CUXX-16

CU PKK K-1:17 Shabbat: Symbols Challah Goals: After reading Ann Morris’ **//__Bread, Bread, Bread__//**, students will discuss how bread is part of different cultures. Students will use their model magic to make their own bread Materials - **//__Bread, Bread, Bread__//**, model magic, yarn 1. ** Gain attention of the learner ** Fill a bag with various types of bread, (pita, bagels, pumpernickel, rye bread, wheat bread, and challah). Ask students to name the types of bread you pull out of the bag. What do they notice about the size, their shape, their color, and their taste. 2. ** Review relevant past learning ** Each culture has unique attributes. We have discussed Jewish legends and celebrations. 3. ** Present new material ** When people study a culture, they study festivals, famous people, and their foods. Some of the food we eat was inspired from the different places Jewish people have lived. Other foods we eat are inspired by traditions. Jewish people for many years have eaten Challah. It began as a festival bread eaten on the Sabbath. Before there were supermarkets, people made their own bread every day. To mark that the end of the week was different from the rest of the week they changed the shape and ingredients they used to make their bread. Instead of a smooth loaf like the rye bread, they braided the challah to give it a very bumpy appearance. 4. ** Provide guided practice ** Bread isn’t unique to our culture alone. Many people around the world eat special bread. Read the book. What observations can your students describe from the bread in the story. 5. ** Provide independent practice ** Precut three strands of yarn for each child. Demonstrate how to braid and then help the children braid the yarn. Distribute the model magic and let the children make their own Challah. 6. **Close the lesson** Have children draw pictures of different breads they like to eat to add to their “Me” books.