How can you incorporate the value of g’milut chasadim in the classroom? Study.com has thousands of articles about every The sages of the Talmud teach that g’milut chasadim is more important than tzedakah, charity. https://www.learningtogive.org/sites/default/files/link_bg1.jpg, https://www.learningtogive.org/about/why-philanthropy-education, https://www.learningtogive.org/resources/lessons-units. Ask students where each scenario should be recorded, in the “Kind” or the “Unkind” column. -Pirke Avot 1:2 It awoke the lion. Be sure to elicit and encourage student and parent participation, consistently reinforcing the value being addressed. credit-by-exam regardless of age or education level. Share with students that a wise, famous rabbi once said that there were three things that held the world together. CHORUS The whole world, the whole wide world The story of the Lion and the Mouse illustrates that a kind deed is never wasted and whatever kindness we can do is related to good citizenship. Ask the students to show with their hands how big a mouse is. When you see a child being kind, let him or her put a round sticker inside the “machine.” When the “machine” is full, celebrate! For example, Frodo, a small hobbit saves Middle Earth (in Lord of the Rings by Tolkien) with his dedication to his task and by staying below the awareness of the major powers. Students will then plan and write their fables. Enrolling in a course lets you earn progress by passing quizzes and exams. Tell students that you have two animals in the box. Guide discussion to kind deeds the children may have done or seen. KINDNESS COUPONS The exaggerated human-like characteristics of animals make the moral lesson appealing. [ Read: The Lion And The Hare Story For Kids] All rights reserved. Short Story The Lion and the Mouse in English with Moral for Class 9, Class 12, 2nd year. Ask, “What did the mouse do later to help the lion?” (Responses may include: “He freed him from the net.” Or “He showed him kindness, too!”), Look at the last few pages pages of the book. In their groups, students will exchange fables. It was running about and playing happily. (3) Tzedakah is given to the living. Then ask them how big a lion is. describe characteristics of a good citizen. Summary of fable to guide oral retelling. CHORUS Be Inclusive—Don’t Place a Stumbling Block, http://www.youtube.com/watch?v=iptWPwWbwgM, http://www.shalomsesame.org/documents/shalom/Sesame%20Printables/W12-Kindness%20Coupons/W12-Kindness%20Coupons.pdf/Original/W12-Kindness%20Coupons.pdf, Nico & Lola: Kindness Shared Between a Boy and a Dog, Exploring Jewish Values through Children's Literature Early Childhood Edition, When You Give A Little Ahava by Judy Farber, Talmud Torah K'neged Kulam by Jay Rapoport, We Are The Lights: Or La Goyim by Susan Shane Linder, My Mother Called Me a Name by Craig Taubman, We Sing Shabbat We Sing Shalom by Ellen Allard, You Never Know: A Legend of the Lamedvavniks, How Dalia Put a Big Yellow Comforter Inside a Tiny Blue Box: And Other Wonders of Tzedakah, A Birthday For Ben teaches Be Inclusive and Show Respect, Chrysanthemum teaches to Show Respect and Use Nice Words, Crazy Hair Day Teaches Friendship Peace and Act with Love and Kindness, Enemy Pie teaches Friendship Make Peace and Act with Loving Kindness, How to Heal a Broken Wing teaches to Protect Animals and Act with Loving Kindness, The Lonely Little Monster teaches Friendship and Build Community, Panda Bear Panda Bear What Do You See? As parents read books with their children, encourage them to discuss Jewish values, such as acting with loving kindness, as appropriate and relevant to the story. Number 2: Do good work, let’s all do good work (x 2) credit by exam that is accepted by over 1,500 colleges and universities. Bim, a builder, and her brother Bom, a baker, work hard all week, and then spend every Friday doing good deeds, mitzvot. By chance it ran over the face of the lion. In other words, the giving of tzedakah may be a mitzvah within itself, but true righteousness does not come from tzedakah, but what we do to touch people’s lives. Say “when the lion and mouse meet, something unusual happens!” Reading The Story Read the story aloud, stopping when appropriate to explore illustrations, address comments, clarify, predict, and guide students’ understanding of the story and the value to act with loving kindness —g’milut chasadim. Nurture their curiosity concerning the book by explaining that you will be reading a story about a lion and a mouse. Talmudic sages outline three distinct reasons for g’milut chasadim being the higher of the two values: (1) Tzedakah can only be carried out by giving money, whereas g’milut chasadim involves giving of one’s person, for example by a kindly word or a pat on the shoulder, or by generally offering words of comfort and consolation. Depends on 1-2-3 things. This lesson plan will introduce students to this fable, but also teach them how to identify the moral of a fable and how to write their own. Inform students that they will be applying what they've learned by writing their own fables. Tell the story to the class and discuss it when you are finished. Therefore, when I inquire as to my duties to my fellow I can accept only one answer: I may not withhold from him, or to permit others to withhold any of the reverence, solicitude, and freedom I claim for myself.” -Milton Steinberg, Basic Judaism, 1987 This continues in the same manner from student to student. What happened to the lion? The lion decides not to eat him, and instead, lets him go. The student that receives the ball of yarn will say something nice to another student in the circle, hold onto the string of yarn and then roll the ball to another. Sciences, Culinary Arts and Personal Children learn that good feelings are shared as a kind deed is done deliberately. With prompting and support, identify characters, settings, and major events in a story. Explain that the child will be recognized for this during class. your everyday life? study Read the “News” at the end of the day. Explain the concept of a moral and demonstrate how to identify one in a narrative 3. Read the story aloud, stopping when appropriate to explore illustrations, address comments, clarify, predict, and guide students’ understanding of the story and the value to act with loving kindness—g’milut chasadim. What Do You Have to Major in to Become a Teacher? Ask, “What do you think the lion is thinking here?” (Responses may include: “The lion feels sorry for the mouse.” Or “He’s thinking, ‘What do I do with it?’”), Turn the page and show the lion releasing the mouse. Encourage families to create similar coupons for family and friends; this should involve families working together to give of themselves and their time in order to act with loving kindness—g’milut chasadim.