1st+Grade+Chagim-Halachah


 * ~ Unit ||~ Start Date (duration) ||~ Essential Questions ||~ Content / Concepts ||~ Skills ||~ Texts ||~ Supporting / Supplementary Materials ||~ Assessment ||
 * Elul || Aug 20 || How should a person say, "I'm sorry" || being sorry, saying sorry, making better choices || Learning how to interact with one another in preparation for Rosh Hashana (focus on listening, collaboration and respect for one another). || Pictures, objects (i.e. shofar, scales,greeting cards) || songs on cd, pages in choveret for Tishrei and library books about saying sorry. || Games at the end of the unit of Rosh Hashanah/Yom Kippur asking questions or holding up a key word card and asking the child to describe/explain the word with any knowledge they now have. ||
 * " || Aug 23 || How does our behavior (good or bad) affect our year? || "weighing" our mitzvot and aveirot using an actual scale and notes that the parents have sent in telling of the mitzvot that the children have done at home. Aveirot placed on the scale are all hypothetical.

Stress to the children that there are aveirot we all do, but as children they are still learning and so their aveirot are more or less "bad choices" that they are learning from and they are not punished in the way we teach that an adult is punished. || see skills from saying sorry. ||  || scale, where one side says "mitzvot" and one side says "aveirot", || Ask students to come up with examples of a mitzvah and aveira and "weigh" them.

Give the chlidren real life scenarios of what other children have done and ask if this is a mitzvah or aveirah. || Make a Shabbat placemat for Shabbat snacks throughout the year. ||  || Bakitah/Shulchan Shabbat? || Aug 27 (first or second Friday of full week of school) || What would our life be without Shabbat? How does Shabbat affect our life? || How do we welcome in Shabbat? || Learning basic words for Shabbat (i.e nerot, challot, etc). || Shabbat Shalom || Tal am library books, "Shulchan Shabbat?" Songs ||  || Book, "Nerot Shabbat" Brachot charts ||  || Tal am Book, "4 Minim". || work in groups "building" sukkot, or working on class sukkah. || Flashcards, games. || songs || word finds and other puzzles. Flashcards || Write about the importance of trees || Flashcards || Tal am library books || Albom Hakitah ||  || songs ||  || Then act out what it looks like to be free. || Write sentences about slavery, and sentences about freedom. Draw pictures to show what was written. This is added to the albom bakitah and a copy goes into the hagadah in the maggid section. || Tal Am book, "Yesh Chametz?" || Bring in cleaning supplies and clean the classroom while singing the songs of Pesach. || Review the sentences together with the students. Flashcards - each child chooses one and has to use it in a sentence. || Make a hagadah - cover, page of simanei haseder, kearah, all steps of the seder with a key sentence about each one and a picture, songs at the end. In maggid secion include creative writing, page of the ma nishtana, and page from choveret of pesach, matzah and maror. || Review the order of the seder night with a tune, and add another ritual each day to the song. Go through the pages of their hagadah and make sure they understand what they are looking at. . || why we like Shabbat in Ivrit. Learn the song,"Ma Bara Elokim?" ||  || Minhagim of the day. ||  ||   ||   ||
 * Rosh Hashana || Aug 24 || What do we feel when we hear the shofar? || make a shofar. Work in the workbook learning the sounds of the shofar || differentiating between the sounds of the shofar || Shana Tova || songs, flash cards with names of shofar sounds. ||  ||
 * Shabbat || Aug 27 || What does Oneg Shabbat mean to us as Jews? || washing our hands properly for "hamotzi" and learning the brachot of "netilat yadayim" and "hagefen" || saying these brachot ||  || decorate tzedakah boxes after first "Shabbos Party" (Oneg Shabbat)
 * Kabbalat Shabbat
 * ||  ||   ||   ||   ||   || Write in Shabbat Shalom workbook about Shulchan Shabbat ||   ||
 * Kabbalat Shabbat BaBayit || Oct 22 || How do we prepare at home for Shabbat? ||  || learning vocabulary for setting the table, lighting candles, etc. ||   || Tal am songs.
 * || Nov 4 || " ||  ||   ||   ||   ||   ||
 * || Dec 10 || discussing concept of "melacha" vs "menucha" ||  ||   || Shabbat Shalom workbook || songs ||   ||
 * Sukkot ||  || Why is celebrating outside important to the holiday of Sukkot? || Learn halachot of building a sukkah. Discuss why we sit outside and the brachot we make on the etrog and lulav. || Writing sentences about Sukkot, and using vocabulary words appropriate to holiday. || Shana Tova workbook
 * Simchat Torah || October || What makes us happy? How is dancing for Simchat Torah putting us in the spirit of the holiday? || Learn about "simcha". How do we apply "simcha" to our daily life. How is the Torah essential to our life. || Writing sentences and using vocabulary learned to describe the holiday. || Shana Tova workbook || Library books ||  ||
 * Channukah || December || How do we describe bravery? || Discuss Yevanim vs Yehudim || Learning key vocabulary words to know how to describe each nation || Chanukah Sameach/Big Book || Tal am Library books || Write sentences on story to see if the students can take the vocabulary words and describe the story/conflict. Flashcards ||
 * ||  || How do we deal with prohibitions put upon us? || Teach the specific prohibitions put upon the Yehudim || Learning the storyline in Ivrit. Answering questions in Ivrit. || Chanukah Sameach || Tal am library books || Read sentences and write in Albom HaKitah about the situation between the Yevanim and Yehudim. ||
 * ||  || How do miracles effect us? || Discuss the miracles that Hashem brought during this time, and because of these miracles we celebrate this Chag. || Introduce the Chanukiya and discuss anything related to it in Ivrit. || Chanukah Sameach || Tal am library books/videos || Asses how the students write about the miracles to see if they understand the importance of these miracles to the essence of the holiday ||
 * ||  ||   ||   ||   ||   || games
 * ||  ||   ||   ||   ||   ||   || Perform a play for parents on the Chanukah story ||
 * Lel Shabbat BaBayit || December || What do the Shabbat candles "tell us"? || How do we bring in Shabbat/What is special about Friday Night? || Vocabulary words to describe what we do on Friday Night (i.e. nerot, seudah, orchim, kiddush, etc). || ShabbatShalom || songs ||  ||
 * Tu Bishvat || January || How do Trees/Nature effect us? || Vocabulary words for trees/plants || Write sentences on trees/plants || Tu Bishvat Chag HaIlanot || Albom HaKitah
 * Tu Bishvat || January || How do Trees/Nature effect us? || Vocabulary words for trees/plants || Write sentences on trees/plants || Tu Bishvat Chag HaIlanot || Albom HaKitah
 * ||  || How are the seven species of Israel add to the importance of the land? || Learn Shivat HaMinim || Learn the brachot for fruits, and special brachot for Tu bishvat || songs
 * ||  ||   ||   ||   ||   ||   || Perform a play with songs and trees to show what was learned and how the students understood the concepts of the holiday. ||
 * Mi Ohev Et Yom HaShabbat || January || How does the Shabbat make us feel? Which part of the shabbat do we love best? || Review the order of Shabbat and discuss which parts we love most. || Use the Shabbat vocabulary words to write about Shabbat. || Albom HaKitah || Shabbat Shalom
 * Purim || February (at least three weeks before the holiday.) || Why do we celebrate Purim? What is the story of Purim? || Story in the megillah, main characters in the story, the importance of the Jewish people winning the war in the end, the mitzvot and minhagim of the hoiday. || Reading and filling in the Purim choveret, differenciating between minhag and mitzvah, learning meaning of key words associated with the holiday. || Purim big book/story of the megillah. Individual workbooks. || Real megillah, Purim CD with songs, creative writing papers, coloring sheets, word finds, flashcards, tal am games. || Using flashcards to tell something about Purim in one Hebrew sentence. Playing the tal am games and sometimes having the children write what they read or creating a sentence in writing from key words that they are shown. ||
 * Pesach/Spring || March/April || How does spring make us feel connected to the holiday of Pesach? || Reading/learning songs about spring. || Learning new vocabulary words and being able to use them in a sentence.Knowing how to communicate the sentences. || Pesach Kasher V'Sameach || Creative Writing supplement sheet. Write sentences describing Spring and draw a matching picture. ||  ||
 * Story of Passover ||  ||   || Storyline of Pesach holiday. || Review || Tal Am Big Book || flashcards with keywords and names of the characters. Children hold them up as they hear their card read in the story. ||   ||
 * ||  ||   || " || Work collaboratively,Discuss characters of story together. || Pesach Kasher V'Sameach || Work in workbook together, answering questions about the main characters in the story. Fill in creative writing pages about each of the giborim in the story and add those to our hagadah. || Ask questions about the story/characters, to assess knowledge. ||
 * Slavery vs. Freedom ||  || What makes a person a slave? What makes a free person free? ||   || Discuss the Jews' situation in Egypt in the context of the story. || Albom Kitah Alef - if we do creative writing, one on being slaves and one on being free that we add to the hagadah, then we copy this work and add it to the albom. || Have students act out slavery. Sing the songs and act like they are "suffering in Egypt".
 * Preparation for the holiday ||  || How does cleaning for the holiday make the holiday more special for us? Why do we need to clean? || chametz, cleaning, what we get rid of and why || Learning songs for cleaning. Concentrating on the key Hebrew words in the songs.Write sentences about why we clean and what we clean. || Pesach Kasher V'Sameach
 * Seder Night ||  || How are the rituals of the seder night important to the feeling of the night, and to our situation today? ||   || Taking each ritual of the "seder", Introducing it, and discussing it. || Pesach Kasher V'Sameach || work in workbook by filling in key words, coloring, etc.
 * ||  ||   ||   ||   || Tal Am Book, "Bina Shoelet Ma Nishtanah" || Go through a real Haggadah. Point out each ritual as it appears in the order of the Haggadah. ||   ||
 * Sefirat Haomer || April || What is sefirat haomer? || counting down the days until matan torah || counting, learning how to properly say the day of the omer with weeks and days. || a few pages in tal am pesach kasher vesameach || sefirat haomer calendar that we x off each day of the omer. || We count each day and catch up after the weekends. No real way of needing to assess this. Just practice and doing. ||
 * Kiddush Shabbat || May || Go back to the middle of the book where we discuss the connection between Kiddush and the six days of Creation that we just learned in Chumash. || Learn the actual Kiddush and listen to the CD. || Discuss the key words in the kiddush and relate it to the Six Days of Creation. || Shabbat Shalom || Albom HaKitah. Write
 * Yom Haaztmeut || April ||  ||   ||   ||   ||   ||   ||
 * Lag Baomer || April/May || What is lag baomer and why is it a special date on the calendar? ||  || Read stories and discuss and write about the idea of friendship.
 * Shavuot || May || When did we get the Torah? Why did we get the Torah? || When and why Moshe went up to Har Sinai, preparing for matan torah. What is in the aseret hadibrot? || being able to point out the date of shavuot on the calendar, reading and writing in choveret. || Shavuot big book, end of pesach kasher vesameach workbook. Creative writing pages || flashcards, books about the holiday || Playing games, using flashcards in a sentence to say something you learned about the holiday. ||