Transcript http://www.mazopublishers.com/study-guide-grains-of-sand.pdf http://grainsofsand.insightonthenews.net/ “What children learn depends not only on what they are taught but also how they are taught, their development level, and their.

http://www.mazopublishers.com/study-guide-grains-of-sand.pdf
http://grainsofsand.insightonthenews.net/
“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
1
presenting materials…”
 Deepen
understanding and awareness
 Develop
insight and meaning
 Enhance,
explore and challenge
 Encourage
 Promote
meaningful responses
higher levels of thinking
 Interdisciplinary
 Integrate
the story

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.

For complete poem:
http://english.katif.net/index.php?id=1456&sub=2
 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
 MOTIVATE
the students
 ENCOURAGE
participation
 DISCUSS
Literature Study Guide Exercises:
 Brief Historical Overview
 Word Search
 Crossword Puzzle
 Match The Foreign Word To Its Meaning
.
 Word recognition
 Setting
 Characters
 Events
Literature Study Guide Exercises:
 Word Search
 Crossword Puzzle
 Match The Foreign Word To Its Meaning






WHO?
The Yefet family
Father
- Yoram
Mother - Miri
Daughter - Efrat
Son
- Yair
Pet dogs - Beastie, Beauty, and Rufus
Neve Dekalim, Gush Katif
 WHAT?
Historically accurate, fictional account that could happen in real life
 Omniscient: The narrator is all-knowing and can enter
the minds of more than one of the characters
High school Ulpana student, Efrat
“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
 Clarify
 Understand
 Visualize
 Imagine
 Discuss
Verbal Activity is not logged
Completed written activity is put in LOG
 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?
Literature Study Guide Exercise:
 Chapter Questions
 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?
Literature Study Guide Exercise:
 Universal Thematic Connections
 Understand the significance from the text
 Why is it relevant?
Literature Study Guide Exercises:
 Important Quotes (Who said it? And why?)
 Chapter Questions
 Multiple Choice Questions
 Discussion Topics and Questions
 Chronological order: e.g., Explain how telling the story in the
order of their historical occurrence promotes understanding of the events
Literature Study Guide Exercises:
 Comprehension
 Chapter Questions
 Multiple Choice Questions
 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?
Grains of golden sand
“Human Chain”
to Jerusalem
Rocket fired into Neve Dekalim
Literature Study Guide Exercises:
 Discussion Topics
 Chapter Questions
 Categorize
the main characters’ relationships
Yoram
Miri
Efrat
Yair
 Find
common and uncommon aspects
vs
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
Literature Study Guide Exercise:

Chapter Questions

Discuss different patterns and their relevance
e.g., explain rhyming patterns in the poem “Grains Of Sand”
Hand
Sand
Land

Link between actions or events and their outcome
People walking towards Gush Katif
Protest at K’far Maimon
Literature Study Guide Exercise:
 Chapter Questions

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
 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)
 Identify the character’s action or behavior
and explain it with story information
Nitzan Caravilla site
Yoram reading a newspaper article
about Prime Minister Ariel Sharon’s
Disengagement Plan
Literature Study Guide Exercises:
 Chapter Questions
 Multiple Choice Questions
 Create something new based on the story
Literature Study Guide Exercises:
 Essay Questions
 Chapter Questions
 Explain how story information learned
later on changes the way we look at the
characters and events.
 Story summation
Literature Study Guide Exercises:
 Comprehension
 Discussion Topics & Questions
 Find links between the story and other contexts
 2005 Disengagement Plan and the
US Congressional “Indian Removal Act” of 1830
Literature Study Guide Exercises:
Teaching Ideas Across the Curriculum
(Research Project Ideas, Social Studies,
Current Events etc.)
 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?
 Explore relevant materials and information
 Historical
 Social
 Cultural
 Uprootings :
Discuss, Compare, and Contrast
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.)
 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
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?
Literature Study Guide Exercises:
 Teaching Ideas Across the Curriculum
(Language Arts)
 Chapter Questions
 Discussion Questions
 Universal Thematic Connections
 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
 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.
 Students demonstrate story comprehension
and HOTS by their project
Literature Study Guide Exercises:
Teaching Ideas Across the Curriculum
 Essay Questions
 Ideal for teachers and students
 Accessible
 Enhances story
 Interdisciplinary
 Challenging
 Spring board to assist with LOTS
and HOTS
 [DOC] Revised Literature Handbook August 2010 - State of Israel
File Format: Microsoft Word
Thinking 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 , 2009
http://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%20Dekali
m.pdf
 Educating to Think – Pedagogical Horizon The New Literature Module
http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/OfekP
edagogi/Mafmar/Anglit.htm
1
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=3
890,88,Documents&MediaID=11306&Filename=Understanding+the+Co
mmon+Essential+Learnings+-+A+Handbook+for+Teachers.pdf
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