The religious school curriculum for third through seventh grades consists of Jewish studies (Holidays, life cycle, Bible, and Jewish values) on Sunday mornings (9am–11am) and Hebrew reading/prayer instruction on either Sunday afternoon (11:15am–1pm) or Tuesday afternoon, online by appointment between 4:15pm–6pm).
The Jewish studies curriculum of the 3rd–7th grade program is aligned closely with the mission statement of our religious school: To provide novel and thought-provoking materials that invite students to explore the language, myths, narratives, laws, symbols, rituals, art, music, and ethical teachings that shape Jewish identity.
A well aligned curriculum is guided by a common framework of curriculum, instruction, assessment, and learning climate that are pursued over a sustained period of time.
| Sacred Texts – Genesis, Exodus | Holidays | Life Cycle / Synagogue | Israel | Values / Ethical Teachings | |
|---|---|---|---|---|---|
| Language | Review Language from first and second grades; Introduce the following new words: B’reishit, Shemot, Midrash, Halacha, Aggadah, YIsrael, Hineni | Review Language from first and second grades; Introduce the Shehechiyanu blessing; Add the following new vocabulary: Havdalah, Shavuah tov, Tishrei, Asseret Y’mai Teshuvah,
Chet, Megillah, Matanot L’evyonim, Hametz, Pesach (sacrifice), Matzah, Maror, Haroset |
Review Language from first and second grades; Introduce the following new words: Aliyah, hagbah u’glila, Mahzor | Review Language from first and second grades; Introduce the following new words: Yerushalayim, brit | Review Language from first and second grades; Introduce the following new words : B’tzelem Elohim (In the image of God), Tzedek tzedek tirdof (Purusit of justice), Emunah (faith in God) |
| Myths/Narratives and Stories | Cain and Abel (B’reishit 4:8-9); Abraham argues with God (B’reishit 18:23-32); Akedat Yitzhak (B’reishit 22:1-19); Jacob tricks Isaac (B’reishit 27); Jacob wrestles with the Angel (B’reishit 32:23-33); Joseph thrown in pit (B’reishit 37:12-35); Moses kills taskmaster and flees (Shemot 2:11-15); Moses at the burning bush (Shemot 3:1-15) | “Sacred Occasions” (page 91 in The Bird of Paradise and Other Shabbat Stories) | Exodus 3:1-10 – God appears at the burning bush – promise of redemption in Land | Cain/Abel = B’tzelem Elohim;
Abraham argues with God = Tzedek tzedek tirdof; Akedat Yitzhak = Emunah |
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| Laws | Exodus 31:16-17 (V’shamru -Observe Shabbat ); Exodus 12:18 (Command to eat matzah) | ||||
| Symbols | See Holiday Symbol Scope and Sequence | Review Symbols from second grade; Introduce the following: Lion of Judah | |||
| Rituals | Review second grade Rituals; Add the following: Blessing children on Shabbat, Havdalah ceremony, recite Al Chet, Inviting Ushpizin into Sukkah, Sending gifts to friends and the poor on Purim | Hagbah u’glilah–raising and dressing the Torah | |||
| Art/Music | Eliyahu Hanavi | Eretz Zavat Halav U’dvash, |
| Sacred Texts – Numbers, Deuteronomy, Joshua, Judges, Kings | Holidays | Life Cycle / Synagogue | Israel | Values / Ethical Teachings | |
|---|---|---|---|---|---|
| Language | Review Language from third grade; Introduce the following new words: B’midbar, Devarim, Yitziat Mitzrayim, Am YIsrael, melech, Beit Hamikdash, Navi | Review Language from third grade; Introduce the following new words: B’midbar, Devarim, Yitziat Mitzrayim, Am YIsrael, melech, Beit Hamikdash, Navi | Review Language from third grade; Introduce the following new vocabulary: Brit milah, brit bat, get, bar/bat mitzvah, d’var Torah, Haftarah, mikvah, Ketubah, Aufruf, Hevrah Kadisha, Kriah, Shiva, Kaddish Yatom, Yahrtzeit | Review the Language from third grade; Introduce the following new words: HaTikvah | Gevurah (heroism/courage), Reyut (friendship), Hocheach tocheeach (rebuking wrongdoing), Shlom Bayit (family harmony), Ahavat HaGer (love the stranger) |
| Myths/Narratives and Stories | Splitting of the Sea (Shemot 14); Providing manna in the wilderness (Shemot 16); Revelation at Mt. Sinai (Shemot 19:16–20:18); Spies scout the Land (B’midbar 13-14); Joshua at Jericho (Joshua 6); Deborah and Samson rally the people (Judges 4, 16); Ruth chooses Judaism (Ruth 1-4); Samuel anoints Saul as first King (I Samuel 8-9); David and Jonathan (I Samuel 20); David sins with Batsheva/Nathan’s rebuke (2 Samuel 11-12); Solomon builds the Temple (1 Kings 5:9-6:36); Elijah confronts the priests of Baal (1 Kings 18:16-39); | Midrash RE Nachshon at the sea (Mechilta d’Rabbi Yishmael 14:22) = Gevurah; Spies scout the land = Hocheach Tocheeach; Ruth follows Naomi (Ahavat HaGer); David and Jonathan resist Saul = reyut; David’s sin and Nathan’s rebuke = Hocheach tocheeach | |||
| Laws | Exodus 31:16-17 (V’shamru – Observe Shabbat ); Exodus 12:18 (Command to eat matzah) | ||||
| Symbols | See Holiday Symbol Scope and Sequence | Review Symbols from third grade; Introduce the following: grape cluster, Palm tree | |||
| Rituals | Review third grade Rituals; Add the following: Birkat Hamazon, Yom Kippur greeting- “Gemar Hatimah tovah,” Bidikat/Biur Hametz; Memorial siren sounded in Israel for Yom HaZikaron, | ||||
| Art/Music | Eli Eli, Hinei Mah Tov | HaTikvah | HaTikvah | Kol Ha’Olam Kulo |
| Sacred Texts – TANAKH | Holidays – Minor Holidays | Life Cycle / Synagogue | Israel – Experience Modern Israel and HaMakom | Values / Ethical Teachings | |
|---|---|---|---|---|---|
| Language | Review the Language from fourth grade; Introduce the following new words:
“im eshkachaych Yerushalayim”, Eicha, “Kol sasson v’kol simcha” |
Review the Language from fourth grade; Introduce the following new words: Tisha B’Av, Yom Ha’atzmaut, Yom Yerushalayim, Yom HaZikaron, Yom HaShoah | Review the Language from fourth grade; Introduce the following new words: Tisha B’Av, Yom Ha’atzmaut, Yom Yerushalayim, Yom HaZikaron, Yom HaShoah | Kibbutz Galuyot (ingathering of diaspora); Zikaron (remembrance), Rodef Shalom (pursuit of peace), Pidyon Shivuyim (redeeming captives), Bal Tashchit (environmental protection-not waste) | |
| Myths/Narratives and Stories | Lamentations 1:1-22;
Psalm 137:1-4 – “By the rivers of Babylon” Psalm 137:5 – “If I forget you, O Jerusalem.” Jeremiah 33:10-11 – “Again there shall be heard in this place…the sound of mirth and gladness.” |
The Field of Brotherly Love (#514-Jewish Story Finder), Nicanor’s Doors (#19-Jewish Story Finder), The Staff of Elijah (#133-Jewish Story Finder), David’s Harp (#143-Jewish Story Finder), Milk and Honey (#154–Jewish Story Finder) | |||
| Laws | Shemot 23:10-11 – Law of Shmittah, The Law of Return | ||||
| Symbols | See Holiday Symbol Scope and Sequence | Review all the Symbols from previous grades; Introduce the following: seven species, deer/gazelle | |||
| Rituals | Tisha B’Av – 24 hour fast; Yom HaShoah – Lighting memorial candle, sirens in Israel; Yom Ha’Zikaron – sirens sounded in Israel; Yom Ha’atzmaut – fireworks, picnics, parades | Breaking glass at weddings; Praying eastward toward Jerusalem; Sitting on the floor and reading Eicha; | |||
| Art/Music | Im Tirtzu, Lechi Lach |
| Sacred Texts – Prophets | Holidays | Life Cycle / Synagogue – Becoming a bar/bat mitzvah | History – American Jewish History | Israel | Values / Ethical Teachings | |
|---|---|---|---|---|---|---|
| Language | Review the following vocabulary: brit, Haftarah, kadosh; Introduce the following new words: n’vuah, navi, Nevi’im, BCE, CE, | Shalosh regalim, hakafot, zman simchateinu, s’chach, Zman Chayruteinu, Sefirat HaOmer, Yizkor, Shavuot, Zman Matan Torahteinu, Tikun Leil Shavuot, Chol HaMoed | bar/bat mitzvah, bnai mitzvah, kehillah, tefillah, tzedek/hesed, d’var Torah, haftarah, brit, tallit, aliya, simcha | Introduce the following new words: Kehillah, Sephardim, Ashkenazim, shtetl, pogrom, landsman, aliyah, Medinat YIsrael | Review the following: Tzedek tzedek tirdof (pursuit of justice), Hocheach tocheeach (rebuke), teshuvah (return to best self), gevurah (heroism/courage); Introduce the following new words: Rachamim (compassion) | |
| Myths/Narratives and Stories | Shemot Rabbah 2:2 – Moses hoisting on his shoulders a lamb that had strayed from the flock; Shemot 33:7-23 – Moses asks to see God face to face;
1 Samuel 3:1-21 – Young Samuel hears God call while serving with Eli; 1 Samuel 8:1-22 – People demand a King from Samuel. He warns them against kingship. But God relents and appoints Saul; 1 Kings 18:20-46 – Elijah challenges the priests of Baal; 1 Kings 19:1-12 – Elijah hears the murmuring sound of God; 1 Kings 21 – Elijah confronts Ahab; Amos 5:21-25 – “Let justice well up like water…”; Isaiah 2:1-4 – “Nation will not take up sword against nation…”; Jeremiah 7:1-11 – Jeremiah stands at the gate of the Temple and demands justice throughout the land. |
Shemot Rabbah 2:2 – Moses hoisting on his shoulders a lamb that had strayed from the flock; Shemot 33:7-23 – Moses asks to see God face to face;
1 Samuel 3:1-21 – Young Samuel hears God call while serving with Eli; 1 Samuel 8:1-22 – People demand a King from Samuel. He warns them against kingship. But God relents and appoints Saul; 1 Kings 18:20-46 – Elijah challenges the priests of Baal; 1 Kings 19:1-12 – Elijah hears the murmuring sound of God; 1 Kings 21 – Elijah confronts Ahab; Amos 5:21-25 – “Let justice well up like water…”; Isaiah 2:1-4 – “Nation will not take up sword against nation…”; Jeremiah 7:1-11 – Jeremiah stands at the gate of the Temple and demands justice throughout the land. |
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| Laws | Devarim 16:1-17 – Command to observe the shalosh regalim. | |||||
| Symbols | Sukkot – in addition to all previous Symbols taught, add water/rain; Pesach – in addition to all previous Symbols taught, add Angel of Death and Elijah; Shavuot – introduce the following: milk/dairy, 10 commandments, ketuba celebrating marriage between God and Israel at Mt. Sinai | Review all the Symbols from previous grades; Introduce the following: seven species, deer/gazelle | ||||
| Rituals | Circling the sanctuary with lulav and etrog on Sukkot; Arbah Kosot of wine at Pesach; counting the omer each evening for 49 days beginning on the second day of Pesach; studying all night on the eve of Shavuot, eating dairy on Shavuot | Praying for rain at end of Sukkot, Confirmation ceremony at Shavuot | Hakarat hatov (gratitude), anavah (humility) | |||
| Art/Music |
| Third | Fourth | Fifth | |
|---|---|---|---|
| Rosh Hashanah | Book of Life, Kittel | Kittel, Crescent moon | Crescent moon, Number 7 |
| Yom Kippur | Potter’s wheel, Tallit | Tallit, Scapegoat | Scapegoat, Gates of Neilah |
| Sukkot/Simhat Torah | Lulav/Etrog, Cornucopia, Ushpizin | Ushpizin, Full moon | Full moon, Hatan/Kallat, B’reishit |
| Shabbat | Shabbat bride/queen, Abraham’s open tent | Havdalah candle, Spices | Havdalah candle/spices, Eliyahu Ha’Navi |
| Hanukkah | Dreidel, Ner Tamid | Ner Tamid, Gelt | Hammer |
| Tu B’shevat | Seven species | Seven species, JNF boxes | JNF box, Humans as the tree of the field |
| Purim | Megillah, Gifts to Friends/Needy | Masks, Lots | Masks, Lots, Purim Shpiel |
| Pesach | Seder Plate, Shank bone, Parsley/Salt water, Egg, Wine, Afikoman | Seder Plate additions, orange, Four Sons | Elijah’s cup, Kittel, Burning Chametz |
| Yom Ha’atzmaut | Menorah, JNF blue box | Picture of Herzl, Ben Gurion signing Declaration of Independence | Iconic photo by David Rubinger of soldiers at the kotel |
The prayer curriculum is developed based on mastery learning theory. Mastery learning suggests that every child can learn the content, but each does so at their own rate of speed. Therefore, instead of the teacher devoting a given amount of time to presenting a particular prayer, assessing the students, and then moving on, mastery learning recognizes that children will master the material at different rates of speed. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage.
| Reading Fluency | Concepts (for a complete list contact the main office) | Values (for a complete list contact the main office) | |
|---|---|---|---|
| 3rd | Bracha formulas; blessings over wine, challah, candles (Shabbat, Chanukah, and Yom Tov), Shehechiyanu, Mah Nistanah (first 2) | Students will state that a brachah is not just words, but it is a connection to God; Students will identify 3 important roles of a brachah; namely, to recognize a gift from God, to thank God, and to make a request to God. | Hakarat haTov (gratitude); Kedusha (holiness), and Human dignity |
| 4th | Modeh ani, Kiddush, Chanukah blessings, Shema, Mah Nishtanah (3rd/4th) | Jews pray in a community; We demonstrate our love for God by acting righteously; We are connected to those who came before us and strive to be worthy of their gift. | Emunah (faith in God); Ahavah (Love of God); Geulah (redemption); Zechut Avot (merit of our ancestors) |
| 5th | Barechu, Yotzer Or, V’ahavta, MiChamocha, Adonai Sefatai tiftach, Avot, Emahot, Gevurot paragraphs of Amidah | Ushpizin, Full moon | Full moon, Hatan/Kallat, B’reishit |
| 6th | Blessings before and after Torah and Haftarah, Kaddish, Aleinu, Ein K’eloheinu, Adon Olam | Torah is sustenance for our souls.
Torah tells the story of the Jewish people and studying it links us to our collective past. The universal values found in the Torah are a unique contribution of the Jewish people to civilization. |
Achdut – (Oneness/unity of God); Tikkun Olam (our obligation to be God’s partners in repairing the world); Malchut Shamayim (glory and centrality of God in the world) |
| 7th | Torah service including: L’cha Adonai Ha’gedulah, Al Shlosha D’varim, V’zot Hatorah, Eitz Chaim he | We re-enact the drama of our people standing at Mt. Sinai.
We have a special relationship with God. Torah study is a well-spring of goodness and the Torah is a guide for living a better life. |
Talmud Torah (Torah study); Gemilut Hasadim (deeds of kindness) |
