UbD Curriculum | Uri Kestenbaum

Summer 2014

Ubd Curriculum |Curriculum and Assessment

Context:
Grade: Six, Subject: Gemara Perek: Eilu Metzius Unit: #1; 4
Shiurim
Background: The students have not had any previous exposure
to Gemara study and have, in the past, learned Chumash,
Mishna and Navi. This first unit is an introduction to classic
Gemara learning and prepares students what to expect in future
sugyos.

Curricular Map for Shiur 1-4:

UbD Curriculum | Uri Kestenbaum

Summer
2014
Curricular Map
Content

Shiur 150 min.

Shiur 250 min.

Shiur 350 min.

Shiur 450 min.

Skills

Assessment

Knowledge: Intro to
Gemarah in general
and how to navigate a
daf.
Text: No lines of
Gemara covered.

-Recognition and
familiarity with
the outline of a
page of Gemara.
-Understanding
of the purpose of
Gemara study.
-Vocabulary of
recurring terms

Knowledge: Intro to
the concepts of lost
objects and their
returning.
Text: Initial reading
of the Mishna:
Halachos.

-Analysis of the
hefker process.
-Reading the
halachos of the
mishna.
-Application to
real-life settings.

Knowledge: Review
of the mishna
-First question of the
Gemara and contrast
of properties defining
a true lost object.
Text: First four lines
of Gemarah:
Statement-QuestionAnswer.

-Reading of first
question of
Gemara
-Distinguishing
between
purposeful
placing and
accidental
placing (derecho
hinuach vs.
derecho nefila).
-Key terms in the
sugya.
-Reading the
answer of the
Gemara.
-Understanding
the process of
redefining
halachos in
Mishnayos by
changing
context.
-Analysis of value
versus effort in
retrieving lost
articles.

- Template of
Gemara
worksheet.
-What is
Gemara? essay.
-Mp3 audio of
individual
reading
-Gemara
wordbank entry
-End of Unit test
-Lost object
timeline
worksheet.
-Smartboard
game.
-Chavrusa
learning with
self-assessment.
-Wordbank entry.
-End of Unit test.
-You-be-the-possek
activity (where
students demonstrate
they can distinguish
between derech
hinuach and nefila.
-Chavrusa learning
with self-assessment.
-Wordbank entry.
-End of Unit test.

Knowledge:
-Review of Gemaras
question.
-Gemaras answer
altering the
circumstances of the
Mishna.
-Analysis of the
Gemara regarding the
limitations on the
Mishna
Text: lines 4-9 of the
Gemara:
Answer.
-Gemaras analysis is
learned outside of the
text.

-Graphic
worksheet
outlining the
multiple
possibilities to
understand the
mishna.
Chavrusa
learning with
self-assessment.
-Wordbank entry.
-End of Unit test.

UbD Curriculum | Uri Kestenbaum

Summer 2014

UbD Curriculum for Shiur 1-4:

Shiur #1
Stage 1 Desired Results
ESTABLISHED
GOALS:
Navigate a daf
of gemara:
where Rashi,
Tosafos, Mishna
and Gemara are
located.
Understand the
hierarchy of
torah shebal
peh and where
Gemara fits in.
Be able to
contrast the
function of a
mishna,
beraysa, and
define the
function of the
Gemaras
analysis of
Tannaic
literature.

Meaning
UNDERSTANDINGS: Students will understand
ESSENTIAL QUESTIONS:
that
Students will explore & address
these recurring questions:
That R Yehuda HaNassi compiled the Mishna
What is the role of Torah
so that it not be forgotten.
shebal peh?
That tannaic literature not included in this
Why do we still study
compilation are called beraysos.
Gemara?
That the Gemaras role is the discussion and
Why are earlier sources (i.e.
analysis of the Mishna in an attempt to
clarify the intent of the Tannaim.
tannaim vs. amoraim)
considered more
That the Gemara does not argue on the
indisputable?
Mishna.
That Rashi explains the Gemara much like a
Teacher explains each word to a student and
that Tosafos goes into more depth to explain
questions he has on Rashi or the sugya.
Acquisition
Students will know
Students will be skilled at
Key facts about the setup of the
Navigating through a
Gemarah
standard page of
Gemarah.
The role of Torah shebal peh in
Recognizing the
the determination of Halacha
difference between
The process of clarifying the intent
Tannaic literature and
of Mishnayos
Amoraic discussion.

Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Keep log of definitions in Gemarah workbook.
Worksheet consisting of standard template page of Gemara with empty spaces to fill
out key elements
OTHER EVIDENCE:
Choral and individual responses to essential questions
What is Gemara? -essay
End of unit written test

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction:

UbD Curriculum | Uri Kestenbaum

Summer 2014

Students are prompted to form or update what their perspective of the role of
Gemara is.
Students are given a large blown-up Gemara to investigate.
Best answers to What is Gemara? essay are posted publicly in the class.

Shiur #2
Stage 1 Desired Results
ESTABLISHED
GOALS:
Familiarize with
the halachos of
the first Mishna
Understand the
process of an
object becoming
ownerless
Synthesize this
process and
apply to real-life
applications
Recognize when
objects are
identifiable and
must be
returned.

Meaning
UNDERSTANDINGS: Students will understand
that
A lost object goes through a 3-step process of
becoming hefker/ownerless.
An unidentifiable object cannot be claimed.
Items are identifiable by a siman: markers that
demonstrate that the item isnt generic.

ESSENTIAL QUESTIONS:
Students will explore & address
these recurring questions:
How does one define
ownership?
What does it mean to lose
hope?

Acquisition
Students will know
Key terms in the mishna and
definitions regarding the process
of losing and finding lost objects.
The criteria for the obligation for
returning a lost object and vice
versa.

Students will be skilled at

Reading sections of
the mishna.
Recognizing
applications of
returnable lost
objects and vice
versa.

Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Keep log of definitions in Gemarah workbook.
Fill out graphic timeline of losing an object
In-class Smartboard activity contrasting true lost objects
OTHER EVIDENCE:
Choral and individual responses to essential questions
End of unit written test
Reading practice with partners

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction

Discussion of what is considered claimable. Students are prompted to offer real-life

examples.

UbD Curriculum | Uri Kestenbaum

Summer 2014

Graphic timeline of the process of losing an object is filled out.

Interactive SmartBoard activity where students can try to beat record for aligning
images to their respective return or keep columns accurately.
In-class choral reading and students split up to read to each other at the end of class.

Shiur #3
Stage 1 Desired Results
ESTABLISHED
GOALS:
Identify which
aspect of the
mishna requires
more
clarification
Contrast
between a
purposeful lost
object, aveida
midas and a
returnable lost
object.
Understand that
the Mishna can
actually be
talking about
very limited
circumstances.

Meaning
UNDERSTANDINGS: Students will understand
ESSENTIAL QUESTIONS:
that
Students will explore & address
these recurring questions:
Mishnayos are often-times vague and the
What can be the downside of
Gemara attempts to clarify general statements
made by the Mishna.
always trying to prevent losses
big and small included?
A lost object object is sometimes not significant
enough for the owner to return for.
Why is it important to think
One can learn to identify between something
about why someone else may
placed on purpose, derecho hanacha, and
have left an object behind?
placed accidentally, derech nefilla.
Acquisition
Students will know
Students will be skilled at
Key terms in the discussion such
Following the 3-step
as kav (6 eggs-worth), amah,
syntax of the
derech hinuach, derech nefila,
statement-questionaveida midaas, etc.
answer in the
Gemara.
The Gemaras query on the
Reading the passage
mishna: namely, what type of
spread out grain is not
of Gemarah.
returnable?
Distinguishing
That Amoraim find limiting
between derecho
circumstances to best fit the
hanacha and
general statements of Tannaim.
between aveida
midaas.

Stage 2 Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Keep log of definitions in Gemarah workbook.
You-be-the-possek worksheet and SmartBoard activity with situations that may or
may not require objects to be returned.
OTHER EVIDENCE:
Choral and individual responses to essential questions
End of unit written test
Reading practice with partners

Stage 3 Learning Plan

UbD Curriculum | Uri Kestenbaum

Summer 2014
Summary of Key Learning Events and Instruction:

Acting out of the Tanna teaching his Halacha with a student acting out the part of the
questioner.
Acting out placing an object versus dropping it.
You-be-the-possek worksheet
In-class choral reading and students split up to read to each other at the end of class.

Shiur #4
Stage 1 Desired Results
ESTABLISHED
GOALS:
Understand that
in a time of
harvest one
may not be so
careful
regarding
leftover
produce.

Analyze the
effects of
modifying the
variables of
value vs. effort
and how it
effects a
persons
decisionmaking.

Meaning
UNDERSTANDINGS: Students will understand
ESSENTIAL QUESTIONS:
that
Students will explore & address
these recurring questions:
That during a time of harvest people tend to
What might cause a person to
leave over extra grain lying around and not
mind.
give up, when trying to get
something he wants?
That modifying the amount of effort required to
When is giving up actually a
pick up a lost object may result in a person
abandoning his lost object altogether.
good idea?
That modifying the value of an object may
Why is it important to look at
result in a person spending more effort than
the idea behind the Halacha
usual to retrieve his object.
instead of the bare facts?
Acquisition
Students will know
Students will be skilled at
Key terms in the discussion such
Reading the answer
as batzir (less than), nafish (a lot),
of the Gemara and
tirchah (effort), etc.
the ensuing question
for clarification.
That even statement made by
Analyzing the
Amoraim need to be analyzed
and are up for discussion.
equations of value vs.
effort.
That modifying variables in a
Halachic setting may alter the
results.

Stage 2 Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Keep log of definitions in Gemarah workbook.
Fill in visual worksheet of varying dimensions of space with varying amounts of grain.
OTHER EVIDENCE:
Choral and individual responses to essential questions
End of unit written test
Reading practice with partners

UbD Curriculum | Uri Kestenbaum

Summer 2014

Stage 3 Learning Plan

Summary of Key Learning Events and Instruction:

Discussion of items one would not leave behind versus regardless of the effort.
Columns on the board to visualize the results of the discussion.
Explanation of the process of planting, reaping, harvesting and moving to a grainery
Worksheet with different variable situations.
In-class choral reading and students split up to read to each other at the end of class.

Summative Assessment Example:

.
Part 1: (5 points)
Translate the following terms:

:

[ :________________________

[ :_______________________

[ :_________________________

UbD Curriculum | Uri Kestenbaum

Summer 2014

[ :_______________________
[ :_____________________________
Part 2: (6 points)
Identify and describe the 3 steps of making an object ownerless:

P
a
r
t
3
:
(
4
p
o
i
n
t
s

Step
1
Step
2
Step
3
)

Check off which description(s) would apply for each case

[A

IN

LOT OF BOTHER]

[NOT

VALUABLE]

UbD Curriculum | Uri Kestenbaum

Summer 2014

IN 2

IN

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