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http://grainsofsand.insightonthenews.net/
http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
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“What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences… These beliefs require that much closer attention be paid to the methods chosen for presenting materials…”
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Deepen understanding and awareness
Develop insight and meaning
Enhance, explore and challenge
Encourage meaningful responses
Promote higher levels of thinking
Interdisciplinary
Integrate the story
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Grains and grains of golden sand
White foam of waves spraying My roots are deep in you, my land, Like the acacia near me swaying. Few weeds: some here there more Scattered by nature's careless hand "A Scotland for the poor" Yet I love you, my land. A desert arid and bare With a special grace and charm My memories you share Of times of joy and times of harm.
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1) Pre-Reading Activity
2) Basic Understanding (LOTS) Lower Order Thinking Skills
3) Analysis and Interpretation (HOTS) Higher Order Thinking Skills
4) Bridging Text and Context
5) Post-Reading Activity
6) Reflection
7) Summative Assessment
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MOTIVATE the students
ENCOURAGE participation
DISCUSS
Literature Study Guide Exercises: Brief Historical Overview Word Search Crossword Puzzle Match The Foreign Word To Its Meaning
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Word recognition
Setting
Characters
Events
Literature Study Guide Exercises: Word Search Crossword Puzzle Match The Foreign Word To Its Meaning
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Father - Yoram Mother - Miri Daughter - Efrat Son - Yair Pet dogs - Beastie, Beauty, and Rufus
The Yefet family
WHO?
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Neve Dekalim, Gush Katif
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WHAT?
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Historically accurate, fictional account that could happen in real life
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Omniscient: The narrator is all-knowing and can enter the minds of more than one of the characters
High school Ulpana student, Efrat
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Verbal Activity is not logged Completed written activity is put in LOG
Clarify Understand Visualize Imagine Discuss
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HOTS
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HOTS
“Teaching Students how the language works and giving them opportunities to compare it with other languages they know allows them to draw on critical thinking skills”2
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Literature Study Guide Exercise: Chapter Questions
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Project what happens next. e.g., How do you think Efrat and Yair will react to their father’s explanation about the sudden gunshots heard?
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Literature Study Guide Exercise: Universal Thematic Connections
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Link and use learned concepts, ideas, and skills e.g., How can the student apply the concept of identity to his/her life? Does where you live help you understand who you are as a person?
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Literature Study Guide Exercises: Important Quotes (Who said it? And why?) Chapter Questions Multiple Choice Questions Discussion Topics and Questions
Understand the significance from the text Why is it relevant?
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Literature Study Guide Exercises: Comprehension Chapter Questions Multiple Choice Questions
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Chronological order: e.g., Explain how telling the story in the order of their historical occurrence promotes understanding of the events
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Explain how the story segments interact e.g., How does the “Grains Of Sand” poem at the beginning of the story influence your understanding of the plot?
Literature Study Guide Exercises: Discussion Topics Chapter Questions
“Human Chain” to Jerusalem
Rocket fired into Neve Dekalim
Grains of golden sand
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Categorize the main characters’ relationships
EfratYair
MiriYoram
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Find common and uncommon aspects
Literature Study Guide Exercise: Chapter Questions
Miri Amitai H”YD K’far Darom school bus attack victim, 2000Ulpana Neve Dekalim high school teacher
Park HotelPassover bombing attack, 2002 Netanya, Israel
vs
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Discuss different patterns and their relevance e.g., explain rhyming patterns in the poem “Grains Of Sand”
Hand Sand Land
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Link between actions or events and their outcome
Literature Study Guide Exercise: Chapter Questions
Protest at K’far MaimonPeople walking towards Gush Katif
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Characterize different views e.g., how do the characters attitudes and perceptions towards the Disengagement Plan change as the story develops?
Literature Study Guide Exercises: Discussion Topics and Questions Essay Questions Exercise
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Define the Problem
Army or volunteer National Service (Sherut Leumi)
Where will Efrat serve next year?
Efrat applies at the Neve Dekalim, Gush Katif health clinic
Army - why or why not? National Service - pro/con (Gush Katif or elsewhere? School, library, hospital, health clinic, nursing home etc)
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Identify the character’s action or behavior and explain it with story information
Literature Study Guide Exercises: Chapter Questions Multiple Choice Questions
Yoram reading a newspaper article about Prime Minister Ariel Sharon’s Disengagement Plan
Nitzan Caravilla site
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Literature Study Guide Exercises: Essay Questions Chapter Questions
Create something new based on the story
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Literature Study Guide Exercises: Comprehension Discussion Topics & Questions
Explain how story information learned later on changes the way we look at the characters and events. Story summation
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Literature Study Guide Exercises:Teaching Ideas Across the Curriculum(Research Project Ideas, Social Studies, Current Events etc.)
Find links between the story and other contexts
2005 Disengagement Plan and theUS Congressional “Indian Removal Act” of 1830
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What made the story relevant? Are the main characters believable? Was the story structured and balanced? Is the author’s style appealing? Do you recommend this book?
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Explore relevant materials and information
Historical
Social Cultural
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2005 Disengagement Plan and Savannah River Plant, 1951
Literature Study Guide Exercises: Teaching Ideas Across the Curriculum(Research Project Ideas, Social Studies, Current Events etc.)
Uprootings :Discuss, Compare, and Contrast
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Visualize and discuss the story’s setting
Literature Study Guide Exercises: Teaching Ideas Across the Curriculum (Math, Art etc.) Universal Thematic Connections(Land, Family, Community etc.) Discussion Topics and Questions
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Literature Study Guide Exercises: Teaching Ideas Across the Curriculum(Language Arts) Chapter Questions Discussion Questions Universal Thematic Connections
Compare and contrast how characters in thestory welcome in the New Year to how you celebrate the New Year.
Family dynamics and consistency. Is the Yefet family a typical Israeli family?
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Communicate ideas: write a dialog between two characters in the story, pick a chapter and write a new ending or a new chapter to follow, write a poem Develop written and artistic expression: create a bookmark, poster, collage, drawing, painting, photo collection of an event in the story
Literature Study Guide Exercises:Teaching Ideas Across the Curriculum
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What did the student think of the book? Did the student enjoy reading the book? Did certain parts of the story make the student feel uneasy? Explain. Did the student rethink any scenes and consider different outcomes? Explain.
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Literature Study Guide Exercises:Teaching Ideas Across the Curriculum Essay Questions
Students demonstrate story comprehensionand HOTS by their project
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Ideal for teachers and students
Accessible
Enhances story
Interdisciplinary
Challenging
Spring board to assist with LOTS and HOTS
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[DOC] Revised Literature Handbook August 2010 - State of Israel File Format: Microsoft WordThinking Skills for Teaching Literature in EFL. pp 5-9, 18-20.
Literature Study Guide for Grains Of Sand The Fall Of Neve Dekalim, Tiferet Batzion , 2009http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
http://grainsofsand.insightonthenews.net/media/pdfs/Literature%20Study%20Guide%20for%20Grains%20of%20Sand%20The%20Fall%20Of%20Neve%20Dekalim.pdf
Educating to Think – Pedagogical Horizon The New Literature Module http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/OfekPedagogi/Mafmar/Anglit.htm
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Understanding the Common Essential Learnings: A Handbook for Teachers 1998 Saskatchewan Education, 1988, p8. http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=3890,88,Documents&MediaID=11306&Filename=Understanding+the+Common+Essential+Learnings+-+A+Handbook+for+Teachers.pdf
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2 [PPT] Slide 1File Format: Microsoft PowerpointHOW TO TEACH GRAMMAR. Dr. Siralkhatim Mahmoud. KING Saud UNIVERSITY. 1430H ---- 2009G. Teaching Grammar Over History. Starting from the grammar translation ...faculty.ksu.edu.sa/.../HOW%20TO%20TEACH%20GRAMMAR%20%201.ppt