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Advice for teachers -
Classical
Hebrew

Teaching and learning activities

Unit 1: Reading and understanding Tanakh

Unit 1 Area of Study 1: Elements of grammar

Outcome 1

Demonstrate knowledge of vocabulary, grammar, syntax and vocalisation used in Classical Hebrew text, and correctly read a passage of Classical Hebrew text.

Examples of learning activities

  • Read verses aloud, with correct stress on syllables and pausing at appropriate cantillation marks.
  • Read aloud and translate verses with attention to cantillation marks.
  • Using cantillation marks and knowledge of grammar and vocabulary, punctuate a group of verses with full stops, commas, quotation marks and question marks.
  • Divide verses according to the pausal cantillation mark (etnachta) and write the subject and object in each half of the verse.
  • Use flash cards to practise differentiating between the complete or incomplete roots in a verb, and the added prefixes and / or suffixes.
  • Orally respond to questions on grammatical items in a verse.
  • Categorise all words in a given verse by their word types (noun, verb, adjective, preposition, adverb, pronoun, object marker).
  • Identify all words in construct state in a group of verses and write each word in its normal form.
  • Identify all construct chains in a group of verses and rewrite them in their full forms.
  • Identify all subjective pronouns in a verse, whether in their full form or as indicated by a pronominal prefix or suffix.
  • Compare translations of JPS text (prescribed translation) and Kaplan (prescribed commentary) and explain the source of the differences.
  • Identify Qere Ukhetiv when they appear and explain the change in meaning between the two versions.
  • Example icon for advice for teachers
    Parse all verbs in verses studied, check against a parsing guide and create a self-study sheet for common mistakes.
  • Using a given set of verses, write grammar and vocalisation questions to be answered by peers.
Example icon for advice for teachers

Detailed example

Parsing verbs

  1. Rule pages in your notebook to create six columns with the following headings:
    • ChV (chapter and verse number)
    • Form (this is the way the verb appears in the verse)
    • Root
    • Binyan (also referred to as ‘stem’)
    • Tense/Aspect
    • Meaning (of the form of the word as it appears in the verse, not the meaning of the root as may appear in a parsing guide).
  2. Identify and then write all verbs as they appear in the verses assigned.
  3. Parse these verbs and write their meanings. (‘Parse’ means filling in the root, binyan¸ and tense / aspect for each verb.)
  4. After every five verses, check your work against the parsing guide and check the meaning from translated texts.
  5. Consider:
    • What type of parsing mistakes are you making?
    • Is there a pattern of mistakes in your work? For example: Do your mistakes consistently involve identifying incomplete roots? Or do the mistakes involve identifying binyanim? Or are you unsure of your tenses and aspects of verbs?
  6. Review the grammatical rules identified in the mistakes you are making and create a study sheet with numerous examples to help you learn the rule.
  7. Repeat steps 2 to 6 as often as necessary until you begin to gain confidence and accuracy in parsing verbs.

Unit 1 Area of Study 2: Comprehension

Outcome 2

Comprehend and explain the content of passages of Classical Hebrew text.

Examples of learning activities

  • Preview a chapter of text and divide it by topic.
  • Example icon for advice for teachers
    Punctuate a group of verses to show meaning of the text (using full stops, commas, question marks, quotation marks).
  • Example icon for advice for teachers
    Respond to factual questions on a group of verses before they are studied in class (5W questions).
  • Example icon for advice for teachers
    Divide verses according to the pausal cantillation mark (etnachta) and write the relationship between the first and second part of the verse.
  • Identify the main ideas in groups of verses.
  • Read a verse and insert commentary as part of the translation.
  • Explain cause and effect that may be seen in the text.
  • Discuss the meaning and historical significance of a group of verses.
  • Explain what a group of verses implies about the character traits of an individual who is being discussed.
  • Explain what a verse or group of verses says or does not say about a particular law (where applicable).
  • Create questions based on content to be answered by peers.
  • Find supporting evidence in the text that relates to a theme presented by the teacher.
  • Write an extended response in relation to a theme discussed in class.
Example icon for advice for teachers

Detailed example

Using cantillation signs for comprehension

א וַיֵּ֣שֶׁב יַֽעֲקֹ֔ב בְּאֶ֖רֶץ מְגוּרֵ֣י אָבִ֑יו בְּאֶ֖רֶץ כְּנָֽעַן: ב אֵ֣לֶּה ׀ תֹּֽלְד֣וֹת יַֽעֲקֹ֗ב יוֹסֵ֞ף בֶּן־שְׁבַֽע־עֶשְׂרֵ֤ה שָׁנָה֙ הָיָ֨ה

רֹעֶ֤ה אֶת־אֶחָיו֙ בַּצֹּ֔אן וְה֣וּא נַ֗עַר אֶת־בְּנֵ֥י בִלְהָ֛ה וְאֶת־בְּנֵ֥י זִלְפָּ֖ה נְשֵׁ֣י אָבִ֑יו וַיָּבֵ֥א יוֹסֵ֛ף אֶת־דִּבָּתָ֥ם רָעָ֖ה

אֶל־אֲבִיהֶֽם: ג וְיִשְׂרָאֵ֗ל אָהַ֤ב אֶת־יוֹסֵף֙ מִכָּל־בָּנָ֔יו כִּֽי־בֶן־זְקֻנִ֥ים ה֖וּא ל֑וֹ וְעָ֥שָׂה ל֖וֹ כְּתֹ֥נֶת פַּסִּֽים: ד וַיִּרְא֣וּ

אֶחָ֗יו כִּֽי־אֹת֞וֹ אָהַ֤ב אֲבִיהֶם֙ מִכָּל־אֶחָ֔יו וַֽיִּשְׂנְא֖וּ אֹת֑וֹ וְלֹ֥א יָֽכְל֖וּ דַּבְּר֥וֹ לְשָׁלֹֽם: ה וַיַּֽחֲלֹ֤ם יוֹסֵף֙ חֲל֔וֹם וַיַּגֵּ֖ד

לְאֶחָ֑יו וַיּוֹסִ֥פוּ ע֖וֹד שְׂנֹ֥א אֹתֽוֹ: ו וַיֹּ֖אמֶר אֲלֵיהֶ֑ם שִׁמְעוּ־נָ֕א הַֽחֲל֥וֹם הַזֶּ֖ה אֲשֶׁ֥ר חָלָֽמְתִּי: ז וְ֠הִנֵּ֠ה אֲנַ֜חְנוּ

מְאַלְּמִ֤ים אֲלֻמִּים֙ בְּת֣וֹךְ הַשָּׂדֶ֔ה וְהִנֵּ֛ה קָ֥מָה אֲלֻמָּתִ֖י וְגַם־נִצָּ֑בָה וְהִנֵּ֤ה תְסֻבֶּ֨ינָה֙ אֲלֻמֹּ֣תֵיכֶ֔ם וַתִּֽשְׁתַּֽחֲוֶ֖ין

לַֽאֲלֻמָּתִֽי: ח וַיֹּ֤אמְרוּ לוֹ֙ אֶחָ֔יו הֲמָלֹ֤ךְ תִּמְלֹךְ֙ עָלֵ֔ינוּ אִם־מָשׁ֥וֹל תִּמְשֹׁ֖ל בָּ֑נוּ וַיּוֹסִ֤פוּ עוֹד֙ שְׂנֹ֣א אֹת֔וֹ עַל־חֲלֹֽמֹתָ֖יו

חֲלֹֽמֹתָ֖יו וְעַל־דְּבָרָֽיו: ט וַיַּֽחֲלֹ֥ם עוֹד֙ חֲל֣וֹם אַחֵ֔ר וַיְסַפֵּ֥ר אֹת֖וֹ לְאֶחָ֑יו וַיֹּ֗אמֶר הִנֵּ֨ה חָלַ֤מְתִּי חֲלוֹם֙ ע֔וֹד וְהִנֵּ֧ה

הַשֶּׁ֣מֶשׁ וְהַיָּרֵ֗חַ וְאַחַ֤ד עָשָׂר֙ כּֽוֹכָבִ֔ים מִֽשְׁתַּֽחֲוִ֖ים לִֽי: י וַיְסַפֵּ֣ר אֶל־אָבִיו֘ וְאֶל־אֶחָיו֒ וַיִּגְעַר־בּ֣וֹ אָבִ֔יו וַיֹּ֣אמֶר

ל֔וֹ מָ֛ה הַֽחֲל֥וֹם הַזֶּ֖ה אֲשֶׁ֣ר חָלָ֑מְתָּ הֲב֣וֹא נָב֗וֹא אֲנִי֙ וְאִמְּךָ֣ וְאַחֶ֔יךָ לְהִשְׁתַּֽחֲוֹ֖ת לְךָ֖ אָֽרְצָה: יא וַיְקַנְאוּ־ב֖וֹ

אֶחָ֑יו וְאָבִ֖יו שָׁמַ֥ר אֶת־הַדָּבָֽר:


  1. Read the verses above and using Ta’amei HaMiqra (cantillation marks) as your guide, insert full stops, commas, question marks and quotations marks as needed.
  2. Re-read the verses, stopping only at the etnachta and consider: What is the relationship between the first and second part of each verse? (For example: Is it cause and effect? A law and its detail? A command and its reason or result? A command and the fulfillment of the command? Something else?) Write down your answers.
  3. Fill in a fact chart, detailing what information can be found in each smaller segment of the first and second half of each of the verses as you divided them above. (Who? To whom? What? Where? Why?)

Unit 1 Area of Study 3: Literary and liturgical significance

Outcome 3

Analyse the literary and liturgical significance of Classical Hebrew texts.

Examples of learning activities

  • Review the list of literary devices from the VCE Classical Hebrew Study Design and find examples in English for each device.
  • Analyse the text for literary devices and explain the significance and impact of the devices found.
  • Review the list of literary devices and find examples from everyday liturgy.
  • Analyse a prayer from daily liturgy and identify ideas that reflect Jewish culture, beliefs and / or values.
  • Example icon for advice for teachers
    Research a particular passage or prayer in the daily, Sabbath or holiday liturgy and analyse its literary and liturgical significance. Prepare a presentation for the class.
Example icon for advice for teachers

Detailed example

Develop an oral presentation on the meaning, literary devices and liturgical significance of a chosen prayer

  1. Research a particular prayer from daily, Sabbath or holiday liturgy that is drawn from anywhere in Tanakh.
    2. You are looking for:
    • Meaning of the passage
    • Function of the passage including, but not limited to, whether it is praise, a request or thanks
    • Linguistic features – rhyme, rhythm, anaphora, rhetorical questions, metaphors etc. (See list of literary devices.)
    • Historical background – Who wrote it? Why? In which book and chapter or Tanach is it found?
    • Liturgical significance – Liturgical usage is defined as the use of Biblical text within Jewish ritual at home and in the synagogue.
      • Where is it used? Or: When is it used?
      • Why is it used there? What is the significance of its placement? (What connection does it have to what comes before or after it?)
      • How does this prayer reflect Jewish values, beliefs or culture?
  2. Prepare an oral presentation for the class in which you explain your chosen prayer. Consider the elements of a good oral presentation.
  3. Prepare an accompanying handout or PowerPoint presentation for your audience. This handout or presentation needs to include:
    • full text of your chosen prayer
    • annotations in the text to support your presentation
    • one image (at least) that represents the liturgical significance of this prayer.

Information can be found in the following resources:

Mindel, Nissan 1972, As for me… My Prayer, Merkos L’Inyonei Chinuch, New York

Munk, Rabbi Elie 1961, The World of Prayer, Volume I: Commentary and Translation of the Daily Prayers, Feldheim, New York

Munk, Rabbi Elie 1963, The World of Prayer, Volume II: Commentary and Translation of the Sabbath and Festival Prayers, Feldheim, New York

Scherman, Rabbi Nosson 2001, The Complete Artscroll Machzor: Yom Kippur, Mesorah Publications Ltd, New York

Scherman, Rabbi Nosson 2001, The Complete Artscroll Machzor: Rosh HaShanah, Mesorah Publications Ltd, New York

Siddur Tehillat Hashem, Nusach Ha-Ar-Zal with English translation 1982 (also later edns), Merkos L’Inyonei Chinuch, New York

The Complete Artscroll Siddur 1991, Mesorah Publications Ltd, New York