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Shabbos in the Ten Commandments

Shabbos in the Ten Commandments. Shabbos in the Ten Commandments. Knowledge: I know that Shabbos has two aspects – Shamor and Zachor . I know that these come from the Ten Commandments. Skills: I am able to compare two texts and identify differences.

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Shabbos in the Ten Commandments

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  1. Shabbos in the Ten Commandments

  2. Shabbos in the Ten Commandments Knowledge: I know that Shabbos has two aspects –Shamor and Zachor. I know that these come from the Ten Commandments. Skills: I am able to compare two texts and identify differences. Understanding: I understand that there is a link between why we light two candles. I understand the deeper meaning of shamorv’zachor.

  3. Lesson Objectives • To know the origin of why we light two candles • To know the origin of two aspects of Shabbos - Shamor and Zachor

  4. Success Criteria • Students are able to identify the two aspects of Shabbos – Shamor (guard) and Zachor (remember) and know that the source for this is the Ten Commandments.

  5. Blended Learning • Work through the module Shabbos in the Ten Commandments on the interactive whiteboard (IWB). • Hand out sheets of the Ten Commandments, in order, in Hebrew and English. • Ask the students to try and put the commandments in order by dragging and pasting on the IWB.

  6. Blended Learning • Compare both texts on the IWB using the Shabbos InterActive programme. • Highlight the two words – Shamor/Zachor. • Ask the students to go and mark the words on their sheets and stick them in their Shabbos book.

  7. Let’s ask • Did you know that there were two sets of Ten Commandments (luchot)? • Why? • What do you know about them? • Do you know any of the Ten Commandments?

  8. Let’s talk • Put the 2 flashcards on the very large paper:Shamor = Guard Zachor = Remember • What does it mean to “guard” Shabbos? • What does it mean to “remember” Shabbos? • Split students into 2 groups surrounding each paper on the floor. • Let the students write or draw examples on the large pieces of papers with the keywords in the middle to show what “guarding Shabbos” and “remembering Shabbos” might mean to them. • The end product is a brainstorm chart of examples for each concept.

  9. Let’s sum it up • Choose a representative from each group to stand at the front of the class with their paper and tell the class what has been written. • Discuss as a group.

  10. Extension Activities (Worksheet 2.2) • Draw or write examples in columns of: • What does it mean to Guard Shabbos? • What does it mean to Remember Shabbos? • The objective of the exercise is to emphasize how many positive things we do to remember Shabbos.

  11. Higher Ability Students • Can you find the two different sets of the Ten Commandments inside a chumash? • Give the name of the chumash and perek (chapter) and let the students find them independently.

  12. Assessment • Ten Commandments sheets: Have the students noticed Shamor and Zachor and are they able to highlight them independently? • Stick the evidence in their workbooks or educator to record results.

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