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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)
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
Follow-Up–Whetherornotteacherswillbeschedulingcall-in/“AskMe”timesduringtheweek,childrenshouldreceivework-remindersandadditionalresources(linkstobooksonlinewith
complementarythemes,songs,etc.).FamiliesshouldbesentorgiventhelinktotheweeklyFamily
Schmoozequestions,designedforcasualconversationaroundthedinnertable,whileinthecarorany
otherappropriatetime.
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
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.”
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
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?
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’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.
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
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.
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
RESOURCESHEETA:WHICHOFTHESEDOESNOTBELONG?
https://www.vanityfair.com/hollywood/2017/06/gal-gadot-wonder-woman-salaryJacobMoskowitz,physicaltherapisthttps://en.wikipedia.org/wiki/File:CaptainAmerica109.jpg
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
RESOURCESHEETB-“G’vurahornotg’vurah?”
Scar,fromtheLionKing
http://pngimg.com/download/31004
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
QueenEsther
Haman
PaintingbyErnestNormand
https://commons.wikimedia.org/wiki/File:Esther_Denouncing_Haman.jpg
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
FormerFirstLady,MichelleObama
https://obamawhitehouse.archives.gov/blog/2012/01/25/healthy-changes-menu-school-lunches
La’bri-ut:ToourhealthandwellnessJewishEducationCenterofClevelandAcurriculumforK-6 G’vurah
SupremeCourtJustice
RuthBaderGinsburg
https://commons.wikimedia.org/wiki/File:Ruth_Bader_Ginsburg_official_SCOTUS_portrait.jpg
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