Wiki in the classroom for a rosh hashana lesson plan
Link to lesson plan - http://www.lookstein.org/lessonplans_output.php?id=4126291&existing=
In addition to the class lesson plan laid out for the topic of Rosh Hashana , I would demonstrate flexibility and adapt the lesson plan to help meet the needs of all the various diverse students in my class.
I. Q- Describe alternative activities and assessments in the Lesson Plan that would allow me to meet the needs of high-poverty students.
A- For the students from high poverty backgrounds that might be lacking the proper experience as the rest of the class, I would give them a colorful sheet with simple halachot explaining all the basic details about Rosh Hashana, in addition to clear pictures of the symbolic food we eat that holiday and of people praying earnestly in shule. This will help demonstrate the importance of the holiday so that these students will take it seriously and hopefully invest the time and effort to attend the synagogue on this holy day. Since this is a group based lesson based on study partners, I would assign a student who is well knowledgable in these laws like a rabbi’s son for instance, to help the students with who have experience in the holiday laws and customs.
Q- Describe alternative activities and assessments for students who have difficulty focusing or who prefer to learn by doing.
A- To help meet the needs of the students that like to learn by doing or have a hard time focusing, I would have them go out shopping the night before, to purchase the necessary symbolic foods that are eaten on Rosh Hashana, and have them perform a mock “Simanim Meal” with their group. They would learn how to recite the proper berachah on each food item, along with the “yehi ratzon” prayer, by reading aloud from a sheet I’d prepare for them. The sheet would have the English translations for each word, to ensure they understand what they are saying thereby giving their meal even more significance.
Q- Describe alternative activities and assessments for students with high ability and interest in the subject who require enrichment.
A- To enrich the experience of the students with high ability and interest in this subject, I would give them a number of assignments both written and in practice. They would have to research the various divergent minhagim that exist to this day between the sefardi and Ashkenazi communities as per the foods they eat on Rosh Hashana, in addition to the differing nusach of the tefilah. For the “field” assignment, I’d have them make a trip to several well known cantors and rabbis who will teach them a bit more in depth about how well prepared one has to be to lead the congregation both in prayer and by sermon, while showing them them a glimpse of the enourmous undertaking and work their job entails. For the many Jews who go to shule just on the high holy days, the rabbi or the cantor’s performance may very well “make” or “break” the outlook on Judaism for these Jews. This will hopefully impart a sense of responsibility to the higher level students, and show them how what they learn in the classroom has “real life” ramifications. These students will write a brief report of both their written and “field” work research, and make an oral presentation to the class. This will give all students in the class a clearer understanding of the macro and micro dynamics of the holiday.
II. Q- What type of additional information do you need to meet the needs of these students? What experiences can you draw upon? What resources are available to help you meet these challenges?
A- In order to give additional help to meet the needs of these diverse students, I would draw upon my own background, as both a “kiruv” rabbi and a rabbi of a nursing home to help facilitate their learning experience. We would make a class trip and visit a number of local Ashkenazi and Sefardi nursing homes in the area, and have the students help the senior citizens in a variety of ways, which would create a lasting impression on the students, and help them as well.
The students would break up into groups of 3 and entertain the senior residents through singing and dancing the special holiday melodies for them, which would really cheer the older people up. Hopefully, the residents will sing and clap along with the students, which would demonstrate the tremendous impact the students are having on the residents.
The class will then unite together and help lead a “model” Rosh Hashana meal for the seniors which will make each student both a leader and a facilitator in helping to apply the group work model to a creative and dynamic outside classroom experience. As many seniors themselves grew up in underprivileged homes, they would truly appreciate the students making the holiday coming alive for them even more, while also possibly opening up about their past experiences. This could easily lead to a 2- way dialogue, with the underprivileged students feeling that someone understands where they’re coming from and who even suffered worse than they, as some seniors are holocaust survivors. Hopefully this “outreach” will have a tremendous impact on everyone involved, especially the students, as they will see the fruits of their labor, and encourage them to learn and be more involved with their community.
Wikis fit into the GAME PLAN in a very smooth and collaborative way. After having various groups of students get ready for Rosh Hashana in different ways, I would have each group create their own wiki which would give a first hand detailed account of their holiday preparation. The class as a whole would then combine their individual wiki pages into one large wiki page. This new wiki page would be a great reference for students and teachers alike, showing how one can get ready for the jewish new year in numerous innovative ways!