USING Socrative FOR Basar bechalav in the game plan analysis
To view a sample quiz please go to m.socrative.com
and log in to room number 484082
Socrative is a key technological tool in the overall game plan for a teacher.
After setting my goals for this specific basar bechalav lesson plan, socrative is a beneficial technology tool I would use to take
the necessary action, in meeting those goals. With students enjoying using the app and its clear question and answer format, secretive
allows me to monitor if I'm meeting my goals. When the socrative test or quiz is over, the results are emailed to me immediately, thereby
allowing me to evaluate the learning process used. I have used socrative for numerous classes, including the following Basar Bechalav
class and have always been impressed with it!
BASAR BECHALAV
Introduction
This is a lesson plan designed to introduce students to the sources of, and reasoning behind the איסור of בשר בחלב both מדאורייתא and מדרבנן. It is also to incorporate the concept known as "מראית עין", which is not letting anyone mistakenly think you're doing something wrong when the action is in fact permitted, to the prohibition of בשר בחלב.
I. THIS LESSON COVERS THE FOLLOWING OBJECTIVES:
By the end of the lesson students will know:
1- The difference betweeen a מצוה that has no obvious reason which is called a חוק, and a מצוה that does have an obvious reason which is known as a משפט, and why בשר בחלב is a חוק.
2- Why 'ה doesn't just tell us the reason behind every מצוה to make our lives easier.
3- The three places in the תורה which reference הלכות בשר בחלב with the words "לא תבשל גדי בחלב אמו." The איסור encompasses not just cooking milk and meat, but not eating nor deriving any pleasure from the mixture as well.
4- Why the תורה only references a "kid in its mother's milk", when we know it applies to all kosher animals inany kosher milk.
5- The תורה only forbids בשר בחלב that was cooked or mixed together in a כלי ראשון with a temperature of atleast 110F. The Rabbis extended the prohibition to include mixing even cold meat and milk, not just an animal's meat but any bird such as a chicken, and having to wait 6 hours after eating a meat meal before consuming any dairy products.
6- Why is מראית עין אסור when I'm not doing anything wrong?
7- The sources for the איסור of מראית עין, if it's מדאורייתא or מדרבנן, and how it's applicable with regard to בשר בחלב nowadays?
II. The Activities the Students are Required To Do:
Pairing together the stronger and weaker students into groups of 3 and having them research the lesson objectives using a combination of:
1- Reading the actual text of the Gemara, Rambam, and Shulchan Aruch to understand the material from the original sources. This will enhance the students proper reading skills in addition to their general comprehension.
2- Having the students go online researching relevant halacha sefarim that are not easily found in school and would not be accessible otherwise, to aid them in their path of self-directed learning.
3-Having them put together a power point presentation summarizing the main points of the lesson that are relevant to their daily lives as הלכה למעשה.
4- Making each group have a "chavruta" like discussion about whether they think the decree of מראית עין would still apply today to the איסור בשר בחלב, as many people drink soy milk or non- dairy creamer without usually raising anyone's suspicions.
5- Putting together a class trip to the headquarters of the OU Kashrut division, where the students will watch in depth videos of the subject matter at hand and be briefed by experts in the kashrut field.
6- Having them look into modern day sefardi אחרונים which are their poskim, such as the ספר called יביע אומר written by חכם עובדיה זצ"ל, which discuss the implications of מראית עין nowadays.
7- Making the students cite 2 examples of times they felt they judged people unfavorably when they shouldn't have.
III. Aligning the Activity Skills
The activities in these skills will help the students attain success on their road to becoming self-directed learners not just in school, but more importantly, adapting it in their daily lives.
1- Hand out a worksheet to determine if they read and understood the proper texts correctly and then quiz them using SOCRATIVE.
2- Have them summarize the online sources they researched to see if they fully comprehend it.
3- Pick a representative from each group to present the power point slide show to the class to see if each group fulfilled the necessary requirements you asked of them.
4- Having a question and answer session after the briefing by the OU Kashrut Rabbis. This way the students get a chance to have proper input and participate with world leading professionals which should boost the students self esteem as well as their desire to learn. This will be followed with a question worksheet distributed to the students to ascertain how well they understood the presentation and if the answers are not satisfactory, there will need to be an additional review to make sure the necessary skills become properly aligned.
5- Having each group write a paragraph on the יביע אומר they read, and then making them compare and contrast their opinion about מראית עין with the פסק of חכם עובדיה.
6- Make the students act out a case where מראית עין might apply and evaluate the feedback it will elicit from the class.
and log in to room number 484082
Socrative is a key technological tool in the overall game plan for a teacher.
After setting my goals for this specific basar bechalav lesson plan, socrative is a beneficial technology tool I would use to take
the necessary action, in meeting those goals. With students enjoying using the app and its clear question and answer format, secretive
allows me to monitor if I'm meeting my goals. When the socrative test or quiz is over, the results are emailed to me immediately, thereby
allowing me to evaluate the learning process used. I have used socrative for numerous classes, including the following Basar Bechalav
class and have always been impressed with it!
BASAR BECHALAV
Introduction
This is a lesson plan designed to introduce students to the sources of, and reasoning behind the איסור of בשר בחלב both מדאורייתא and מדרבנן. It is also to incorporate the concept known as "מראית עין", which is not letting anyone mistakenly think you're doing something wrong when the action is in fact permitted, to the prohibition of בשר בחלב.
I. THIS LESSON COVERS THE FOLLOWING OBJECTIVES:
By the end of the lesson students will know:
1- The difference betweeen a מצוה that has no obvious reason which is called a חוק, and a מצוה that does have an obvious reason which is known as a משפט, and why בשר בחלב is a חוק.
2- Why 'ה doesn't just tell us the reason behind every מצוה to make our lives easier.
3- The three places in the תורה which reference הלכות בשר בחלב with the words "לא תבשל גדי בחלב אמו." The איסור encompasses not just cooking milk and meat, but not eating nor deriving any pleasure from the mixture as well.
4- Why the תורה only references a "kid in its mother's milk", when we know it applies to all kosher animals inany kosher milk.
5- The תורה only forbids בשר בחלב that was cooked or mixed together in a כלי ראשון with a temperature of atleast 110F. The Rabbis extended the prohibition to include mixing even cold meat and milk, not just an animal's meat but any bird such as a chicken, and having to wait 6 hours after eating a meat meal before consuming any dairy products.
6- Why is מראית עין אסור when I'm not doing anything wrong?
7- The sources for the איסור of מראית עין, if it's מדאורייתא or מדרבנן, and how it's applicable with regard to בשר בחלב nowadays?
II. The Activities the Students are Required To Do:
Pairing together the stronger and weaker students into groups of 3 and having them research the lesson objectives using a combination of:
1- Reading the actual text of the Gemara, Rambam, and Shulchan Aruch to understand the material from the original sources. This will enhance the students proper reading skills in addition to their general comprehension.
2- Having the students go online researching relevant halacha sefarim that are not easily found in school and would not be accessible otherwise, to aid them in their path of self-directed learning.
3-Having them put together a power point presentation summarizing the main points of the lesson that are relevant to their daily lives as הלכה למעשה.
4- Making each group have a "chavruta" like discussion about whether they think the decree of מראית עין would still apply today to the איסור בשר בחלב, as many people drink soy milk or non- dairy creamer without usually raising anyone's suspicions.
5- Putting together a class trip to the headquarters of the OU Kashrut division, where the students will watch in depth videos of the subject matter at hand and be briefed by experts in the kashrut field.
6- Having them look into modern day sefardi אחרונים which are their poskim, such as the ספר called יביע אומר written by חכם עובדיה זצ"ל, which discuss the implications of מראית עין nowadays.
7- Making the students cite 2 examples of times they felt they judged people unfavorably when they shouldn't have.
III. Aligning the Activity Skills
The activities in these skills will help the students attain success on their road to becoming self-directed learners not just in school, but more importantly, adapting it in their daily lives.
1- Hand out a worksheet to determine if they read and understood the proper texts correctly and then quiz them using SOCRATIVE.
2- Have them summarize the online sources they researched to see if they fully comprehend it.
3- Pick a representative from each group to present the power point slide show to the class to see if each group fulfilled the necessary requirements you asked of them.
4- Having a question and answer session after the briefing by the OU Kashrut Rabbis. This way the students get a chance to have proper input and participate with world leading professionals which should boost the students self esteem as well as their desire to learn. This will be followed with a question worksheet distributed to the students to ascertain how well they understood the presentation and if the answers are not satisfactory, there will need to be an additional review to make sure the necessary skills become properly aligned.
5- Having each group write a paragraph on the יביע אומר they read, and then making them compare and contrast their opinion about מראית עין with the פסק of חכם עובדיה.
6- Make the students act out a case where מראית עין might apply and evaluate the feedback it will elicit from the class.