Page 7 - Point 5 Literature Program Option 1 Teachers Guide (2) (1)

Structure of the teacher’s Guide
the introduction presents overall planning for this examination option, and an explanation of the
structure of the Student’s coursebook and the teacher’s Guide.

commentary on each literary text is as follows:
• Introductory mapping of HOTS taught and spiraled and Literary Terms taught.

• Background information / biography for each author relevant to the understanding of the text.
• Cultural issues section explaining relevant issues and low-frequency vocabulary to facilitate
understanding.

• A general interpretation of the text, chunked for the short stories, with teaching suggestions.
Literary terms mentioned are bolded and relate to the literary terms taught in the Student’s
coursebook. You may also refer students at any time to the Glossary of Literary terms at the
back of the Student’s coursebook.

• Answers to Vocabulary Practice activities and suggested answers for Basic Understanding
questions.

• Analysis and Interpretation: For most questions, suggested answers are provided at a level of
writing that might be expected of a five-point student. it is essential to remember that these are
only suggestions, and are by no means the ‘only’ or the ‘correct’ answers. in fact, students who
offer different answers they can justify on the basis of the text should be praised and encouraged.
• Post-reading Activity and reflection questions, which involve more personal input, do not
have model answers. rubrics for marking written Bridging text and context answers and Post-
reading Activities are included in the relevant section.

• Summative Assessment: For each literary text there is a set of Summative Assessment questions
presented for convenience on a separate, photocopiable page, as follows:

v LotS questions, testing knowledge of literal meaning – setting, characters and events
(Bagrut-like questions)
v HotS questions, in one of which the HotS used must be chosen from a list, then named
and justified (Bagrut-like question)
v a Bridging text and context question (Bagrut-like question)

Suggested answers to the questions are provided, but any logical answers should be accepted. rubrics
for marking Summative Assessment answers are included in the relevant section.

rubrics
these have been taken from the revised Ministry Handbook of August 2010 and are presented for
teachers’ convenience.

Explicit teaching of HotS
For each literary text, an activity for teaching a higher-order thinking skill is included in the Student’s
coursebook, indicated by a Let’s think icon and title. A bank of additional possible activities for
teaching HotS appears at the end of this teacher’s Guide.

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