GradeLevel:4thGrade ContentArea:ChumashandRashiParshasShemos,Va'EiraandBo Schedule:SundayFriday,8:3010:15AM Setting:OrthodoxJewishElementarySchool Theory to be Used: We will be following UBD. Wefeelthatthisisthesimplestmostefficientwaytobuilda curriculum.

All of our decisions on how to teach will stem from an analysis of what skillswewanttostressin eachgroupofPesukim. Curriculum team: Principal, Assistant Principal, 4th GradeIvritTeacher,3rdGradeChumash Rebbe,all4th Grade Rebbeim, 5thGradeChumashRebbe,Resourceroomstaff(toprovideassistanceforparticularlyweak andstrongstudents) Time and place: The curriculum team will meet biweeklythroughouttheyearforgeneralupdates,additions, corrections,andrevisionsthatneedtobemade.Theywillalsomeetquarterlytoassessthecurriculum. Outside resources: Includes a smartboard, Chumash worksheets.Chumash Shemos with ikar sifsei chachamim,Rashimenukadforstudentswhoneedit.Shoreshwebsitesdahbear.organdquizlet.com. Student composition: Students entering the4thgradehavethe3rd gradeskillsmentionedinthechartbelow. While the students have mastered Shorashim and have read from the Chumash, our 4th grade will focus on advancing their comfortability with reading and applying the skills from 3rd grade. Students will learn to read from the Chumash, analyze the words, and ask important questions regarding the storyline. Students willalso learntoutilizethecantillationnotesasameanstoidentifypunctuationandemphasisonreadingwords. State of the current curriculum: There is no current curriculuminplaceotherthanwhatshouldbecovered. The previous teacher was told to cover the chumash and Rashi for Parshas Shemos through Mishpatim. We feelthatthereisaneedfordirectionforteachersaswellasthestudents. Challenges: Like with dealing with any change from the status quo, it will be challenging to convince the everyone involved that there isaneedforachangeinthecurriculum.Someteachersmaynotfeellikeadapting to thiscurriculum.Theremaybestudentsandparentswhobeopposedtosomethingnew.Itisalsoachallenge toplanoutanentireunitwithspecificdetailsbeforeexperiencinghowlongeverythingwilltake. Opportunities: This a tremendous opportunity to ensure that the topics are alignedwiththepreviousandthe next grade.Itisalsoanopportunityto ensurethatthestudentsareactuallylearningandmasteringwhatisbeing taughtbymeetingthestandardsandbenchmarks.

Vision: We want our students to become independent learners. We believe that when the students feel empowered to learn on their own, they have a greater chance to develop ahavas hatorah. We also want the students to understand the lessons learned from the torah and apply it to their own lives. We feel that by ensuring that they have mastery over the prefixes, sufies, and shorashim,aswellashavingthe abilitytoclearly explainapasuk,willenablestudentstolearnontheirown. Purpose of Curriculum: The purpose of this curriculum is to provide teachers with the materials and resources to walk into the 4th grade classroom and feel comfortable that they are aligning the standards with their instruction. The goal is also to enablestudentstosucceedinmasteringwhatisbeingtaughtandtohelpto buildtheirChumashskillstowardsindependentlearningofChumashandRashi. Knowledge, skills, and dispositions valued: By learning through the beginning of Sefer Shemos, students will have a new appreciation of emunah in Hashem and Hashems love for his special nation. They will be embued with a love for Hashem and the Torah. Although they will have beenfamiliarwiththestoryofyetzias Mitzrayim from their early years in elementary school, this year they will see the sources for what they have been taught as well as learn it on a deeper level. This is also the year that students should start to feel comfortablereadingandtranslatingRashi. Skillsgainedin3rdgradeChumash 1. Abilitytoidentifythe100mostcommon Shorashim 2. Learnedmanyprefixesandsuffixes 3. Vavhahepuch 4. Studentsaresomewhatcomfortablereading fromtheChumash,butstillneedworkon pronunciation.Weakerstudentsstruggle withreadingNekudosproperly 5. MasteredRashiscript 1. DeepanalysisofRashi(figuringoutwhatis botheringRashi). 2. ReadingRashiontheirown

Goalsof5thgradeChumash

Primarygoalsofour4thgradeclass: StudentswillbeabletodivideandtranslatemostwordsintheChumash.Wewillbeginatarateoftwo Pesukimperdayandwillincreaseasthecomfortlevelincreases Studentswillbeabletoidentifywhenawordispast,presentorfuture StudentswillbeabletoidentifythesubjectofeachverbintheChumash Studentswillpracticereadingwordscorrectlyandputtingemphasisonthepropersyllable StudentswillhaveadeepknowledgeofParshasShemosthroughBo StudentswillhavetheopportunitytoaskquestionsoneachPasukandtrytoidentifyquestionthatMeforshim haveasked. KeyRashiswillbecovered,someinsideandsomeoutside. IdentifyRashisdivreiHamaschil readandtranslateRashi ExplainRashisthathavebeentaught

Standards, Bigideas Weeks12

Studentsshouldrefreshtheir skillsonprefixes,suffixesand Shorashim Studentsshouldbeableto pronounceagroupofpesukim accurately IdentifyZmanavar VavHaHippuch TzereifollowedbyaYud indicatespluralandof WhydidtheEgyptiansstart tomistreattheJews? HowdidtheJewsquickly becomesuchalargenationthat couldevencreatefearamongst Egyptians? HowdidtheEgyptianscarry outtheirplan? Identifythesubjectofeach verb.Thestudentswillbeable toidentifythiseasilywhenthe nextHebrewwordisaname.If not,thenusuallythelast Hebrewwordthatfitsisthe subjectoftheverb IdentifyZmanAsid(Shemos 2:4Yaaseh) Theactionsofthemidwives Properemphasisonwords withtwonotes(suchasin Shemos2:10,2:14) Infinitive(suchastheword Lirchotz ThebirthofMoshe SuffixofHoo(HeiVav) (likeinShemos2:910) Appreciatetheneedto explainredundancyinthe Chumash(Rashionthewords VayigdalMoshe) Tzivuy(Shemos3:16) Moshefeelsforhisnation Ahavasyisrael Moshegetsmarried

Benchmarks
Studentsareableto:

Assessments

Filloutpreassessmenton prefixes,suffixesand Readandtranslatepesukim Shorashim ofperek1pasuk114 TakeanoraltestonPesukim flawlessly 114. ExplainwhyGdcountsthe Completeaworksheetwith Jewsoften differentwordsthatasksto Explainthedifferentopinions identifywhichoneiszman onMelechChadash avar Explainthefirstplotthat CompleteasheetcirclingVav ParaohmadeagainsttheJews HaHippuchsinPesukim19 UnderstandselectedRashis Studentsmustbeginalistof Shorashimwhichappearinour Chumashtext.Instructorwill doaspotcheckonthe studentsnotesperiodically Studentswillbeginaliston newChumashtextskillswe learrn ExplainhowMoshewas bornandraised EasilyrecognizeAsid Lookforunnecessarywords intheChumash Oraltestonpronouncing wordswith2notes Triviagametoreviewcontent ofChumashwelearnedsofar ExplainRashiVayigdal Moshe: Quizonidentifyingsubjects Shoreshquiz

Weeks34

Weeks56

KnowhowtoconvertZman AsidtoTzivuy Howcanyouapplyahavas yisraeltoyourself

WorksheetchangingAsidto TzivuyforseveralShorashim Shoreshquiz Writeastoryaboutsomething youdidthisweekwhich showsyourahavasyisrael Studentsaregivenabunchof wordsandareaskedtoclassify themasavar,hoveh,andasid. Studentsareaskedtokeepa journalpfallofthethingsthat theyseeforthenext

Weeks78

IdentifyZmanHoveh GdrevelshimselftoMoshe intheburningbush Properrespectforholy places

Howcanyousee Hasheminyourlife? KnowhowtocreateaZman Hovehchart Understandtheproper respectforholythingsand places.RelatethistoHalachos ofrespectingShulsandprayer

StudentswillfilloutZman Hovehchartsfor5Shorashim StudentswillidentifyZman Hovehinatext shoreshquiz

Weeks910

Moshesreluctancetogo andGdsinsistance Tzipporahgiveshersonabris Mitzvaofzrizus Mafsikim(EsnachtaandSof Pasuk)

Describetheconversation betweenMosheandHashem. Understandwhatthemidda ofzrizusis Recognizetheplacementof Esnachta ExplainwhyMoshedidnot wanttogo? ExplainifMoshehasaright toarguewithHashem. Compareittootherinstances ofrefusingtodoHashem'swill orquestioningHashem (Yonah,Chizkiyahu)

Writeaparagraphdescribing whathappenedwiththebris andexplainwhattheythink Mosheshouldhavedone Inpairs,createavideothat illustratestheconversation betweenMosheandHashem Giveanexampleofwhenyou didamitzvawithzrizus BreakPesukimupinto sectionsbasedonEsnachta'sin anunfamiliartext Writeashortessay explainingMoshe'sargument astowhyheshouldnotbethe leaderbasedonMeforshim. Also,explainwhyHashem specificallywantedsomeone humble(basedonMeforshim) Usingthetext,studentswill describethedevelopmentof Paraoh'scharacterandwhatwe arelearningabouthisattitude towardsMoshe Writeresponsesandfeelings aboutwhattheShotrimdid Studentswillcircleall prefixesinseveralprovided Pesukimandtranslatethem Studentswillcreateamaster prefixchartonaposterboard anddemonstrateeachonesuse fromPesukimwehavelearned shoreshquiz

Weeks1112

MosheandArongoto paraoh Paraohincreasesthe workload Paraoh'scharacterand stubbornesstorecognize Hashem Paraoh'sbeliefthathewasa god(RashionShemos7:15) BeatingstakenbyJewish Shotrim.Discusstheirreward inSeferBamidbarregardingthe 70elders Specialfocusonprefixes (Vav,Heh,Mem,Lamed,Tav, Aleph,Beis,Yud,Kaf)

DescribeParaohandhis attitudetowardsHashem. ExplainwhyJewishShotrim deservedtoberewarded Comfortableidentifying prefixes

Implement/Revise: Rebbeimwillbeaskedtoanswerthefollowingquestions: Didthiscurriculummeetitsobjectives? Isthiscurriculumalignedproperly? Wastheresufficientroomfordifferentiationwithinthiscurriculum? Wastheresufficientroomfortheteachertousehiscreativitywithinthiscurriculum? Doesthiscurriculummeettheneedsofthisparticularclass? IsthecurriculumandassessmentaddressingmultiplelevelsofBloom'sTaxonomy? Doesthecurriculumallowfordifferenttypesoflearnerstothrive?Doesithelpvisuallearners?Read/write learners?Auditorylearners?,etc. IsthecurriculumenforcingenoughChumashtextskillstopreparestudentsforfuturegrades?