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Religious Education
Title: Jewish Rituals
Lisa Spagnuolo
Curriculum Expectations
Grade 11
75 minutes
Guiding Questions
ICE:
Specific Expectations:
- PF1.02: explain what it means to live according to a
particular religious worldview;
- PF2.05: describe and compare the ways individuals, families
and religious institutions live out their religious beliefs in
everyday life as faithful adherents of various religions;
- 4.3 understand the importance of religious symbol,
celebration, and ritual in the formation of religious
communities;
- 4.3 describe key religious symbols and rituals within
Judaism;
- What is the meaning behind some of the ritual
practices of Judaism?
- What is a ritual?
- What rituals do Catholics celebrate?
- What are some key rituals in a Jewish persons life?
Catholic Graduate Expectations:
An Effective Communicator who:
CGE 2. (b) Reads, understands and uses written materials
effectively.
CGE 2. (c) Presents information and ideas clearly and
honestly and with sensitivity to others.
A Collaborative Contributor who:
CGE 5. (a) Works effectively as an interdependent team
member.
Materials
Learning Goals & Success Criteria
Learning Goals
- Chalkboard/Whiteboard
- Chalk/Whiteboard Markers
- “Special Occasions”
Handout
- Textbooks
- Jigsaw Graphic Organizer
- “Invitation Assignment”
Handout
Students Are Learning To:
-
Understand the significance of Jewish rituals and celebrations
Describe significant Jewish rituals
Describe and understand the symbolism and significance to Jewish rituals
and celebrations
How Will They Be Displayed?
- The list of learning goals will be displayed on the board or on chart paper
Success Criteria
I have thoroughly completed my graphic organizer in relation to the jigsaw
activity
- I will be able to identify the significance of Jewish rituals with the help of my
graphic organizer
- I have successfully created an invitation to a Jewish ritual or celebration by
including all of the required information
How will they be displayed?
-
The list of success criteria will be displayed on the board or on chart paper.
Reminders
Rationale:
This lesson is significant to students as it helps them understand the importance of another religion’s celebrations
and rituals. The lesson relates back to their Catholic rituals and celebrations, creating a significant link in
interreligious dialogue.
Prior Knowledge:
Key events in this history of Jewish people, sacred texts of Judaism, characteristics of the three different branches of
Judaism, the Holocaust and it’s implications.
Title
Minds On
Lesson
Approximately 15 minutes
Begin with a Prayer:
-
A prayer for learners and students
Displayed on board, class will recite it together
Will help foster a warm, inclusive, and positive community
Father of all mercies
We ask that you would bless the youngest and littlest of learners,
the most helpless and powerless of persons,
with Your infinite and loving mercy,
granting them the strength to learn, concentrate, and act in love towards their teachers and fellow students.
We also ask that You would watch over them at home and at school,
and give them proper direction so that they may learn of Your wonderful virtues.
We ask this in the name of Your Son, Jesus Christ. Amen
Brainstorm Mind-map
- Teacher will lead the class in creating a concept map through collaborative brainstorming on the
chalkboard
- Topic of mind-map: “Rituals”
Guiding questions will include: 1. What is a ritual? 2. What rituals do Catholics celebrate?
(Minds on - Engaging activity that motivates and inspires, Minds on - Link with prior
learning, Minds on - Assessment for learning)
Conclude by discussing:
- Rationale of lesson, Learning goals, Success Criteria
- Display and explain learning goals and success criteria on board
Action!
Approximately 35 minutes
Reference: Textbook page 117-122
1.
-
-
Jigsaw Activity
Briefly recap as a class the topic of rituals in a religion
Provide handout “Special Occasions” to the students
Teacher to divide students into 6 home groups of 4-5, depending on class size
* Divide students consciously to allow for differentiated instruction. Keep in mind: text
length, reading levels, etc.
* Division of students can take place in fun creative ways such as handing out colour-coded sticks,
playing cards, stickers, numbers, animals, etc.
Teacher then divides students into expert groups:
1. Babies & Circumcision/Brit or Bris Milah
2. Bar Mitzvah
3. Bat Mitzvah
4. Marriage & Divorce
5. Death & Afterlife
6. Shabbat
Students do Jigsaw activity on the graphic organizer by using the provided handout, and do additional
research from their textbook pg. 117-122 Teacher provides and solicits feedback and support as
needed. (AfL)
Making the connection to Christianity is very important for students
Expert Groups discuss best ways of presenting information back to their home groups
Students meet back in their home groups to teach, learn, and discuss the rituals of Judaism and their
significance. Students must also fill out their graphic organizer.
(Action - Evidence of gradual release of responsibility,
Action - Evidence of differentiated instruction,
Action - Evidence of high yield instructional activities,
Action - Evidence of assessment for learning,
Action - Evidence of assessment as learning)
Consolidation
Approximately 20 minutes
Recap:
1. Pose guiding questions again, initiate discussion
2. Revisit learning goals and success criteria, go through them as class, discuss how they were met
(Consolidation -Opportunity for students to respond to the guiding questions, Consolidation - learning goals
and success criteria revisited)
Assessment:
Introduction to Assessment:
- Discuss implications for real life situations, such as being invited to a Bar/Bat Mitzvah and having to
have knowledge of and respect their customs according to the ritual
Invitation Project: (AoL)
-
Create an informative invitation for a Jewish ritual, as if you are hosting the event.
You invitation can be in the form of a booklet, brochure, e-vite, or powerpoint.
You can choose from the list that was discussed today in class
Your invitation should include:
1. Information about the event:
- Explaining the details of the ritual, and its significant to someone who is not familiar with Jewish
rituals
- Beliefs associated with the event
2. Details of where the event will take place, a time, a date, explanation of your choices
3. A Jewish prayer that relates to the event (ex: scripture from the TaNak)
4. Pictures, videos, or other visual components
5. A 200-250 word reflection on what you have learned about yourself as a learner during today’s
lesson (AaL)
(Consolidation, Implications for real life situations,
Consolidation - Assessment for learning to allow students to describe next steps in their learning,
Consolidation - Assessment of learning that allows students to know how their activity in this class may
contribute to their final mark in the unit and course,
Consolidation - Assessment as learning to allow students to explain what they learned about themselves as
learners)
Reminders for next time this lesson is taught:
- Always reference Catholic rituals as a way to draw comparisons so student can connect.
Name _____________ Date _____________
Jewish Rituals - Jigsaw Graphic Organizer
Jewish
Ritual
Babies &
Circumcision/
Brit or Bris
Milah
Bar Mitzvah
Bat Mitzvah
Marriage and
Divorce
Death and
Afterlife
Shabbat
Important Information
Similarities & Differences
to Christianity
Name _____________ Date _____________
Jewish Rituals - Invitation Project
Students:
- Create an informative invitation for a Jewish ritual, as if you are hosting the event.
- The invitation can be in the form of a booklet, brochure, e-vite, or powerpoint.
- You can choose from the list of Jewish events that was discussed today in class
- Your invitation should include:
1. Information about the event:
2. Explaining the details of the ritual, and its significant to someone who is not familiar with
Jewish rituals
- Beliefs associated with the event
3. Details of where the event will take place, a time, a date, explanation of your choices
according to Jewish customs
4. A Jewish prayer that relates to the event (ex: scripture from the TaNak)
5. Pictures, videos, or other visual components
6. A 200-250 word reflection on what you have learned about yourself as a learner during
today’s lesson
Name _____________ Date _____________
Special Occasions in Judaism
Babies:
- Children are given a special Hebrew name (in addition to their
ordinary name)
o Boys are given the name during their circumcision
ceremony; girls on the 1st Sabbath after birth
- Used during special religious ceremonies
Circumcision:
- Healthy boys are circumcised on the 8th day after birth
o Circumcision means the removal of the foreskin at the end of the penis
- Mainly done by a doctor or rabbi
Bar Mitzvah:
- Occurs at the age of 13, on the Sabbath after his 13th birthday
- Means “son of the commandments”
- The boy must recite a blessing from the Torah before it is read at the
synagogue service
o Some boys will also read the Torah during the service
o Must have practiced Hebrew well enough to do
these tasks
- A boy is considered a man after this ceremony and is
expected to obey the Jewish laws
Bat Mitzvah:
- Automatically happens at the age of 12
- Means “daughter of the commandment”
- Not all Orthodox synagogues have services for Bat Mitzvahs
o Girls would not read from the Torah
o Held on a Sunday, not on the Sabbath
- In a Reform synagogue, the service is the same for both boys and girls
Marriage:
- A Jewish marriage ceremony is conducted by a rabbi
- Jews are encouraged to marry other Jews
- The ceremony takes place under a canopy called a huppah
o The huppah is a symbol of the home that the couple
will share and is often decorated with flowers
- The couple drinks from a communal glass of wine that has
been blessed
o This glass (wrapped in a napkin) is broken under
the groom’s foot after the marriage contract has been
signed
o It symbolizes the bad things that they might have to
face, along with the good, as well as the Temple in
Jerusalem being destroyed
Divorce:
- Divorce is allowed, but very every efforts is made by
family and friends to help the couple reconcile
- The marriage is ended when the husband gives the
wife a certificate of divorce
- They are then allowed to remarry
Death:
- Jewish belief is that funeral services should occur as soon as
possible, preferably within 24 hours of death
- Services are simple, non-differentiation between rich and poor
- Bodies are usually buried, not cremated
o It is belief that Cremation (the burning of the body
after death) destroys what God has created
After Death:
- Jews do believe in life after death
- However, they also believe it is important to focus on this life
rather than live for the afterlife