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Advice for teachers -
Classical
Hebrew

Teaching and learning activities

Unit 3: Dimensions of the analysis of Tanakh texts

Unit 3 Area of Study 1: Comprehension

Outcome 1

Analyse and interpret the meaning and grammar of seen and unseen passages of Classical Hebrew text.

Examples of learning activities

  • Read aloud and translate verses, paying attention to cantillation marks.
  • Compare translations of JPS text (prescribed translation) and Kaplan (prescribed commentary) and explain the source of the differences.
  • Read texts aloud and translate while interpolating the text with the prescribed commentary.
  • Identify Qere Ukhetiv when they appear and explain the change in meaning between the two versions.
  • Review grammatical rules and items, as learned in previous years, and prescribed for the course.
  • Parse all verbs in verses studied, check against a parsing guide and create a self-study sheet for common mistakes.
  • Annotate texts by colour-coding, highlighting or other methods, marking changes in normal vocalisation. Be prepared to explain why the change occurred.
  • Using a given set of verses, write content, grammar and vocalisation questions to be answered by peers.
  • Example icon for advice for teachers
    Regularly practise responding to questions on content and grammar of unseen texts.
  • Review Weingreen’s list of common vocabulary and create flashcards for any vocabulary that still needs to still be learned.
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Detailed example

Responding to Unseen Texts

Instructions for teachers:

Unseen texts of 10 to 15 verses should be chosen from the Early Prophets: Joshua, Judges, Samuel and Kings. Since cantillation marks are crucial to understanding the text and to being able to justify vocalisation changes, teachers should use the text library tool in the Hebrew word processor DavkaWriter, or an online platform such as Sefaria.org to gain access to Hebrew texts with cantillation marks for these practice questions.

Questions should be written that address both content and grammar. Content questions on unseen texts should be based on the plain meaning of the text and should not rely on general knowledge or commentary. One extended response that requires some analysis or interpretation should also be included.

Any words in the unseen text that are not found in Weingreen’s list of common vocabulary or in the prescribed text for that year may be translated for the student. At times, providing the meaning of the root of the word may be enough.

Unit 3 Area of Study 2: Literary analysis

Outcome 2

Analyse aspects of language use and literary technique and evaluate their impact in passages of Classical Hebrew text.

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.
  • Annotate texts by colour-coding, highlighting or other marking literary devices.
  • Analyse the text for literary devices and explain the purpose and impact of the devices found.
  • Example icon for advice for teachers
    Using a passage of 10 to 15 verses, identify the context and purpose of the passage, and the literary techniques used. Evaluate the use and impact of literary devices in an extended passage of Classical Hebrew text.
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Detailed example

Identifying and evaluating the use and impact of literary devices

The prescribed chapters in the Prophets are ideal for analysing aspects of language use and literary technique. While the literary devices as listed in the VCE Classical Hebrew Study Design should be identified as they appear in the texts, students should be given the opportunity to analyse the device for its purpose, effectiveness and impact.

The effectiveness of a particular literary device should be considered in terms of the impact it was meant to have on the characters within the narrative or on the reader of the narrative. Students should be able to evaluate whether this goal was met.

Teachers:

Choose a group of verses and allow the students to identify the context of the passage, the purpose of the passage, the names of literary devices found, and the Hebrew words that reflect those devices and the purpose of the device or devices.

Students:

  1. Identify the context and purpose of the passage, and the literary techniques used.
  2. Evaluate the effectiveness of each of the techniques, citing evidence from the extract given to them and from their knowledge of the other prescribed texts if required.

Unit 3 Area of Study 3: Thematic framework

Outcome 3

Identify key themes, and analyse and interpret the historical context, ideas and practices implicit in passage/s of Classical Hebrew text.

Examples of learning activities

  • 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).
  • Analyse a group of verses and discuss the cultural ideas, beliefs and practices reflected in the text.
  • Find supporting evidence in the text that relates to a theme identified by the teacher.
  • Example icon for advice for teachers
    Read and analyse extended passages of text and identify a theme that is presented in the text. List supporting evidence for that theme and then write an essay presenting an interpretation in relation to that theme.
Example icon for advice for teachers

Detailed example

Analysing and interpreting themes from text

An essential skill that is frequently required is the ability to analyse and interpret texts for themes, historical contexts, cultural practices, values and beliefs. Teachers and students must use the prescribed texts as the basis for identifying potential themes.

When students are able to identify their own themes, they become more comfortable with analysing texts.

Themes could include but are not limited to:

  • Character analyses
  • Moral messages of different types
  • Qualities of leadership
  • Relationships, both within the Israelite nation and between the Israelites and other nations
  • Roles within the community and the wider society
  • Impact of historical developments on Jewish continuity.