Esther FriedmanDifferentiated Instruction Fall 14

Link to video:https://vimeo.com/114937448

A. Learning goals for the lesson:

Students will understand how a commentator [Rashi} arrives at an explanation

Student will recognize different sources commentator [Rashi] uses

Student will be able to look up original source quoted by the commentator [Rashi]

Student will be able to explain why and how different explanations can change the meaning of the

pesukim

B. List of groups as well as explanation of how the groups were divided (what was rationale, why was each student placed in respective group). If describing real students, you may use ‘student #1’ ‘student #2’ rather than students’ real names to preserve confidentiality.

C. AND:D. An explanation of your plan, as teacher, for small group instruction

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I will spend the first and longest segment working with Group A which is also the weakest

group. Some have very little JS background, one has serious executive functioning issues.

One has his parents permission not to take his JS seriously and who prefer that he focus

on his general studies as well as his sports and other extra curriculars. He tends to not

hand in the practice assignments [what we call formative assessment in Canada these

days :)) and as a result has more difficulty when they do “count” and is barely passing the

course. If he is in a small group he is more likely to participate . One student is suffering

from depression and although she has always been a top student in the past is finding it

difficult to concentrate and get work done. One student has a serious medical condition

that causes her to miss school and /or class when she misses lessons and instructions. I

am instructed to allow her to leave the room [there is a full time nurse on staff for her]

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whenever she wants. She often misses instructions and is impatient to have them

explained to her. All the students in the group have difficulty catching things the first time

and have something in their IEP’s that require instructions to be repeated or given in

smaller chunks.

For this reason, I want to review the frontal portion of the lesson with them to make sure

they understood it and are able to do the next chavruta segment after the library skills. It

gives me the opportunity to do some quick formative assessment and reteach parts that

were not learned.

The library skills section for this group is less challenging than the other groups as they are

asked to simply find pesukim in Tanach. This is something that we worked on extensively

last year. Also, when you find the pasuk you find it. I will present the group with the first

example and make sure they find it and write it down. After that I will challenge the group to

go through their notes/worksheets and the Chumash to find their own examples in their

chavruta groups.

Other groups will be asked to look things up in the Talmud or even Talmud or Midrash. That

involves more steps. First, you may need to read through quite a bit to find the actual

source being quoted- a daf gemara isn’t as exact a pinpointed reference as a perek/pasuk.

Group B will be asked to locate sources in a daf of talmud. Again, I will demonstrate with

one example and then ask the group to find their own examples. Group B consists of

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students that are average to above average learners. Some have mild learning issues and

anxiety issues. For the most part they are able to follow instructions well after one or at the

most 2 explanations. Some become anxious when they are not sure what to do, so I made

the assignment a bit challenging but for the most part very straightforward. One of the

anxious girls works very well with one other girl in the class but does not work well with kids

who have executive functioning issues [½ the boys in the class] They tend to frustrate her

and make her more anxious.

The most advanced group [C] will need to recognize independently whether the source

quoted is Talmud, Midrash or Tanach and then find examples. I will work with them for just

a few minutes as this group consists of very gifted and independent learners. They can

handle a more ambitious assignment and are less likely to need instructions repeated. One

girl in this group has the highest overall average in the entire grade [approx 200 kids]. She

is gifted. Another student has mild Aspergers and enjoys working hard and being

challenged academically. I tend to pair him with very strong students who don’t mind

working alone/semi-alone as he has his days that he strongly prefers working alone. He

also tends to be resentful if he senses that he is doing all of the work. I am working with him

on developing collaborative skills.

When it came to dividing the groups I had to make some of the decisions based on a number of

different factors. For example, one very bright boy with severe ADHD could have gone with the

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gifted group but he was more likely to be distracted by one of his friends there. Another above

average boy was put into the weaker group because he tends to need instructions repeated a few

times.

E. There should be a system in place for what students should do if they have questions while the teacher is meeting with a small group and is thus unavailable.

We are using the “Zekaynim Project”. Students have just learned about Moshe’s complaint that he

cannot carry the burden alone. We have set up a system where students in the class have

assigned areas of expertise where they are to be asked specific types of questions. For today it is

based on the number 1,2,or 3 that they are grouped in, in the chart. Some kids will rotate through

different areas on different days and others will remain in specific groups.

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C. A description of the learning process during the lesson

The Lesson

Intro: Start the lesson by reviewing the previous day’s chavruta assignment where students had to learn psukim with Rashi and other meforshim.

Students have worksheets in front of them

Teacher talks and cold calls students to take up the relevant

questions

Power point is used for visual learners [I pasted the slides in below]

Discuss 2 opinions in Rashi and his sources for each with the powerpoint. The

example used is the phrase describing the zekanim. “velo Yasafu” Based on 2

different sources Rashi arrives at 2 different meaning for the words. Each based on

a different meaning of the word. This is illustrated clearly in the powerpoint as

well as explained orally.

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Next: Transition to groups/chavrutas and small group instruction

Groupings are in the power point as well as on the wall in 2 places.

Teacher discusses where and what students will do.

Students will take the next chavruta package- on “other examples of Rashi using 2

different sources to arrive at 2 different conclusions.”

They will go the designated part of the classroom by letter [a,b,c]

I will work with each small group separately on “library skills” and during that

time that time the other 2 groups will work on their chavruta booklets with their

assigned chavrutas.

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Instructions for if/when they finish early: work on tanach e-portfolio, which is the

anchor activity . The next due date for sin #2 is January 15 th. All the instructions

are below.

Instructions for what to do if they have questions when I am working with a

different group- “Zekaynim project”. Students have been designated with a

number to indicate the type of question that they are available to answer. Group #1

is art and creative . Group #2 is tech and group #3 is content and Hebrew reading.

These instructions are also placed on sheets that are taped around the room.

I will spend the first and longest segment working with Group A which is also the

weakest group. Some have very little JS background, one has serious executive

functioning issues. One has his parents permission not to take his JS seriously.

One is suffering from depression and one has a serious medical condition that

causes her to miss school and /or class when she misses lessons and instructions.

All the students in the group have difficulty catching things the first time.

I will first review the large group lesson to make sure they understand it

Then we will do the library skills A worksheet together

I will provide the first Rashi example and they will later repeat the exercise

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finding another Rashi together.

When group A is looking for their answers I will take a few minutes to check in

with the other 2 groups to make sure that they are on task .

After that I will work briefly with group B to find the sources in the Talmud and

even more briefly with group C to start them off on finding the sources on their

own. I will work with all 3 groups for some time so that the first group, which will

benefit the most from small group instruction, doesn’t feel singled out. Also, this

prevents the kids from realizing that the library skills have been differentiated

[The video only covers 1. the frontal segment with oral and visual presentatiob and 2. the transition

section as well as 3. group A small group instruction and 4. me briefly checking in on the other

groups]

E. An anchor activity that could be used for this unit.

Electronic Portfolio – The next segment is due January 15th. Students have already

finished their first installment and have been given both oral and written feedback so they know

exactly what to do.

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HRE2ND-01Tanach Newstream

E. Friedman

Tanach E-Portfolio

For each “sin unit” that we learn this year you will complete all four sections [A-D] on your Weebly portfolio. Due dates will be posted on edline.

Step1. Setup:! Set up your weebly account using the instruction manual distributed in

class.! Use “[Your name]’s portfolio.weebly.com” as your domain name.! Put a link to your portfolio on the googledoc found in the links section on

edline.! When you complete a section you must publish it or I will not be able to

see your work! The design of your portfolio is up to you.! Have Fun!

Part A. Information collection:

Write a minimum of four paragraphs that describe each sin we studied using text and commentaries. You can create separate categories or put the information together in one place. You must include at least 3 Hebrew quotes from the text and 2 commentaries.

Go back to your notes/worksheets/class googledocs/blogs and activities to include:

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! What is the sin?! Why now?! Who participated and/or provoked the sin? ! What punishment?! Other details and issues that you want to include

0-1 2-3 4-5

Hebrew phrases not included or do not illustrate the points

Includes less than 3 Hebrew phrases or does not use them to illustrate points effectively

Includes at least 3 key phrases in Hebrew to illustrate points effectively

Commentary not included or unclear

Includes some commentary and or clearly explains the issues

Includes at least 2 commentaries to illustrate points

Explanation of the sin is unclear

Somewhat clear or overly lengthy explanation of the sin

Clear and concise explanation/s of the sin

Does not identify who is responsible

Somewhat clearly identifies who is responsible

Clearly identifies who is responsible

Does not demonstrate understanding of the issues

Somewhat understands the issues

Illustrated a thorough understanding of the issues

Part B. Creative component:

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Write, draw or design something new, just for the portfolio. This section does not simply gather and collect information learned in class. Rather, you must come up with a new and creative way to show your knowledge and understanding of what we have learned.

Some possibilities are:

! “Fill in the blanks”- Write your own commentary about an unanswered question in the text

! Write a prayer as if you were Moshe or Bnei Yisrael! Write an alternate ending to the story! Artistic Representation of the sin! Write a news interview with one of the main characters in the story! Connect the topic to current events! Something else approved by me

0-1 2-3 4-5

Content Understanding is not evident and message is unclear

Understanding is somewhat evident and message is somewhat clear

Understanding of topic is evident and message is clear.

Creativity No graphics photos etc. or not creatively displayed

Some graphics photos pictures and/or wording are creatively displayed

Graphics photos pictures and/or wording are creatively displayed

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Visual/Attractiveness

Does not look good and it not laid out neatly

Is somewhat well designed and neat

Looks really good in design layout and neatness

Part C. Reflections:

You must write 2 short reflections of at least one paragraph for each sin unit.

Reflection 1. Write about your thoughts on this sin unit. Examples: was the punishment fair, was the sin “justified”, who was truly responsible? how would you have behaved in that situation?[This can be taken from the class blog, journals or other class work]

Reflection 2. Write about your personal progress to date. After each unit reflect on what you are still struggling with and what areas you feel you are improving in.

Part D. Oral Reading:

Embed a link of yourself reading and translating the required psukim from this section. This is not a separate assignment. You are simply embedding your voicethread homework into your portfolio.

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F. Any handouts or material distributed to students:

There are 3 sets of handouts here that are labeled 1,2,3,. The first is the library skills used in the small group instruction. The 2nd is the previous lessons chavruta work of which we took up a short piece in the frontal lesson. The 3rd set of handouts is the chavruta assignment that everyone else is working on while I am working with the small groups.

1. These are the worksheets used during the small group insrtuction- note versions A, B and C are all different.

Library Skills A

Using your Rashi worksheets:

a. Find a Pasuk with a Rashi that we learned this year that quotes from somewhere in Tanach , and write it here. _______________________________________________________________

_______________________________________________________________

b. Locate that page and quotation in your Tanach and write it out in full.

_______________________________________________________________

_______________________________________________________________

c. Find a Pasuk/verse from anywhere else in Tanach quoted on that page in Rashi.

_______________________________________________________________

_______________________________________________________________

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d. Find that Pasuk and quote it in full.

_______________________________________________________________

_______________________________________________________________

Library Skills B

Using your Rashi Worksheets:

a) Find a Pasuk with a Rashi that we learned this year that quotes from the Talmud

and write it out here.

__________________________________________________________________

__________________________________________________________________

b) Locate that page and quotation in the Talmud. ___________________________

__________________________________________________________________

c) Find a Pasuk from anywhere in Tanach quoted on that page in the Talmud.

Quote that Pasuk in full. [5 points]

__________________________________________________________________

___________________________________________________________________________________________________________

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Library Skills C

Using your Rashi worksheets:

a. Find a Pasuk with a Rashi that we learned this year that quotes from the Talmud or Midrash or elsewhere in Tanach and write it here. _______________________________________________________________

_______________________________________________________________

b. Locate that page and quotation in the Talmud/Midrash/Tanach.

_______________________________________________________________

_______________________________________________________________

c. Find a Pasuk/verse from anywhere in Tanach quoted on that page in the Talmud/Midrash/Tanach..

_______________________________________________________________

_______________________________________________________________

d. Find that Pasuk and quote it in full.

_______________________________________________________________

_______________________________________________________________

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2. Previous days worksheet: [partially reviewed during the frontal segment of the lesson as well as during the first small group instruction.Differentiated : weakest group gets all the English, [included below]. Middle group gets texts in Hebrew with some English words written in. Top group gets everything in Hebrew. We took up the portion highlighted in green only during the model lesson.

HRE2ND-01Grade 10 Tanach NewstreamE. Friedman

Name:_________________________

Bamidbar 11: 24-29

ויצא משה--וידבר אל-העם, א דברוה; ויאסף ד , מזקני העם, ויעמד אתם, סביבתשבעים איש

.האהל

24 And Moses went out, and told the people the words of the LORD; and he gathered seventy men of the elders of the people, and set them round about the Tent.

הרוח ה בענן, וידבר אליו, ויאצל מן-וירד כה ; ויהי,שבעים איש הזקניםאשר עליו, ויתן על-

ו ויתנבאו, ולא יספכנוח עליהם הרוח, .

25 And the LORD came down in the cloud, and spoke unto him, and took of the spirit that was upon him, and put it upon the seventy elders; and it came to pass, that, when the spirit rested upon them, they prophesied, but they did so no more.

שם האחד במחנה שני-אנשיםוישארו כו ותנח עלהם הרוח,אלדד ושם השני מידד

והמה בכתבים, ולא יצאו, האהלה; ויתנבאו, .במחנה

26 But there remained two men in the camp, the name of the one was Eldad, and the name of the other Medad; and the spirit rested upon them; and they were of them that were recorded, but had not gone out unto the Tent; and they prophesied in the camp.

אלדד , ויגד למשה ויאמר: הנערוירץ כז .ומידד, מתנבאים במחנה

27 And there ran a young man, and told Moses, and said: 'Eldad and Medad are prophesying in the camp.'

ויען יהושע בן-נון, משרת משה מבחריו-- כח . כלאם אדני משה, ויאמר:

28 And Joshua the son of Nun, the minister of Moses from his youth up, answered and said: 'My lord Moses, shut them in.'

אתה לי; ומי יתןהמקנאויאמר לו משה, כט כל-עם ה, נביאים—כי-יתן וה את-רוחו, .עליהם

29 And Moses said unto him: 'Art thou jealous for my sake? would that all the LORD'S people were prophets, that the LORD would put His spirit upon them!'

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List and translate the underlined words._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________What did Moshe do with the 70 men?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What happened to them next?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What happened to Eldad and Meidad?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What is Yehoshua’s advice to Moshe about these 2 men?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What is Moshe’s reaction?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

RASHI: but they did not continue: They prophesied on that day only-Thus it ויתנבאו, ולא יספו .25is stated in Sifrei (Beha’alothecha 1:42:21). The Targum renders “and they did not cease” [meaning] that their prophetic powers remained.

What are the 2 opposing opinions in Rashi of the meaning of וולא יספ ?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is Rashi’s source for each point of view?_______________________________________________________________________

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_____________________________________________________________________________________________________________________________________________________________________________________________________________________

How can this word/shoresh take on two such very different meanings?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Where have we seen something similar this year?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rashi:26. They were among those written: Among those chosen for the Sanhedrin. All of them were written down, mentioned specifically by name, but [the number was chosen] by lot, because the number [of elders] for twelve tribes came to six for each tribe, except for two tribes who would receive only five each. Moses said, “No tribe will listen to me to deduct one elder from its tribe.” What did he do? He took seventy-two slips and wrote on seventy [of them, the word] ‘elder’ and two of them he left blank. He then chose six men from each tribe, totaling seventy-two. He said to them, “Draw your slips from the urn. Whoever picked [one inscribed with] ‘elder’ was [already] sanctified. Whoever picked a blank slip, he said to him,”The Omnipresent does not want you." - [Sifrei Beha’alothecha 1:42:21, Sanh. 17a]

Abarbanel:

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How was the number 70 was arrived at, according to Rashi?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Why were Eldad and Meidad left behind, according to Rashi?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Why were Eldad and Meidad “left behind in the camp”, according to Abarbanel? What does this tell you about their character?_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Rashi: . 27 הנער The lad ran: Some say this was Moses’ son, Gershom. — [Tanchuma Beha’alothecha 12]

1. What issue in the text is Rashi commenting on?______________________________________________________________________________________________________________________________________________

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Rashi: as] (כלים) Impose upon them communal responsibilities and they will be finished . 28 כלאם

prophets] by themselves (Sanh. 17a). Another interpretation: Imprison them (בית הכלא) (Sifrei Beha’alothecha 1:42:21, Targum Onkelos), for they were prophesying that Moses would die and Joshua would take them into the Land of Israel. — [Sifrei Beha’alothecha 1:42:21, Sanh. 17a]

1. What are Rashi’s 2 explanations for the word כלאם.? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What is Rashi’s source for each point of view?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How can this word/shoresh take on two such very different meanings?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Why does Yehoshua react so strongly to this prophecy?Do you think he is justified?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rashi: Are you zealous for my sake? : Are you a zealous for me? Are you being 29 המקנא

zealous for what I should be zealous? The word לי means בשבילי,“for my sake.” The term ;is used to denote a person who takes a matter to heart, whether to avenge or to help קנאהin old French, enportement; holding the bulk of the burden.

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Rav Isaac Arama:

1. How does Moshe react to the prophecy? Why isn’t he upset?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Using all 3 commentaries above, describe Moshe’s character and leadership qualities.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Today’s differentiated chavruta assignmnet- while waiting to work with me on library skills .

Group A only has Rashi in English [green] and only answers the 1st and 2nd

question. Group B has Rashi in Hebrew with a few key words handwritten on their photocopy in English . They answer all three questions but #3 is indicated as a “challenge “ question”. Group C answers is only given Rashi in Hebrew and answers all 3 questions [red]

HRE2ND-01

Grade 10 newstream

E. Friedman

Other examples of Rashi using 2 sources:

Example #1:

| את העם דרך המדבר ים סוף וחמשים עלו בני ישראל מארץ מצרי: . ויסב אלהיםח

Rashi: , וחמשים . שאלו: חמושים שעלו להם גרם במדבר שהסיבן לפי מזויינים אלא חמושים אין

, למקום ממקום שעובר כאדם אלא שצריכין מה כל להם מחומשים היו לא יישוב דרך הסיבן

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, , זה ומקרא הצורך כל לו לזמן צריך למדבר פורש כשהוא אבל שיצטרך מה שם לקנות ובדעתו, , ומדין ועוג סיחון ובמלחמות עמלק במלחמת תתמה שלא האוזן את לשבר אם כי נכתב לא

( ) . תעברו ואתם יד א יהושע אומר הוא וכן בחרב ישראל שהכום זיין כלי להם היו מהיכן . ( ) , אחר. דבר וזריז חניכיו את וירק יד יד בראשית כמו מזרזין אונקלוס תרגם וכן חמושים

: , אפילה ימי בשלשת מתו חלקים וארבעה יצאו מחמשה אחד חמושים

{חמושים}The word {חמושים} means armed. (Because He took them on a round-about route in the desert, He caused them to go up armed. For had He taken them by way of settled areas they would not have armed themselves with all their needs, but, rather, as one traveling from place to place, whose intention it is to obtain what he needs there. Likewise, it is written: "You shall pass by with arms."[Joshua 1:14] Similarly, Onkelos translates [ {{חמושים] ---armed, as [he translates] "And he armed his servants" by " {{חמושים} ." An alternate explanation of {{חמושים} one of every five went out [of Egypt] and four-fifths died during the three days of darkness.[Mechilta]

a. What are the 2 different ways Rashi explains the underlined word?____________________________________________________________________________________________________________________________________

b. Do we know what Rashi's sources are for his explanations? If so, list them.____________________________________________________________________________________________________________________________________

c. How do the different meanings change the meaning of the Pasuk?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example #2:

: . כי מראש צרים אראנו ומגבעות אשורנו הן עם לבדד ישכן ובגוים לא יתחשב ט

And will not be " " among the nations

( , ) , , : אעשה כי יא ל ירמיה שנאמר האומות שאר עם כלה נעשין יהיו לא כתרגומו יתחשב לא ובגוים , . ' שנאמר עמהם שמחה אומה אין שמחין כשהן אחר דבר השאר עם נמנין אינן וגו הגוים בכל כלה

, . ' ( , מן( להם עולה ואין ואחד אחד כל עם אוכלין הם בטובה וכשהאומות ינחנו בדד ה יב לב דברים , יתחשב, לא ובגוים וזהו :החשבון

As Targum [Onkelos] explains, they will not be annihilated with the other nations, as it is said, "for I shall annihilate all the nations, etc." They will not be reckoned

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with the rest. Another interpretation: When they rejoice, no nation rejoices with them, as it is said, "G-d shall give them repose alone." But when the nations prosper, they partake with each of them, without debiting the balance of their account. This is [the meaning of] "and will not be reckoned among the nations." [Tanchuma 12]

a. What are the 2 different ways Rashi explains the underlined word?[2]____________________________________________________________________________________________________________________________________

b. Do we know what Rashi's sources are for his explanations? If so, list them.[1]____________________________________________________________________________________________________________________________________

c. How do the different meanings change the meaning of the Pasuk?[2]_________________________________________________________________

_________________________________________________________________________________________________________________________________

Example #3

בתוך. ה התבה את ותרא היאר יד על הלכת ונערתיה היאר על לרחץ פרעה בת ותרד: ותקחה אמתה את ותשלח הסוף

Rashi:

אמתה . את . לו: היה הקודש לשון דקדוק לפי אבל יד לשון דרשו ורבותינו שפחתה את , . " אמות אמתה שנשתרבבה ידה את אמתה את דרשו והם דגושה ם מ אמתה להנקד

הרבה:

her maidservant: Heb. אמתה , her maidservant. Our Sages (Sotah 12b), however, interpreted it as an expression meaning a hand. [The joint

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from the elbow to the tip of the middle finger is known as אמה , hence the cubit measure bearing the name, אמה , which is the length of the arm from the elbow to the tip of the middle finger.] Following [the rules of] Hebrew grammar, however, it should have been vowelized אמתה , with a dagesh in the mem. They, however, interpreted אתאמתה to mean her hand, [that she stretched out her hand,] and her arm grew many cubits ( .From Sotah 12b, Exod] .[so that she could reach the basket] ( אמותRabbah 1:23]

a. What are the 2 different ways Rashi explains the underlined word?____________________________________________________________________________________________________________________________________

b. Do we know what Rashi's sources are for his explanations? If so, list them.____________________________________________________________________________________________________________________________________

c. How do the different meanings change the meaning of the Pasuk?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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