| |
|
The organizing theme Between
Man and Himself, covered in the first two units, deals
with personal well-being, development and conduct according to the Jewish tradition. |
 |
Unit 1 - Be'Atzmi (By Myself)
This unit is developed from the point of view of
a Grade 2 girl comparing her own strides towards independence to
those of her baby brother.
Students explore concepts of independence in neatness and cleanliness; time
organization; the balance between daily routine and special activities; suitability
of clothing to season, events and activities; and family relationships.
The unit includes a poem, a comic strip, two songs, and six graded
supplementary readers.
|
 |
Unit 1 - BeTe'avon (Bon Appetite)
The student identifies his own taste in
food and develops sensitivity and tolerance to the tastes of others. By
means of a musical play he learns correct nutrition and how to compose balanced
meals. Through the preparation of a meal in class he learns menu-planning;
budgeting and buying food; identifying Kashrut symbols; preparing and
serving a meal; laws and customs pertaining to eating; and table manners.
In a poem and in a role play, students learn causes and effects of
improper nutrition.
The unit includes a musical play, a story, two poems, a song, and
five graded supplementary readers.
|
|
The organizing theme Between Man and His Environment
broadens the concept of
self, focusing on the environment and on traditional ways of
celebrating the relationship between man and nature. |
 |
Unit 2 - Hag HaIlanot (The Holiday of the Trees)
Students plant trees, observe their development and compare conditions
required for human and plant growth. Students observe the changes in
the environment characteristic to each season and their effects on
human activities. They compare the New Year of the Trees with Rosh
Hashana.
The unit includes a comic strip, two songs, two poems, a story and six graded supplementary readers.
|
|
The organizing theme Purim Through the Ages
focuses on the story of
the Megila and on involving students in various experiences of Purim. |
 |
Unit 3 - Hara'ashan (The Gragger)
Hara'ashan teaches the story
of Purim through the preparation of personal and class scrolls,
acting out the story, and comparing different types of scrolls. Students follow a child with a magic
Ra'ashan through his pre-holiday and holiday experiences with his family, friends, and in
the synagogue; exploring concepts related to consideration of
others, interpersonal relationships and to Purim laws and
customs.
The unit includes the story of the Megila, a story, two holiday songs, and five
graded supplementary readers.
|
|
The organizing theme From Bondage to Freedom
focuses on the historic
background of Pessach and on how it is celebrated. |
 |
Unit 4 - Ha'Afikoman (The Afikoman)
This unit presents the
story of the Exodus and the concepts of bondage and freedom by means of a
musical play in the form of a Hagada for children and a variety of learning
activities. A song and a poem present concepts related to Pessach preparations from a child's point of
view, focusing on his own involvement. Seder concepts and the experience
involved in "stealing the Afikoman are conveyed by means of a story,
role-play, table games and creative writing.
The unit includes a musical play, a story, a poem, a comic strip, holiday songs,
and five graded supplementary readers.
|
|
The organizing theme The People and the Land
focuses on background
information relating to Independence Day and develops the student's
affinity to the Land of Israel and its people. |
 |
Unit 5 - B'yom HaAtzmaut (On Independence Day)
This unit presents the
Songs and a poem present the flag, symbol, anthem and language of the State of
Israel. By means of a filmstrip, students join two children on a visit to
Israel, becoming acquainted with the country's landmarks and scenery. Through
the story, they learn how and why Yom Ha'Atzmaut is celebrated in Israel and in
their community, school, and class.
The unit includes a filmstrip, a story, five songs and five graded supplementary readers.
|
|
|
