‫בס"ד‬

Selections in Yeshaya Curriculum

By Leora Balk Lesher
Curriculum & Assessment - Dr. Jeffrey Glanz
Azrieli Graduate School of Jewish Education & Administration
Spring Semester 2016

I. CONTEXT
Grade Level 10th
Content Area Navi - Selections in Sefer Yeshaya
Educational Setting Machon Bas Melech (MBM), Bais
Yaakov-inspired community high school in the
Midwest
Student Composition *14 students
*Majority fall within right-wing Orthodox sect,
minority is modern orthodox, two girls
transferred from public school only a few years
back and come from families that are “still
learning” - colorful blend of students, as is
often the case at the lone yeshiva high school
for girls in a small Jewish community; varied
hashkafos and skill levels
Curriculum Team Principal, Assistant Principal, Director of
community Vaad HaChinuch, 9th grade Navi
teacher, 10th grade navi teacher, alumnus and
parent of current 11th grade MBM student
Time and Place Class:
~Classroom, Monday-Thursday:
*Mon/Weds - 10:36 AM-11:16 AM - Room 002
*Tues/Thurs - 10:30 AM-11:08 AM - Room
108

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Curriculum Team Meetings:

~At least five meetings across the summer
preceding the school year - two in-person
(July, August), three over video conference
~Monthly Meetings during the school year to
track progress and reevaluate where needed
~Bi-Monthly Classroom Observations to track
progress and ensure teacher accountability
Theory Machon Bas Melech’s “Selections in Yeshaya”
10th grade curriculum is built around the
Understanding by Design (UbD) model of
curriculum development. Each selection
begins with pre-established goals and
essential understandings that are expected to
be met by the unit’s end. Assessments appear
not only at the end, but throughout the
learning of each selection to create constant
accountability, ensure student understanding
and retention at each stage of the unit, and
provide instructor with the opportunity to edit
the curriculum along the way for maximum
absorption.
Outside Resources Curriculum, Mikraos Gedolos Neviyim
U’Kesuvim Ha-Maleh im Peirush Ha-Malbim
Sefer Yeshaya; Bar Ilan Responsa online
Jewish database; Smart Board; consistent
contact with assigned “Sister School” Tanach
department head in Long Island, NY as a part
of new national Jewish high school mentorship
program; guest speakers and workshops
relating to content area and skill development

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II. NEEDS ASSESSMENT

Current Curriculum In line with all other Tanach classes at

Machon Bas Melech, only the content
selection of Sefer Yeshaya is provided each
year to the instructor. All other curricular
details remain for the instructor to decide.
Machon Bas Melech requires 10th grade to
cover selections from Perakim Nun Hay, Vav,
Alef, and Yud Alef for the months of
Elul-Teves
Challenges *balancing set curriculum with teacher’s own
style of instruction - teacher should not feel
locked into that which is not her own
*consistent tracking and revision of curriculum
throughout the year to best meet teacher and
student needs - requires organization, time,
energy, and tremendous commitment to the
project
*possible resistance from students and/or
parents (especially those who have had
siblings or children in MBM before and are
unfamiliar with the notion of a prescribed
curriculum for 10th grade Navi class)
Opportunities *every moment of learning is maximized to
meet specific, pre-determined goals
*most famous and relevant topics in an
otherwise overwhelmingly dense and
ambiguous sefer ensure content is
age-appropriate in both quality and quantity
*gaps in education across different grades will
decrease over the years if set curriculum
implementation continues
*constant curriculum revision throughout
school year allows for personalized learning to

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best fit teacher and student needs

III. VISION

Broad Inspiring As Yeshaya is, certainly at first glance, a

Statement dense, and ambiguous book of Navi, the
curriculum for the MBM 10th grade student
audience has been designed around
particular, rich selections of the sefer that will
introduce key Jewish philosophical concepts,
historical context, literary devices, and lessons
for life. Quality is emphasized over quantity,
as each selected pasuk of focus is thoroughly
explored through the eyes of multiple
meforshim. The curriculum is designed around
realistic, but challenging goals upon whose
completion students may feel a sense of
genuine accomplishment that comes from
hard work.
Purpose of Curriculum The purpose of MBM’s new Selections in
Yeshaya Curriculum is to refine a very deep
and heavy book down to its most core and
essential aspects so it may be appropriate for
an audience of young, Jewish 10th grade
emerging women. Despite perakim upon
perakim and one commentary after the next of
harsh rebuke and hints of destruction, this
curriculum draws out more positive themes
and messages and allows students to
truthfully identify Sefer Yeshaya as a book of
‫נחמה‬, as indicated by Chazal.
Knowledge, Skills, Students will not go a day unchallenged as
Dispositions Valued they learn to work productively in chavrusas,
record clear, organized notes, responsibly
complete and submit work on time and in

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entirety, sharpen their skills and widen their

knowledge base through the colorful, intense,
poetic and prophetic text of Yeshaya and its
various commentaries, and, of course, take
with them inspiration to last a lifetime.

IV-VII. STANDARDS, BENCHMARKS, ASSESSMENT, and

FRAMEWORK

MONTH STANDARDS BENCHMARKS ASSESSMENT FRAMEWORK

ELUL-KISLEV BIG, ENDURING STUDENTS WILL STUDENTS WILL... LEARNING

IDEAS RELATED BE ABLE TO... ACTIVITIES
TO CONTENT
AREA

Elul Perek Nun Hay

(Haftaras Taanis
Tzibur)
*Sefer Yeshaya can be *Distinguish between 2 *Label provided *Students read and
explained according to translate pesukim 6-13
distinct exegetical examples from text of
2 distinct exegetical in chavrusas with
approaches to Sefer pesukim with mefarshim optional word guides
approaches: poetically Yeshaya; Radak & according to
repetitive k’lashon bnei
Malbim on 55:6 appropriate exegetical *Complete and submit
adam vs. each and
every word/phrase has approach each adopts “Pasuk in a Nutshell”
its own unique meaning worksheet for pesukim
*Create own “pasuk” 6-13
with two possible
*Teacher reads and
“meforshim” based on
translates Radak and
these two exegetical Malbim, pausing to
approaches (fictional explain and check for
phrase and understanding, as
commentaries in students fill out
english ​or​ hebrew) note-taking guide

*Compare and explain *Paint digital pictures *Discuss possible

*Hashem’s shechina is and accompanying themes of perek based
‫“דרשו ה' בהמצאו קראהו‬
ever-present during captions/descriptions on text just learned with
”‫בהיותו קרוב‬ chavrusa - write down
Zman Elul. representing themes
on list with

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according to Radak, discovered during corresponding pasuk

*Genuine, heartfelt Yalkut Shimoni, and chavrusa learning and (...biggest theme is
growth is the ​only Gemara Yevamos Perek discussion - post to definitely teshuva!)
growth Reviee 49b class “online exhibit”
‫ "קרוב ה' לכל קראיו לכל‬- where others can view
​ ‫אשר יקראהו ​באמ‬
"‫ת‬ and comment *Class split into groups
- each group receives
*Real teshuva requires *Relate the different *Perform skits acting one story of the past
change in thoughts, layers of teshuva out stories read about touching on one aspect
actions, and words discussed prophetically to teshuva directly of teshuva
real-life circumstances connected to meforshim - Rav and the Butcher,
Radak, Yalkut Shimoni, Amshinover Rebbe’s
and Gemara Yevamos Chossid, Wealthy
Nobleman’s Search

*Design personalized *Teacher shows one

*Draw parallels between example to class on
bookmark tabs for
language of Haftaras Smart Board and
machzor noting parallel monitors independent
Taanis Tzibur and tefilos
language and work time
of Yamim Noraim
application to own lives

*UNIT TEST

Hakdamah Le-Sefer *Learn Gemara Bava

*Answer guided
Yeshaya *Recall order of Sifrei Basra and first half of
questions on Gemara B Abarbanel in “Sidran
*Despite the harsh Neviyim, historical
ava Basra and first half Shel Neviyim” packet
warnings and rebuke in context and
of Abarbanel in “Sidran
Yeshaya, above all Chazal-mandated
Shel Niviyim” packet
else, it is a book of overarching theme of
comfort sefer
*Jigsaw Activity Part #2
- Teach its assigned *Jigsaw Activity Part
*Articulate Abarbanel’s #1- Each group
portion of Abarbanel to
five points about prepares one of five
a combination of points in second half of
Yeshaya’s elevated
members from the other Abarbanel with
*Yeshaya was a Navi status and unique role as
original groups until corresponding word
and Jewish leader in a Bnei Yisrael’s Navi at this
entire Abarbanel has guide and chart to fill
league of his own time
been learned by all and out- teacher walks
chart is completely filled around as jigsaw
out groups prepare and
present to provide
support and ensure
*UNIT TEST accuracy

Tishrei & Perek Vav *Students receive

*Departure of the *Connect the prophetic *Complete guided notes Perek Vav guided
Cheshvan shechinah has begun vision of Perek Vav to its packet subject to notes packet
historical context random check by

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teacher (serves as *Choral reading of

consistent means of pesukim 1-4 with
*Interpret pesukim 1-4 assessment across teacher translating and
according to pshat and Perek) class repeating
drash (Rashi) translation

*Rashis read and

explained by teacher -
brief class discussion

*List of class questions

on these pesukim

*Read R’ Schwab on
Yeshayahu p. 70-71
excerpt - historical
background

*No human can see *Associate phrases from *Match phrases from *Teacher reads Malbim
Hashem “‫ “בעצם‬- the pasuk with the two pesukim 1-4 to their "’‫ ”ואראה את ה‬- minimal
highest level of ways Hashem conducts respective note-taking permitted.
perceiving Him was by the world - ‫הנהגת הטבעית‬ interpretations
Moshe through an and ‫ הנהגת הנסיית‬- align according to Malbim - *Pair and Practice -
‫אספקלריה המאירה‬, physical imagery with on Smart Board and students practice
whereas Yeshaya only corresponding worksheets reading Malbim to each
perceived Him through metaphysical other, translating as
an ‫אספקלריה שאינו מאירה‬ explanations (Malbim) much as possible

*Avodas Hashem may *Experience Yeshaya’s *Examine painting from *Teacher reads Malbim
be expressed most nevuah as a both artist Moshe Tzvi final time - note-taking
apparently in the ‫מקדש‬, physical and intellectual Berger (on display at allowed on provided
but is to extend far encounter Jerusalem’s Museum of graphic organizer in
beyond a physical Psalms) - students act guided notes packet
building and into every as Yeshayahu writing a
element our lives and thank you letter to *Teacher reads R’ S.R.
our very beings Berger for depicting his Hirsch on this selection
‫"ועשו לי מקדש ושכנתי‬- special nevuah in Perek from his commentary
"‫בתוכם‬ Vav - must connect on haftaros - pauses to
three aspects of the prompt students with
painting to words of questions, take hands,
pesukim/meforshim -
scoring rubric provided *Read Rashi on pasuk
3 as a class +
connecting source from
*Ahavas Yisrael is a Vayikra 1:1 with R’
prerequisite to making a *Relate the language and Schwab’s comments in
Kiddush Hashem message of Vayikra 1:1 *Answer review chavrusa
to the call of the‫שרפים‬ questions on mini white
boards *Study Radak and R’
Schwab on “‫קדש קדש‬
‫ ”קדש‬- fill in guided
*Power of Bechira *List and depict in detail *Draw a comic strip notes packet (as
the three worlds depicting the three instructed to fill out

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represented by “‫קדש קדש‬ worlds and how each consistently from one
‫”קדש‬ can be sanctified in its lesson to the next)
‫ עולם‬,‫)עולם המאלכים‬ own way
‫ עולם‬,‫הכוכבים והגלגלים‬
(‫השפל‬

*To speak lashon harah *Define the word “‫”נדמיתי‬ *Complete an exit slip *Read Rashi, Radak,
about the Jewish people according to: (3-2-1) and Metzudas Tzion on
is a sin with heavy ‫ מצודת ציון‬,‫ מצודת דוד‬,‫רש"י‬ pasuk 5 as a class-
consequences *Post a journal entry on complete appropriate
class forum relating pages in packet
*”Spiritual Yeshaya’s spiritual
Self-Confidence” insecurity to not join in
praising Hashem with
the angels to a time in
her own life (real or
theoretical) when she
may feel spiritually
unworthy or insecure
(Ex: holding back from
“starting the kumsitz” or
from doing a big
chessed for fear of what
others may think or
because she never was
“that girl” before)
+ comment a sentence
of encouragement on
the post of a classmate

*UNIT TEST

Kislev Perek Alef

*The ‫ תוכחה‬warnings of *Draw a parallel between *Fill-in-the-Blank on *Read pesukim 1-27
‫ פרשת האזינו‬are taking ‫’משה‬s language in ‫האזינו‬ Smart Board with chavrsua
effect now and ‫’ישעיה‬s here
*Complete and submit
“Pasuk in a Nutshell”
worksheet for pesukim
1-27

Read Rashi on
*Devarim 32:1 in small
groups

*Hashem plays a *Explain pesukim 2-4 with *Read Malbim,

Malbim, Metzudas Dovid, *Fill out graphic Metzudas Dovid, and
dialectical role as
Father & King. and Mahari Krah organizer - meet in Mahari Krah on

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*Chosen Nation
"‫"בנים גדלתי ורממתי‬-
*The exile occurred in
stages to give Bnei
Yisrael the chance to
repent
*Without the intent to
come close to Hashem
when bringing a korban,
one has not brought a
korban at all - but
simply killed one of
Hashem’s creations
*Every expression of “
‫ ” ֵ​אי ָכה‬is also a divine
regarding our unique role
as “‫”בני בכורי ישראל‬
*Articulate with words
and through the use of a
pyramid chart the degree
of intensity and
harshness in the
language of pasuk 4
*Identify with each phrase
of the pasuk as a ‫משל‬
and express
understanding of each
‫( נמשל‬three stages of
exile) through drawing
and design
*Share personal
perspectives on the
service of korbanos after
reading approaches of R’
Hirsch and R’ Efrom
Golberg
*Discuss the ‫ תכלית‬of
bringing korbanos - and
the pitfall of an action
performed without soul
*Connect the “‫ ”​ ֵ​אי ָכה‬of
Pasuk 21 to other such
‫בס"ד‬
groups of three for pesukim 2-4
“team edit” and peer
review
*Teacher prompts
*Depict on a pyramid
students to recognize
chart (together on
unusual and harsh,
SmartBoard and in
inverse language of
individual notes
pasuk 4
packets) the shocking
inverse nouns and
adjectives of pasuk 4 +
write accompanying
explanation
*Create a 3-part
*Create a filmstrip with filmstrip on SmartBoard
a partner illustrating as study pasuk 8 with
Malbim on pasuk 8 - Malbim
each frame must be
titled with words from
the pasuk
(filmstrip on
SmartBoard is erased
prior to assessment)
*Brainstorming about
Pasuk 11 - Why
wouldn’t Hashem want
*Fishbowl based on our korbanos?! Record
initial thoughts, R’ initial thoughts.
Hirsch excerpt, and R’
Read R’ Hirsch on
Efrom Goldberg article - Vayikra 1:2 and article
students on inside by R’ Efrom Goldberg
converse, while on korbanos
students on outside
listen silently and take
notes - inside and
outside groups switch
places and roles
halfway through.
Teacher will assess
each student based on
participation during
verbal discussion and
on relevance/accuracy
of notes
*Review Pasuk 21
*Prepare a dvar torah
on this idea to *Read and translate
9

rhetorical question - expressions throughout
“‫ ”​​אַיֶָּכּה‬- “Where are Tanach - focus on the
you?” power of the question
“‫ ”​​אַיֶָּכּה‬in ‫ט‬-‫ח‬:‫בראשית ג‬
when applied within
context of Yeshaya,
Perek 1
Teves Perek Yud Alef
*Chizkiyahu could have (*Predict multiple angles
been Moshiach of interpretation for pasuk
1 based primarily on the
*‫זכו אחישנה לא זכו בעתה‬ two standard exegetical
approaches applied to
this sefer)
*Connect 11:1 to its
larger literary and
historical contexts
*All qualities of *Express which
Moshiach are characteristics in
accompanied by ‘‫רוח ה‬ particular will qualify
Moshiach for his great
leadership position
‫בס"ד‬
(fictionally) present to ‫ט‬-‫ח‬:‫ בראשית ג‬with
her bunk in camp on comments of Rav
Tisha B’aav - writing, Joseph B. Soloveitchik
voice note, video, or in Beis Medrash groups
with teacher
comic strip are all
introduction and
acceptable forms of wrap-up
presentation - students
may come up with own
form of presentation
and seek teacher
approval before
proceeding - option to
post on class site for
fellow students to enjoy
*UNIT TEST
*Storytelling style
history lesson - frame
perek in its proper
*”Teach the Class” historical context
activity - each chavrusa
pair is called upon to *Frontal instruction -
present a section of the study pasuk 1 and
Malbim - class fills out Malbim
gaps in note-taking
guide accordingly
*Design a “Fakebook” *Study pesukim 2-10
online account OR job and “On Eagle’s Wings”
resume for Moshiach excerpts with chavrusa
ben Dovid, and list qualities of
incorporating 5 facts moshiach - teacher
from pesukim and “On walks around to
Eagle’s Wings” support.
excerpts, as well as 2
facts from independent *Discussion about
research leadership - pictures of
famous leaders of
nations today and
students text immediate
response/buzz words
through texting learning
app- teacher displays
results on board and
leads students in
contrasting descriptions
of Moshiach with our
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usual assumptions
about good leadership
in the modern world

*Independent Study in
Beis Medrash -
*Title each of three *Submit “Window Into “Window into
*A Promise of Peace - opinions in Radak + Redemption” chart for Redemption” packet on
‫“וגר זאב עם כבש ונמר עם‬ opinion of Rambam grading pesukim 6-10
”...‫גדי ירבץ‬ according to ‫פירוש מילולי‬ Radak, Rambam
or ‫ דרך משל‬and write *Contribute to ”Window Optional word guides
each ‫ פירוש‬in her own Into Redemption” Class available
words on chart worksheet Collaborative Reflection
Document - fill in:
What I Knew About
‫גאולה‬/‫ משיח‬Before, My
Favorite Idea Learned
in the Rambam and
Why, What I Still Wish
to Know about
Moshiach + two
comments on other
student contributions

​*CUMULATIVE FINAL

VIII. IMPLEMENT and REVISE

Ongoing Implementation and The curriculum team is absolutely

Revision committed to assessing and
revising the Selections in Yeshaya
curriculum consistently throughout
the year. While much time and
energy has already been invested
in the creation of this curriculum,
first of its kind at our school, the
team remains open-minded to leave
room for constructive change
throughout the year where
necessary to best cater to both
instructor and student alike.
MBM’s “Sister School” mentor
(Tanach department head in Long

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Island and experienced teacher of

Neviyim Achronim) will be flown in
X4 over the year to run curriculum
workshops, observe, meet with
instructor and team, and suggest
revisions to the Yeshaya curriculum
and best methods of
implementation.
Regular formative assessments
incorporated consistently
throughout each unit, as well as
summative assessments at each
unit’s end provide regular feedback
to the instructor, as well as the
curriculum team, as to whether or
not the essential understandings
and goals established at the
forefront have, indeed, been
understood and achieved.
Parents will have the opportunity to
attend meetings with the curriculum
team X4 throughout the year to
voice any comments or concerns
about the Selections in Yeshaya
curriculum.
The combination of parents’ and
teacher’s verbal feedback, along
with student feedback vis-a-vis the
successful and complete meeting of
goals on formative and summative
assessments will be considered
very seriously as the curriculum is
regularly reexamined for optimal
lifetime learning.

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