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TaL AM 5

TaL AM 5


Chayey Yom Yom

The unit deals with the construction of the social framework of a thinking, active class and the personal identity of each student in preparation for the end of elementary school, focusing on the names they have acquired and what they would like to be through a variety of stories and parables. In Grade 5 the students learn how to employ divergent thinking using Thinking Hats (Advantages, Disadvantages, Feelings, Thoughts etc.) which assist them in examining problems from various perspectives, and how to use Action Gloves (Creativity, Leadership, Assistance, Consideration etc.) in order to become active members of their class and of their community. The students thus develop the life skill of problem solving, linked to all content tracks.


Chagim

Chagei Tishrei

In Grade 5 the students expand the study of the Hilchot Tshuva (laws of repentance) set forth by the Rambam, and learn about the period Bein Kesse Le’Assor and its significance in terms of Slicha, Tshuva and renewal. In preparation for Yom Kippur the children learn the story of Yonah while developing the skill of reading between the lines, and examine interpretations offered by various commentators. The study of the holiday of Sukkot focuses on the Ushpizin we invite to our sukkah and on the important things we can learn from them. The students are encouraged to invite a guest of their own choosing to their sukka, and write about him/her.

Chanuka

The students recall the important material they previously learned about Chanuka, and study the halachot associated with the chanukia and the candle lighting ritual. The unit focuses on identifying the miracle of Chanuka; the guided reader encourages the students to think about the protagonist’s actions while utilizing their Thinking Hats, and to monitor his thought process, leading to action. The library books focus on the mitzva of Pirsum Hanes: in Ma Mesaprot HaChanukiot? the children learn about different chanukiot and their underlying meaning, ultimately creating their own chanukia. Lama Asur Lehishtamesh Bahem? focuses on the imperative “Ela Lir’otam Bilvad” and on its link to the miracles, while Hillel VeHaShe’ela Hakasha explains why we continue to celebrate events that happened thousands of years ago, and how we preserve our Jewish identity in a non-Jewish world.

Tu BiShvat

In Grade 5 the children conduct a Tu BiShvat Seder, in which they learn which fruits we traditionally eat during the holiday, what they represent, and the order in which we say the blessings over the various species. The story of Choni HaMe’agel teaches the students about the importance of man’s efforts for Kium HaOlam – the preservation of the world. The edict Bal Tashchit from the Book of Deuteronomy is studied through commentaries of the sages and through library books, and the topic of recycling receives special attention. In conclusion, the students prepare an Environment and Society Fair, encouraging them to think about how they can act towards Tikkun Olam and towards the conservation of our environment.

Purim

The guided book Eich Pa’aloo Giborei HaMegilah VeLama enables the students to focus on the protagonists of the Megilah and their feelings, as well as the significant objects, places and actions therein. The unit includes a dramatization of the Megilah as well, which appears in a guided book and animated DVD. The students expand their study of the concept VeNahafoch Hu through a guided book and library books, finding opposites in their own everyday language. The unit also deals with the link between Haman and Amalek, with intolerance of the Other, and with the importance of acting against hatred.

Pesach

The Pessach unit focuses on the various types of slavery – physical, spiritual and national – as well as the various types of freedom. It also deals with the correlation between the slavery of the Israelites in Egypt and contemporary stories of slavery, told in the unit’s library books. The TaL AM Haggadah links the texts, songs and prayers appearing in the Haggadah (Ha Lachma Anya, Ma Nishtana, Ma’ase BeRabbi Eliezer, etc.) to the various types of slavery and freedom, and to our lives today.

Israel & Jerusalem

The unit opens with the events that transpired in Eretz Israel and in the world prior to the establishment of the State of Israel. The guided book HaTalit Shel Sabba tells the story of Grandpa Chaim, a Holocaust survivor who succeeded in journeying to Israel, emphasizing the imperative Zachor (Remember). The unit focuses on the flag – what it is, what the various types of flags are, and what they represent and the connection between the Talit and the flag of Israel. A wide selection of projects created by the students of the Virtual Class enables the children to learn how to prepare their own creative story about a flag of their choice using divergent thinking. They also learn what a limerick is, and how to write their own limerick and create their own flag.

Shavuot

The unit recalls the knowledge acquired about Sfirat HaOmer, expounding on this knowledge through a “Historical Tour” along the TaL AM timeline of historical events which took place during Sfirat HaOmer and their implications on our lives today.

In preparation for Shavuot, the students learn the Book of Ruth through activating the skill of reading between the lines, and engaging with the question “Why do we read the Book of Ruth during Shavuot?”, grounding the answers in the Biblical text. The unit closes with an examination of the holiday’s characteristics and their expression in the customs we practice today.


Parashat HaShavua

The students recap the content of the parashot through memory retrieval of factual knowledge. The learn how to independently write a Dvar Torah on a central idea in each parasha, which they can present to their families at home, implementing 6 stages:

1. Reviewing the content of the parasha through games and identifying key words;

2. Focusing on one verse and thinking about a main question / idea;

3. Studying a midrash or halacha written by Chazal and linked to the question / idea;

4. Examining the idea through contemporary literature or information;

5. Exploring the topic through divergent thinking using Thinking Hats and Action Gloves;

6. Creative writing of a Dvar Torah using key words.