Acts

TEACHING ACTIVITIES

Discuss as a class the people that 'make a difference' to our lives. Make a class record. Individually, on small pieces of paper, write the names of some people who 'make a difference' to them personally. Put the cards into categories/groups e.g. family, friends, school, helpers etc. Put themselves in. Discuss the sorts of groups they have.
Recap on the sorts of groups people were put into last session. Focus on 'family' group - discuss who is in our families? Show a collection of story books about families with different members; make available for them to look at over the next couple of weeks - thinking about who makes up a family. Draw all the people in their family as a 'paper chain'. Think of three roles each member has and write these on the back. Discuss the different roles/jobs people may have in a family. (For the next session, ask them to think of a special time they spent/spend with their family and bring in [if they can] a photo or object that reminds them of it).
Talk about some of the photos/objects that have been brought in and make a display of them. Read some poems from 'All in the family', 'Wouldn't you like to know' and 'Quick let's get out of here' (see below). Discuss some of the special times in the poems. Ask them to use their photo or object to write about their special family time or occasion.

Continue from last session. In 'circle time' share work. Discuss key questions and write responses on cards (individually) to put in middle of circle - record these. [Make a class book of the special times poems and add recorded card responses]
Introduce the idea of a special time for the Jewish family and watch parts of the video on Shabbat (see below). Read the creation story from Hebrew Bible. Discuss the idea of a special day 'set aside' and its connections with the Creation story. Ask children what similarities and differences there are to their own special family days. Add to responses in class book. (See session 4.)
Examine artefacts (challah loaves, candle, spice box, kippah) and discuss what they are and how they are used at Shabbat. In groups, make salt-dough challah loaves and/or a havdalah candle and/or paper kippah. (Arrange to have helpers.)
Using a set of photocopied pictures, sequence key events of Shabbat and add titles. (These could be provided.) Using the artefacts they have made and others from collection, set up a 'scene' from a key event during Shabbat in groups (use sequencing pictures to help), e.g. making preparations on Friday, around a set table for the Friday night meal or Havdalah ceremony, Saturday afternoon 'family time'.
Take photographs (to have enlarged for next session.)

Recap on nature and meaning of Shabbat. Using the photographs from last session, add labels and think/speech bubbles to indicate what the people might be saying or thinking if they were a Jewish family. Share ideas - add to class book if appropriate. (See session 4.)
Recap on the meaning and key events of Shabbat as a special family time. Together in a circle recap on their ideas about 'what it means to be a family', (refer to class book from session 4.) Discuss how the class is a sort of family. Plan to have a 'special' time as a class, at the end of the week, of about ½ an hour (at the time Jews would be preparing for the start of Shabbat). Ask them to think about and plan what could be done to mark or celebrate the class as a sort of 'family'. e.g. a time to think about something important for the class, sharing, eating or giving something, singing.....
Finish preparation, collate ideas, make decisions Friday afternoon session (½ hour)