Page 6 - Point 5 Literature Program Option 1 Teachers Guide (2) (1)

Basic Understanding
this component comprises three sub-sections:

Key Vocabulary
Each poem or part of a short story is followed by a list of high-frequency words and idiomatic
phrases, in alphabetical order for easy visual access, with Hebrew and Arabic translations. other
words and expressions that must be understood but not necessarily learned are glossed on the
relevant page.

Vocabulary Practice
Vocabulary practice exercises also follow each text. these are varied but are always designed to
teach high-frequency words that appear on the relevant Key Vocabulary list. Students refer to
these lists when they do the exercises, which also serve to clarify the meaning of the text the
students are reading.

Questions
LotS (lower-order thinking skills) questions ensure that students understand the literal meaning
of the text (setting, characters and events) and may be tackled orally or in writing, as you wish.

Analysis and Interpretation
this section contains a variety of questions. Some questions relate to a new higher-order thinking
skill (HotS) explicitly taught through a specific classroom activity presented in the Student’s
coursebook. these activities are entitled “Let’s think”. Further questions require students to spiral
(re-use) HotS they have already learned or have no HotS specifications. other questions teach
and apply literary terms. Some questions may be approached in pair / group / class formats, while
others should be answered individually in writing. Such decisions are left to teacher discretion.

Bridging Text and Context
this section offers new information about an historical, social or cultural issue relevant to the
literary text. Students are asked to relate to the text in the light of the new information provided.

Post-Reading Activity
Students are offered a choice of tasks where they can combine their understanding of the literary
text with their own original thinking.

Reflection
Students are asked to discuss their opinions and reactions to the text, and how learning a particular
thinking skill has enhanced their understanding, both of the text and in a wider application.

Word Glossary and Glossary of Literary Terms
these appear at the end of the Student’s coursebook as reference tools. the Word Glossary includes
all the high-frequency words that have been taught, while the Glossary of Literary terms includes
in brackets page references to where the terms are mentioned.

the Play and the novel

the texts for the play, All My Sons, and the novel, The Wave, do not appear in the Student’s coursebook.
teachers and students may choose to use any published version. However, the Student’s coursebook
includes vocabulary work and questions for both texts that meet the Ministry requirements and
follow the progression of introduction and re-entry of HotS suggested in this book.

6 introduction