How To Celebrate Hanukkah

Transcription

1 CELEBRATE HANUKKAH LESSON PLAN FOR GRADES 3 6 Content Overview: In the fiction story, Rudi, Renata, and Sonia are looking forward to the latkes that are being prepared by Bubbe grandmother in Yiddish during the Hanukkah celebration. Their willingness to share the limited number of latkes reflects a story about generosity that Bubbe once told to them. The non-fiction section presents an overview of the main traditional elements of Hanukkah, with special attention given to the menorah and the dreidel game. The final pages are dedicated to holidays from other cultures that are also celebrated with candles and lamps. Materials and Preparation pictures of Hanukkah symbols and celebrations chart paper and markers writing paper, white paper for drawing, and bright blue construction paper assorted picture books about Hanukkah Standards Covered NCSS Social Studies Strands I. Culture: a, c, d, e IV. Individual Development and Identity: c, e, f, h V. Individuals, Groups, and Institutions: a, b VI. Power, Authority, and Governance: a IX. Global Connections: a, b National TESOL Standards Goal 1: To use English to communicate in social settings. Standards 1, 2, 3 Goal 2: To use English to achieve academically in all content areas. Standards 1, 2, 3 Goal 3: To use English in socially and culturally appropriate ways. Standards 1, 2, 3 NCTE/IRA English Language Arts Standards: 1, 3, 4, 5, 6, 9, 10, 11, 12 Vocabulary Book/Text Set: Celebrate Hanukkah with Bubbe s Tales / What is Hanukkah? by Alma Flor Ada and F. Isabel Campoy F: wheat / equal / latkes / pinch / pecked at / prepared / nibble NF: Jewish / menorah / Hebrew / sparkle / dreidel Pacing Guide 3 days; minute sessions, plus optional extensions

2 Reading and Activities DAY 1 Explore the Topic: Hanukkah / Generosity Elicit a discussion about generosity by asking students to offer examples of times they shared something with others, especially siblings. Bring in the concept of equal and ask students what they might do if there were three people and only two of something to eat. Tell students you ll be reading them a story about some siblings who show generosity toward each other. Vocabulary Introduction Start a thematic vocabulary list using a blue marker. On the top of a piece of chart paper, write the word Hanukkah, and then write the vocabulary words for the fiction section in a column. Read the words aloud with students and ask if anyone can use any of the words in sentences or can tell what they mean. Add to students responses as appropriate and necessary to give a clear definition of each word. Fiction Read-Aloud & Discussion Activate prior knowledge by showing pictures of a menorah, a Star of David, a dreidel and the Hebrew characters on its sides, and families celebrating Hanukkah. Ask students to describe what they see and to infer what the photographs are depicting. Leave the pictures on display during the reading. In this session you will read aloud only the fiction story, Celebrate Hanukkah with Bubbe s Tales. Before reading the story, show students the cover, read the title aloud, and have students make observations about the illustration. As you read, engage students in the use of context to help define any words they may not know. Make a special note of the footnotes on pages 2 and 6, and tell students that the words Bubbe and latkes are Yiddish, and Hanukkah is Hebrew. Explain that these are languages many Jewish people speak. Tell them that they are going to learn more Hebrew words later on. Make special note of the characters generosity and have students compare the characters actions with the actions of the two brothers in the wheat story. Point out the dreidel game, the decorations, and the way the family members support and care for each other. When the story is finished, ask students to comment on the story and to recall acts of generosity in the story. Ask the following questions, using the illustrations in the book whenever appropriate to help students with their responses: p.2/6

3 Beginning Intermediate Advanced 1. Where are the latkes? 2. What happens to the latkes on the plates? 3. What is the happy ending to this story? 1. What do the children do to help prepare dinner? 2. How do the children share? 3. What does Bubbe do at the end of the story? 1. What is special about the dinner Bubbe is preparing? 2. Explain why Bubbe is surprised when she sees the latkes. 3. Explain how this story shows generosity. At the top of a piece of chart paper, write Hanukkah is... with a blue marker. Ask students to recall from the story some of the activities the family does to celebrate Hanukkah and write their responses on the chart. DAY 2 Vocabulary Activity Review the words on the vocabulary list by having students reread and define them, and by using them in sentences. Add the vocabulary words for the non-fiction section to the list. Read the words aloud with students. Revisit the pictures to help students define the words. Show students the cover of Celebrate Hanukkah with Bubbe s Tales. Ask volunteers to recall the main plot points and the theme of the story. Non-Fiction Read-Aloud & Discussion Review the Hanukkah is... chart by having students read the items listed. Before reading the non-fiction section, ask students to think about holidays or special days they know for which people use lights, candles, lamps, fireworks, and other illuminated decorations. After a few examples have been given, ask them to think and talk about why lights are so often used to celebrate special occasions. After some discussion, tell students you re going to read a story about the Jewish celebration of Hanukkah, which is known as the Festival of Lights. Open the book to pages Have a volunteer student read the section title aloud. Read the story, What is Hanukkah? As you read, make note of the concept of Festival of Lights and point out the Hanukkah traditions and symbols. Have students notice the dreidel, the variety of menorah designs, and the shamash. Help students use context and pictures to define words they may not know. p.3/6

4 When the read-aloud is finished, have students discuss the information by answering the following questions: Beginning 1. What does a menorah look like? 2. What is something a family might do to celebrate Hanukkah? 3. How do families share at Hanukkah? Intermediate 1. Describe a menorah and tell how it is used. 2. What are some things you might see or eat during Hanukkah? 3. Tell some things families do to celebrate Hanukkah. Advanced 1. Explain why Hanukkah is called the Festival of Lights and describe the significance of the menorah candles. 2. Describe some things you might see during Hanukkah. 3. Why are many fried foods eaten during Hanukkah? Return to the Hanukkah is... chart. Ask students what new information they ve learned and add their responses to the chart. DAY 3 Vocabulary Review Have students use the All About Hanukkah worksheet. As students finish, allow time for them to browse and read additional picture books about Hanukkah. After reading, review the Hanukkah is chart and add new information to it. Writing Activity Explain to students that they will write a paragraph or two telling what they know about Hanukkah and draw an illustration to go with their writing. Write the title on the board: What I Know About Hanukkah Review the Hanukkah is... chart and the vocabulary list. Remind students to use both charts for reference as they write. Also let students know that as they write, they can ask for additional words to be written on the board. Hand out writing paper and white paper for drawing. Students may choose whether to draw or write first. Make sure they understand that the writing and illustrations should complement each other. As students complete their work, have them check their spelling and punctuation, and also have other students read their work for clarity of content. p.4/6

5 When both writing and illustrations are finished, have students mount the work inside bright blue construction paper folders. On an additional sheet of white paper, have students draw a menorah and write a title, then glue it to the front of the folder. Have volunteer students share their writing with the class. Extensions Writing Art Music Mathematics Write a How-To essay to explain the steps in playing the dreidel game. Play the game first, then write the directions for the game with enough detail so that the reader can understand how the game is played. Add illustrations to your writing as needed. Make a mobile using Hanukkah symbols: dreidel, candles, menorah, and Stars of David. Draw the symbols on construction paper and cut them out. String blue yarn through straws or tie yarn to thin dowels to hold the symbols/designs. Lash two or three straws or dowels together to make the mobile. Listen to some Hanukkah songs online at Make a dreidel using tag board or index paper (card stock). Use a ruler and protractor to create the fold-up design on flat paper, then cut and fold to make the dreidel. Write story problems that use multiples of 8. Social Studies Learn more about Israel s geography, symbols, and people, Jewish culture, and Jewish history. Get started at Science/Health Discuss fried foods and other foods that are eaten as special treats for holidays. Focus the discussion on eating these special foods in moderation. Technology Play the dreidel game online: Learn about the history and significance of the dreidel game: and p.5/6

6 Do a Hanukkah word search online: Learn about some Jewish Americans who made a difference: Read some Tales of Light online: Creative Reading Share this book with your students using Alma Flor Ada s Creative Reading methodology based on the principles of Transformative Education. Suggested questions to initiate the dialogue are provided for Beginning, Intermediate, and Advanced levels as well as selfassessment tools for teachers and students in both English and Spanish. Santillana USA Publishing Company, Inc. Developed by Renee Goularte Renee Goularte started teaching in the late 1980s. She has taught students in all elementary grades, and has worked specifically with English language learners, at-risk students, and GATE students. Renee holds a Master s Degree in Elementary Education from San José State University. In addition to teaching, she also writes and presents workshops for teachers. Renee lives in Northern California. p.6/6