AddieGoff

Unit Plan
Date: 10/28 through 11/7
Overall lesson topic/title and purpose: Judaism
Standards: GLCS: W3.2.1, W1.2.1,W3.2.3, W3.1.5, H1.4.1, G4.4.1, W3.1.8, W3.1.10, C1.1.1
Big Ideas: The main concept and theme of this unit is Judaism. Students will be answering the
question: How did Judaism originate and spread?
Goals/Objectives: Students will identify the Torah as the source of basic laws of Judaism and a source
of information on the history of the Jewish people. Students will explain the significance of the important
figures of: Abraham, Moses, David, and Solomon in the development of Judaism. Students will define and
use in a historical context vocabulary from the book. Students will define: Covenant, Descendant,
Sacrifice, Prophet, Plague, Exodus, Ten Commandments, Sabbath, and the Ark of the Covenant.

Procedures and approximate time allocated for each

They will just have finished a unit on the geography and Daily Life of ancient Egypt. We
discussed environmental factors, and physical geography. It helps round out the
understanding of why ancient civilizations settled where they did. Daily life discussed how the
roles and routines of different social classes were affected by the environment. We will discuss
Judaism in regards to how it affected civilizations, and societies.
Lesson One: ( 3 days)
Introduction to the lesson: (15 minutes)
(10/28) Opening Question: Who has made a significant contribution in your life?
(10/29) Opening Question: What is so important about the Torah and what does it tell us
about the Jewish people?
(10/30) Opening Question: Name 2 Jewish Leaders and discuss what makes them
significate and what did they do?
OUTLINE of key events during the lesson: (130 minutes)
Interactive Student Notebook Ch. 11: Students will work individually and go over the
answers as a class.
We will read the introduction as a class. Students will work on section 1, 2, and 3 for
the remainder of 10/28 class.
On 10/29 we will go over the answers to 2 and 3. Students will then work on the rest of
2 and 3 and work on 4.
10/30 Students will work on 5 and 6. Finishing up the sections of the packet. All
sections should be done.
Remaining time students can finish packets, and finish vocabulary.

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Lesson Two: (1 day)
Introduction to the lesson: (5 minutes)
Opening Question: Who has made a significant contribution in your life?
OUTLINE of key events during the lesson: (45 minutes)
Students will work on processing section of the Packet.
Students will then watch videos on Judaism.
Lesson Three: (2 days)
Introduction to the lesson: (5 minutes)
Opening: What is the Torah? What is its significance?
OUTLINE of key events during the lesson: (96 minutes)
Students will finish their Egypt Brochure these two days
11/5: Students will be introduced to the last page of their brochure.
T. will pass back their brochures while introducing the last page of the project.
Students need to choose one of the individuals who contributed to Judaism. It needs to
include
The name, written in English and Hebrew
A title that defines his role in the development of Judaism
A visual that illustrates one of his important actions for the Jewish people
A sentence caption that explains what is shown in the visual.
A paragraph explaining your figures contributions to the development of Judaism.
Include a quotation from the Hebrew bible in the paragraph.
11/6: Students will finish their entire brochure. They need to be colored in, and they
need have all of the information for each of the pages.
Closing summary for the lesson:
Discuss what a moral is and what moral could you take from the stories of these 4
people.
Lesson Four: (1 days)
Introduction to the lesson: (5 minutes)
No Opening
OUTLINE of key events during the lesson: (30 minutes)
Students will go over vocabulary as a class coming up with common terms and
sentences to think about.
Closing summary for the lesson: (20 minutes)
Student will turn in an exit slip.
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Assessment(s):
Test that will be an exit slip on the last day.
I will be using their brochure as an assessment, their exit slips as formal assessments, and
the daily discussion as informal assessments.
Differentiated Instructions:
For my one student with a severe physical disorder, he will have different instructions. For the brochure, he can use his iPad.
He must fulfill all of the requirements of the written portions. For the student teach activity he can participate as the students
with no disabilities. For the illustration portion, he can either give detailed descriptions of the photo, or find a photo online.
For the test, he likes to do the multiple choice himself, but the short answers he will tell a proctor and they will record. The
map portion he can point and explain what he wants drawn/done to the proctor.
There will be an oral test given for the students who need it. Otherwise, I use different methods throughout my lessons so
that it is more ability to reach different students.