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TaL AM 3

TaL AM 3

Chayey Yom Yom

This unit concentrates on four main themes: (1) The Memory Box, which helps students recollect what they learned in the past, and retain new knowledge acquired throughout the school year; (2) The rules for successful learning; (3) The concept of Multiple Intelligences, which enable us to think, learn and perform other activities successfully; (4) A deeper acquaintance with the students of the Virtual Class – their distinct characteristics, hobbies etc. – as a model for their own class. The children are also introduced to Ronen, a new student, and experience through him the process of integration and the significance of friendship and acceptance.


Chagei Tishrei

In Grade 3 the students expand their knowledge of the connection between the preparations for Yom Kippur during Aseret Yemei Tshuva and Yom Kippur and its prayers. The students learn the meaning of the blessings said to family and friends during each holiday, and deepen their understanding of the link between the Four Species and Eretz Israel.


The unit opens with a song and the Memory Box, reminding students of all they have previously learned about the holiday. The guided reader utilizes divergent thinking to review knowledge the students have acquired about Chanuka, its symbols and customs, which serves as the foundation for learning new content. Keitzad Madlikim Nerot BaChanuka presents the candle lighting custom according to Beit Hillel and Beit Shamai, while Bina Mechina Hafta’a LaChanuka and Dan HaBashlan instill the holiday customs in an experiential way.

Tu BiShvat

The students study the various cycles existing in the world through the senses, with a special emphasis on the cycle of growth. Through the blessings and customs linked to each cycle, the students gain an understanding of how Judaism instructs us to treat the environment. They also learn how the date of the festival was set through the study of the dispute between Beit Hillel and Beit Shamai. The unit expands the study of the blessings applying to various plants, and teaches the children how to categorize these plants in different ways.


The unit opens with memory activation, by means of the Memory Box. The story of the Megila is studied through the medium of a play, employing various intelligences (speaking, reading and writing; emotion; thinking etc). The play focuses on central events as they appear in the language of the play and the language of the Megila, encouraging the students to trace the reasons for these events using divergent thinking. The students expand their study of the mizvot and customs of Purim while examining the special significance of each mizvah and custom to Am Israel. In conclusion, the students write about their Purim activities in the classroom, at home and in the synagogue.


In Grade 3 the students expand their knowledge of the Exodus and of the holiday’s rituals and customs by conducting a model Seder. The Haggadah is studied through the concepts of avdut – slavery and herut – freedom, focusing on the transition from bondage to freedom undergone by Am Israel. Following the mitzvah to remember Yeziat Mizrayim each and every day and throughout the ages, the unit encourages the children to reflect on what they already know and remember about the Exodus, and to appreciate the freedom they enjoy today.

Israel & Jerusalem

The children’s memory is activated through key items retrieved from the Memory Box. The children “hike” through Israel while reading the guided book Kef Letayel BeIsrael, studying unique and interesting things about various places around the country throughout history and today, and preparing a final project about a location of their choice. Special emphasis is given to the Declaration of Independence and to the statutes therein, enabling the successful construction of a state. These are linked to the rules for successful learning, studied in the unit Behazlacha.


The students deepen the knowledge they have acquired about the counting of the Omer by examining the Biblical text, understanding the feelings associated with the wait time required for crops to grow and for the reception of the Torah, and becoming familiar with the historical events which have taken place during the counting of the Omer. The students also learn how to fulfill the mitzvah of counting the Omer.

The study of Shavuot focuses on the Ten Commandments given at Mount Sinai, examined as tenets for the administration of a just and civilized society, and through their practical implications on the students’ lives.

Parashat HaShavua

Each parasha features a symbol presented as a riddle; through the study of the parasha the students discover the link between this symbol and the parasha. Each parasha includes: a series of pictures reminding the students of its content of and illustrating its key words; a game focusing on key words and a central message; the preparation of a a Dvar Torah using the symbol-riddle, placed for safekeeping in their Memory Box.