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| Goals for University Synagogue Religious School 5768 - 2007-2008 |
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| Gan/Kindergarten |
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| At the end of their Gan year, students will… |
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Gain familiarity with and a knowledge of Jewish holidays, symbols, and concepts. |
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Know key Torah stories and how they relate to their lives. |
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Apply the Jewish values found in Torah and holidays to their own lives. |
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Be able to identify Hebrew letters and their sounds. |
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Chant the following prayers, and know when they are to be recited: |
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Motzi |
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Kiddush (Borei P’ri Ha-gafen) |
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Sh’ma |
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Shabbat candles |
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Hanukkah candles |
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Shehecheyanu |
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| Alef/1st grade |
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| At the end of their Alef year, students will… |
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Be able to recount the stories of each major Jewish holiday. |
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Understand that the Torah is told/read in a cycle and express how those stories related to their lives. |
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Connect with the land of Israel. |
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Begin to discuss ideas about God. |
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Recognize Hebrew letters and their sounds. |
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Understand and recite the order of the prayers for Shabbat evening (candles, Kiddush, Motzi) |
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Be able to recite the Barchu. |
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| Bet/2nd grade |
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| At the end of their Bet year, students will… |
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Explore Jewish value concepts and apply them to their own actions. |
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Gain personal meaning from study of values, family, and holidays. Consider what values to practice. |
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Begin to explore Hebrew writing/sound making. |
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Be able to retell the story behind each Jewish holiday. |
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Identify differences between American and Israeli food through cooking traditional Israeli treats. |
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Chant the following prayers, and know when they are to be recited: |
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Borei P’ri ha-eitz |
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Borei p’ri ha-adamah |
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Passover blessings and four questions |
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| Gimel/3rd grade |
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| At the end of their Gimel year, students will… |
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Develop Hebrew speaking and reading skills. |
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Relate the importance of Hebrew as the language of Israel, the Jews, some prayer, and Torah. |
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Identify Jewish values in practice and explain personal choices in “Jewish” terms. |
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Apply holiday knowledge to personal holiday practice. |
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Discuss holiday celebration in a modern context. |
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Recognize Hebrew vowels and their sounds. |
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Retell the story of the founding of Israel and explain its significance in their lives. |
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Explore various ideas about God through age-appropriate stories. |
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| Daled/4th grade |
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| At the end of their Daled year, students will… |
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Become familiar with Jewish lifecycle and explain Jewish milestones and their personal meaning. |
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Decipher Torah narrative according to patterns and clues in the text. |
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Synthesize Torah and value knowledge to express how one can emulate Torah, and how/why one would or would not want to do so. |
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Locate important historical sites in Israel, and explain their biblical significance. |
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Explore the history of Jewish Los Angeles with hands on experiences. |
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Chant/recite and express meaning and personal connection to the following prayers: |
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Barchu |
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Yotzer Or |
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Ahavah Rabah |
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Sh’ma and V’Ahavta |
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Mi Chamocha |
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| Hey/5th grade |
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| At the end of their Hey year, students will… |
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Combine knowledge of Torah narrative with creativity and imagination to delve into deeper meaning/rabbinic understanding. |
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Understand that Jews around the world have different holiday food traditions and practice preparing various holiday foods. |
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Gain understanding and appreciation of major cities and areas in Israel. |
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Be able to locate major cities and areas in Israel on a map. |
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Connect to Israeli counterparts in a partnered Israeli community through letters and emails. |
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Chant/recite and express meaning and personal connection to the following prayers: |
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Amidah |
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Avot V’Imahot |
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G’vurot |
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K’dushah |
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| Vav/6th grade |
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| At the end of their Vav year, students will… |
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Express relationship between self and world around through current events. |
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Assess classic texts about Jewish values and compare with their own behavior. |
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Develop a personal “Code of Ethics.” |
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Know history of Israel and express personal opinion regarding controversial moments in Israel’s founding and development. |
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Identify various prophets and their messages. |
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Evaluate personal and societal actions regarding prophetic messages: what are we doing “right,” what can we do better? |
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Chant/recite and express meaning and personal connection to the following prayers: |
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Torah Service – blessings for before and after Torah and Haftarah readings |
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Mi Shebeirach |
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Aleinu |
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Mourners’ Kaddish |
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| Mechinah/7th grade |
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| At the end of their Mechinah year, students will… |
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Identify challenging issues in holiday practice. |
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Explain personal meaning behind celebrating various holidays.
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Develop leadership skills in communal participation:
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Leading t’filah (both in and out of the Religious School) |
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Performing hands-on tikkun olam (healing the world) projects |
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Assessing a variety of charitable agencies and deciding where to donate funds collected through the Religious School tzedakah fund. |
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Understand and relate personal responsibility in making the world a better place. |
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Identify major events in Holocaust history.
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Review all prayers already learned for meaning and fluency. |
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Take pride in their Torah portion for bar/bat mitzvah.
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Be able to perform research on Torah portions. |
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Present big ideas and personal meaning from their bar/bat mitzvah Torah portion. |
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| Tichon/High School |
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| At the end of the Tichon experience, students will… |
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Have a chevre (social friend group) of other Jews. |
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Feel a connection to Judaism. |
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Develop a deeper understanding of a variety of topics including God, Torah, body and relationship ethics, and history. |
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Have a positive Jewish identity and be able to express their personal practice and beliefs. |
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Explore their “core selves” as they relate to their Jewish world around them. |
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| Goals for Shira (Music) |
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To foster a sense of enjoyment, appreciation, pride of Jewish music.
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To connect to Judaism through Jewish music. |
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To be “literate” in music of the Reform movement and camps. |
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To increase students’ interest in Hebrew and Judaica studies. |
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To connect students to Judaism and the Jewish narrative through different senses and modalities of learning than the typical classroom. |
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| Goals for Rikud (Dance) |
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To teach students basic body movement skills. |
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To give students a sense of community and community involvement.
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To connect students to Israel.
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To appeal to different learning styles in the student community.
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To connect students to Judaism and the Jewish narrative through different senses and modalities of learning than the typical classroom.
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To demonstrate for students that Israel is a diverse nation. |
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To teach world and Jewish history through an alternative modality of learning. |
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