Curriculum Map for Goals of Unit on Teaching Sefer Rus

Goal

Activity

Assessment

Ability to develop own questions

on Pesukim

Brainstorming, Instruction
and then Graffiti Walk to
annotate a Pasuk

What do you want to

know? Homework to
take a Pasuk from the
next Perek and list
questions they have on it1 question on diction, 1
based on a contrast or
comparison with a
previous knowledge, and
1 that draws on current
context of the Pasuk

Ability to
analyze/compare/contrast
Mefarshim
ie. look at what this Meforash and
that Meforash is saying
list similarities and differences
(based on content/way of
writing/style/Lashon/topic
commenting on, etc.)

Instruction and then

Graphic Organizer/Popplet
that breaks down ways to
analyze the Mefarshim

- Fill in Guided Worksheet

on a pair of Mefarshim
- Analogy Prompt

Ability to look up questions in

basic Mefarshim on Mekraos
Gedolos

Guided worksheet that

really holds their hand
through answering
questions on Pesukim
through referencing
certain Perushim

Hand out word-problems

on the pesukim, as in
about a few lines of a
question- perhaps a
question another student
came up with! And they
have to look for an
acceptable response to
the question in a Perush

Ability to apply prior/outside

knowledge to present information
(context)

Direct instruction for some

examples, then
BrainstormingInside/Outside Circle or
Think-Pair-Share and
then discussion wrap-up

Mini Research Projectchoose a topic, research

it now or draw on
previous knowledge base
and write short essay on
why and how it can
interrelate with what we
learned today in class

Direct Instruction with

Plot- Write topic

Skills

Knowledge
Plotline based on Pesukim

(storyline, characters, setting)

notetaking, CFUs, media,

answering questions and
choral reading; Reading
and Notetaking Guides.

headings; creative writing

of an afterward/preface;
ABC summaries; Cloze
Procedure.
Characters- Draw a family
tree; ABCD-TF Cards.
Setting- Fan n Pick;
Create an ongoing
diorama to demonstrate
the when and where and
create an ongoing map,
tracing the birds-eye-view
of the settings of the
Sefer

Understanding of the approaches

of Mefarshim

Stations per Meforash

- Question-Answer
matching cards
- Answer Socrative
Multiple Choices about
best option for an
analytical question on the
Mefarshim

Certain important Pesukim and

phrases of Mefarshim Baal Peh

Songs; mnemonics;
rhyme; Repeated
referencing; have the
students create posters of
the phrases to be posted
around the classroom

Fill in the blanks and

multiple choice via
Socrative or via Cloze
Procedure; Give students
bonus points when use
these phrases in their
various other
assignments

Deeper reasons for the

significance of Rus: regarding
Shavuos, regarding Mashiach

KWL, Direct Instruction

addressing the known
ideas and teaching new
ones with a Notetaking
Guide, CFUs and
answering questions, then
wrapup with a Discussion

Students write a letter to

Mashiach, explaining his
heritage and how Rus led
up to his role and began
his legacy

Jigsaw

PBL

Deep Understanding
Context and interrelationships of
the story- regarding relevant
historical context, context in
Jewish history/Tanach, as well as
scientific knowledge such as
agricultural, and social studies
knowledge of community and
culture of the time as well as
geography

Ability to create character and

relationship profiles- between
Naami/Rus, Rus/Boaz,
Naami/Orpa/Rus, Boaz/Naami

Students read through

packets of Mefarshim and
Pesukim relevant to each
character.
Students created skits,
reenacting the Pesukim
based on what they
learned about the
characters and in their
own words.

Students email teacher a

Tweet from each
character that shares
the main feeling they
think the character has at
the end of the scene;
Human Bingo; 20
Questions; Guess Who
game

Personal connection with and

understanding of the Sefer

At the end of each Perek,

roleplay for various
scenarios in the Perek:
What would you do if you
were in this situation?

Personal reflectionInspired by the roleplay,

students write a letter to
a younger sibling,
camper, relative, etc.
about either a fictional or
actual challenge and their
process to overcoming it,
drawing strength from the
story of Rus.
Or application card, to do
a mini version of the
above.

Intellectual curiosity piqued in

approaching texts

Everyone writes, Debates,

Inquiry Based Learning

Likert Surveys; After each

lesson, students rank
what they found most
interesting/what they are
most interested to now
learn more about in a
Ladder Graphic
Organizer, KWL- with
increased or more
nuanced responses on
the W section; 3-2-1.

Some relationship with the

Hashkafa presented by the
teacher, whether satisfaction and
acceptance or grappling with it

Inside-outside circle
discussion answering a
series of questions
regarding how students
feel/think/apply about
what learned

Teach the Hashkafa to

another student either
through the teachers
examples/means of
teaching it but in
students own words, or if
that didnt sit well with
the student the student
creates their own version
to teach it through.
Then, the student writes
a personal reflection, on
the thought process, what

Affective

the student
liked/appreciated that the
teacher taught or how the
student would prefer it
taught.
Confidence in approaching text
and Mefarshim

Scaffold their learning in

Notetaking guides that
increase in
difficulty/detail/efficacy.
Students begin in
Chavrusa work and finish
answering questions
independently, and
afterwards, rating their
work with Novice to Expert
Rubric each time.

Students answer their

own questions on the
Pesukim based on a
Perush the students
looked up independently,
and using a final Novice
to Expert Rubric.

Empowerment, identification and

Kesher with something of
Yahadus

Inside Outside discussion

regarding: What does this
mean to you?

After each lesson, do a 3

minute pause.
PBL to concretely bring it
into their lives

Derech Eretz Kadma LaTorah /

Middos

Acting out the teachinghighlighting the parts in

the Sefer in which we
learn about Middos via
students acting out the
instance in the text

Application Cards

Eim Mashiach- setting the stage

for Mashaich- Significance of
ripple effects of small historical
actions

Graphic Organizers/Flow
Charts and Discussion

Formative: Cloze
Procedure
Summative: Present a
visual/media depiction of
Rus setting the stage for
Mashiach in ripple effects
of small actions

Can good come from bad?

Teshuva

Discussion

Creative writing; Linoit

Was what Rus did worth it? Would

you have done it?

Prompt and reflection

3 minute pause; Poll

Everywhere

Does one need to be Megayer?

How do we approach Gerim?

Hand out source packets

and students learn in
chavrusas, and then
Debate.

Formative: To ensure
students are
understanding the source
material, they will
respond to Socrative MC

Enduring Understandings

Essential Questions

assessments after each

source they read.
Summative: Based on the
sources and the insights
from the debate, write a
letter to a Giyores (you
can choose Rus even!)
explaining the Jewish
perspective on Gerus.