Lesson 2: How has Biblical Hebrew evolved?

Learning objective

To understand the importance of religious and cultural languages by exploring Yiddish.

Success criteria

I can describe how and where the Jewish

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Religious Education Council Curriculum Framework for RE in England (non-statutory guidance):

A1: Describe and

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Cross-curricular links

English

Spoken language

Pupils should be taught

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Before the lesson

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Lesson plan

1: Lesson plan

An area for you to put useful resources from the previous lesson

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Adaptive teaching

Pupils needing extra support:

Should use the Activity: Word origins: support version, which includes hints to help sort the words, in the Attention grabber; could use the Knowledge organiser for vocabulary support throughout the lesson.

Pupils working at greater depth:

Could offer detailed reflections of the Activity: Oyfn Pripetshik in the Main event, discussing the connection between language and identity; could reflect on the importance of Biblical Hebrew as a religious language for scripture, comparing this with the use of other languages they might know, such as Classical Arabic.

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Assessing progress and understanding

Pupils with secure understanding indicated by: understanding how languages ‘borrow’

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Vocabulary definitions

Ashkenazi

A Jewish person descended from family living in central or Eastern Europe.
Biblical Hebrew

The ancient form of Hebrew used in the writings of the Jewish Bible, different from the Hebrew spoken today.

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In this unit

Assessment: Does the language of scripture matter?

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Lesson 1: What came before written scripture?

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Lesson 2: How has Biblical Hebrew evolved?

Lesson 3: Is all Arabic the same?

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Lesson 4: Should prayers be said in their ‘original’ languages?

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Lesson 5: How important are translations of religious scripture?

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Lesson 6: Why does some religious scripture contain artwork?

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