the story of Yehudah and Tamar there is a famous Rashi that tells us it is better to die than to whiten someones face, meaning to embarrass them.

Curriculum and Assessment Arielle Gorman

At the end of Shmuel B, Dovid asked for the nation to be counted. Have the Jews been counted in the past? When? By whom? How were the Jews counted after we left Egypt? We didnt count the people themselves but they counted objects, specifically, half a beka. Its a pretty well known fact that Jews should not count other Jews. Anyways, Dovid asked for the Jews to be counted and because of that Dovid saw a standing over ''with a sword as if he would strike and kill the nation. Dovid was terrified and he became white. Another famous clich, the blood drained from his face. BIOLOGY TRIVIA: What causes a person to become white? If they lose blood, it drains from his face. Anyone know what keeps you warm constantly and throughout your whole body? BLOOD. So when the blood was drained from him he became cold. Scaredblood drainedno longer warm

3) Talmud (Berachos 62b) brings another famous situation that occurred in Shmuel B 24:5. Who can tell me the story of when Shaul went to kill Dovid. A spider came and saved his life. What happened after that? Dovid shows how close he got to Shaul by cutting off a piece of his clothing. What does that have to do with anything. Alright, what does this have to do with Dovids coldness. Take sometime to think what does this have to do with R-E-S-P-E-C-T? Dovid was being punished at the end of his life with coldness. Clothes usually keep you warm (refer back to responses) and now Dovids clothing were not doing their job because he had disrespected Shauls clothing. So this was Dovids ,punishment. This seems weird to have respect for inanimate objects Can we think of any other places in Tanach where we see respect given to inanimate objects? Moshe land and water. Groups of three: 1, 2, 3, reasons, 4 how can we apply that to our lives. Who do you respect and why? respect How will you show respect to your parents tonight? Previously on Melechim Alef: Dovids lack of leaves him with a chilliness that wont leave him. There is a term that will come up many a time. It is a logic thing that well good luck in geometry, It is called which means even more so.. Why did I bring this up? Dovid lacked respect for an inanimate object and received ( Whats mean?) we should respect people. Who else wants to try and make a statement? This leads us into topic number two.. #2 REBUKE: Objective: TLWK the reason why Dovid could not rebuke his children TLWK Why being a mother is so important TLWBAT apply the lesson of Rebuke into their life

but also say thank you!!!!

Curriculum and Assessment Arielle Gorman

Activity: Chevrutah, class discussion

Opening : Post-its on the desk. Question on the board: What makes you SAD?
When parents tell you off who can give me an exampleWT. do you feel great afterward? Rabbi Hollander story. What was the point of him telling me that I needed to be quite? Lets take a poll. So-and-so do you want to be our poll marker? There are two choice that I never spoke out of turn again or that the next class I spoke and was reprimanded? Okay how many of you think that I stayed quite the rest of the year and only spoke when my hand was raised How many think I chit chated with my friend. I never spoke again. What is the point of rebuke? That is the question. Break up into groups: read verses 5 and 6. DI: Content: Readiness: Tiered Worksheet: While you read throw the Pasukim and do the worksheet try and think about what the lesson we will discuss. Name: _________________________________ Lower 1. 2. 3. 4. 5. 6. 7. Who was s mother? What object did have in front of him? How many people were in front of ? What were the people doing? Who didnt make sad? What two facts do we learn about ? Why do you think those facts are important?

Middle 1. 2. 3. 4. 5. 6. 7. 8. Higher 1. 2. 3. 4. 5. 6. Who was s mother? What object did have in front of him? How many people were in front of ? What were the people doing? Who didnt make sad? Look in ''and tell me what does mean? Who was s mother? What object did have in front of him? How many people were in front of ? What were the people doing? Who didnt make sad? Look in ''and tell me what does mean? What two facts do we learn about ? Why do you think those facts are important?

Curriculum and Assessment Arielle Gorman

7. What does ' about ? 8. What two facts do we learn about ? 9. Why do you think those facts are important?

Review worksheet: review .One can interpret that was born after but through different mothers, or you can interpret that they were biological brothers. If the first, why was this fact stated? Take a look in side .'' How are those sons similar, what makes them different then lets say ?How they were raised. Whose job is it? Their mothers. What is a reason why it wouldnt be the kings job or that he would have less of a role then a mother? Why is it hard to be a parent? What are some of the challenges of being a parent? : ''what does it mean that he never made him sad? The Hebrew word for rebuke is There is a common phrase, He who refrains from disciplining his child ultimately leads him to his death. What are other examples we have seen in Tanach where a father was not able to sufficiently discipline his children. Shmuel, Eli Ha Cohen, Esav, Yishmael, Do you think that Dovid should have been punished for not rebuking him even more than having to deal with a mild rebellion? FAULTY CHARACTER TRAITS You are forbidden to say about another person that he has faulty character traits. This applies both to instances when you are referring to a particular incident and to instances when you give a general judgment about someone. The prohibition applies even if the description is accurate and well known. It is very likely that the person is unaware of the seriousness of lacking the particular virtue. The proper procedure would be to explain the gravity of the negative trait and advise him on ways of improving himself. In this way, you will fulfill the mitzvah of delivering reproof, and you will render the person a great service. Shabbos Vort: MatosRead the story Sfes Amets learned until dawn and went to sleep and slept in that day. His grandfather came in and saw him sleeping and started to give rebuke to the Sfes Amets. After he was done the Sfes Amets told his grandfather that he had learned until dawn. Why didnt you tell me that while I was rebuking you? Rebuke is good.
Note card take away: What did you know before, what did you learn, what are you confused about, and whats one way that you will change the way you act toward your parents?

Curriculum and Assessment Arielle Gorman

HW: Read Pasuk ' ' till the end of the Pasuk: Summarize the story and ask yourself what lessons can be learned through the actions of the characters. I encourage all who would like a challenge try reading the story in Hebrew.

DI: Process: Readiness: Will be in Hebrew for those who can handle it.
All Hebrew website: http://www.mechon-mamre.org/i/t/t09a01.htm
Both Hebrew and English: http://www.mechon-mamre.org/p/pt/pt09a01.htm
#3 Objective: TLWK how and gave over advice to the king TLWBAT take and give advice in a proper way. Activity: Frontal, Jigsaw OPENING: Ask what lessons did you find in the HW Pasukim Ask them specifically about the Natan and Bat Sheva lesson Talk about what these individuals did when dealing with Advice. E.g giving or receiving? What prompted them to give? How they went about giving or receiving? What they did afterwards? Go into the other group and make a list that will be turned in at the end of class. #4 Objective: TLWK why certain people were asked to be part of the rebellion and others were not. TLWBAT apply the lesson of Loyalty into their life Activity: Chevruta, Class discussion Loyalty: ,Being faithful

Opening: What qualities would you want to find in a friend?

Which one do you think is the most important? Learning activity: Pair and Share. Break up in to pairs Read: Pasukim 7-10

Curriculum and Assessment Arielle Gorman

Who followed and who didnt? Why do you think some people did and others didnt? Why were some not even asked? Give them highlighted Radak Situation: 2 friends one likes museums and the other one really does not? How can you see that this may be a problem? What would be the solution? Come back together to discuss.

Look Up Orchot Tzadikim (OT) Give them OT. Go through the class reading. Stop at certain points to explain. Hufflepuff example:

DI: Product: Interest: Performance Assessment

Performance Assessment: song, play, drawing that will show or tell of an event where friends have seen to be loyal in your everyday life. 2 periods Next day work and present Learning Activities Break down lesson by lesson

Subject Middot Respect/Gratitude Rebuke Advice Loyalty Performance Assessment Performance Assessment Loyalty to the Torah Punishment-the world to come Formative Assessment Rebuke Inappropriate requests Performance assessment Performance assessment People get what they deserve Serving H-Tefilla V. Shlomos V. Dovids Kingdom Review Formative Assessment

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Learning Activity DI, Class discussion DI, group review Chevrutah, class discussion DI, Jigsaw Chevrutah, class discusion Group work Group work Class discussion DI, Class discussion - Class discussion Pair and Share, Class discussion Group work Group work Chevrutah, Class discussion Class discussion DI, Class discussion Jigsaw Chevrutah, DI -

Curriculum and Assessment Arielle Gorman

Goal
Knowledge To know basic terminology To know the story of s ill attempt to succeed his father, To know those individuals that were specifically following To know that did not force the death penalty on To know the rebukes that gives to To know the requests that gives to Deep Understanding To understand the effects of motherhood on a childs healthy outcome To understand why specific individuals were chosen to fellow

Learning Activity
Class discussion, DI DI, Class discussion

Assessment
Formative Assessment Formative Assessment

Class discussion

Formative Assessment

Chevrutah, Class discussion Jigsaw

Formative Assessment Formative assessment

Jigsaw

Formative assessment

Chevrutah, Class Discussion Class discussion

To understand why one should be careful whom they chose to surround themselves with To understand why could not have been the successor of To understand the action of not afflicting harsh punishment on To understand why gave those rebukes and why at that point of his life To understand why gave those requests and why at that point of his life Skills To be able to figure out, through the

Class discussion

Formative Assessment & Performance Assessment Formative Assessment & Performance Assessment Performance Assessment & Affective Assessment Formative Assessment Formative Assessment

DI, class discussion Chevrutah, Class Discussion Jigsaw Jigsaw

Performance assessment & Formative assessment Performance assessment & Formative assessment

Chevrutah, Group

Performance assessment &

Curriculum and Assessment Arielle Gorman text, the lesson that is to be taught To be able to read and translate text To be able to apply the lessons learned Pair and Share to their own lives To be able to apply knowledge goals Pair and Share that have been achieved from the previous unit to understand events found in this units material Affective Goals To feel that Navi is a crucial part of Class discussion their life and that it can be beneficial to how they can live their own life To feel excited about the content of Class discussion Navi To feel excited about learning Navi Class discussion work Chevrutah Formative assessment Formantive Assessment & independent practice Performance assessment

Performance Assessment & Formative Assessment

Affective Assessment

Affective assessment

Affective assessment

 '' Curriculum and Assessment Arielle Gorman

REFLECTIONS
1. Referring to the above submissions, respond to four out of five of the following : From which did you gain the most? Why? I think the activity I received the most benefit from was the first one, making the goals of the class. I have had plenty difficulty figuring out the goals of a lesson and here I have them in four categories (knowledge, deeper understanding, skills, and affective). I now have somewhere to start every time I have to plan a new unit. Starting with goals will be tremendously helpful on so many levels. 2. Which did you enjoy constructing the most? Why? Performance task was very fun to create because it allowed me to see that I could assess my students in a way that was not only fun for them to construct but also for me to watch. I got excited when I thought about how impressive their talk show will be when I introduce this assessment to the class. I CANT WAIT! 3. Which was the most challenging to construct? Why? Learning Activities I would say was the hardest assignment to complete. It was hard for me to go through all the material to figure out the best way to break down the unit and then come up with the best way to teach that topic. 4. Which is your best piece of work? Why? The pre-assessment, hands down is my best work. I believe that it really covers all the knowledge of Shmuel Beit that I expect them to know as well as terms and what type of learner they are. I also especially love the fact that I ask them what they want to gain from taking the class. With the information I learn from the pre-assessment I will have a great starting point to know what content I will need to re-teach and where the students fit on the skill scale. I will also know how to teach them according to their learning style and their interests. It is so important that I know that information and it will jump start the year. 5. Offer final reflections on your learning this semester: Referring to specifics, describe how your understanding of curriculum and assessment did/did not change through class meetings, readings, and through the development of these submissions. I believe that the learning activity I liked the most and really helped me was working in groups with others after the teacher had explained one of the steps of how to make a practical and useful lesson plan. Not only did that reinforce what we learned together in the class but also the homework given where we had to now apply that information to a topic we would be teaching was immensely successful in strengthening the goal the teacher had in mind for that day. I now have a total different outlook on how to start a lesson plan, start at the goals, and how to assess that goal other than formative assessment. This information will change the way I look at my class and subject material.

 '' Curriculum and Assessment Arielle Gorman