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CHAI 5 Template

This is the proposed structure for the welcome/home page of Digital CHAI.
by

Leah Wolff-Pellingra

on 17 January 2014

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Transcript of CHAI 5 Template

"The world stands on three things:
Torah, Avodah and G'milut Chasadim." (Pirkei Avot 1:2)

Enduring Understandings
Torah
Avodah
G'milut Chasadim
Essential Questions
Torah
Torah
CHAI Level 5
Learning for Jewish Life
Educator's Guide
Parent's Guide
About URJ Press
Torah is an ongoing dialogue between the text and it's students.
Torah is real in our daily lives: It goes with us wherever we are.
Developing the skills to study Torah is essential to integrating Torah into our lives.
The prophets were focused on reminding the Jewish people how God wants us to live, and their messages are at the heart of Reform Judaism.
Avodah
Avodah is the work we do to find sacred connections to God, community, and self.
Engaging in the work of avodah can bring orger, beauty, meaning, and insight to our lives and our community.
The practice of prayer can help me grow through personal reflevtion, can increase my connection to the Jewish people, and can strengthen my relationship with God.
G'milut Chasadim
We have a responsibility to perform personal acts of g'milut chasadim in order to make the world a better and holier place.
We are all parts of K'lal Yisrael and have a responsibility to actively support and sustain the Jewish community through acts of g'milut chasadim.
Avodah
G'milut Chasadim
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Set Induction: What is in the Tanach?
Station 1:
Torah: Five Questions becomes
"Which hero from Torah
are you?"
Station 2:
N'vi-im: Meet the Prophets
Station 3:
K'tuvim: Music to My Ears
These are examples vs. final videos. Final videos should include, but not be limited to:
One or two mainstream/traditional melodies (e.g. Silverman "Eitz Chayim Hi/Shalom Shalom;" traditional Ashkenazic "Hinei Ma Tov")
One melody from a contemporary Jewish musician
Recording from other URJ affiliated organizations (e.g. HUC-JIR, Biennial Choir, ACC/GTM, etc)
Retain Wordsearch, converting to digital format.
Include a game in which students sort the names of the prophets into order -
maybe books that need to be arranged in order on a shelf?
All items represented
by an image or text
When rolled over, the
image becomes the opposite
text or image, using Hebrew with English whenever possible
The Five Books of Moses
(the Torah)
When clicked on, a window/thought bubble will appear with the answer, a brief explanation, and a question or thought that will lead to further learning.
Yes!
1.
2.
3.
Example:
The Five Books of Moses, the Torah, are the 'T' in TaNaCh!Today, we're going to begin learning about the 'N' (N'vi'im - Prophets) and the 'K' (K'tuvim - Writings)!
"Which figure from Torah are you?" will be a Personality Quiz that can be taken multiple times. Students will be able to export their results (an illustration and a brief paragraph) and ideally be able to share them directly on social networks (e.g. Facebook).

Male figures will be Noah, Abraham, Jacob, and Moses. Female figures will be Sarah, Rebecca, Miriam and A Daughter of Zelophehad (Mahlah, Noa, Hoglah, Milcah, and Tirzah).
Set Induction of the Three Prophets
Here are the three 'official' URJ videos - and here is a space where the Teacher can embed video of leaders from the home congregation, pretending to be the prophets!
Shmuel/Samuel
Hosea
Ezekiel
Live Feed from
Prophet Tumblr
While you're watching this interview, see if you can discover the answers to these questions:
How did you become a prophet?
Why do you think you were a good or successful prophet?
What was difficult about being a prophet?
What was the best part about being a prophet?
While you're watching this interview, see if you can discover the answers to these questions:
How did you become a prophet?
Why do you think you were a good or successful prophet?
What was difficult about being a prophet?
What was the best part about being a prophet?
While you're watching this interview, see if you can discover the answers to these questions: How did you become a prophet?Why do you think you were a good or successful prophet?What was difficult about being a prophet?What was the best part about being a prophet?
Text 1
Text 2
Text 3
Four Steps into Text
1. What events are happening? Are
there any words that are tricky?

2. What choices are made or
actions are taken by the people i n
the text? Why might they have made
these choices?

3. What are the underlying values
that led to these choices and actions?
Where might these values have
come from?

4. Do you agree with the choices
or actions? If not, do you agree with the values? If so, what actions might we take
or choices might we make because
we believe in these values?
Loyal Prophet of God,
Brave Warrior or
Wise and Fair Leader?
Loyal Prophet of God,
Brave Warrior or
Wise and Fair Leader?
Loyal Prophet of God,
Brave Warrior or
Wise and Fair Leader?
The Joshua Report
Template providing a space for up to a paragraph of original, learner submitted text, exportable.
The CHAI 5 Report
Template with sufficient space for learner to enter up to 1 paragraph of text per option and original photo, as well as additional neutral options (e.g. CHAI logo).
Final product able to be downloaded and exportable to Social Media.
Final products collected on closed Pinterest board or Tumblr blog as examples for students and teachers. Link to site here.
Midrash 1
Midrash 2
Midrash 3
Midrash 4
Midrash 5
According to the midrash, what did Deborah do for her husband that made her so special and deserving of being one of the very few prophets and judges?
Recording of 'Devorah's Song'
by Debbie Friedman
(as featured on SoundsWrite/Transcon's RUACH 5763)
URJ Provided Recording/Video
Remember the 4 Steps - Our PaRDeS
1. What is happening?
2. What are the choices/actions?
3. What are the values that lead to the choices/actions?
4. Do we share these values? What choices/actions might we make/take?
Shoftim/Judges 4:1-9; 4:12-16
What does the text tell us about the values of the time and place in which this story took place?
Are there people and place today that share these values?
Does our community share these values?
What choices/actions might we make/take because of the way we feel about these values?
Full text inserted here, see Digital Proposal Draft: Lesson 3 for details on how text could reflect 4 Steps
Full text inserted here. See Digital Proposal Draft: Lesson 3 for details on how presentation of text could reflect 4 Steps.
Full text inserted here. See Digital Proposal Draft: Lesson 3 for details on how presentation of text could reflect 4 Steps.
Full text inserted here. See Digital Proposal Draft: Lesson 3 for details on how presentation of text could reflect 4 Steps.
"... and we were in our own sight as grasshoppers..." -Numbers 13:33
When was a time you 'went against the crowd' and remembered your strongest self?
When we remember that we are God's partners on this earth, does this change what we believe we can accomplish?
Image credited to WikiCommons under fair use
Listen for 2 or 3 things this song tells you about Devorah the Prophet and Judge.
Deborah said to Barack,
"... it might be embarrassing for you
when everyone watches God deliver Sisera
into the hands of a woman."
What is Midrash?
Adapt existing Midrash definition from CHAI 5 Curriculum Core to age appropriate language in case of students accessing materials independently.
Midrash means an interpretation of a written Jewish text. The word midrash comes from the shoresh/root --- , which means “to seek” or “to demand,” as in to seek or demand meaning from the text! Midrashim are Rabbis’ and other individuals’ attempts to answer questions posed by the text.
We're about to reflect on Midrashim
that attempt to answer questions about Devorah. Afterwards, we'll have a chance
to write our own!
Questions for Midrashim
1. Read the midrashim about Deborah. As you read them, write down what you now understand Deborah and what was important to her.

2. What do you want to highlight from Deborah's life? What was interesting or exciting? What was difficult? What was unusual?

3. From what you have learned about Deborah, what would she want to tell people today?


4. If you were creating your own song about Deborah, what tune would you like to use?
Songs of Deborah
Want to learn about more Cool Jewish Women?
Check out these profiles of Jewish women in our own day at the
Jewish Women's Archive http://mybatmitzvahstory.org/cool-profiles
Think about how you might feel if you parent said this to you. Watch the video and then choose how you think you might respond.
I would ignore my parent and pretend they never said anything to me.
1. Why would you react this way?

2. What do you think might happen between you and your parent(s) as a result of your decision?

3. What do you think will happen between you and your friends as a result of your decision?

4. What do you think will happen to your friends as a result of your decision?
I would argue with my parent and tell him or her that I cannot do this.
1. Why would you react this way?2. What do you think might happen between you and your parent(s) as a result of your decision?3. What do you think will happen between you and your friends as a result of your decision?4. What do you think will happen to your friends as a result of your decision?
I would do what my parent told me to do.
1. Why would you react this way?2. What do you think might happen between you and your parent(s) as a result of your decision?3. What do you think will happen between you and your friends as a result of your decision?4. What do you think will happen to your friends as a result of your decision?
I would...
(I have a different response than the other three options).
1. Why would you react this way?2. What do you think might happen between you and your parent(s) as a result of your decision?3. What do you think will happen between you and your friends as a result of your decision?4. What do you think will happen to your friends as a result of your decision?
Choose which 'Reluctant Prophet'
you would like to learn more about.
Remember to use the PaRDeS with any texts that seem tricky.
Jeremiah
Insert Background Here.
Prophet's reaction to being called:

Two or three facts about the prophets life:

Important statements/quotes:

What the prophet told the people and what the reaction was to his prophecy:

Something the prophet learned about himself:
Text 1
Text 2
Text 3
Text 4
Jonah
See 'Jeremiah' for proposed layout.
Upload Final Product
Link to Embed Final Product on Communal Feed
Link to CHAI 5 Blog for other examples
from classrooms around the country
Begin clip at the 9:00 mark.
Video intended for Template use only.
Does this quote sound familiar?
"I loathe, I spurn your festivals,
I am not satisfied by your solemn assemblies...
Spare Me the sound of your hymns,
and let Me not hear the music of your lutes.
But let justice well up like water,
righteousness like a mighty stream."
- Adapted from Amos 5:21-24
Space to Upload final product and
Final Product Tumblr/Blog Live Feed
To learn more about
Jewish participation
in the Civil Rights Movement
Visit Jewish Women's Archives'
Living the Legacy Curriculum at
http://jwa.org/teach/livingthelegacy
The Religious Action Center
of Reform Judaism
Find an issue that you think shows something wrong with the world that you believe God would be upset to see. Remember to think as if you were a prophet while looking for the issue.
Answer and submit the following:
http://rac.org/advocacy/
1. Summarize the issue.
2. Explain why you think God would be unhappy with what is happening.
3. What would a prophet tell people to do to correct this wrong action or injustice?
Be a Prophet
Amos
Select a Quote and
Speak Out to the Israelites
Share the problem you think God and the prophet saw, the quotation or part of the quotation, and what you think the Israelites need to do to fix this.
Quote 1
Quote 2
Quote 3
Isaiah
Your final project can be:
a recorded speech using YouTube or Vocaroo
a word document of a poem, written as if you are the prophet
a Pinterest board based upon the quotation made of pictures that illustrate the problem
A photograph of a hard copy of a poster you made at home
See Amos for format
Explanation from Curriculum Core or adapted PaRDeS
Explanation from Curriculum Core or Adapted PaRDeS
Explanation from Curriculum Core
or adapted PaRDeS
It's your turn to write
YOUR midrash about Deborah.
You can write a song or a poem.
It should have at least two verses. Record your song or poem using Vocaroo or YouTube
Please submit your verses
as well.
Sacred Text
For each text, answer:
Is this text from
the Bible, our Liturgy (prayer) or Midrash?
For each text, think about our PaRDeS:
1. What events are happening? Are there any words that are tricky?

2. What choices/actions are made/taken in the text? Why might they have made/taken these choices/actions?

3. What are the underlying values that led to these choices and actions? Where might these values have come from?

4. Do you agree with the choices or actions? If not, do you agree with the values? If so, what actions might we take or choices might we make because we believe in these values?
Elijah Worksheet 1
Elijah Worksheet 2
Elijah Worksheet 3
Elijah Worksheet 4
Elijah Worksheet 5
Elijah Worksheet 6
Elijah Worksheet 7
Elijah Worksheet 8
Elijah Worksheet 9
Elijah Worksheet 10
Here you will find pictures of and about Elijah HaNavi.
Pinterest Board from URJ Press. Example: http://pinterest.com/leahthenosher/snapshot-of-elijah/
BEGIN HERE
During this Lesson, you will explore different ways that K'lal Yisrael has thought about Elijah, Eliyahu HaNavi, over the course of time.

As you explore, think about what you would like to share about Elijah based upon what you learn and what form your contribution will take.
Songs of Elijah
Multiple songs from contemporary artists and URJ affiliated organizations
"Messengers on High"
by Rabbi Joe Black
Stories of Elijah
Created in Partnership with the
Jewish Storyteller's Network
Multiple artists, telling multiple stories of Elijah
In collaboration with the American Jewish Archives, provide photographs of multiple primary source documents, historical and contemporary, regarding Reform Judaism's commitment to Social Action.

LWP's Contact: Lisa Frankel, Director of Programs and Administration. AJA will provide us with a historian to work specifically on getting URJ Press use of appropriate documents.
Eilu D'varim
Table of the 9 named actions utilizing current "Jewish values for our times" model

Ending with space to answer why 'Talmud Torah k'neged kulam,' as intro to session.

Possibly include Kol B'seder's version of "Eilu D'varim" (Klepper/Frielander)
Exploration of RAC website
http://www.RAC.org/advocacy
Select an issue you wish to focus on, to prophecy on, for YOUR community.
Exploration of YOUR issue in sacred text
utilizing text bank of URJ.org OR

http://www.On1Foot.org from the American Jewish World Service
Submit a Vocaroo or YouTube of what you've learned so far about your issue, what Judaism has to say about it and what actions you think God might want us to take.
What God Wants from Us,
According to Isaiah
Video of adapted or original text, educator's choice, delivered by Jewish Storyteller -
LWP recommends Jordan Hill or Rabbi Dan Gordon
And the Youth Shall See Visions
Lyrics scroll on Bottom of the Video
Based upon the issue you chose in Lesson 8,
and utilizing the resources provided,
Create a Prophecy
that raises your community's awareness about a specific issue.
Outline what is happening.
What choices and actions need to be taken.
What values stand behind those choices and actions.
What your community needs to do right now because they believe in those values.
Full transcript