State of Israel
Ministry of Education
English Inspectorate
Integrating Higher-Order Thinking Skills (HOTS)
with the Teaching of Literature
The Teachers’ Handbook
Updated Version
March, 2010
Table of Contents
Introduction 2
Announcements in the Director-General Bulletin: 3
September 2008 and September 2009
Key Components of Teaching Literature 5
Suggestions for Implementing the Key Components 7
Literary Terms 9
Thinking Skills for Teaching Literature in EFL 17
Options for How to Integrate HOTS with Teaching Literature 20
Ideas about How to Explicitly Teach the HOTS 21
Unit Planner 22
Key Components Checklist for the Log and the Exam 24
The Log 25
Description
Criteria for Approving Literary Texts
Calculation of the Grade of a Unit
Assessing a Unit
Checklist for the Evaluation of a Unit
Rubric for Post-Reading Activity
Calculation of the Final Grade for the Log
Approval for Literary Texts for the Log
Table of Contents (continued)
The Literature Bagrut Examination 35
Description
National Literature Program
Table of Specifications
Rubrics for Marking Literature Modules
Calculation of the School Grade for the Literature Bagrut Examination
Calculation of the School Grade for All the Modules 52
Teaching the Literature Program to Four-Point Students 53
Backward Design for Teaching the Literature Program 55
High School English Studies Planner 57
School Report for Literature Module 60
State of Israel
Ministry of Education
English Inspectorate
March, 2010
Integrating Higher -Order Thinking Skills (HOTS)
with the Teaching of Literature
Introduction
The English Inspectorate, in conjunction with the Department for Pedagogical Affairs and the High
School Division of the Ministry of Education, is pleased to announce The Literature Module Program for
teaching and assessing literature in English in high schools. The program is based on innovative Ministry
of Education policy to teach and assess higher-order thinking skills (HOTS) via either a Bagrut
examination or school-based assessment (the Log). The program is also a response to teacher feedback
concerning the assessment in the current Bagrut program.
A pilot program was carried out from January 2008 to January 2009. The results of the pilot program are
very encouraging. According to reports by many teachers and students, as a result of integrating HOTS
with the learning of literature, students were actively involved in the learning process, their writing
improved, and their reading comprehension improved (not only of literary texts, but also of reading
unseen passages). Moreover, students applied the HOTS they learned to other areas of learning as well as
to aspects of their own lives.
The purpose of this handbook is to introduce the different facets of the literature program. Detailed
guidance for implementation of the program is given in the in-service courses being offered by the English
Inspectorate.
I would like to take this opportunity to express my thanks to all the teachers who participated in the pilot
program. Their job was not an easy one! But as a result of their efforts, these teachers have contributed
significantly to the advancement of English teaching in Israel. I also want to thank the teachers who sent
their recommendations for the literary texts for the literature module Bagrut exam and also to those
teachers who have begun implementing the literature program in their classes, asked questions and given
feedback, enabling us to tailor the program as best we can.
And finally, my sincerest thanks to Adele Raemer and Judie Segal who have worked on the online and
face-to-face courses continuously and are constantly willing to help and to the Steering Committee, who
devoted endless hours to design the program and bring it to fruition. (The names appear in alphabetical order):
Marsha Hachmon Dr. Shoshana Plavin
Dr. Miriam Kluska Dr. Judy Steiner
Tziona Levy Debby Toperoff
Dr. Debbie Lifschitz – National Coordinator Dr. Avi Tsur
2
מדינת ישראל
משרד החינוך
המזכירות הפדגוגית
אגף מפמ"רים
הפיקוח על הוראת האנגלית
הודעה בחוזר מנכ"ל ספטמבר 2008
בחינות הבגרות באנגלית: הפעלת שאלון ספרות
1. החל משנת הלימודים תש"ע לתלמידי כיתה י' יבוטל שאלון ד' (56161) (4 יח"ל) ושאלון ו' (76161) )5
יח"ל( במתכונת הנוכחית. שאלונים אלה יומרו בשאלון ספרות עליו ניתן יהיה להיבחן בשתי חלופות:
א. בחינת בגרות חיצונית.
ב. הערכה בית ספרית באמצעות ה-( LOGתלקיט)
בתיה"ס יוכלו לבחור אחת מבין השתיים.
2. החל משנת הלימודים תשס"ט, בבתי הספר המעוניינים תהיה אפשרות לתלמידים להיבחן בבחינת
(תלקיט) במקום שאלון ו' בלבד Log בגרות חיצונית בספרות או בהערכה בית ספרית באמצעות ה-
בתנאי שלמדו את תוכנית הספרות במלואה.
3. על ההערכה הבית ספרית ) (Logיערך מדגם חיצוני שמטרתו לתקף את ציוני המורים.
4. החל משנת הלימודים תשס"ט תתקיימנה השתלמויות מורים מטעם הפיקוח על הוראת האנגלית,
שמטרתן לתת למורים את הכלים הנדרשים להובלת השינויים בבחינות הבגרות. ההשתתפות חובה
למורים המלמדים כיתות לבחינות הבגרות.
5. מידע מפורט על תכנית הספרות, ההערכה הבית ספרית ) (Logובחינת הבגרות החיצונית, יפורסמו באתר
הפיקוח על הוראת האנגלית: www.education.gov.il/english
נבחנים אקסטרנים
המרת השאלונים תחול על נבחנים אקסטרנים החל מתשע"ב.
_______________________________________________________________
בנין לב-רם, רח' דבורה הנביאה 2, ירושלים 11919, טל': 7853665-26, פקס: 6953665-26
http://www.education.gov.il /english
3
מדינת ישראל
משרד החינוך
המזכירות הפדגוגית
אגף מפמ"רים
הפיקוח על הוראת האנגלית
הודעה לחוזר מנכ"ל ספטמבר 9008
עדכונים והבהרות לחוזר מנכ"ל ספטמבר 2008 – (סט) 3-4.3
1. בחוזר מנכ"ל מספטמבר 8662 פורסם כי החל משנת הלימודים התש"ע יבוטלו שאלון ד' (56161, 4 י"ל)
ושאלון ו' (76161, 5 י"ל) במתכונת הנוכחית לתלמידי כיתה י'. שאלונים אלה יומרו בשאלון ספרות.
2. להלן עדכונים והבהרות להודעה הנ"ל:
תלמידים המתחילים לימודיהם בכתה י' בשנה"ל תש"ע יחויבו להיבחן בשאלוני ספרות כאשר
יהיו בכתה יא' (תשע"א) או בכתה יב' (תשע"ב).
תלמידי כתה י' לא רשאים להיבחן בשאלוני ספרות.
רק מורים אשר השתתפו בהשתלמות בנושא התכנית החדשה בספרות מטעם הפיקוח על הוראת
האנגלית בהיקף של 65 שעות יהיו רשאים להגיש תלמידים לבחינה בספרות במועדים הבאים:
- במועד קיץ תש"ע - תלמידים בכתה יא' או יב'
- במועד קיץ תשע"א – תלמידים בכתה יב'.
_______________________________________________________________
בנין לב-רם, רח' דבורה הנביאה 2, ירושלים 11919, טל': 7853665-26, פקס: 6953665-26
http://www.education.gov.il /english
4
State of Israel
Ministry of Education
English Inspectorate
Key Components of Teaching Literature
The teaching of a literary text consists of the following key components:
Pre-Reading Activity
Basic Understanding
Analysis and Interpretation
Bridging Text and Context
Post-Reading Activity
Reflection
Summative Assessment
The following are descriptions of the Key Components:
Pre-Reading Activity
Pre-reading activities motivate the students and encourage involvement in the topic and theme of the
text.
Basic Understanding of Text
Activities for basic understanding ensure that all students have understood the basic story line or literal
meaning of a story, play, essay or poem. This involves the use of lower-order thinking skills (LOTS).
It also includes teaching relevant lexical items and relating to grammatical structures when relevant.
Analysis and Interpretation
Activities for analysis and interpretation call upon teachers to analyze and interpret the text with their
students. This requires the use of appropriate literary terms and the use of higher-order thinking skills
(HOTS). HOTS need to be taught explicitly. HOTS can be taught before, during or after reading a text.
Decisions about when to teach them are driven by the following considerations:
i. the text being studied: length of text, theme, setting, characters.
ii. the choice of HOTS being introduced: Some HOTS cannot be taught after a text has been
read (e.g. prediction) while others cannot be taught before the class has finished reading the
text (e.g. synthesis).
iii. the level of the class.
iv. teacher preference.
5
Bridging Text and Context
Activities for bridging text and context expose the students to the historical, social and cultural
contexts of the text and its author and how these are reflected in the text or how they have influenced the
writing of the text. Doing these activities will deepen the students‟ understanding and enjoyment of the text.
Post-reading Activity
Post-reading activities offer the students the opportunity to make connections with the text(s) and their
own experiences, encouraging introspection, self-expression, and creative responses. These activities enable
students to apply a more global understanding and interpretation of the text, integrate information from
different parts of the text, and reinterpret cues in the text that they noted while they were reading.
Reflection
Activities for reflection encourage students to articulate their thoughts about what they have learned
and their thinking process. The reflection should be personal and relate to the following aspects of
studying the text:
i. reflection on the piece of literature: Did the students enjoy reading it? Why or why not? What
did they find interesting, memorable, surprising, annoying, moving, challenging, upsetting, etc.?
ii. reflection on the process of learning HOTS
iii. reflection on how this process has influenced their reading of the text, giving specific examples.
iv. reflection on the wider application of thinking skills.
Summative Assessment
The summative assessment should provide the students with the opportunity to demonstrate their
knowledge, understanding and interpretation of the text, including the specific HOTS studied.
Inclusion of a summative assessment for each literary text studied ensures that the student‟s grade for
the Log is valid and reliable and ensures that pupils taking the Bagrut exam will be well prepared.
i. Before planning the summative assessment, go back and look at the different activities you
have done for the Key Components with your students over the entire unit.
ii. Choose what is going to be assessed.
v. The assessment is done in class and is graded by the teacher. It can be similar to the Bagrut exam format.
iii. The test does not need to include all the Key Components. For example, Bridging Text and
Context is not required in all the summative assessments.
iv. It is suggested that you refer to the Table of Specifications, which gives details of the format
of the exam. It is also suggested that you refer to the literature exams posted on the site of
the English Inspectorate.
Please note: The process of learning the literary texts is the same for both the Log and the Bagrut exam. i.e. all seven Key
Components are taught for each literary text. The difference between the two groups is the assessment of this process.
6
State of Israel
Ministry of Education
English Inspectorate
Suggestions for Implementing the Key Components
Learning and
What goes into the
Key Components Examples of Activities Assessment
Log
Ideas*
Pre-Reading oral discussion If oral activity, then
Activity short written activity nothing is put in Log.
If written activity, then
completed activity is
put in Log.
Basic worksheets If oral activity, then graphic
Understanding questions from book nothing is put in Log. organizers
(LOTS) If written activity, then comprehension
completed activity is questions
put in Log.
Analysis and Completed graphic organizer If oral activity, then graphic
Interpretation nothing is put in Log. organizers
Explicit teaching of If written activity, then literary terms
HOTS completed activity is personal
Examples of using put in Log. response notes
the HOTS in real- note-taking/
life situations (oral making
or written). webcasts for
Using the HOTS you teaching HOTS
taught to help explicitly
understand the text templates with
(written). explicit HOTS
Teaching literary activities
terms and using
them to analyze
text.
Activities for
analyzing and
interpreting (as
you have done in
the past).
7
Learning and
What goes into the
Key Components Examples of Activities Assessment
Log
Ideas*
Bridging Text and Teacher or students bring in information Completed activity. Use of
Context relevant to the historical, social and information
The length can vary
cultural contexts of the text and/or its external to the
This may be from a few sentences to
author. The information should be literary text
included at any stage a page.
discussed in class in relation to the text (The toolbox has
in the teaching of the
and how it deepens students‟ sites that may be
unit where the
understanding of the text. helpful)
teacher feels it is
most effective e.g. it group work
may be taught as the (Jigsaw)
pre-reading activity. pair work
Post-Reading Writing a letter to the author. The completed task Drama strategies
Activity Making up a new ending. which might be written,
Drawing a picture illustrating some visual, or recorded on a
aspect of the text, explaining how the CD.
picture relates to the students'
interpretation of the text.
Reflection Written reflection on the piece of Answers to the Metacognitive
literature: Did the students enjoy reflection questions. Notes
reading it? Why or why not? What Application
did they find interesting, memorable, Notes
surprising, annoying, moving, Scaffolding
challenging, upsetting, etc.? Reflection
Reflection on the process of learning Questions for
HOTS. Module D
Reflection on how this process has
influenced their reading of the text,
giving specific examples.
Reflection on the wider application of
thinking skills.
Summative A test The test Based on the
Assessment Table of
Specifications in
the Literature
Handbook and
Literature Bagrut
exams posted on
the site of the
English
Inspectorate
*Learning and Assessment Ideas can be found in the ToolBox on the Open Lit section of the Matach site:
top.cet.ac.il
The ToolBox also contains a folder of approved sample Unit Planners and accompanying worksheets for
different pieces in the program. Additional Unit Planners will be posted.
8
State of Israel
Ministry of Education
English Inspectorate
Literary Terms for Students taking Module F
General Hero/heroine The central male or female character of a literary text. Usually,
Terms the hero or heroine has a high moral character and is courageous.
Across
Genres Protagonist The main character of the story or drama, the hero, who is faced
with an opposing force he/she must overcome in order to achieve
Talking
his/her goal.
about the
characters Antagonist A person or a natural force that opposes the protagonist in the
main conflict of the story or drama.
Character A person, or a thing presented as a person, in a literary text.
Characterization What we know about a character. There are three fundamental
methods of characterization: 1) direct presentation of the physical
and moral aspects of the character by the narrator, either when
the character is first introduced in the story, or bit-by-bit
throughout the story. 2) The actions and speech of the character,
from which the reader infers the traits. 3) The inner thoughts of
the character, which are a window to his/her soul.
Stereotype Presenting a person as if they represent the social group to which
they belong, by using physical appearances, accent, clothing,
foods etc. The emphasis on belonging to the group makes the
stereotyped person less individualized.
Dialogue The conversations that take place between characters in a literary
work of narrative or drama and more rarely, in poetry.
9
Literary Terms for Students taking Module F (continued)
Talking Plot The structure and pattern of events of the story in a narrative or
about the in a drama.
plot
Climax This is the point of highest interest, the crisis, and is therefore
also at the turning point of the action.
Conflict The struggle between opposing forces. At least one of the
opposing forces is a character. We designate different kinds of
conflict: 1) a struggle against Nature. 2) a struggle against
another person. 3) a struggle against society. 4) a struggle within
the person themselves. The two sides of the conflict are the
protagonist and the antagonist.
Resolution The conclusion of the story or drama, when all the problems are
solved in one way or another. It‟s the logical outcome of
everything that happened before. It comes after the climax.
Foreshadowing Events narrated at an earlier point in the story that hint at, and
prepare the reader, for something that will happen later in the
story.
Talking Symbolism/symbol Something which is both itself and also represents an idea, for
about example a rose may symbolize beauty.
meaning in
language Connotation The associations which are attached to a word, as opposed to its
literal meaning, for example the color green may have the
connotation of youth, spring, and growth.
Paradox A situation or statement that seems to contradict itself, but really
doesn‟t.
Theme Usually we can find the theme of a literary work by answering
the question: “What is this work about?” Theme looks at the
message or general idea of the work.
Genre There are different types of literature categorized by subject
matter, form and technique; the following are examples of
genres: tragedy and comedy, novel and short story, poetry and
prose.
Style Tone The attitude with which a story is told, or the attitude with which
something or someone is described, for example, ironic, cynical,
humorous.
10
Literary Terms Literary Terms for Students taking Module F (continued)
Terms for Short story A short narrative work. The length of a short story varies from
Narrative one or two pages up to forty pages.
Texts
(Novels Setting The background against which the story unfolds. This includes
and Short 1) the geographic location, scenery, and the inside of homes or
Stories) other places; 2) the social community in which the story unfolds
(upper class, working class etc); 3) the season, or period (the
period of the French Revolution in A Tale of Two Cities)
Flashback Providing information about events that happened before the story
begins, usually through the memory of one of the characters, or by
narrating the events to someone. A flashback interrupts the sequence
of events that is happening now in the story or play.
Novel A narrative work that tells a story that is quite long, usually at
least 100 pages.
Narrative How the story is told: the style, the characters, descriptions, and
events, that make up the telling of the story.
Point of View The focus from which the story or drama is told. The story can be
told 1) by one of the characters who experienced the events, 2)
by an all-knowing narrator who knows the „whole‟ story, or 3) by
a character telling someone else‟s story.
11
Literary Terms for Students taking Module F (continued)
Terms for Imagery Words used in images in poetry that use our five senses: sight,
Poetry smell, hearing, taste, and touching.
Metaphor Describing one thing in terms of something else e.g. the bronze
sun.
Simile The resemblance of two things, usually introduced by „like‟ or
„as‟.
Oxymoron An image made up of two opposing qualities, or that may seem a
contradiction in terms: Bittersweet,
Rhyme used in poetry most often at the end of lines when the last
syllables of the words at the ends of the lines share the same
sound, homophony. For example:
My little horse must think it queer
To stop without a farmhouse near (Robert Frost)
Rhyme scheme The pattern of rhymed words at the end of lines in a stanza or
throughout a poem.
Stanza A group of lines, which form a unit in a poem. This unit usually
repeats itself in the poem.
Verse A single line of a poem usually using rhythmed language. Poetic
form as distinguished from prose.
Alliteration A sound pattern repeated at the beginning of words or repeated
within words, usually consonants. For example: “I have stood
still and stopped the sound of feet” (Robert Frost).
12
Literary Terms for Students taking Module F (continued)
Terms for Comedy A literary text that is funny and ends well, even though there is
Drama usual some tension along the way.
Tragedy Tragedy is a type of drama that ends badly for the hero or
protagonist. It is usually a story that focuses on one person, the
protagonist, whose life changes from a happy one to suffering
and disaster.
Scene A sub-division of an act in a play, but also the place where the
action takes place. Usually, each act has several scenes. Many
scenes may take place in the same place (scene).
Act One of the major divisions of a play. There are usually 5 acts to a
play, but sometimes only 3. In any case there are always an
uneven number of acts in a play.
Drama A literary work that is written in dialogue to be performed by
actors acting the story on the stage
Comedy A literary text that is funny and ends well, even though there is
usual some tension along the way.
13
State of Israel
Ministry of Education
English Inspectorate
Literary Terms for Students taking Module D
Terms from the list for Module F can also be used if they are appropriate for their class and the literary text.
General Hero/heroine The central male or female character of a literary text. Usually,
Terms the hero or heroine has a high moral character and is courageous.
Across
Genres Protagonist The main character of the story or drama, the hero, who is faced
with an opposing force he/she must overcome in order to achieve
Talking
his/her goal.
about the
characters Character A person, or a thing presented as a person, in a literary text.
Stereotype Presenting a person as if they represent the social group to which
they belong, by using physical appearances, accent, clothing,
foods etc. The emphasis on belonging to the group makes the
stereotyped person less individualized.
Dialogue The conversations that take place between characters in a literary
work of narrative or drama and more rarely, in poetry.
Talking Plot The structure and pattern of events of the story in a narrative or
about the in a drama.
plot
Climax This is the point of highest interest, the crisis, and is therefore
also at the turning point of the action.
Conflict The struggle between opposing forces. At least one of the
opposing forces is a character. We designate different kinds of
conflict: 1) a struggle against Nature. 2) a struggle against
another person. 3) a struggle against society. 4) a struggle within
the person themselves. The two sides of the conflict are the
protagonist and the antagonist.
14
Literary Terms for Students taking Module D (continued)
Talking Symbolism/symbol Something which is both itself and also represents an idea, for
about example a rose may symbolize beauty.
meaning in
language Theme Usually we can find the theme of a literary work by answering
the question: “What is this work about?” Theme looks at the
message or general idea of the work.
Genre There are different types of literature categorized by subject
matter, form and technique; the following are examples of
genres: tragedy and comedy, novel and short story, poetry and
prose.
Terms for Short story A short narrative work. The length of a short story varies from
Narrative one or two pages up to forty pages.
Texts
(Novels Setting The background against which the story unfolds. This includes
and Short 1) the geographic location, scenery, and the inside of homes or
Stories) other places; 2) the social community in which the story unfolds
(upper class, working class etc); 3) the season, or period (the
period of the French Revolution in A Tale of Two Cities)
Flashback Providing information about events that happened before the story
begins, usually through the memory of one of the characters, or by
narrating the events to someone. A flashback interrupts the sequence
of events that is happening now in the story or play.
Novel A narrative work that tells a story that is quite long, usually at
least 100 pages.
Point of View The focus from which the story or drama is told. The story can be
told 1) by one of the characters who experienced the events, 2)
by an all-knowing narrator who knows the „whole‟ story, or 3) by
a character telling someone else‟s story.
15
Literary Terms for Students taking Module D (continued)
Terms for Metaphor Describing one thing in terms of something else e.g. the bronze
Poetry sun.
Simile The resemblance of two things, usually introduced by „like‟ or
„as‟.
Rhyme used in poetry most often at the end of lines when the last
syllables of the words at the ends of the lines share the same
sound, homophony. For example:
My little horse must think it queer
To stop without a farmhouse near (Robert Frost)
Stanza A group of lines, which form a unit in a poem. This unit usually
repeats itself in the poem.
16
State of Israel
Ministry of Education
English Inspectorate
Thinking Skills for Teaching Literature in EFL
Lower-Order Thinking Skills
Thinking Skill Students will be able to: Sample Tasks/Questions
Recognizing relate to the literal meaning of the text. Who? What?
key vocabulary, Where? When?
setting, Do you know…?
characters and Can you identify…?
events in the
text
Higher-Order Thinking Skills
Thinking Skill Students will be able to: Sample Tasks/Questions
Predicting predict the content or the outcome of the How do you think ___ will react?
text, either before or during reading How do you think the story will end?
based on available information.
Applying apply previously learned concepts, terms, How can you apply ___ to your own life?
techniques and skills to new situations. How can you apply ___ to something else you
have learned?
Inferring infer implicit meaning from the text by What do you think the character meant when
being able to read-between-the-lines. s/he said, “___”?
What does ___‟s behavior suggest? What is the
purpose or function of this information?
What different meanings can be inferred from
this line in the poem?
17
Higher-Order Thinking Skills (continued)
Thinking Skill Students will be able to: Sample Tasks/Questions
Sequencing* explain how the sequence of events in a Sequence the events in chronological order.
text, when not in a chronological order, How do flashbacks affect your understanding of
affects understanding of the text. the text/plot?
Why do you think the events are not in
chronological order?
Identifying explain how the parts function together How does one part of the story contribute your
parts and whole within the whole text. understanding to the whole text?
How does the title/ending relate to different
parts of the story/poem/play?
What does the rhyme scheme of the poem
contribute to the whole poem?
Classifying* categorize the elements of the text Categorize the characters according to their
according to criteria. relationships/values.
Comparing and find similarities (comparing) and Compare and contrast the conflicts/ problems/
contrasting differences (contrasting) and draw dilemmas in two stories or poems.
conclusions. Compare and contrast the text and the film.
Compare and contrast characters in a text.
Explaining identify and explain different patterns Explain why certain lines/ phrases/words are
patterns in the text and explain their repeated.
significance. What behavior does the character repeat?
Where is the rhyme scheme of the poem broken
and why?
Explaining describe and explain the causal What were the results of ___„s action?
cause and effect relationships between actions or events What caused ___ to think that ___?
in a text.
Distinguishing identify the different perspectives Identify how different characters respond to a
different within the text and/or among the central event in the story. How does your
perspectives readers of the text. understanding of the characters‟ actions/events
in the story change as you read?
Do you share the same perspective as the
narrator? Explain.
How does your understanding of the story/the
character/the scene differ from other students in
your class?
18
Higher-Order Thinking Skills (continued)
Thinking Skill Students will be able to: Sample Tasks/Questions
Problem identify a problem/dilemma and either Define the problem facing the protagonist.
Solving identify its solution in the text or How should ___ decide what to do?
suggest a possible solution, taking into What should ____ take / have taken into
account the constraints and the options account?
present in the text. What is the central conflict in this text and how
is it resolved? Explain.
What dilemma does ___ face at this point in the
story?
Uncovering identify motives that explain the Why do you think that __ did __? Support your
motives character‟s behavior and support this answer.
with evidence from the text. What made ___ change his/her mind? Give
supporting details.
Generating create something new on the basis of Create a new character for the story.
possibilities what is understood from the text. Explain how s/he will affect the development
Generate possible options for characters
/plot outcomes/sequels or prequels.
Add an element/an event to the existing text
that influences the development and/or the
outcome of the plot.
Synthesizing integrate different aspects of/insights to Write a summary of the story.
the text. How does information we learn later in the text
change the way we understand a
character/issue/conflict?
Making make connections between specific How does the description of the setting connect
connections aspects of the text. to the characterization of __?
To what extent do events in the text reflect
make connections between the text and
events in the life of the author?
other contexts in relation to historical,
How does your understanding of the story/the
and cultural contexts or pertinent
character/the scene differ when you learn about
information from the author‟s
a topic related to the literary text?
biography.
Evaluating make judgments about different aspects What makes this a good story? Explain.
of the text and justify opinions and/or Is ___ a believable character? Explain.
evaluate someone else‟s opinion. Is the resolution of the conflict satisfying?
Explain.
*This thinking skill will not be tested on the Bagrut examination but can be taught if appropriate and
relevant for the piece of literature.
19
State of Israel
Ministry of Education
English Inspectorate
Options for How to Integrate HOTS with Teaching Literature
Deductive Methodology #1
Process Description
Stage 1 Introduction of HOTS
Stage 2 Application of HOTS to other areas
Stage 3 Reading the text
Stage 4 Checking comprehension through LOTS
Stage 5 Re-introduction of HOTS (based on analysis of text) in relation to the text
Deductive Methodology #2
Process Description
Stage 1 Reading the text
Stage 2 Checking comprehension through LOTS
Stage 3 Introduction of HOTS
Stage 4 Application of HOTS to the text (based on analysis of text)
Stage 5 Application of HOTS to other areas
Inductive Methodology
Process Description
Stage 1 Reading text
Stage 2 Checking comprehension through LOTS
Stage 3 Task/s requiring the use of a HOTS that has not been previously introduced
(based on analysis of text)
Stage 4 Eliciting name of HOTS
Stage 5 Application of HOTS to other areas
20
State of Israel
Ministry of Education
English Inspectorate
Ideas about How to Explicitly Teach the HOTS
One of the unique aspects of this literature program is that it incorporates explicit teaching of HOTS.
A wide range of ideas and activities that do not require a lot of teaching time can be used to teach each
HOTS.
The following are some points that should be taken into consideration when explicitly teaching HOTS:
Keep it short. Teaching HOTS should be no more than ten minutes.
Try to make it experiential. The more memorable it is for the students, the easier it will be for them to
access the skill and use it in other areas of their lives, as well as in English.
Spiral the use of HOTS that were already taught. Remind the students of when they applied the HOTS
previously.
Try and choose ways to teach HOTS that do not require additional texts.
Additional ideas, including webcasts, for teaching the HOTS explicitly are posted in the Toolbox that can
be accessed from the site of the English Inspectorate (www.education.gov.il/english) or directly from
top.cet.ac.il by clicking on the blue button marked “ - ”קורסים פתוחיםgoing to “Lit. Open Course – 56
hours” – clicking “Course Library” in the top left-hand corner.
Additional webcasts are being prepared and will be posted starting September 2010.
21
State of Israel
Ministry of Education
English Inspectorate
Unit Planner
Teacher’s Name: Date:
Name of School: Piece #:
Name of Literary Text: Type: (play/novel/essay/story/poem)
Targeted Higher-Order Thinking Skills Methodology used for Teaching HOTS
(HOTS) for An alysis and Interpretation (Inductive or Deductive)
1.
2.
3.
Relevant Literary Terms to be Taught
Targeted Benchmarks in the Domain of Appreciation of Literature and Culture
Recognize the use of literary techniques in a variety of genres
Interpret literary texts
Are aware of the author‟s background and the cultural, historical and/or social themes in literary texts or
other cultural products
Are aware of how cultural practices are reflected in various literary and cultural products
Note:
The process of learning the literary texts is the same for both the Learning Log and the Bagrut
exam. The difference between the two groups is the assessment of this process.
Every unit needs to include the seven Key Components.
It is recommended to teach one HOTS for a poem, two HOTS for a short story, and three HOTS
for the play or novel.
The presentation of the HOTS can be sequenced differently depending on the methodology
chosen.
Teachers have the choice of where to present Bridging Text and Context.
Teachers are required to:
give a grade for two Key Components:
a. summative assessment
b. an additional Key Component
write short, meaningful comments on the student‟s reflection.
22
Unit Planner (continued)
List of attached
Lesson # Date Key Component Activity/ies worksheets
(when used)
23
Key Components Checklist for the Log and the Exam
Use this checklist to be sure you have included all of the seven Key Components in each piece of
literature you teach.
Key Component
1. Pre-Reading
2. Basic Understanding (LOTS)
3. Analysis and Interpretation:
teach students HOTS explicitly (including definition of HOTS and
appropriate vocabulary)
have students apply the targeted HOTS to the text
have students apply the targeted HOTS to their lives and other areas of
learning
additional analysis and interpretation tasks (e.g. literary terms, etc.)
4. Bridging Text and Context
5. Post-Reading Activity
6. Reflection
7. Summative Assessment (to be graded)
24
The Log
The Log provides evidence of the students' learning. Students are afforded the opportunity to record,
structure, plan, develop, and reflect upon their learning by means of the various tasks included in the Log.
The Log also enables them to gain insights into the application of diverse strategies that can be used to
analyze literature. In addition, it shows how students become increasingly and actively involved in the
process of learning both thinking skills and literature.
The Log consists of units for each literary text taught (eight units for five-point students and seven units
for four-point students). The unit includes the seven Key Components described above. Teachers are required to:
give a grade for two Key Components:
a. summative assessment
b. an additional Key Component
write short comments on the student‟s reflection.
Teachers choose the literary texts they want to teach according to the requirements of the National
Literature Program:
Five Points:
a. One play or novel
b. Three short stories
c. Four poems
Four Points:
a. One essay
b. Three short stories
c. Three poems
For assessing a unit in the Log, rubrics for Bridging Text and Context (see pp 46, 49) and for the Post-
reading Activity (see pp. 30, 31) can be used. For the Summative Assessment, the rubrics from the
Answer Key of the exam can be used (see pp. 44-49).
For teachers doing the Log, when submitting the 9540 form to the tachana klita, attach the signed form:
Approval for Literary Texts for the Log (p. 34 of the Handbook).
Teachers get paid by the Testing Department for marking the Logs. The number of Logs marked per hour
is the same as for the number of exams marked for modules D and F.
25
Criteria for Approving Literary Texts
The choice of the literary texts must be based on the criteria set by the English Inspectorate:
Criteria Explanation
Authentic Text has not been simplified.
Language The text was written originally in English.*
The language of the text is accessible.
Literary Merit The text was written by a recognized, published author.
The literary text enriches students and encourages them to respond to the text.
Re-readings of the text reveal multiple interpretations.
Universality Themes of the text span place and time.
Length Length of texts should be comparable to the length of the texts in the core program.
* If teachers are interested in using a text that was not written originally in English, they can submit their
request to the Chief Inspector for English.
The following are guidelines for assessing the units of the Log and for assessing the completed Log.
Calculation of the Grade of a Unit
Element % of Grade for Unit
Unit contains all the required activities for the Key Components 20%
Graded Key Component(s) 30%
Summative Assessment 50%
26
State of Israel
Ministry of Education
English Inspectorate
Assessing a Unit
Student’s Name: Date:
Name of Literary Text:
Class Well
Satisfactory Incomplete No Task
Discussion Done
Components
x 100 80 points 60 points 0 points
points
1. Pre-Reading
2. Basic Understanding
3. Analysis and
Interpretation
4. Bridging Text and Context
5. Post-Reading Activity
6. Reflection
7. Summative Assessment
TOTAL
In-between grades can be given.
27
Descriptors:
Well-Done
Student follows instructions.
Student fulfills the task in-depth.
Student uses rich vocabulary and writes coherently with only minor language errors.
Satisfactory
Student follows instructions.
Student fulfills the task adequately.
Student uses limited vocabulary and writes clearly although with basic language errors.
Incomplete
Student has not followed all the instructions.
Student fulfills the task partially.
Student uses very limited vocabulary and writes clearly although with many basic language errors.
28
State of Israel
Ministry of Education
English Inspectorate
Checklist for the Evaluation of a Unit
Student’s Name: Date:
Name of Literary Text:
Included in Grades
the Log for at least one
Short Description of Key Component
Key Components Activity and
Yes No for Summative
Assessment
1. Pre-Reading
Activity
2. Basic Understanding
3. Analysis and
Interpretation*
4. Bridging Text and
Context
5. Post-Reading
Activity*
6. Reflection**
7. Summative
Assessment*
TOTAL
* Must include a written activity.
** Teacher gives short, meaningful written comments.
29
State of Israel
Ministry of Education
English Inspectorate
Rubric for Post-Reading Activity – Module F
This rubric can be adapted by the teacher according to the task given.
Criteria Descriptors
Activity clearly shows Activity partially Activity does not show
connections with the text. shows connections connections with the text.
Content with the text.
Activity integrates Activity partially integrates
information from Activity partially information from different
different parts of the text. integrates information parts of the text.
from different parts of
All information is Most information is
the text.
relevant and accurate. irrelevant or inaccurate
Most information is
Content is well Content is poorly
relevant and accurate.
organized. organized.
Content is fairly well
Message is clear. Message is unclear.
organized.
Message is partially
clear.
80% 60% 40 - 0%
Correct use of basic Mostly correct use of Incorrect use of basic
language structures. basic language language structures.
Mostly correct use of structures. Many errors of mechanics
Language advanced language Incorrect or no use of (spelling, punctuation)
structures. advanced language
Hardly any errors of structures.
mechanics (spelling, Some errors of
punctuation) mechanics (spelling,
punctuation)
20% 10% 0%
30
State of Israel
Ministry of Education
English Inspectorate
Rubric for Post-Reading Activity – Module D
This rubric can be adapted by the teacher according to the task given.
Criteria Descriptors
Activity clearly shows Activity partially Activity does not show
connections with the text. shows connections connections with the text.
Content with the text.
Activity integrates Activity partially integrates
information from Activity partially information from different
different parts of the text. integrates information parts of the text.
from different parts of
All information is Most information is
the text.
relevant and accurate. irrelevant or inaccurate
Most information is
Content is well Content is poorly
relevant and accurate.
organized. organized.
Content is fairly well
Message is clear. Message is unclear.
organized.
Message is partially
clear.
90% 70% 40 - 0%
Correct use of basic Mostly correct use of Incorrect use of basic
language structures. basic language language structures.
Hardly any errors of structures. Many errors of spelling,
Language spelling, punctuation, Some errors of punctuation, capitalization,
capitalization, and run- spelling, punctuation, and run-ons.
ons. capitalization, and run-
ons.
10% 5% 0%
31
State of Israel
Ministry of Education
English Inspectorate
Calculation of the Final Grade for the Log for Five Points
The calculation of the final grade for students doing the Log is comprised of the following elements:
Elements % of Final Grade Grade
Presentation of the Log
Includes: title page, table of contents,
headings, and page numbers 10%
The Log is aesthetic, neatly presented, and
handed in on time.
Play 22%
Short Story 12%
Short Story 12%
Short Story 12%
Poem 8%
Poem 8%
Poem 8%
Poem 8%
TOTAL 100%
32
State of Israel
Ministry of Education
English Inspectorate
Calculation of the Final Grade for the Log for Four Points
The calculation of the final grade for students doing the Log is comprised of the following elements:
Elements % of Final Grade Grade
Presentation of the Log
Includes: title page, table of contents,
headings, and page numbers 12%
The Log is aesthetic, neatly presented, and
handed in on time.
Short Story 17%
Short Story 17%
Short Story 17%
Essay 16%
Poem 7%
Poem 7%
Poem 7%
TOTAL 100%
As in the past, teachers are required to receive the approval of the literary texts from the English Inspector
of the school. Below is the form to be sent to the Inspector.
The English coordinator must notify the English Inspectorate on the form (p. 61) about which option they
are choosing: the Log or the exam no later than October of the year they begin teaching the literature
program (in either the 10th or 11th grades).
33
State of Israel
Ministry of Education
English Inspectorate
Approval for Literary Texts for the Log
Name of School: Semel #: Name of Teacher/Coordinator: Fax number of school:
Five Points
Genre Name of Literary Text and Author Source
(Title and Publisher of Coursebook or Site)
One Play or Novel
Three Short
Stories
Four Poems
Four Points
Genre Name of Literary Text and Author Source
(Title and Publisher of Coursebook or Site)
One Essay
Three Short
Stories
Three Poems
Name of Coordinator: _______________ Signature: _______________ Date: __________
********************************************************
The Literature program is:
Approved Not Approved Comments:
Name of English Inspector: _______________ Signature: _______________ Date: __________
34
State of Israel
Ministry of Education
English Inspectorate
The Literature Bagrut Examination:
Module F for Five Points and Module D for Four Point s
The Literature Bagrut examination will assess the students‟ understanding of the literary texts and their
ability to use both lower-order and higher-order thinking skills that they have learned and applied in the
learning process. The learning process includes the teaching of the seven Key Components for each
literary text studied as described above.
The calculation of the final grade for students taking the Literature Bagrut examination is comprised of the
following components:
Component % of Final Grade
On-Going Tasks for the Seven Key Components and Tests ()ציון שנתי 50%
Literature Bagrut Examination 50%
Scoring of the answers on the Literature Bagrut exam will mainly be on content, however accuracy will be
taken into consideration, as indicated in the Table of Specifications (e.g. grammar, spelling).
The Literature Bagrut examination – Module F (Winter 2009) and the General Guidelines for marking the
module can be accessed on the site of the English Inspectorate on this page:
The direct links are:
Bagrut Literature Examination - MODULE F, Winter 2009
Answer Key and General Guidelines for Marking the Bagrut Literature Examination – MODULE F
Bagrut Literature Examination – Module D (Sample Exam)
Answer Key and General Guidelines for Marking the Bagrut Literature Sample Examination -
MODULE D
The following is the list of literary texts for the Literature Bagrut Examination. The list includes links to
sites where the texts can be downloaded, when applicable.
Following the list of literary texts are the Tables of Specifications for the five- and four-point Bagrut
examinations.
35
State of Israel
Ministry of Education
English Inspectorate
National Literature Program - Five Points
One play or novel; 3 short stories; 4 poems
Option One
Genre Literary Text Site
One Play All My Sons by Arthur Miller
or Novel
The Wave by Morton Rhue
Three “Mr. Know All” by W. Somerset http://maugham.classicauthors.net/knowall/
Short Maugham
Stories
“A Summer‟s Reading” by
Bernard Malamud
“Rules of the Game” by Amy Tan http://jjhs.klschools.org/www/jjhs/site/hosting/Summ
er%20Assignments%202009/English%209%20Sum
mer%20Assignment%202009%20-
%20Rules%20of%20The%20Game.doc
Four “As I Grow Older” by Langston http://www.poemhunter.com/poem/as-i-grew-older/
Poems Hughes
“Introduction to Poetry” by Billy http://www.loc.gov/poetry/180/001.html
Collins
“The Road Not Taken” by Robert http://www.poemhunter.com/poem/the-road-not-
Frost taken/
“Ozymandias” by Percy Bysshe http://www.online-literature.com/shelley_percy/672/
Shelley
36
National Literature Program - Five Points (continued)
One play or novel; 3 short stories; 4 poems
Option Two
Genre Literary Text Site
One Play All My Sons by Arthur Miller
or Novel
The Wave by Morton Rhue
Three “The Split Cherry Tree” by Jesse http://www.americanliterature.com/SS/SS20.HTML
Short Stuart
Stories
“A Summer‟s Reading” by
Bernard Malamud
“The Enemy” by Pearl Buck
Four “Count That Day Lost” by George http://www.poemhunter.com/poem/count-that-day-
Poems Eliot lost/
“Grandmother” by Sameeneh http://poetryforchildren.blogspot.com/2008/04/poetry-
Shirazie for-seniors.html
“The Road Not Taken” by Robert http://www.poemhunter.com/poem/the-road-not-taken/
Frost
“Ozymandias” by Percy Bysshe http://www.online-literature.com/shelley_percy/672/
Shelley
37
State of Israel
Ministry of Education
English Inspectorate
National Literature Program - Four Points
1 essay; 3 short stories; 3 poems
Option One
Genre Literary Text Site
One Essay Three Days to See by Helen Keller http://www.theatlantic.com/issues/33jan/keller.htm
Three “Mr. Know All” by W. Somerset http://maugham.classicauthors.net/knowall/
Short Maugham
Stories
“The Split Cherry Tree” by Jesse http://www.americanliterature.com/SS/SS20.HTML
Stuart
“Thank You, Ma‟m” by Langston http://www.americanliterature.com/Hughes/SS/Than
Hughes kYouMam.html
Three “Introduction to Poetry” by Billy http://www.loc.gov/poetry/180/001.html
Poems Collins
“The Road Not Taken” by Robert http://www.poemhunter.com/poem/the-road-not-
Frost taken/
“Count That Day Lost” by George http://www.poemhunter.com/poem/count-that-day-
Eliot lost/
38
National Literature Program - Four Points (continued)
1 essay; 3 short stories; 3 poems
Option Two
Genre Literary Text Site
One Essay My Secret World of Idiom by
James Thurber
Three “A Summer‟s Reading” by
Short Bernard Malamud
Stories
“The Split Cherry Tree” by Jesse http://www.americanliterature.com/SS/SS20.HTML
Stuart
“Thank You, Ma‟m” by Langston http://www.americanliterature.com/Hughes/SS/Than
Hughes kYouMam.html
Three “Grandmother” by Sameeneh http://poetryforchildren.blogspot.com/2008/04/poetry
Poems Shirazie -for-seniors.html
“The Road Not Taken” by Robert http://www.poemhunter.com/poem/the-road-not-
Frost taken/
“Count That Day Lost” by George http://www.poemhunter.com/poem/count-that-day-
Eliot lost/
39
State of Israel
Ministry of Education
English Inspectorate
Table of Specifications for Literature Bagrut Exam – Five Points
Lower-Order Thinking Skills (LOTS); Higher-Order Thinking Skills (HOTS)
Part A
# of Possible Item Assessment
Benchmarks Weighting Item Description
Questions Types Criteria
Students: Short Total = 70% Students answer multiple- Content 80%
story/poem: questions on (a) a choice
describe Each LOTS question = Coherence
short story or poem
main 2 LOTS 5 pts (5x4=20) and (b) a play or
sentence Relevance
characters, 2 HOTS
novel. For each text,
completion Supporting
setting and 2 HOTS questions = open-ended information
students:
events in 20 pts (10x2=20)
answer two LOTS Accuracy
literary Play or Novel: t/f with of reporting
questions justification
texts
2 LOTS answer one HOTS
interpret 2 HOTS
2 HOTS questions = extended
30 pts (15x2=30) question that may Language 20%
literary answer
include under-
texts Total # of The 15 points consist standing of literary Grammar
recognize questions: of: techniques. Spelling
the use of
4 LOTS answer one HOTS Punctuation
literary 10 points for the question that may
techniques 4 HOTS
answer to the include under-
in a question standing of literary
variety of 5 points for techniques where
genres identifying and they:
justifying the a. identify the
choice of HOTS HOTS they
chose to answer
the question.
b.answer the
question.
c. justify their
choice based on
the literary text
in 1-2 sentences
(The list of
HOTS will be
given.)
40
Table of Specifications for Literature Bagrut Exam – Five Points (continued)
Lower-Order Thinking Skills (LOTS); Higher-Order Thinking Skills (HOTS)
Part B
# of Possible Item Assessment
Benchmarks Weighting Item Description
Questions Types Criteria
Students: 1 30% Students are given extended Content: 80%
background answer Coherence
are aware of the
author‟s
information about two (paragraph) Accuracy of
texts/authors studied in reporting
background and
the cultural,
class. Making
historical Students choose one of connections
and/or social the texts and explain between literary
themes in how the background text and new
literary texts or information adds to information
other cultural their understanding of Language 20%
products the text. Grammar
(Recommended length: Spelling
80-100 words.) Punctuation
41
State of Israel
Ministry of Education
English Inspectorate
Table of Specifications for Literature Bagrut Exam -Four Points
Lower-Order Thinking Skills (LOTS); Higher-Order Thinking Skills (HOTS)
Part A
# of Possible Assessment
Benchmarks Weighting Item Description
Questions Item Types Criteria
Students: For one text: Total = 76% Students answer multiple- Content 90%
questions on two choice Coherence
describe 3 LOTS Each LOTS
main 2 HOTS literary texts: a short sentence Relevance
question = 6 pts
characters,
story, essay or poem. completion Supporting
(6x6=36)
setting and For one text: For each text, students: information
open-ended Accuracy of
events in 3 LOTS answer three LOTS
literary texts 2 HOTS questions = questions t/f with reporting
1 HOTS
interpret 30 pts (15x2=30) answer one HOTS justification Language 10%
Total # of
literary texts
The 15 points
question that may extended Grammar
recognize questions:
consist of:
include under- answer Spelling
the use of 6 LOTS standing of literary Punctuation
10 points for the techniques.
literary 3 HOTS
answer to the
techniques answer one HOTS
question
in a variety question that may
of genres 5 points for include under-
identifying and standing of literary
justifying the techniques where
choice of HOTS they:
a. identify the
1 HOTS questions =
HOTS they chose
10 pts
to answer the
question.
b.answer the
question.
c. justify their
choice based
on the literary
text in 1-2
sentences (The
list of HOTS
will be given.)
42
Table of Specifications for Literature Bagrut Exam – Four Points (continued)
Lower-Order Thinking Skills (LOTS); Higher-Order Thinking Skills (HOTS)
Part B
# of Possible Item Assessment
Benchmarks Weighting Item Description
Questions Types Criteria
Students: 1 24% Students are given extended Content: 90%
background answer Coherence
are aware of the
author‟s
information about two (paragraph) Accuracy of
texts/authors studied in reporting
background and
the cultural,
class. Making
historical and/or Students choose one of connections
social themes in the texts and explain between literary
literary texts or how the background text and new
other cultural information adds to information
products their understanding of Language 10%
the text. Grammar
(Recommended length: Spelling
60 - 80 words.) Punctuation
43
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module F
Rubric 1 (Question is worth 10 points.)
Criteria Descriptors
Answer is Answer is Answer is not
relevant to the partially relevant to the
Content question. relevant to the question.
There is question. There is no
sufficient and There is some reference to
fully accurate reference to the the text or the
reference to the text and/or the reference is
text. reference is not
The answer partially inaccurate.
includes accurate. The answer is
supporting The answer general and
details/example does not does not
s when include relate to the
necessary. sufficient text.
Message is details Message is
clear. examples when unclear.
necessary.
Message is
partially clear.
8 7 6 5 4-0
Correct use of Partially Incorrect use
language: correct use of of grammar,
grammar, grammar, vocabulary,
Language vocabulary, vocabulary, spelling and
spelling and spelling and punctuation.
punctuation. punctuation.
2 --- 1 --- 0
44
Rubrics for Marking Module F (continued)
Rubric 2 (Question is worth 5 points.)
Criteria Descriptors
Correlation Partial No correlation
between choice correlation between choice
Content of thinking skill between choice of thinking skill
and explanation. of thinking skill and explanation
and explanation
Relevant reference No relevant
to the text. Partially reference to
relevant text.
reference to text.
4 --- 3 --- 0
Correct use of Partially Incorrect use of
language: correct use of grammar,
grammar, grammar, vocabulary,
Language vocabulary, vocabulary, spelling and
spelling and spelling and punctuation*
punctuation* punctuation*.
1 --- --- --- 0%
In these items there is more than one possible answer. Different thinking skills may be
relevant, as long as they are supported by the text and can be explained in question e.
45
Rubrics for Marking Module F (continued)
Rubric 3: Bridging Text and Context (30 Points)
Criteria Descriptors
All information is Most information Most information
relevant and is relevant and is irrelevant or
Content accurate. accurate. inaccurate.
Details/examples Details/examples No details/
from the text are given to support examples are
given to support the answer are given to support
the answer. insufficient and/or the answer.
Answer clearly not entirely Answer does not
shows connection appropriate. show connection
between the new Answer partially between the new
information and shows connection information and
the text. between the new the text.
Answer is well information and The answer is
organized. the text. poorly organized.
Message is clear. Answer is fairly Message is
well organized unclear.
Message is
partially clear.
24 18 12 - 0
Correct use of Mostly correct use Incorrect use of
basic language of basic language basic language
structures. structures. structures.
Language Mostly correct Incorrect or no use Many errors of
use of advanced of advanced mechanics
language language (spelling,
structures. structures. punctuation).
Hardly any errors Some errors of
of mechanics mechanics
(spelling, (spelling,
punctuation). punctuation).
6 3 0
46
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module D
Rubric 1 (Question is worth 10 points.)
Criteria Descriptors
Answer is Answer is Answer is
relevant to the partially not relevant
Content question. relevant to the to the
There is question. question.
sufficient and There is some There is no
fully accurate reference to reference to
reference to the the text and / the text or
text. or the the
The answer reference is reference is
includes partially not
supporting accurate. accurate.
details / The answer Message is
examples when does not unclear.
necessary. include
Message is clear. sufficient
details /
examples
when
necessary.
Message is
partially clear.
9 8 7 5 0
Mostly correct Incorrect use
use of language: of grammar,
grammar, vocabulary,
Language vocabulary, spelling and
spelling and punctuation.
punctuation.
1 --- --- --- 0%
There is no deduction for answers shorter/longer than recommended length.
47
Rubrics for Marking Module D (continued)
Rubric 2 (Question is worth 5 points.)
Criteria Descriptors
Correlation Partial No correlation
between choice correlation between choice
Content of thinking skill between choice of thinking
and explanation. of thinking skill skill and
and explanation.
Relevant
explanation. No relevant
reference to
Partially reference to
the text.
relevant the text.
reference to
the text.
4 --- 3 --- 0
Mainly correct Incorrect use
use of language: of grammar,
grammar, vocabulary,
Language vocabulary, spelling and
spelling and punctuation.
punctuation.
1 --- --- --- 0
In these items there is more than one possible answer. Different thinking skills may be relevant, as long
as they are supported by the text.
There is no deduction for answers shorter/longer than recommended length
48
Rubrics for Marking Module D (continued)
Rubric 3: Bridging Text and Context (24 Points)
Criteria Descriptors
All information is Most information Most
relevant and accurate. is relevant and information is
Content Details / examples accurate. irrelevant or
from the text are given Details / inaccurate.
to support the answer. examples given No details /
Student clearly shows to support the examples are
connection between answer are given to
the new information insufficient and / support the
and the text. or not entirely answer.
The answer is well appropriate. Answer does
organized. Answer partially not show
Message is clear. shows connection
connection between the
between the new new
information and information
the text. and the text.
Answer is fairly Answer is
well organized. poorly
Message is organized.
partially clear. Message is
unclear.
21 19 17 11 4-0
Correct use of basic Mostly correct Incorrect use
language structures. use of basic of basic
Hardly any errors of language language
Language spelling, punctuation, structures. structures.
capitalization, and Some errors of Many errors of
run-ons. spelling, spelling,
punctuation, punctuation,
capitalization, capitalization,
and run-ons. and run-ons.
3 2 1 --- 0
There is no deduction for answers shorter/longer than recommended length.
49
State of Israel
Ministry of Education
English Inspectorate
Calculation of the School Gr ade for the
Literature Bagrut Examination
The Literature Bagrut examination assesses the students‟ understanding of the literary texts
and their ability to use both lower-order and higher-order thinking skills that they have
learned and applied in the learning process. The learning process includes the teaching of the
seven Key Components for each literary text studied. The calculation of the school grade for
the Literature Bagrut examination is based on the on-going tasks for the seven Key
Components and tests.
The calculation of the school grade for students doing the Literature Bagrut examination is
comprised of the following elements:
Five Points
Elements % of Final Grade Grade
Play 22%
Short Story 14%
Short Story 14%
Short Story 14%
Poem 9%
Poem 9%
Poem 9%
Poem 9%
TOTAL 100%
50
Calculation of the School Grade for the Literature Bagrut Examination
(continued)
Four Points
Elements % of Final Grade Grade
Short Story 19%
Short Story 19%
Short Story 19%
Essay 19%
Poem 8%
Poem 8%
Poem 8%
TOTAL 100%
51
State of Israel
Ministry of Education
English Inspectorate
Calculation of the School Grade ( )ציון בית ספריfor All the Modules
With the implementation of the literature program, the guidelines for calculating the school
grade for the different modules have been changed. It is compulsory to include:
a. the grade for the Project or the Literature Bridging task
b. extensive reading
Four Points
Project or
Project
Bridging Task
C Lit D E C Lit D E
Project Work or Literature Bridging Task --- --- 30% 30% --- ---
Extensive Reading 15% 15% --- or --- 15% 15%
Literature --- 85% --- --- 85% ---
Classwork, homework, tests, etc. 85% --- 70% 70% --- 85%
TOTAL 100% 100%
Five Points
Project or
Project
Bridging Task
E Lit F G E Lit F G
Project Work or Literature Bridging Task --- --- 30% 30% --- ---
Extensive Reading 15% 15% --- or --- 15% 15%
Literature --- 85% --- --- 85% ---
Classwork, homework, tests, etc. 85% --- 70% 70% --- 85%
TOTAL 100% 100%
52
State of Israel
Ministry of Education
English Inspectorate
Teaching the Literature Program to Four -Point Students
1. What are the differences between the four and the five-point literature Bagrut
exams?
Four-Point Exam Five-Point Exam
Number of literary texts 7 texts (no play or novel) 8 texts
studied
LOTS Questions 30% 20%
Bridging Text and 20% 30%
Context Question Recommended length: Recommended length:
60 - 80 words. 80-100 words.
Assessment Criteria Content 90% Content 80%
Language 10% Language 20%
2. Suggestions for teaching students taking Module D
The learning process is the same for four and five-point students.
Teachers can work first on teaching the HOTS with reading comprehension and other
domains and then when they teach the literature program, they will be able to re-enter
them. The students will already be familiar with the HOTS, making it easier for them to
deal with the analysis of the texts.
If a teacher is teaching a class of three and four-point students or a class of good three-
point students, she can start teaching the literature program. If the students do not take
the four-point exam, they will have benefited from learning the literature.
All texts should be read to the students, with the students following in their copy of the
text.
Teachers should break down the tasks, giving as much scaffolding and explanation as
possible.
53
Teaching the Literature Program to Four -Point Students (continued)
Teachers should model answers for the Key Components of the unit. The teacher should
go over the answers, pointing out what makes a good answer. Then the teacher should do
several tasks together, with her thinking aloud as she does them and then having the
students give their input.
The following are suggestions for breaking down the Bridging Text and Context task:
1. Explain to the students the purpose of the task and that the information they are
being given is NOT from the literary text they have read.
2. Have the students identify the information that is given and list what they know.
They should first write the information for themselves on a piece of paper and
then share frontally – with the teacher compiling their answers on the board.
3. Have the students relate the new information to the literary text. Encourage them
to brainstorm their ideas.
4. Have the students explain how that information enhances their understanding of
the text.
5. Help the students organize what they have done above into a paragraph.
Use enactments and drama to engage weaker students to participate.
Teachers should use the Unit Planners, allowing for sufficient time for the students to
work at a slower pace, including devoting more lessons to this when necessary.
When appropriate, texts should be read to the students, with the students following in
their copy of the text.
Don‟t worry about doing fewer unseen passages!
Teachers are invited to send in their suggestions for teaching the literature program.
54
State of Israel
Ministry of Education
English Inspectorate
Backward Design for Teaching the Literature Program – Five Points
It is important to plan the literature program, regardless if you are assessing it via the Log or
the Exam in order to ensure that all of the HOTS are taught. It is also important for the
English staff to decide how many pieces and which genres are to be taught in which year, to
allow for mobility between levels if necessary. The list below should be organized in the
order in which the literary texts will be taught.
Literary Grade the
Name of Literary HOTS to be Taught HOTS that are
Terms to be Text will be
Text Spiraled
Taught Taught
1.
2.
3.
4.
5.
6.
7.
8.
55
State of Israel
Ministry of Education
English Inspectorate
Backward Design for Teaching the Literature Program – Four Points
It is important to plan the literature program, regardless if you are assessing it via the Log or
the Exam in order to ensure that all of the HOTS are taught. It is also important for the
English staff to decide how many pieces and which genres are to be taught in which year, to
allow for mobility between levels if necessary. The list below should be organized in the
order in which the literary texts will be taught.
Literary Grade the
Name of Literary HOTS to be Taught
Terms to be HOTS that are Spiraled Text will be
Text
Taught Taught
1.
2.
3.
4.
5.
6.
7.
56
State of Israel
Ministry of Education
English Inspectorate
High School English Studies Planner
The following tool can be used to help you organize and plan English studies at your school. An
example of how one high school filled out the form is given. However, there are many other
options of how to divide up the different requirements of studying English.
Four/Five-Point Students
Requirements 10th grade 11th grade 12th grade
Bagrut Modules
Projects
Extensive
Reading
Literature
Exam/Log
Oral Bagrut
Literature Program
Five Points Four Points
a. One play or novel a. One essay
b. Three short stories b. Three short stories
c. Four poems c. Three poems
57
State of Israel
Ministry of Education
English Inspectorate
Example of High School English Studies Planner
Five-Point Students
Requirements 10th grade 11th grade 12th grade
Bagrut Modules E Literature G
Module (F)
Projects Project OR
Literature
Bridging
task
Extensive 1 book 1 book 1 book 1 book 1 book
Reading
Literature 1 poem 1 short story 2 poems 1 play or 1 short story
novel
Exam/Log 1 short story 1 poem
Oral Bagrut Oral Bagrut
58
Example of High School English Studies Planner (continued)
Four-Point Students
Requirements 10th grade 11th grade 12th grade
Bagrut Modules C Literature E
Module (D)
Projects Project OR
Literature
Bridging
task
Extensive 1 book 1 book 1 book 1 book 1 book
Reading
Literature 1 poem 1 poem 1 short story 1 short story
Exam/Log 1 short story 1 essay 1 poem
Oral Bagrut Oral Bagrut
59
State of Israel
Ministry of Education
English Inspectorate
School Report for Literature Module
Fill out the information on the form and email it to the English Inspector of your school no
later than October of the year you begin teaching the literature program (in either the 10th or
11th grades).
Name of School: Name of Coordinator: Semel #:
Fax number of school: Name of English Inspector: Date:
Grade: 10 11 12
Module D
Date of Date and place
Approval of of in-service
Name of
ID Number Email Address Log Exam Literature course for
Teacher
Program Literature
(Log) Program
Module F
Date of Date and place
Approval of of in-service
Name of
ID Number Email Address Log Exam Literature course for
Teacher
Program Literature
(Log) Program
60