1

Mechirat Yosef
A 5th Grade Chumash curriculum developed by:
Blima Zelinger Maged, Sara Alt, Victoria Cabot, Esty Saklad

Introduction

The curricular unit that we have developed is the story of Yosef and his brothers in
Parshat Vayeshev Chapter 37. The content domain is essentially the beginning of the story
regarding Yosef and his brothers and their family dynamic, until Yosefs descent to Egypt. This
unit is geared towards fifth grade Chumash students. The unit will run 1 hour a day, 5 days a
week for 4-6 weeks.
We chose this content because there is a lot of material that can apply directly to
students. Whether its relating to siblings, parents, friends or strangers, or dealing with difficult
emotions like anger and jealousy, it is a very engaging story with many important lessons. In
addition to the critical lessons we are looking to impart to students, we can also easily teach
texts and skills through this story. In summation, we chose this content since we believe it holds
a plethora of practical life lessons that students can gain from, in addition to being a source to
use in building reading skills. Alternative content we could have utilized are stories relating to
Avraham and Sarah or Yaakov and Eisav, since both are sources of great relationship and
character building lessons.
The important understandings that students should be gaining in this unit are fourfold:
How to deal in relationships, the concept of Hashgacha Pratis - that G-d is behind the scenes
and all is for the best, how to deal with emotions like jealousy and potential anger and
resentment and the difference between Pshat and Drash, the simple meaning of text versus its
explanations.
Some important skills that students will be gaining in this unit include: Reading skills,
both classic Hebrew and Rashi letters and words, translating skills both with Pesukim and
Rashis, and being able to place details in larger contexts to gain fuller understandings.
The important affective and religious goals in this unit include the following: Students
should be able to see that the text of the Torah is not removed from them, but applies directly
to their lives. . The second affective goal is that the students
should feel invested and connected to a monumental story that ultimately led to the birth of
our nation.
Lastly, we chose the goals that we did because we believe that once mastered, they will
provide the students with a deep and meaningful understanding of and connection to the
Pesukim and storyline. We think it is important for students to feel invested and involved in the
process of learning Torah, and to appreciate the real-life lessons that can be derived from it.
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Goals

A. Text

1. Students will understand the Pesukim.

i Students will be able to identify the subject and verb of the Pesuk.
ii Students will be able to translate the words without help.

2. Students will learn new vocabulary words and know how to use them
properly. (See Appendix C)

3. Students will recognize Rashi letters and understand how to find Rashis
question.

4. Students will differentiate between Peshat and Derash.

B. Context

1. Students will understand the storyline in these Parshiot. At a minimum, they

should understand and recite the storyline in Appendix C.

2. Students will indicate where the story fits into the bigger picture of the Torah.

3. Students will be able to locate cities on a map of Israel.

4. Students will recognize that the story is a major part of Jewish History and a
prequel to the Exodus story.

C. Relating to Others

1. Students will be able to define the concept of jealousy and role play the
concept in a way that applies to their lives.

2. Students will be able to apply the lessons learned from the story to their
family relationships in a written form.
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4. Students will be able to infer different tactics that result in positive

interpersonal interactions.

i Yosef said things that caused his brothers to become jealous. One can
learn to think about how our words impact others.

ii Being a good leader which is demonstrated by Yehuda and Reuven.

D. Relating to G-d

1. Students will understand the concept of Hashgacha Pratis. We will discuss

what happened to Yosef and how G-d was with him throughout his experience.

i The Midrash tells us that the caravan that bought Yosef sold spices which
had a nice fragrance.

2. Students will apply this concept to happenings in their everyday lives. We will
discuss G-ds hand that is most obvious post event.

i Story of what happened during the Six Day War.

3. Students will understand the concept of Emunah.

i. Being that Yosefs life seemed almost over and Hashem saved him, the
students will be able to infer that when things seem bleak they can place
trust in Hashems plan.

E. Relating to Ourselves

1. Students will understand that no matter what situation they find themselves
in life, they need to strive to do their best and never lose hope.

2. Students will understand that there are consequences for their actions.

F. Relating to the Torah as a Divine Text

1. Students will understand that each word of Tanach is sacred and holds a
message for us.
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Important to know:
1. Students will be able to chart the family tree of the Avot.
2. Students will be able to locate the Yosef narrative in the Torah by chapter and
verse.
3. Students will be able to deduce what is bothering Rashi and what he is coming to
teach us based on his choice of words.
4. Students will be able to recognize common Shorashim in the Pesukim.

Worth being familiar with:

1. Students will be able to create an accurate timeline of the story.
2. Students will describe an image of the lifestyle and physical appearance of the
characters based on Ancient Near Eastern History.

Activities
Students will be doing the following activities:

1. Chavruta-Cooperative Learning

2. Rashi sheet

3. Skits-Role playing

4. Think, Pair and Share

5. Vocabulary Matching

6. Timelines

7. Choral Reading

8. Guided Classroom Discussion

9. Journal Writing
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Explanation of Activities:

1. Chavruta Learning- Chavruta learning in our classroom is when each chavruta switches
off reading and the chavruta pair answers guided questions together. They are provided
with vocabulary scaffolding. They write a summary of the learning in bullet points. After
this, teacher asks students to recite and translate or to answer questions.

2. Rashi Sheets- Students write the Rashi in regular script, then translate it into English,
and then explain the lesson Rashi is teaching us in one or two sentence.

3. Skits-Role playing- 1-3 students prepare and act out a 2-minute skit to enforce a point.
The student audience writes down at least 2 main points they understand the skit is
meant to teach. Students also are engaged in various ways, depending on the lesson. For
example, students might be asked to put their thumbs up or down if they think a part of
the skit positively or negatively demonstrates the lesson. Audience reflects on each
others skits and discuss why the behavior demonstrated in the skit is appropriate or
not.

4. Think, Pair and Share- Teacher asks students questions. Students then reflect on
questions by speaking with a student next to them about what they think the answer is
and then share their reflection with the class. Students pair together to reflect on what
they think will happen next in the narrative and post their responses on the whiteboard.

5. Vocabulary Matching- Before working on the psukim of the week, the teacher teaches
what each new vocabulary word means. Next, the teacher practices the new words by
playing a matching vocabulary and definition game with the class. After that, students
play a matching game independently. Finally, the students create sentences using the
new vocabulary words in sentences.

6. Timelines- Students are given 4 note cards of different events and they place them into
chronological order.

7. Choral Reading- Teacher presents a few questions for students to consider before the
Pesukim are read, which will be discussed after the Pesukim are read. Then, the class
reads a few words at a time, translating as they go, with the teachers help if necessary.

8. Guided Classroom Discussion Teacher learns a Rashi with the class and discusses the
implications of the differences between Pshat and Drash with them. Teacher also
discusses the practical applications from the material that the class has learned.
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9. Journal Writing - After having learned a specific lesson, students individually write 2
paragraphs about practically applying it to their lives.

Justification of Activities:
In order to best help students understand the Yosef narrative in Bereishit 37, we
designed activities that will best engage students. They will create timelines of four note cards
of different events and they will need to place them into the correct chronological order. This
will ensure that the students know what happens in the Yosef narrative in the correct sequence.
We also chose chavruta style learning to be used at times so that during the times we
are learning from the text, the students are still very engaged and are using their minds to
understand the Pesukim on their own by thinking critically. Additionally, as Brown, Collins and
Duguid write, when students learn in a group, they develop more polished answered that allow
them to think in a more complex way and develop insight on the material.
Our students also engage with one another via think, pair, and share. Students are given
opportunities to reflect on the text by sharing with their classmates.
Another way in which students are able to reflect on the learning is through journal
writing. The students think about how the material they learned in class relates to their lives by
writing in their journal.
Students also make skits throughout the semester. In these skits the audience writes
down at least two main points they understand the skit is meant to teach. Students are engaged
in various ways, depending on the lesson. For example, students may be asked to put their
thumbs up or down if they think a part of the skit positively or negatively demonstrates the
lesson. The use of skits and thumbs up and thumbs down are a great examples of formative
assessments.
Our students work on their vocabulary skills and their Rashi skills with this curriculum.
They create vocabulary matching cards which they use to test themselves. They create
sentences using the new vocabulary words they learned.
Our students have Rashi sheets which will ensure that they are familiar with Rashi script
and that they understand what the Rashi is coming to teach them. We believe these activities
are important because practice allows students to reinforce key terms and vocabulary that are
essential to their understanding. As Willingham believes, practice is critical to ones learning.
The teacher guides group discussions on specific topics. For example, the teacher learns
a Rashi with the class and discusses with them the implications of the differences between
Pshat and Drash. The teacher also discusses with the students how we learn practical lessons
from the text. For example, in this Perek, how we learn Anava and Zerizus from Yosef. This
allows the students to think about the material and engage in the material in a group setting.
With the activity of choral reading, the teacher tells the class questions to consider
before reading the Psukim. The students use the skills that they have gained to answer those
questions. Then class reads a few words at a time, translating as they go. Based on the studies
of the Zone of Proximal Development, the teacher provides support to the students that gain
from teacher involvement.
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Materials needed for activities:

Chumash Bereshit
Rashi sheets
Vocabulary cards
Timeline cards
Map of Israel

Curriculum Schedule and Calendar

Suggested Daily Schedule:
Hook
3- Minute Teacher Introduction
Chavruta Learning
Individual Worksheet
Class Discussion
Big Activity
Exit ticket

This is a 4-6 week unit.

Below is a guide as to how each week of the unit should look.

Week 1

Throughout the week, students learn Pesukim 1-11 in chavruta. Following the chavruta
session, the teacher leads the class in choral reading of the Pesukim. Two minutes are then
devoted to students being chosen to read and translate the learned Pesukim. Teacher will use a
map on the Smartboard to pinpoint the geography discussed in the text (Eretz Canaan).
Students will copy the new location into their personal copy of the map of Canaan and the
surrounding lands. Students will play a vocabulary matching game to practice the new words
(See appendix for highlighted vocabulary words). Students will learn Rashis independently using
a Rashi sheet (Vlo yochlu 31:4). Teacher walks around assisting students as needed. Teacher
leads a guided group discussion about the words dibatam raah and what they could mean
according to Drash. Students independently create and illustrate 4 timeline notecards based on
the current text. They then have to place them in chronological order on their desk. Teacher
places the correct order on board for students to check. Students write 2 paragraphs in their
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journal about how they can practically apply various tactics that will result in positive familial
interactions. Students complete exit tickets daily before leaving class. Students engage in a
cumulative vocabulary game and/or quiz at end of the week.

Week 2
Throughout the week, students learn Pesukim 12-20 in chavruta. Following the chavruta
session, the teacher leads the class in choral reading of the Pesukim. Two minutes are then
devoted to students being chosen to read and translate the learned Pesukim. Teacher uses a
map on the Smartboard to pinpoint the geography discussed in the text (Chevron, Shechem and
Dotan). Students copy the new locations into their personal copy of the map of Canaan and the
surrounding lands. Students play a vocabulary matching game to practice the new words.
Students learn the Rashi hineni independently using a Rashi worksheet. Teacher walks around
assisting students as needed. Students learn about the Middot of Yosef through guided
classroom discussion. Students create the next set of timeline notecards based on the current
text. They then place them in chronological order on their desk. Teacher then places the correct
order on board for students to check. Students reflect on the lesson of Kibbud Av Veim
through journal writing. Students complete exit tickets daily before leaving class. Students
engage in a cumulative vocabulary game and/or quiz at end of the week.

Week 3

Throughout the week, students learn Pesukim 21-30 in chavruta. Following the chavruta
session, the teacher leads the class in choral reading of the Pesukim. Two minutes are then
devoted to students being chosen to read and translate the learned Pesukim. Teacher uses a
map on the Smartboard to map out the route Yosef took from Shechem to Egypt. Students copy
the route into their personal copy of the map of Canaan and the surrounding lands. Students
work with teacher on vocabulary matching activity. Students learn the Rashi Ein bo mayim
independently using a Rashi worksheet. (See appendix for picture of a pit that is perhaps similar
to the one Yosef was thrown into. Purpose of teacher showing students is simply to ensure they
stay engaged.) Teacher walks around assisting students as needed. Students use think, pair and
share to reflect on questions provided by the teacher. Students role-play what lessons they have
learned. (For example, speaking up for the right thing, like Reuven did.) Students reflect on the
lesson of leadership through two paragraphs of journal writing. Students complete exit tickets
daily before leaving class. Students engage in a cumulative vocabulary game and/or quiz at end
of the week.
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Week 4
Throughout the week, students learn Pesukim 31-36 in chavruta. Following the chavruta
session, the teacher leads the class in choral reading of the Pesukim. Two minutes are then
devoted to students being chosen to read and translate the learned Pesukim. Students learn
new vocabulary words via a vocabulary matching activity. Students learn the Rashi Haya Raa
Achalathu independently using a Rashi worksheet. The teacher walks around assisting students
as needed. Students perform skits in front of the class of the Pshat and one element that is
Drash (while in the Pshat only the brothers knew about what happened to Yosef, according to
Drash, Yitzchak also knew what happened and kept quiet because he figured Hashem will tell
Yaakov if its meant to be). Students reflect on the power of our actions by writing in their
journal and provide personal positive and negative examples of impacting others with actions to
prove their point. Students complete exit tickets daily before leaving class. Students engage in a
cumulative vocabulary game and/or quiz at end of the week.

Calendar of January 2017

Monday Tuesday Wednesday Thursday Friday

2 3 4 5 6
Pre-Assessment Notecards Vocabulary Quiz

9 10 11 12 13
Formative Notecards Vocabulary Quiz
Assessment #1

16 17 18 19 20
Formative Role Play Notecards Vocabulary Quiz
Assessment#2

23 24 25 26 27
Formative Notecards Vocabulary Quiz
Assessment #3 Skit

30 31
Summative Exam
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This is a chart which demonstrates how the goals, activities and assessments align in the
curriculum.

High Level Goals Activities Assessments

Students will understand the Pesukim. 1.Chavruta Formative Assessment #1 -

Learning Short Answer Questions

2.Vocabulary Formative Assessment #2 - Fill in

Matching the Blank

3.Guided Summative Assessment -

Classroom Vocabulary Matching, Binary
Discussion Choice, Multiple Choice
Interpretive Questions and Essay
4. Choral Questions
Reading

Students will recognize Rashi letters 1. Rashi Sheets Formative Assessment #2 -

and be able to understand how to find Multiple Choice Rashi Questions
Rashis question. 2.Guided
Classroom Formative Assessment #3 - Short
Discussion Answer Rashi Questions

3. Choral Summative Test - Short Answer

Reading Rashi Questions

Students will be able to differentiate 1. Guided Summative Assessment - Short

between Pshat and Drash. Classroom Essay Question
Discussion

2.Skits-Role
playing

Students will understand the storyline 1.Timelines Formative Assessment #2 -

in these Parshiot, and at a minimum Binary Choice Sequence
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they should be able to understand and 2.Chavruta Questions

recite the storyline in Appendix B. ** Learning
Formative Assessment #1 -
3.Skits-Role Multiple Choice Questions and
playing Fill in the Blank

Summative Assessment - Binary

Choice Questions

Students apply the lessons learned 1.Journal Summative Assessment - Short

from the story to their family Writing Essay Questions
relationships in a written form.
2. Think, Pair
and Share

Students infer different tactics that 1. Journal Formative Assessment #3 - Short

result in positive interpersonal Writing Answer Question
interactions.
2. Guided
Classroom
Discussion

3. Journal
Writing

Students understand the concept of 1.Think Pair Formative Assessment #3 - Short

Hashgacha Pratis and Emunah. Share Essay Question

2. Skits-Role
Playing

3.Journal
Writing
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Appendix
In this section, there are examples of a Rashi worksheet, a set of timeline cards and the
assessments.

A.
RASHI WORKSHEET:

Name:______________________
Date:_______________________

First, read the Rashi: Perek 37 Pasuk 4

(Rashi included below for example purposes)

. :

Word box:
- negative
- praise

1. Identify the Dibor Hamatchil: _______________________________________________

2. Write the Rashi in regular Hebrew script:

______________________________________________________________________________
______________________________________________________________________________

3. Translate the Rashi to English:

______________________________________________________________________________
______________________________________________________________________________

4. Explain what Rashi is teaching in one or two sentences:

______________________________________________________________________________
______________________________________________________________________________
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B.
Timeline Cards-Example Set

Yosef is sent to Mitzrayim

Death of Rachel

Yosef has dreams and is hated by brothers

Yosef is sent to Mitzrayim
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C.
Vocabulary that will be included in this unit are highlighted in red.
This highlights the storyline that students are expected to know by the end of the unit.

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; , - - , -
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, ; ,
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,
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-- , : - , . ,
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, - . , , ; , -- .
, -- ; ,

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, -
, - -

,

, ; - , - . , - ;
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, - , - . - ,
, - . -- , - : ,
, - ; , . , ;
; - - , , , - - .
. , : - , -- . ,
 15

D.
Image teacher will show students of a pit perhaps similar to the one Yosef was thrown into
which will be utilized to keep them engaged and interested:
 16

E.
Student Map of Israel which students will use to mark the geography mentioned in the text.
 17

Assessments

The goal of this pre-assessment is to understand what the students already know so that the
subsequent lessons can be taught appropriately.

Pre- Assessment

Number the events in the correct order. Write number one to show what happened first and
write a number six for the last event.
Yosef told his brothers about the dreams he had.

_____ The brothers put Yosef in a pit.

_____ Yosef was out in jail.

The brothers sold Yosef.

Yosef helped the prisoners with their dreams.

The brothers dipped Yosefs coat in blood.

Multiple Choice Questions. Circle the answer that is correct.

1. Which brother suggested that Reuven should be put in the pit?

a) Reuven

b) Yehudah

c) Moshe

d) Gad

2) How did Yosefs brothers feel about him?

a) They loved him

b) They hated him

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c) They wanted to be friends with him

d) They were hoping about his future

Circle T if the statement is true and F if the statement is false.

4) Yosef was sold to a group of Ishmaelites by his brothers. (T/F)

5) Yosef took Potiphars wife as a wife for himself. (T/F)

6) The butler had a dream that was interpreted by Yosef. (T/F)

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FORMATIVE ASSESSMENT #1:

The goal and learning targets of this formative assessment are to assess if the students have
understood and internalized the basic and detailed components of the learned material, such as
who is talking to who, ages, location and important details of the narrative.

:
.1 ?
.
.
.
.
.2 ____ .
16.
17.
18.
19.
:
.3 ___________.
..4 _________ .
.5 _______ _______.
?
.6 ______________________________
.7 ______________________________
?
.8 ___________
.9 ______________
_________


-
,
.10
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FORMATIVE ASSESSMENT #2:

The learning targets and goals of this formative assessment are to assess if the students are
familiar with the sequence of events, are familiar with the words in the Pesukim and what they
are talking about and understand Rashis questions and answers.

.
.1 ______
.2 _________
.3 _________ .
. ?
.4 ________________
____________ .5
. ?
____________ _________ , - .6

____________ _________ -
, - .7
. :
.8 ?
.
.
.
.9 ?
.
.
.
.
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FORMATIVE ASSESSMENT #3

The learning targets and goals of this formative assessment are to understand how we learn the
idea of Hashgacha Pratis from the story of Yosef.

1. Read the following story and answer the question at the end:

Two sisters, Shani and Penina were sitting in the living room of their house. The room had a big
ceiling fan, some carpet and a glass table. Shani told Penina that she needed a tissue and asked
Penina to get her one. Penina said, why cant you get your own tissue? After a few minutes of
arguing back and forth, Penina said, Fine! Heres your tissue! She got up to the tissue box and
then out of nowhere the ceiling fan fell on the exact spot she had been sitting. They both
couldnt believe it!
How does this story connect to what we are learning about the story of Yosef?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Where in this unit do we see the idea of jealousy. Do you think jealousy is a good or bad
thing? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Short Answers

1. Rashi comments on the words:

_________________________________________

2. Rashi comments that the word hineni that Yosef uses teaches us that:
___________________________________________.
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SUMMATIVE ASSESSMENT:

The goal and learning targets of this summative assessment are to test the students
understanding of the vocabulary words learned in this unit, their understanding of the Pesukim
and storyline, familiarity with the main characters, ability to identify the speaker in particular
areas in the Pesukim, knowledge of the geography of Israel, understanding of Rashis, knowing
the difference between Pshat and Drash, ability to apply the lessons learned from this unit to
their own life, and understanding that each word and event recorded in Tanach can teach us a
lesson.

Vocabulary Matching

Draw a line matching the vocabulary word to its correct English meaning.

1. Dream

2. Fine woolen coat

3. And we will kill

4. And he left

5. And they bought

True and False Questions

Circle T or F to indicate it the statement is true of false.

6. Yehudah told the brothers to sell Yosef ( T / F )

7. Yosef wanted to be with Potiphars wife ( T / F )

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Multiple Choice Questions

Circle the letter of the correct answer.

8. What was Yosefs first dream about?

a) Sheaves of grain

b) Cows

c) Stars

d) Baskets of bread

9. Who suggested that the brothers put Yosef in a pit?

a) Yehudah

b) Shimon

c) Rueven

d) Levi

Short Answers

Translate the Rashi and the explain in your own words.

, , :

10a. Translation:

10b. Explanation in your own words:

 24

: , ,
11a. Translation:

11b. Explanation in your own words:

?12a. Who is speaking in this Pasuk

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

?12b. What did he hope to accomplish by saying this

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

?12c. What impact did this have on what actually took place

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Map Skills

Write the following locations onto the map:

1. Chevron

2. Shechem

3. Dotan

4. Yosefs travel route to Egypt.

Short Essays

1. Please discuss two events in this unit according to Pshat and Drash, highlighting the
differences between them.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. What is the main storyline in this unit about Yosef, and what do you think is the most valuable
lesson we can learn from it?
 26

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________

3. What can we learn from the negative events that happened with Yosef about how to treat
our own friends and family?
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________

Essay Question
On a separate sheet of paper, describe the words and actions of Yosef and two other characters
and explain how it impacted their relationships and why. At the end explain what you learned
from this and how you can apply it to your own life.

Your essay will be graded with the following holistic grading sheet:

15 points: Student describes three actions or quotes of different characters accurately.

All results of each action or quote is correctly depicted. Student thoroughly explains how at
least one example from the story can be applied to their life.
10 points: Student describes two actions or quotes of different characters accurately. Most of
the results of the actions or quotes is correctly depicted. Student somewhat clearly explains
how one example from the story can be applied to their life.
5 points: Students describes one action or quote of different characters accurately. One of the
results is correctly depicted. Student does not explain how the example can be applied to their
life.
 27

Oral Bechina

Questions will be asked that require the student to understand the sequence of events. In
addition, it should include questions among the sequence that require students to explain who
says what. Teacher will also ask the students to reflect on the impact of what Yosefs
explanation of his dreams to the brothers, Yehudahs suggestion to sell Yosef and lastly, teacher
will ask what Hashems role was in the story.
Have student read and translate some psukim from the Perek (vocabulary). Teacher
should ask what Rashi is asking and what Rashi is coming to add in various examples (Rashi
comprehension). Teacher should ask student questions about the events and the order of these
events (timeline). Ask student to explain what we can learn from the relationship between Yosef
and his brothers.

List of possible questions:

o What is the reason Yosef is called a naar according to Rashi?

o How did yosef find his way toward his brothers? Who does Rashi say the ish
was?
o According to Rashi, how do you know that the brothers were great in their initial
reactions to Yosefs haughty dreams? Do you agree that their response was the
correct one?
o Give reasons why Yaakov was inconsolable when he heard Yosef was dead. Tell
me the three different suggestions of how to get rid of Yosef, who said which
one, and which one was chosen in the end.
o Could you give me a Midrashic example that shows Yosefs greatness? (Hint: It
has to do with the merchants spices.)
o How do you translate these bor? Vayigar? Toeh? Vnashlicheyhu? How do you
divide up that last word into 4 parts?
***Great follow up question starts with, What do you mean by?

Questions will be asked that require the student to understand the sequence of events. In
addition it should include questions among the sequence that requires students to explain who
says what. Teacher will also ask the students to reflect on the impact of what Yosefs
explanation of his dreams to the brothers, Yehudahs suggestion to sell Yosef and lastly, teacher
will ask what Hashems role was in the story.