Elu Metziot – Gemara

Notes

1. 1The study book becomes a guide for the student instead of a "board-viewer," so the student uses his energy resources and engages in cognitive activity, namely: reading, understanding, thinking. Meanwhile, the study book is always at hand to help him, such as for memorization, review, sharing with parents, siblings, friends, family, and more.
2. 2The student does not need to rely on his memory of what he heard, and his book is always available to help him, thereby strengthening his study of Gemara as well as his confidence and self-image as he ascends the levels of Torah.
3. 3In the teaching and educational objectives, we have tried to provide general objectives that encompass all the details of teaching and education from the study book and, in general, from the "Elu Metziot" curriculum, since the details of teaching and education are numerous and are acquired in the course of studying the "Elu Metziot" curriculum, but you will find them as general objectives in this lesson.
4. 4In every part of the stages of the lesson, the teacher can turn to the exercise book, and specialize with his students in the study template, and move to the original Gemara page, and study the learned passage from it. This gives the student a sense of capability — that he is indeed succeeding.
5. 5The teacher does not have to organize his lesson exactly according to this lesson structure, because the teacher and his students have, in the study curriculum, many tools for conducting teaching and education, according to the ability of his students and his own pure judgment.

Learning Objectives

1. 1The student will know how to relate the topic of the Mishnah to the discussion arising in the Gemara.
2. 2The student will know the words / terms / concepts / expressions / conclusions that make up the Talmudic discourse.
3. 3The student will know the manner of the Talmudic discourse in all its components.
4. 4The student will know how to read and understand the Gemara with Rashi's commentary; if there is no commentary in Rashi, he will know how to read and understand the explanation given for the words of the Gemara.
5. 5The student will know how to relate / read / understand the passage / sub-passage / end of the sugya to its summary table.
6. 6The student will know the halacha that emerges from the discussion of the Gemara.
7. 7The student will know how to read the Gemara with Rashi's commentary on an original Gemara page.

Educational Objectives

1. 1The student will internalize that Gemara should be studied in an organized and clear manner, with considerable understanding and knowledge.
2. 2The student will internalize how important it is to know the Aramaic language in order to study Gemara.
3. 3The student will internalize that the whole purpose of studying Gemara is to bring it to practical action.
4. 4Involving the student during the lesson and making him active strengthens his skills.
5. 5The student will get to know the Sages of the Talmud, and will strengthen his spiritual connection to them, through the book "Emunat Chachamim."

Cognitive Objectives

1. 1The student will distinguish the heading of each study passage that makes up the sugya / discussion.
2. 2The student will distinguish between the text of the Gemara, the text of Rashi's commentary, and the text of the explanation in each study passage.
3. 3The student will notice that the Aramaic language in Rashi's commentary is explained in Hebrew.
4. 4The student will distinguish the table / diagram / summary for the passage / sub-passage / end of the sugya.
5. 5The student will notice, at the end of the learned sub-passage, the "references" for halacha: to the exercise book, to the book "Emunat Chachamim," and to the extended halacha.

Didactic Difficulties

1. 1What is the Gemara, and who are the Amoraim.
2. 2What is the topic arising for discussion in the Gemara.
3. 3What are the concepts: a. a kav – b. four amot.
4. 4Word explanations.
5. 5Explanations of concepts that recur throughout the Talmudic discourse.
6. 6Reading the Gemara passages correctly and accurately.
7. 7Finding the ד"ה (dibbur hamathil) in Rashi for the studied passage.
8. 8Reading Rashi correctly and accurately.
9. 9Word explanations in Rashi's commentary.
10. 10Understanding: cases / concepts / laws / reasons brought in the Gemara: a. those without a Rashi commentary. b. those with a Rashi commentary.
11. 11Reading the Gemara with Rashi's commentary from an original Gemara page.

Solving the Didactic Difficulties

1. 1Every concept is highlighted in the Gemara text in light green, directing the learner to the concepts booklet.
2. 2A guiding heading – or – a. the Mishnah text appears right at the beginning of the Gemara and the discussion begins. b. the Mishnah text appears followed by a colon, and the Gemara discussion begins.
3. 3Introductions explaining concepts related to the sugya.
4. 4At the end of each study sub-passage, there are word explanations for that sub-passage.
5. 5Every concept throughout the Talmudic discourse is highlighted in green in the Gemara text, directing us to the concepts booklet.
6. 6The Gemara text in each passage is shaded in yellow, in large, easy-to-read, punctuated print.
7. 7When there is a Rashi for the Gemara text, it appears beneath the Gemara text, shaded in cream. The dibbur hamathil in Rashi corresponding to the Mishnah text is highlighted.
8. 8Rashi's text is presented in large Hebrew script, easy to read and punctuated.
9. 9Aramaic words within Rashi's commentary are explained in Hebrew, so that every student can read Rashi's commentary clearly, correctly, and fluently, developing his reading comprehension of Rashi and arriving at correct knowledge of the flow of the sugya.
10. 10a. Where there is no Rashi commentary for the Mishnah passage, beneath the Mishnah text, on a white background, the student will find an explanation for every detail of the Mishnah's words. b. Where there is a Rashi commentary, beneath it, the student will find an explanation of the Mishnah passage that integrates understanding of the plain meaning according to Rashi's commentary.
11. 11Moving to the exercise book: In the exercise book there is a template of the studied Gemara sub-passage; above every Aramaic word, the student writes its explanation, punctuates the sugya, highlights the stages of the sugya, engages in self-examination of the stages of the learned sub-passage, and uses the study book to complete his knowledge. The student has successfully acquired all the tools to read the original Gemara page with Rashi's commentary.

Lesson Structure

1. 1Opening – 5 minutes
2. 2Studying the sub-passage – 25 minutes
3. 3Lesson summary – 5 minutes.
4. 4Moving to the exercise book – until the end of the lesson.

Important Notes

1. 1At the end of each part of the lesson details, the achievement of objectives and resolution of didactic difficulties appears in parentheses, numbered.
2. 2During the lesson, the teacher can examine where each student is struggling — whether in word explanations, concepts, reading the Gemara, or Rashi's commentary, in general reading comprehension, and in particular in understanding the stages of the Talmudic discourse. In this way, the teacher will know in which matter his student is struggling, and will emphasize, strengthen, and guide his student to resolve the difficulties with the help of the study curriculum.

Opening: Stimulating the Students with Questions Related to the Gemara Discussion.

1. 1"Scattered fruits" belong to the finder — what could possibly be unclear about that?
2. 2Fruits that fell and scattered — is it possible to limit them in quantity, so that they belong to the finder?
3. 3What do you think — fruits that a person placed in a bag or in a certain manner, will he come back to take them?
4. 4A person who placed a kilo of fruits or two kilos — can the finder take them?

Part A – How Important Is Scattering

1. 1In every study passage, the teacher will emphasize to his students that success in studying the Gemara depends on them, so it is essential to follow along in the study book and listen to their peers reading. [All teaching and educational objectives are achieved]
2. 2The teacher will read the introduction: "Halachic Measures and Weights," and emphasize the conclusion: a kav weighs a kilo and a quarter. [p. 16 – Learning 1, 2 – Educational 1 – Cognitive 1 – Solving Didactic Difficulties 3]
3. 3The teacher will read the introduction: "Measures of Length," and emphasize that "the four amot mentioned in the Gemara refer to scattering over an area of four amot by four amot" — 2 meters by 2 meters. [Demonstration on the ground] [p. 16 – Learning 1, 2 – Educational 1 – Cognitive 1 – Solving Didactic Difficulties 3]
4. 4The teacher will direct his students to the concepts booklet, to become familiar with the terms: "Gemara," Amoraim, sugya, okimta. [Learning 2, 3 – Educational A, B – Solving Didactic Difficulties 1, 4, 5]
5. 5The teacher will direct his students to the word explanations at the end of the sub-passage, and they will write the explanation above the word in the study book; in our passage the word: א"ר – Rabbi X said. [Learning 2, 3 – Educational 1, 2, 4 – Cognitive B – Solving Didactic Difficulties 4]
6. 6The teacher will read the Gemara sub-passage and ask the students: a. What is the topic from the Mishnah that the Gemara is going to discuss? b. What is the Gemara's question? c. What does the Gemara answer? [Learning 2, 3 – Educational 1, 2, 4 – Cognitive B – Solving Didactic Difficulties 2, 3, 4, 6]
7. 7The teacher will emphasize to his students that sometimes Rashi's commentary appears in parentheses, next to the Gemara text that Rashi is explaining. [Learning 4 – Educational 1, 4 – Cognitive 2, 3 – Solving Didactic Difficulties 6, 7, 8]
8. 8The teacher will ask a student to read the Gemara passage, and explain the Gemara's question and answer. [Learning 4 – Educational 1, 2, 4 – Cognitive 2, 3 – Solving Didactic Difficulties 6, 7, 8]
9. 9The teacher will ask a student to read and explain the Gemara's answer, and Rashi's commentary on the dibbur hamathil: kav. [Learning 4 – Educational 1, 2, 4 – Cognitive 2, 3 – Solving Didactic Difficulties 6, 7, 8, 9]
10. 10The teacher will ask a student to read the explanation of the Gemara passage. [Learning 2:4 – Educational 1, 4 – Cognitive 2 – Solving Didactic Difficulties 10]
11. 11The teacher will read the words of the Gemara and Rashi, and summarize the learned passage. [Learning 1:4 – Educational 1, 2 – Cognitive 1:3 – Solving Didactic Difficulties 10]
12. 12The teacher will direct his students to the book "Emunat Chachamim" p. 77, to get to know the sage. [Educational 5 – Cognitive 5 – Solving Didactic Difficulties 1]

Part B – The Manner of Scattering

1. 1The teacher will read the heading for the next passage, the Gemara text, and explain it to the students. [p. 17 – Learning 1 – Educational 1, 2 – Cognitive 1, 2 – Solving Didactic Difficulties 2, 6:4]
2. 2The teacher will direct his students to the concepts booklet, to become familiar with the expression "heichi damei," and they will write the narrow explanation of the word above the words in the study book, for example above "heichi damei" they will write: in what manner is this referring to. [Learning 2, 3 – Educational 1, 2, 4 – Solving Didactic Difficulties 2, 6:4]
3. 3The teacher will direct his students to the word explanations at the end of the sub-passage, and they will write the explanations of each word above the word in the study book; in our passage, the words: ai, tuva nami, ve'ai, hinuach, batzir mehachi, nami. [Learning 2, 3 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 6:4]
4. 4The teacher will ask a student to read the Gemara text with the word explanations, and explain the Gemara's clarification. [Learning 2:4 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 6:4]
5. 5The teacher will ask a student to read the Gemara text together with Rashi's commentary at every dibbur hamathil, and explain what he read. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 2, 3 – Solving Didactic Difficulties 9:4]
6. 6The teacher will ask a student to read the explanation of the passage. [Learning 3, 4 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 10]
7. 7The teacher will read the full correct order of things — the Gemara text, with the Rashi dibbur hamathil where there is a commentary — and at the end read the explanation and summarize for his students the Gemara's clarification. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 1:3 – Solving Didactic Difficulties 4: 10]
8. 8The teacher will emphasize to his students that the case "he found scattered fruits — they belong to the finder — Rabbi Yitzchak said: this refers to a kav within four amot" cannot be referring to a manner of scattering, and cannot be a case of deliberate placement. [Learning 2, 3 – Educational 1]
9. 9The teacher will read and teach his students to read the summary table of the clarification. [Learning 5 – Educational 1 – Cognitive 4]
10. 10The teacher will summarize the first passage and then the studied passage, before continuing to the next passage. [Educational 1]

Part C – The Case Discussed by the Mishnah

1. 1The teacher will read the heading for the next passage, the Gemara text, and explain it to the students. [p. 17 – Learning 1:3 – Educational 1, 2 – Cognitive 1, 2 – Solving Didactic Difficulties 2, 6:4]
2. 2The teacher will direct his students to the word explanations at the end of the sub-passage, and they will write the explanation of each word above the word, in the study book. [Learning 2, 3 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 6:4]
3. 3The teacher will ask a student to read the Gemara text with the word explanations, and explain the Gemara's clarification. [Learning 2:4 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 6:4]
4. 4The teacher will ask a student to read the Gemara text together with Rashi's commentary at every dibbur hamathil, and explain what he read. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 2, 3 – Solving Didactic Difficulties 9:4]
5. 5The teacher will ask a student to read the explanation of the passage. [Learning 3, 4 – Educational 1, 2, 4 – Cognitive 2 – Solving Didactic Difficulties 10]
6. 6The teacher will read the full correct order of things — the Gemara text, with the Rashi dibbur hamathil where there is a commentary — and at the end read the explanation and summarize for his students the manner discussed by the Mishnah: "He found scattered fruits" — they belong to the finder. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 1:3 – Solving Didactic Difficulties 4: 10]
7. 7The teacher will ask a student to read the table correctly, and summarize it for his classmates. [Learning 5 – Educational 1, 4 – Cognitive 4]
8. 8The teacher will read the full correct order of things — the Gemara text, with the Rashi dibbur hamathil where there is a commentary — and at the end read the explanation and summarize for his students the entire studied sub-passage of the sugya. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 1:3 – Solving Didactic Difficulties 4: 10]
9. 9The teacher will ask a student to read only the Gemara text for the entire sub-passage, with correct punctuation and explanation of the Aramaic words and the whole flow of the sub-passage. [Learning 1:4 – Educational 1, 2, 4 – Cognitive 1, 2 – Solving Didactic Difficulties 4: 10]
10. 10The teacher will briefly summarize the halacha at the end of the study sub-passage, and emphasize the matter of "approximately." [Learning 6 – Educational 3 – Cognitive 5]
11. 11The teacher will direct his students to the book "Emunat Chachamim" p. 98, to get to know the sage. [Educational 5 – Cognitive 5 – Solving Didactic Difficulties 1]

Moving to the Exercise Book

1. 1The teacher will draw the students' attention to the "references" at the end of the study sub-passage, and they will open the exercise book on p. 9, where they will punctuate and explain words in the Gemara template of the studied sub-passage, answer the questions arranged according to the stages of the Talmudic discourse, and use the study book while working through the exercise book.

Moving to Reading and Studying the Sugya on an Original Gemara Page

1. 1As we already mentioned in Notes, section 4: in every part of the stages of the lesson, the teacher can turn to the exercise book, and specialize with his students in the Gemara template and move to the original Gemara page, and read the learned passage from it. This gives the student a sense of capability — that he is indeed succeeding.
2. 2Therefore, at the end of studying a passage / sub-passage, the teacher can move to the exercise book, and move to reading the studied passage / sub-passage from the original Gemara pages, all according to the teacher's own judgment and the pace of the students' learning.
3. 3Let us remember: even a single passage studied from the original Gemara pages constitutes a tremendous success for the student; his desire and will to study Gemara becomes positive, his confidence and self-image rise immeasurably, to the point of opening a new path in studying Gemara with understanding and enjoyment.
4. 4The teacher can guide his students to punctuate the stages of the sugya or to highlight elements of the discourse, such as the beginning of a question / answer / proof / support, and so on, on the original Gemara page, and thereby the student gains marks that assist him in reading / understanding / thinking on the original Gemara page, until he can do so independently.

Moving to the Extended Halacha

1. 1The teacher will draw the students' attention to the extended halacha of the rulings that emerge from the Mishnah, on p. 71, sections 26.

Great success to everyone