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  The five units and the 25 accompanying graded supplementary readers, provide material for approximately seven months of Hebrew Language Arts instruction.

The Grade 4 Tal Sela Themes
Grade 4
Between Man and Himself Between Man and His Environment Purim Through the Ages From Bondage to Freedom The People and the Land

The organizing theme Between Man and Himself, explores the concept of self image and social interaction by monitoring one's own behaviour, and by observing the process of adapting to conventions.
Unit 1 - Ze Lo Ani (It's Not Me)
This unit is developed from the point of view of children, parents, adults and professionals who observe the interaction of Grade 4 children within society.
Students analyze their feelings about rules and behavioural expectations. Through role playing and case studies, they explore behavioural alternatives.

The organizing theme Between Man and His Environment broadens the concept of self, focusing on man's responsibility to the environment.
Unit 2 - Tamar Va'Atzei HaZait (Tamar and the Olive Trees)
Students survey the variety of trees and examine how environmental conditions affect their shape and form. They learn about and identify with a personal responsibility and commitment to preserving and maintaining trees. A comic strip presents hints and tips about how to care for saplings, trees and other vegetation. Students explore Jewish values, laws and customs about interacting with creation. They are introduced to organizations for the protection and preservation of the environment.

The organizing theme Purim Through the Ages focuses on the concept of Jewish identity from personal, social, national and religious points of view, by exploring the overt behaviour and the covert actions of the heroes of Megilat Esther and characters in modern literature. The learner gains insight into aspects of his identity as a member of today's Jewish community.
Unit 3 - HaTachposet
In this unit, students are sensitized to the effects of clothing on the projection of one's character. They analyze the phenomenon of exterior image and inner identity. They examine the overt and covert characteristics of the Megila figures, and their impact on events. Through songs, games, library books, and creative thinking activities, the students explore the origins and development of their community, and learn about the ways in which their families and friends interact with society.

The organizing theme From Bondage to Freedom focuses on various aspects of Jewish identity as they emerged in the process of becoming a free people. The harmonious relationship between historical events, the season and environment are identified in the symbolic rituals of Leil Haseder.
Unit 4 - Aviv HaAm VeHaAretz (A People is Born)
This unit is developed from the point of view of children examining the concepts of preparing and waiting for Spring and Pessach, just as the Jewish people waited before the Exodus from Egypt. Symbolic rituals, historical events, Biblical verses, Hagada excerpts, and a selection of modern children's literature, are explored as means of establishing and strengthening the commitment to freedom, Jewish peoplehood, and closeness to God.

The organizing theme The People and the Land focuses on developing the learner's commitment and affinity to Jerusalem. By exploring biblical sources and contemporary data, the students are sensitized to the heroic contributions and sacrifices of the first settlers and fighters for Israel's independence and existence.
Unit 5 - Yerushalaim Shelanu (Our Jerusalem)
The concept of becoming a free and independent people, explored in the unit Aviv Ha'Am VeHa'Aretz (A People is Born), is broadened by focusing on the rebuilding of Israel. Through a story, biblical verses, poems, songs, and a simulated radio program, students explore the various experiences related to establishing Jerusalem as the capital of the State of Israel and the heart of the Jewish people.
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