Telling the Story

Click here to view our consolidated list of suggested interactive pedagogies for classroom discussion.

1. Why do we tell the exodus story on Seder night? To whom is the story told? 
2. If we are all “wise” and “knowledgeable” – what is the purpose of the story? (For whom is it intended – only those listening, or also those telling?) 
3. When we hear the same story several times, is anything made new for us? What is responsible for this change? Give an example using stories you have heard several times (if you did the opening activity, you can base your answer on that). 
4. On Seder night, we don’t just tell the story from the Torah; we also add midrashim (commentaries), food, songs, symbolic activities, etc. Give examples of the various ways we tell the story. What is the reason for this variety? 
5. Storytelling involves two sides – the listener and the narrator. What does each  side gain? Is the listener passive? Does the narrator just tell the story, or do they also receive something?
6. Would you prefer to listen to the exodus story, or tell it? Why?

• On Seder night, we tell the story of the exodus using a variety of different methods. Try out a few ideas in class; the students can then implement them on Seder night:

– Pass the Story: One student will begin telling the story; he or she will stop in the middle of a sentence and another student will take over. This can go on until the whole class has participated, or once the story is over (whichever comes later).

– And Now, The News: Each time, choose a different group of students. One student will play a character from the story (Moses, Miriam, a frog, etc.) and the others will interview them.

– Story in Emojis: The students will create comics in which every square represents a different part of the story using emojis. You can also just write out the story and include emojis throughout. Finish the activity with a question: What does this storytelling method add to the story? What is the benefit of using more than one method to tell a story?

• The Haggadah says: “In every generation, a person must see him/herself as though they left Egypt”. Rambam changed the word “see” (לראות) to “show” (להראות), and this led to a tradition in various Jewish ethnic groups of acting out the exodus story. Divide the class into groups and have each group put on a play telling a part of the story, with an emphasis on integrating themes of slavery, freedom, security, connection to our people, etc.. 
• If you’ve learned about the Seder plate: Bring an empty Seder plate to class and show it to the students. Divide the students into small groups and have each group consider how they can  tell the story of the holiday using the plate and its foods. They can then present their story to the class.

• Below is the text of a script telling the exodus story, used by one ethnic tradition on Seder night. It can be integrated in the activities. In the original play, the children dress up as Israelites leaving Egypt.
  The adults ask: Who are you?
  The children answer: Israelites.
  The adults add: Where did you come from?
  The children answer: Egypt.
  Adults: And what were you in Egypt?
  Children: Slaves.
  Adults: And what are you now?
  Children: Free people.
  Adults: And who took you out of Egypt?
  Children: God.
  Adults: And where are you going?
  Children: To Jerusalem.
  Adults: And what will you eat on the way?
  Children: Manna.
  Adults: And what will you do here?
  Children: We will tell you the story of our exodus from Egypt.
• Teach the “Dayenu” segment of the Haggadah, which tells about the exodus through song.  
• The “Four Sons” segment of the Haggadah deals with different ways to tell the exodus story, in accordance with different personality traits.   
• Learn about the Seder plate, which tells the story of the exodus through symbolic foods.
• Watch this video which  presents the exodus story through shadows.