http://grainsofsand.insightonthenews.net/ http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
“ What children learn depends not only on  what  they are taught but also  how  they are taught, their  development level ...
<ul><li>Deepen understanding and awareness </li></ul><ul><li>Develop insight and meaning </li></ul><ul><li>Enhance, explor...
<ul><li>Grains and grains of golden sand </li></ul><ul><li>White foam of waves spraying </li></ul><ul><li>My roots are dee...
<ul><li>1) Pre-Reading Activity </li></ul><ul><li>2) Basic Understanding (LOTS)  </li></ul><ul><li>Lower Order Thinking Sk...
<ul><li>MOTIVATE the students   </li></ul><ul><li>ENCOURAGE participation </li></ul><ul><li>DISCUSS </li></ul><ul><li>Lite...
<ul><li>Word recognition </li></ul><ul><li>Setting </li></ul><ul><li>Characters </li></ul><ul><li>Events </li></ul><ul><li...
<ul><li>Father  - Yoram </li></ul><ul><li>Mother  - Miri </li></ul><ul><li>Daughter - Efrat  </li></ul><ul><li>Son  - Yair...
Neve Dekalim, Gush Katif
<ul><li>WHAT? </li></ul>
 
Historically accurate, fictional account that could happen in real life
<ul><li>Omniscient: The narrator is all-knowing and can enter the minds of more than one of the characters </li></ul>High ...
Verbal Activity is not logged  Completed written activity is put in LOG <ul><li>Clarify  </li></ul><ul><li>Understand </li...
<ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Chapter Questions </li></ul>LOG it! <ul><li>Project what happen...
<ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Universal Thematic Connections  </li></ul>LOG it! HOTS <ul><li>...
<ul><li>Literature Study Guide Exercises:  </li></ul><ul><li>Important Quotes (Who said it? And why?)  </li></ul><ul><li>C...
<ul><li>Literature Study Guide Exercises:  </li></ul><ul><li>Comprehension  </li></ul><ul><li>Chapter Questions  </li></ul...
<ul><li>Explain how the story segments interact   e.g., How does the “Grains Of Sand” poem at the beginning of the story i...
<ul><li>Categorize the main characters’ relationships </li></ul><ul><li>  </li></ul>Efrat Yair Miri Yoram
<ul><li>Find  common and uncommon  aspects </li></ul><ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Chapter Qu...
<ul><li>Discuss different patterns and their relevance </li></ul><ul><li>e.g., explain rhyming patterns in the poem “Grain...
<ul><li>Link between actions or events and their outcome </li></ul><ul><li>Literature Study Guide Exercise: </li></ul><ul>...
<ul><li>Characterize different views  e.g., how do the characters   attitudes and perceptions towards the Disengagement Pl...
LOG it! HOTS <ul><li>Define the Problem </li></ul>Army or volunteer National Service ( Sherut Leumi )  Where will Efrat se...
<ul><li>Identify the character’s action or behavior and explain it with  story information  </li></ul><ul><li>Literature S...
<ul><li>Literature Study Guide Exercises:  </li></ul><ul><li>Essay Questions  </li></ul><ul><li>Chapter Questions </li></u...
<ul><li>Literature Study Guide Exercises:  </li></ul><ul><li>Comprehension  </li></ul><ul><li>Discussion Topics & Question...
<ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Resear...
<ul><li>What made the story relevant? </li></ul><ul><li>Are the main characters believable?  </li></ul><ul><li>Was the sto...
<ul><li>Explore relevant materials and information  </li></ul><ul><li>Historical </li></ul><ul><li>Social </li></ul><ul><l...
2005 Disengagement Plan and Savannah River Plant, 1951 <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teachin...
<ul><li>Visualize and discuss the story’s setting  </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>T...
<ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Langua...
<ul><li>. </li></ul><ul><li>. </li></ul><ul><li>  </li></ul><ul><li>Communicate ideas: write a dialog between two characte...
<ul><li>What did the student think of the book? </li></ul><ul><li>Did the student enjoy reading the book? </li></ul><ul><l...
<ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>Essay Q...
LOG it! HOTS <ul><li>Ideal for teachers and students </li></ul><ul><li>Accessible  </li></ul><ul><li>Enhances story </li><...
<ul><li>[DOC]   Revised Literature Handbook August 2010 - State of Israel   </li></ul><ul><li>File Format: Microsoft Word ...
Understanding the Common Essential Learnings: A Handbook for Teachers 1998 Saskatchewan Education, 1988, p8.  http://www.e...
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"Grains Of Sand" Study Guide: It's HOT (Higher Order Thinking)

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Ideal for teachers and students, this highly accessible and free for downloading interdisciplinary literature study guide, HOT compliant, gives tools to enhance understanding of the historical fiction novel "Grains Of Sand: The Fall Of Neve Dekalim." All exercises and activities provide the teacher with a wide variety of options that assist with pedagogic results.

Handouts accompanying this presentation are available on this site. To view: click on "More" (upper right hand side) or on my name, Sara Shomron, (above blue).

The principles and ideas of this study guide can easily be applied to other works of historical fiction literature. The teachers would simply need to compose applicable study questions and word games on their own.:

This power point presentation was shown at the English Teachers Association in Israel (ETAI) Winter Conference, Dec 5, 2010, sponsored by the Foreign Literatures and Linguistics department at Ben Gurion University, Be'er Sheva.
Session Three:
Presenter: Sara L. Shomron,
"Just Book It: LOGS, HOTS and Exciting Research Project Ideas"








Published in: Education
  • Please visit novelist Shifra Shomron’s new blog - http://myvoiceinisrael.insightonthenews.net/?page_id=42
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  • A brief background about the book. It is an historically accurate, fictional account of life in Gush Katif (Jewish communities in the Gaza Strip). ’Grains Of Sand’ helps the reader feel the beauty of Gush Katif as well as the trauma and stress in the impending uprooting and destruction of its communities, homes, schools, synagogues etc.

    Novelist Shifra Shomron was a 12th grade student in the Neve Dekalim girls’ high school at the time of writing ’Grains of Sand.’ She wrote her debut novel in a simple but not simplified, easily accessible English. Her voice is authentic. The loss, pain, and hope are real.

    Reader feedback from students via email speak of their excitement to read a book penned by a peer. This will ideally encourage others to give written expression to their own voice.

    A number of Israeli English teachers read chapters of ’Grains Of Sand’ to their classes for enrichment and tell of lively class discussion. The book is also recommended to students for independent reading.

    ’Grains Of Sand’ has received favorable reviews from a number of journalists and educators in Israel, England, Canada, and America
    (see http://grainsofsand.insightonthenews.net/book_reviews.html ).

    The Literature Study Guide For Grains Of Sand The Fall Of Neve Dekalim can be downloaded for educational purposes at http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
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  • This is a very compelling book. There are not many fiction Jewish books out there (books that deal explicitly with Jewish themes) suitable for young adults. Grains of Sand helps to fill this gap. With some editing it has the potential to become a classic of English Jewish literature. This is a perfect text for a classroom setting
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  • Thank you all for your supportive comments! It’s so nice to see interest in this ppt slide show. All feedback is welcome.

    I’ve also posted handouts from the ETAI conference: 1) exciting post-reading project ideas to help motivate and deepen understanding and 2) suggestions for implementing the seven key components...

    To view handouts: click on my name, upper right above ’views’ and scroll down to documents.

    To learn background information about this ppt presentation: click on ’more’ found under my name.
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  • Excuse the term, but this functions as a nice Road Map (hah!)!
    OTOH, it's a nice road map because it points kids in the direction of what's significant so they can be on the lookout.
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"Grains Of Sand" Study Guide: It's HOT (Higher Order Thinking)

  1. 1. http://grainsofsand.insightonthenews.net/ http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
  2. 2. “ 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…” 1
  3. 3. <ul><li>Deepen understanding and awareness </li></ul><ul><li>Develop insight and meaning </li></ul><ul><li>Enhance, explore and challenge </li></ul><ul><li>Encourage meaningful responses </li></ul><ul><li>Promote higher levels of thinking </li></ul><ul><li>Interdisciplinary </li></ul><ul><li>Integrate the story </li></ul>
  4. 4. <ul><li>Grains and grains of golden sand </li></ul><ul><li>White foam of waves spraying </li></ul><ul><li>My roots are deep in you, my land, </li></ul><ul><li>Like the acacia near me swaying. </li></ul><ul><li>  </li></ul><ul><li>Few weeds: some here there more </li></ul><ul><li>Scattered by nature's careless hand </li></ul><ul><li>&quot;A Scotland for the poor&quot; </li></ul><ul><li>Yet I love you, my land. </li></ul><ul><li>  </li></ul><ul><li>A desert arid and bare </li></ul><ul><li>With a special grace and charm </li></ul><ul><li>My memories you share </li></ul><ul><li>Of times of joy and times of harm. </li></ul>
  5. 5. <ul><li>1) Pre-Reading Activity </li></ul><ul><li>2) Basic Understanding (LOTS) </li></ul><ul><li>Lower Order Thinking Skills </li></ul><ul><li>3) Analysis and Interpretation (HOTS) </li></ul><ul><li>Higher Order Thinking Skills </li></ul><ul><li>4) Bridging Text and Context </li></ul><ul><li>5) Post-Reading Activity </li></ul><ul><li>6) Reflection </li></ul><ul><li>7) Summative Assessment </li></ul>LOG it!
  6. 6. <ul><li>MOTIVATE the students </li></ul><ul><li>ENCOURAGE participation </li></ul><ul><li>DISCUSS </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Brief Historical Overview </li></ul><ul><li>Word Search </li></ul><ul><li>Crossword Puzzle </li></ul><ul><li>Match The Foreign Word To Its Meaning </li></ul>LOG it! LOTS
  7. 7. <ul><li>Word recognition </li></ul><ul><li>Setting </li></ul><ul><li>Characters </li></ul><ul><li>Events </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Word Search </li></ul><ul><li>Crossword Puzzle </li></ul><ul><li>Match The Foreign Word To Its Meaning </li></ul>. LOG it! LOTS
  8. 8. <ul><li>Father - Yoram </li></ul><ul><li>Mother - Miri </li></ul><ul><li>Daughter - Efrat </li></ul><ul><li>Son - Yair </li></ul><ul><li>Pet dogs - Beastie, Beauty, and Rufus </li></ul>The Yefet family <ul><li>WHO? </li></ul>
  9. 9. Neve Dekalim, Gush Katif
  10. 10. <ul><li>WHAT? </li></ul>
  11. 12. Historically accurate, fictional account that could happen in real life
  12. 13. <ul><li>Omniscient: The narrator is all-knowing and can enter the minds of more than one of the characters </li></ul>High school Ulpana student, Efrat
  13. 14. Verbal Activity is not logged Completed written activity is put in LOG <ul><li>Clarify </li></ul><ul><li>Understand </li></ul><ul><li>Visualize </li></ul><ul><li>Imagine </li></ul><ul><li>Discuss </li></ul>LOG it! 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
  14. 15. <ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Chapter Questions </li></ul>LOG it! <ul><li>Project what happens next. </li></ul><ul><li>e.g., How do you think Efrat and Yair will react to their father’s explanation about the sudden gunshots heard? </li></ul>
  15. 16. <ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Universal Thematic Connections </li></ul>LOG it! HOTS <ul><li>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? </li></ul>
  16. 17. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Important Quotes (Who said it? And why?) </li></ul><ul><li>Chapter Questions </li></ul><ul><li>Multiple Choice Questions </li></ul><ul><li>Discussion Topics and Questions </li></ul><ul><li>Understand the significance from the text </li></ul><ul><li>Why is it relevant? </li></ul>
  17. 18. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Comprehension </li></ul><ul><li>Chapter Questions </li></ul><ul><li>Multiple Choice Questions </li></ul>LOG it! HOTS <ul><li>Chronological order: e.g., Explain how telling the story in the order of their historical occurrence promotes understanding of the events </li></ul>
  18. 19. <ul><li>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? </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Discussion Topics </li></ul><ul><li>Chapter Questions </li></ul>“ Human Chain” to Jerusalem Rocket fired into Neve Dekalim Grains of golden sand
  19. 20. <ul><li>Categorize the main characters’ relationships </li></ul><ul><li>  </li></ul>Efrat Yair Miri Yoram
  20. 21. <ul><li>Find common and uncommon aspects </li></ul><ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Chapter Questions </li></ul>Miri Amitai H”YD K’far Darom school bus attack victim, 2000 Ulpana Neve Dekalim high school teacher Park Hotel Passover bombing attack, 2002 Netanya, Israel vs
  21. 22. <ul><li>Discuss different patterns and their relevance </li></ul><ul><li>e.g., explain rhyming patterns in the poem “Grains Of Sand” </li></ul><ul><li>  </li></ul>Hand Sand Land
  22. 23. <ul><li>Link between actions or events and their outcome </li></ul><ul><li>Literature Study Guide Exercise: </li></ul><ul><li>Chapter Questions </li></ul>Protest at K’far Maimon People walking towards Gush Katif
  23. 24. <ul><li>Characterize different views e.g., how do the characters attitudes and perceptions towards the Disengagement Plan change as the story develops? </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Discussion Topics and Questions </li></ul><ul><li>Essay Questions Exercise </li></ul>LOG it! HOTS
  24. 25. LOG it! HOTS <ul><li>Define the Problem </li></ul>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)
  25. 26. <ul><li>Identify the character’s action or behavior and explain it with story information </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Chapter Questions </li></ul><ul><li>Multiple Choice Questions </li></ul>Yoram reading a newspaper article about Prime Minister Ariel Sharon’s Disengagement Plan Nitzan Caravilla site
  26. 27. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Essay Questions </li></ul><ul><li>Chapter Questions </li></ul><ul><li>Create something new based on the story </li></ul>
  27. 28. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Comprehension </li></ul><ul><li>Discussion Topics & Questions </li></ul><ul><li>Explain how story information learned later on changes the way we look at the characters and events. </li></ul><ul><li>Story summation </li></ul>
  28. 29. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Research Project Ideas, Social Studies, Current Events etc.) </li></ul><ul><li>Find links between the story and other contexts </li></ul><ul><li>2005 Disengagement Plan and the </li></ul><ul><li>US Congressional “Indian Removal Act” of 1830 </li></ul>
  29. 30. <ul><li>What made the story relevant? </li></ul><ul><li>Are the main characters believable? </li></ul><ul><li>Was the story structured and balanced? </li></ul><ul><li>Is the author’s style appealing? </li></ul><ul><li>Do you recommend this book? </li></ul>
  30. 31. <ul><li>Explore relevant materials and information </li></ul><ul><li>Historical </li></ul><ul><li>Social </li></ul><ul><li>Cultural </li></ul>
  31. 32. 2005 Disengagement Plan and Savannah River Plant, 1951 <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Research Project Ideas, Social Studies, Current Events etc.) </li></ul><ul><li>Uprootings : </li></ul><ul><li>Discuss, Compare, and Contrast </li></ul>LOG it! HOTS
  32. 33. <ul><li>Visualize and discuss the story’s setting </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Math, Art etc.) </li></ul><ul><li>Universal Thematic Connections </li></ul><ul><li>(Land, Family, Community etc.) </li></ul><ul><li>Discussion Topics and Questions </li></ul>
  33. 34. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>(Language Arts) </li></ul><ul><li>Chapter Questions </li></ul><ul><li>Discussion Questions </li></ul><ul><li>Universal Thematic Connections </li></ul>Compare and contrast how characters in the story welcome in the New Year to how you celebrate the New Year. Family dynamics and consistency. Is the Yefet family a typical Israeli family?
  34. 35. <ul><li>. </li></ul><ul><li>. </li></ul><ul><li>  </li></ul><ul><li>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 </li></ul><ul><li>Develop written and artistic expression: create a bookmark, poster, collage, drawing, painting, photo collection of an event in the story </li></ul><ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul>
  35. 36. <ul><li>What did the student think of the book? </li></ul><ul><li>Did the student enjoy reading the book? </li></ul><ul><li>Did certain parts of the story make the student feel uneasy? Explain. </li></ul><ul><li>Did the student rethink any scenes and consider different outcomes? Explain. </li></ul>LOG it! HOTS
  36. 37. <ul><li>Literature Study Guide Exercises: </li></ul><ul><li>Teaching Ideas Across the Curriculum </li></ul><ul><li>Essay Questions </li></ul><ul><li>Students demonstrate story comprehension </li></ul><ul><li>and HOTS by their project </li></ul>
  37. 38. LOG it! HOTS <ul><li>Ideal for teachers and students </li></ul><ul><li>Accessible </li></ul><ul><li>Enhances story </li></ul><ul><li>Interdisciplinary </li></ul><ul><li>Challenging </li></ul><ul><li>Spring board to assist with LOTS and HOTS </li></ul>
  38. 39. <ul><li>[DOC]   Revised Literature Handbook August 2010 - State of Israel </li></ul><ul><li>File Format: Microsoft Word </li></ul><ul><li>Thinking Skills for Teaching Literature in EFL . pp 5-9, 18-20. </li></ul><ul><li>Literature Study Guide for Grains Of Sand The Fall Of Neve Dekalim, </li></ul><ul><li>Tiferet Batzion , 2009 </li></ul><ul><li>http://www.mazopublishers.com/study-guide-grains-of-sand.pdf </li></ul><ul><li>http://grainsofsand.insightonthenews.net/media/pdfs/Literature%20Study%20Guide </li></ul><ul><li>%20for%20Grains%20of%20Sand%20The%20Fall%20Of%20Neve%20Dekalim.pdf </li></ul><ul><li>Educating to Think – Pedagogical Horizon The New Literature Module </li></ul><ul><li>http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/OfekPedagogi/Mafmar/Anglit.htm </li></ul>
  39. 40. 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 1 2 [PPT]   Slide 1 File Format:  Microsoft Powerpoint HOW 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

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