YESHIVA Y.D.D.

Curriulum Development /Assessment Project Yossi Bennett, Dani Cooper & Dovid Schulman I Context Grade Level: 9th Grade, B Track Content Area: Gemara bIyun, Masechtas Pesachim, 10th Perek (Arvei Pesachim) Setting and Schedule: Classroom setting, Sunday-Thursday, 9:30-11:00 AM Educational Setting: Right wing, open-minded, Orthodox Jewish boys high school Student Composition: Abilities: Incoming students possess a basic knowledge of Gemara vocabulary, particularly key and common words and phrases. Students are also familiar with the framework of the Gemara, including the makeup of the Tzuras haDaf, and possess a basic understanding of the logical sequence of the Gemara. Students are able to re-read a sugya in Gemara after it is adequately taught to them. Weaknesses: Incoming students lack sufficient ability to properly read, navigate or punctuate a sugya on their own. Students also lack the ability to understand and identify the different steps of the sequence of the Gemara. Students also lack a broad, comprehensive knowledge of Gemara terminology. Curriculum Team: Menahel, Assistant Menahel, 8th Grade Rebbe (from one feeder school), the 9th Grade Rebbe, the 10th Grade Rebbe, Curriculum Specialist, involved and knowledgeable Board Member. Time and Place: The intention is that the Curriculum Team will meet once a week for general updates, assessments and progress, once a month for a more focused and intensive meeting (on a professional development day) and twice a year for a comprehensive review of the curriculum and revisions. Theory: This curriculum will be following the UbD model of curriculum development, with the intention being to first determine the goal of each sugya, what the big enduring 1

ideas of each sugya are, and, finally, an effective method of assessing the desired goals, after which, the curriculum team will modify, revise and improve the preexisting curriculum. We will be working with a spiral design, building off of previous Gemara instruction where students learned basic understanding of the logical sequence of the Gemara, common vocabulary and a sense of the layout of the Gemara. Outside Resources: This curriculum, Gemara Pesachim, Smartboard, classroom and independent practice worksheets, vocabulary sheets.

II Needs Assessment Current Curriculum: Currently, there is no curriculum in place for the 9th grade, B track Gemara shiur. There exist no previous or past benchmarks or standards. The 9 th grade, B track instructor was granted complete carte blanche as to how he taught his class. Challenges: Readjusting to a set curriculum from no curriculum presents numerous challenges, amongst them: a. Adjusting preexisting instructor to new curriculum. b. Potential cultural or hashkafic resistance to enforcing a set curriculum. c. Challenges in the practical implementation and upkeep of curriculum. d. Lack of cooperation and compliance from class instructor. e. Maintaining integrity to school philosophy. f. Reaching agreeable medium between set curriculum and instructors natural approach (focus on breadth, depth, values, skills, etc.). g. Maintaining regular, prescribed curriculum team meetings. h. Student backlash and reaction to new standards and structured system. i. Criticism from any of teachers, students or parents. Opportunities: Readjusting to a set curriculum offers numerous opportunities for growth and development unachievable without one. Amongst them are: a. Horizontal alignment between instruction and assessment. b. The beginning stages of vertical alignment between grades. c. Clear measures of success by meeting prescribed benchmarks and standards. d. Develops clear objectives and goals, benefitting both students and teachers. e. Eliminates wasted time in the classroom. f. The beginning stages of eliminating gaps in learning between grades.

III - Vision

Broad Inspiring Statement: We endeavor to develop a stellar curriculum for the instruction of the 10th Perek of Masechtas Pesachim for a 9th grade class that will challenge, motivate and promote skills and comprehension not only in the limud itself, but additionally developing further and deeper understanding and a strong passion and desire to continue in the tradition of our ancestors. Our goal is that students in the 9th grade be implanted with the seeds of growth, equipped with the necessary tools and vision to move on to the next level of learning. Purpose of Curriculum: To provide instructors teaching 9th grade Gemara biyun with a systematic and organized approach to teaching the material to students. Our goal is to align the desired standards of the yeshivas constituency (society) with the instruction and assessment administered and provided in the classroom, ensuring that class time and instruction is utilized to fullest, most appropriately and in a focused manner. Additionally, the curriculum will enable students to gain the necessary skills to begin developing independence in learning, particularly, a mastery of the sugyos at the beginning of the 10th perek of Pesachim. Knowledge, Skills and Dispositions Valued: Through learning the sugyos at the beginning of the 10th perek of Pesachim, students will develop further fluency in Gemara, have a deeper understanding of the logical sequence and flow of the Gemara and will have a further developed vocabulary of Gemara words, terms and phrases. Students will learn to think critically and analytically and gain a greater appreciation for practical applications of mitzvos and halachos discussed in the units covered. Students will be instilled with the desire for further growth in learning and the outlook that Torah learning is a lifelong pursuit. An emphasis on the unequivocal truth of Torah, both the Written and Oral Laws is of utmost importance and will consistently be at the forefront of all lessons.

IV - VII
Month Elul-Shvat Standards Benchmarks Big, Enduring Ideas Students will (related to be able to content area) Preparing for List the 3 Mitzvos halachos in the Refraining from opening Mishna something to Contrast the enhance a opinions of Mitzvah Rebbe Yosi and The importance Rebbe Yehuda of respecting a Hypothesize different point of logical Assessments Students will List the 3 halachos in the opening Mishna Crate a chart delineating the opinions of Rebbe Yosi and Rebbe Yehuda Debate each The difference between eating on Erev Pesach versus eating on Erev Shabbos and other Yomim Tovim ). - :( Framework

Elul

view The importance of Halacha in Judaism ( )

underpinnings of each opinion Contrast the prohibition of eating on Erev Pesach versus eating on Erev Shabbos and other Yomim Tovim Contrast the opinions of Rav Huna and Rav Papa Hypothesize logical underpinnings of each opinion Analyze the story of Rebbe Shimon ben Gamliel, Rebbe Yosi and Rebbe Yehuda in Ako

Tishrei

Apply the

others opinions of the logical underpinnings of Rebbe Yosi and Rebbe Yehuda, bringing 1 proof, defense or support to their own and 1 question or attack on anothers Either create a chart contrasting the prohibition of eating on Erev Pesach versus eating on erev Shabbos (and other Yomim Tovim) or create an audio recording of the sugya Create a chart delineating the opinions of Rav Huna and Rav Papa Debate each others opinions of the logical underpinnings of Rav Huna and Rav Papa, bringing 1 proof, defense or support to their own and 1 question or attack on anothers Digitally illustrate or audio record a conversation with their chavrusa, each one playing a participant in the story of Rebbe Shimon ben Gamliel, Rebbe Yosi and Rebbe Yehuda in Ako Create a model

Skills Focus: Breaking down a sugya into parts (Question, Answer, Proof, Disproof, etc.)

 The difference between eating on a weekday and eating on Shabbos

What do I have to eat at a Kiddush to fulfill Kiddush bmakom Seudah

Cheshvon

halachos of the situation of each sugya of opinion in the to their sugya of own lives in his own home Analyze the story and write a of Rabah bar Rav reflection on it Huna visiting the Digitally illustrate house of the or audio record a Reish Galusa conversation with Distinguish their chavrusa, between the each one playing opinions of Rav a participant in and Shmuel the story of Rabah regarding bar Rav Huna Kiddush in shul visiting the house Contrast the of the Reish above opinions Galusa of Rav and Create a chart Shmuel delineating the Hypothesize the opinions of Rav logical and Shmuel underpinnings of regarding Kiddush each opinion in Shul Debate each others opinions of the logical underpinnings of Rav and Shmuel, bringing 1 proof, defense or support to their own and 1 question or attack on anothers Analyze the story Digitally illustrate of Shmuel or audio record a Analyze the story conversation with of Rav Huna their chavrusa, Identify what is each one playing considered a a participant in Seudah the story of Consider the Shmuel relationship Digitally illustrate between Kiddush or audio record a and Seudah and conversation with the requirement their chavrusa, of Seudah by each one playing Kiddush a participant in Analyze the story the story of Rav of Abaya Huna Identify the 3 Choose from

): .( Skills Focus: Developing an understanding of the relationship between tannaim and amoraim ):( Skills Focus: Understanding

).( Skills Focus: Vocabulary building I

areas where Rabah holds like Shmuel

Kislev

The effects of on our daily lives ( ) Stressing the exactness of Tannaim and Amoraim The Jewish approach to eating "" Recognizing the need for creating safeguards ) (in areas of value Understanding The priority of Tefilah of Seudah ( )What to do if one needs to daven but is in the middle of a meal

Explain the opinion of Rav Yochanan Classify different changes in location and their impact on Compare and contrast items that require a in their original location versus items that do not Consider the relationship between and )( Analyze the question on Rav Chisdas opinion Originate a response on behalf of Rav Chisda

different illustrated and/or written scenarios and identify which are considered halachic seudos Write a reflection on the relationship between Kiddush and Seudah Digitally illustrate or audio record a conversation with their chavrusa, each one playing a participant in the story of Abaya List the 3 areas where Rabah holds like Shmuel Vocabulary Quiz 1 Write an explanation of the opinion of Rav Yochanan in the sugya of Complete a worksheet classifying different changes in location and their impact on Match items that require a in their original location and items that do not with the correct logic and halacha Write a reflection on the relationship between and () Create a PowerPoint

): .( Skills Focus: Understanding different types of questions in the Gemara () () ). - :( Skills Focus: Understanding different types of answers in the Gemara

 Analyze the answer of Rav Nachman bar Yitzchok

Summarize the question and answer on the opinion of Rav Yochanan Contrast the opinions of Rebbe Yosi and Rebbe Yehuda Hypothesize logical underpinnings of each opinion Summarize the question of Rav Nachman bar Yitzchak Hypothesize an answer to the above question Summarize the answer to the question on Rav Nachman bar Yitzchak Summarize the two questions and answers on from " Memorize the eight opinions of the order of the procedure of Kiddush/Havdala on Yom Tov that falls out after Shabbos Infer the nimshal

Teves

| ( )

Shvat

" Understanding the procedure of Making Kiddush and Havdala when Yom Tov falls out on Motzaei Shabbos and other

presentation of the dialogue between Rav Chisda and Rav Nachman bar Yitzchok, incorporating his own defense of Rav chisda Summarize the question and answer on the opinion of Rav Yochanan Debate each others opinions of the logical underpinnings of Rebbe Yosi and Rebbe Yehuda, bringing 1 proof, defense or support to their own and 1 question or attack on anothers Vocabulary Quiz 2 Create a PowerPoint presentation of the question on and answer of Rav Nachman bar Yitzchok, incorporating his own answer to the question Summarize the two questions and answers on from " Match up the Amora with his opinion on the order of the procedure of Kiddush/Havdala on Yom Tov that falls out after Shabbos

The continuation of () ).( Skills Focus: Vocabulary building II ): .( Skills Focus: Understanding

" ). - :( Skills Focus: Vocabulary building III

scenarios

from the mashal presented in the Gemara as to why we first escort Shabbos out and only then escort Yom Tov in Analyze the story of Rav Huna bar Yehuda visiting Rava Summarize the machlokes between Bais Shamai and Bais Hillel and the associated machlokes between Rebbe Meir and Rebbe Yehuda

Create your own mashal that illustrates the same idea as that presented in the Gemara Audio record a conversation with your chavrusa, each one roleplaying a participant in the story of Rav Huna bar Yehuda visiting Rava Create a chart delineating the different opinions in the sugya Demonstrate the procedure of Kiddush and Havdala in different scenarios Vocabulary Quiz 3

VIII Implement/Revise Based on curriculum assessments, the curriculum team will determine whether students are meeting standards set forth by the curriculum, including the social norms of a 9 th grade Gemara biyun class. These results will be integral to making decisions for future revisions and adjustments to the current curriculum. Rebbeim will be expected to complete the following brief survey (to be rated on a scale of 1-5) at both the midpoint and year-end meetings which will also assist in revision of the curriculum. 1. 2. 3. 4. 5. 6. 7. Was the instructor cognizant of the learning goals throughout the course? Does the instructor understand and agree with the rationale for the curriculum? Did the curriculum meet its objectives? Did the curriculum assist in preparation for instruction in the classroom? Does the instructor feel that the curriculum stifled his creativity? Does the teacher feel that the curriculum addressed students interests? Does the instructor feel the curriculum encourages differentiated instruction in the classroom? 8. How does the teacher feel that the curriculum can be amended or revised to meet more needs of more students more of the time?( Open-ended question) 8

Select students will be interviewed and asked for their opinions on the curriculum in terms of its engagement, content, pace and approach.