State of Israel
Ministry of Education
English Inspectorate
Integrating Higher-Order Thinking Skills (HOTS)
with the Teaching of Literature
The Teachers’ Handbook
Updated Version
April, 2011
Table of Contents
Introduction 2
Announcements in the Director-General Bulletin: 3-5
December 2010, September 2009, September 2008
Changes in Literature Program – October 2010 (Hebrew) 6
Changes in Literature Program – October 2010 (English) 7-9
Key Components of Teaching Literature 10-12
Suggestions for Implementing the Key Components 13-16
Literary Terms for Students Taking Module F 17-21
Literary Terms for Students Taking Module D 22-24
Thinking Skills for Teaching Literature in EFL 25-29
Options for How to Integrate HOTS with Teaching Literature (Methodologies) 30
Ideas about How to Explicitly Teach the HOTS 31
Unit Planner 32-33
Key Components Checklist for the Log and the Exam 34
The Log
Description 35
Criteria for Approving Literary Texts 36
Approval for Literary Texts for the Log 37
School Report for Literature Module 38
Calculation of the Grade of a Unit for the Log 39
Checklist for the Evaluation of a Unit 40
Calculation of the Final Grade for the Log – Module F 41
Calculation of the Final Grade for the Log – Module D 42
Reporting the Grades to the Ministry of Education 43
Table of Contents (continued)
The Literature Bagrut Examination
Description 44
National Literature Program Module F 45-46
National Literature Program Module D 47-48
Table of Specifications Module F 49-50
Table of Specifications Module D 51-52
Rubrics for Marking Literature Module F 53-55
Rubrics for Marking Literature Module D 56-58
Calculation of the Grade of a Unit for the Exam 59
Calculation of the Final Grade of the Literature Program for the Bagrut Exam F 59
Calculation of the Final Grade of the Literature Program for the Bagrut Exam D 60
Calculation of the School Grade for All the Modules 61- 62
Suggested Rubric for Post-Reading Activity – Module F 63
Suggested Rubric for Post-Reading Activity – Module D 64
Teaching the Literature Program to Four-Point Students 65-66
Teaching the Literature Program to Mixed Four- and Five - Point Classes 67-68
Information about Students with Learning Disabilities and the Literature Program 69
Backward Design for Teaching the Literature Program - Module F 70
Backward Design for Teaching the Literature Program - Module D 71
High School English Studies Planner 72
Example of High School English Studies Planner - Five-Point Students 73
Example of High School English Studies Planner - Four-Point Students 74
Please note: There is a new site aimed at supporting teachers with the teaching of the literature program.
The site is called Thinking through Literature and Culture (TLC) and can be accessed at: tlc.cet.ac.il
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 בדצמבר 2020
בתכנית הלימודים בספרות אנגלית ומבנה ההיבחנות בה שינויים 3.4–31 )עא(
1. בהמשך לאמור בחוזר "הודעות ומידע" סט/1, וכדי להקל על המורים לאנגלית בהטמעת תכנית הלימודים בספרות
אנגלית, הוחלט כי בשלוש השנים הראשונות של יישום התכנית (התשע"א – התשע"ג) ייערכו השינויים האלה:
א. לקראת ההיבחנות בשאלוני הספרות (שאלון Dברמה של 4 יח"ל ושאלון Fברמה של 5 יח"ל) אין חובה
ללמד את מיומנויות החשיבה. בבחינות תהיה בחירה בין שאלה שבה התלמידים נדרשים לבחור מיומנות
חשיבה ולנמק את בחירתם, לבין שאלה נוספת הבודקת הבנה של היצירה.
אם בוחרים בכל זאת ללמד את מיומנויות החשיבה לקראת הבחינה: מספר מיומנויות החשיבה שחובה
ללמד הוא שש בלבד (פירוט המיומנויות יתפרסם באתר של הפיקוח על הוראת האנגלית).
ב. למורים הבוחרים בתלקיט ) :(Logיש ללמד שש מיומנויות חשיבה (על פי בחירת המורה), ובמטלת הסיכום
) (Summative Assessmentתהיה בחירה בין שאלה במיומנויות החשיבה לבין שאלת הבנה, כמפורט
בסעיף א' לעיל.
ג. יישום התכנית ב-4 יח"ל יידחה לשנת הלימודים התשע"ב (כלומר, יישום התכנית יהיה תקף לתלמידים
שבשנה"ל התשע"ב ילמדו בכיתה י'). עם זאת בבתי ספר שבחרו ללמד על-פי התכנית החדשה בספרות
אנגלית בכיתות י' כבר מהשנה הנוכחית, יוכלו תלמידי 4 יח"ל להיבחן על-פיה בשאלון הספרות ובתלקיט
כבר במועד קיץ התשע"ג-3102, על פי לוח הזמנים המקורי.
ד. לוח הזמנים ליישום התכנית ב-5 יח"ל לא השתנה.
2. השינויים שפורטו לעיל הם בנוסף לשינויים שכבר נעשו לאור משוב מהשטח:
א. צמצום מספר היצירות הספרותיות הנלמדות ברמה של 4 ו-5 יח"ל
ב. צמצום מספר המושגים הספרותיים הנלמדים ב-4 יח"ל
ג. פרסום יחידות לימוד מקוונות בתכנית החדשה באתר הפיקוח על הוראת האנגלית - יחידות הכוללות
הרצאות מוקלטות, תצלומים של דגמי הוראה בכיתה והנחיות להוראת התכנית לתלמידים לקויי למידה
ד. בבחינה ברמה של 4 יח"ל - צמצום מספר השאלות הדורשות שימוש במיומנויות ברמה גבוהה והעלאת אחוז
הנקודות עבור שאלות הדורשות שימוש במיומנויות ברמה נמוכה
ה. צמצום מספר היצירות במיקוד הבחינה ברמה של- 4 יח"ל לעומת 5 יח"ל.
3
מדינת ישראל
משרד החינוך
המזכירות הפדגוגית
אגף מפמ"רים
הפיקוח על הוראת האנגלית
הודעה לחוזר מנכ"ל ספטמבר 2220
עדכונים והבהרות לחוזר מנכ"ל ספטמבר 2220 – (סט) 3-4.3
1. בחוזר מנכ"ל מספטמבר 8002 פורסם כי החל משנת הלימודים התש"ע יבוטלו שאלון ד' (50161, 4 י"ל)
ושאלון ו' (70161, 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'.
4
מדינת ישראל
משרד החינוך
המזכירות הפדגוגית
אגף מפמ"רים
הפיקוח על הוראת האנגלית
הודעה בחוזר מנכ"ל ספטמבר 2220
בחינות הבגרות באנגלית: הפעלת שאלון ספרות
1. החל משנת הלימודים תש"ע לתלמידי כיתה י' יבוטל שאלון ד' (50161) (4 יח"ל) ושאלון ו' (70161) )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
www.education.gov.il/english הפיקוח על הוראת האנגלית:
נבחנים אקסטרנים
המרת השאלונים תחול על נבחנים אקסטרנים החל מתשע"ב.
5
מדינת ישראל
משרד החינוך
המזכירות הפדגוגית
אגף מפמ"רים
הפיקוח על הוראת האנגלית
71 אוקטובר 0102
ט' חשון תשע"א
שינויים בתוכנית הלימודים בספרות אנגלית ומבנה ההיבחנות בה
1. בהמשך לאמור בחוזר מנכ"ל מספטמבר 9002 ,ועל מנת להקל על המורים לאנגלית בהטמעה של תוכנית
הלימודים בספרות אנגלית, הוחלט כי בשלוש השנים הראשונות של יישום התוכנית (תשע"א – תשע"ג) ייערכו
השינויים הבאים:
אין חובה ללמד את מיומנויות החשיבה. בשאלוני הספרות ( Dב-4 יח"ל ו- Fב- 5 יח"ל) תהיה בחירה בין
שאלה בה נדרשים התלמידים לבחור מיומנות חשיבה ולנמק את בחירתם, לבין שאלה נוספת הבודקת הבנה
של היצירה.
מספר מיומנויות החשיבה יצטמצמו לשש מיומנויות בלבד. (פירוט המיומנויות יתפרסם באתר של הפיקוח
על הוראת האנגלית.)
בתלקיט ) (Logמורים ילמדו רק שש מיומנויות החשיבה ובמטלת הסיכום )(Summative Assessment
תהיה בחירה בין שאלות כמו שמפורט לעיל בנושא הבחינה.
יישום התוכנית של 4 יח"ל יידחה לשנה"ל תשע"ב. (כלומר, תחילת יישום התוכנית תהיה לתלמידים שיהיו
בשנה"ל תשע"ב בכיתה י'. )
2. השינויים שפורטו לעיל הם בנוסף לשינויים שכבר נעשו לאור משוב מהשטח:
צמצום מספר היצירות הספרותיות הנלמדות ברמה של 4 ו-5 יח"ל.
צמצום מספר מושגים ספרותיים הנלמדים ב- 4 יח"ל.
פרסום באתר הפיקוח על הוראת האנגלית יחידות לימוד מקוונות למורים לתוכנית החדשה בספרות,
הכוללות הרצאות מוקלטות, צילומים בכיתות של דגמי הוראה והנחיות על הוראת התוכנית לתלמידי לקויי
למידה.
בבחינה של 4 יח"ל: צמצום מספר השאלות הדורשות שימוש במיומנויות מסדר גבוה והעלאת אחוז הנקודות
עבור שאלות הדורשות שימוש במיומנויות מסדר נמוך.
המיקוד עבור הבחינה של 4 יח"ל יכלול פחות יצירות מאשר הבחינה של 5 יח"ל.
_____________________________________________________________________________________
בנין לב-רם, רח' דבורה הנביאה 2, ירושלים 11919 טל': 7853065-20 פקס: 6953065-20
www.education.gov.il/english
6
State of Israel
Ministry of Education
English Inspectorate
October 24, 2010
Changes in the Literature Program
The following are explanations and clarifications to the announcement posted on the site of the English
Inspectorate on October 18, 2010 regarding the changes in the literature program.
General Comments
1. The English Inspectorate highly recommends the teaching of higher-order thinking skills (HOTS).
The teaching of HOTS not only enhances students‟ ability to analyze literature, but also gives them the
ability to better answer reading comprehension questions in expository texts, and improves their
writing skills as well as their thinking skills.
2. It will be compulsory for students in four-point classes who will be in the tenth grade next year
(September 2011) to take the D Literature Module in Summer 2014. However, for teachers who have
already started teaching the literature program to their four-point tenth grade students this year,
students will be able to take the D Literature Module in Summer 2013, as originally scheduled. The
time schedule for the F Literature Module has not changed.
The Literature Bagrut Exam
1. In certain questions there will be a choice on the test and students will not be required to answer the
justification question. Even if your students decide not to answer the justification question on the
literature module, learning HOTS will enable your students to better answer the other questions not
only on the literature module, but on the other Bagrut modules as well.
2. It should be noted that students who have not been taught how to answer the justification question will
not benefit from the available choice as they will be limited to answering the alternative question.
3. Teachers who are preparing their students for the exam do not have to include the teaching of HOTS
for the first three years, even though it is recommended.
4. The process of teaching literary texts remains the same; the Key Components for teaching a literary
text have not changed.
7
5. The following are the higher-order thinking skills that are required to be taught to students answering
the justification question:
a. comparing and contrasting
b. distinguishing different perspectives
c. explaining cause and effect
d. explaining patterns
e. inferring
f. problem solving
6. It is highly recommended to teach the above HOTS to all students, including those who might not
answer the justification question.
7. Examples of alternative questions will be posted in the near future.
The Log
1. Teachers who are preparing their students for the Log have to include the teaching of six HOTS.
2. Teachers can decide on which six higher-order thinking skills to teach from the list of HOTS in the
Handbook, in accordance with their selected literary texts.
3. Teachers can choose to teach more than six HOTS, in accordance with the program as it was originally
designed that appear in the Literature Handbook, which can be accessed at:
(http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English/Bagrut/LiteratureMod
ule/Handbook.htm).
For Your Information
1. Information about the literature program can be found on the English Inspectorate site by going into Bagrut
and then the literature module.
2. Also on the site is information about how to register for the in-service literature courses (both online
and face-to-face).
3. In addition, information and tools that can be used for the implementation of the literature program can be
found on the TLC (Thinking through Literature and Culture) site which has been designed as a resource
center for English teachers to learn about the implementation and assessment of the English Inspectorate‟s
literature program. The site includes official information, details and examples of the different elements
included in the literature program, including webcasts of how to explicitly teach HOTS, webcasted lectures
about the Key Components, approved sample Unit Planners and accompanying activities, as well as
8
recordings of teachers teaching the program in their classrooms. On the site you can find recordings of most
of the literary texts from the exam options, accompanied by the screening of highlighted text segments
during the reading. The site can be found at: http://tlc.cet.ac.il/
4. I encourage teachers to join the Partnership of Teachers and Inspectors. This professional forum
gives official answers to your questions and provides an additional channel for professional dialogue
between teachers and the Ministry of Education. Information for registering can be accessed at:
http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/English/Partnerships/
If you have any questions regarding the above changes, please feel free to contact me at:
judysh@education.gov.il.
Wishing you and your students every success!
Dr. Judy Steiner
Chief Inspector for English Language Education
_____________________________________________________________________________________
Lev Ram Building Jerusalem 91911 Tel. 02-5603587/8 Fax 02-5603596
www.education.gov.il/english
9
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, or poem. This involves the use of lower-order thinking skills
(LOTS). Activities should include questions that relate to the literal meaning of the text. It also
includes teaching relevant lexical items and relating to grammatical structures when relevant.
Activities should include the pre-teaching of high-frequency words that students are unfamiliar
with and recycling them. When appropriate, necessary background knowledge that will enable
students to understand the text should be taught.
Analysis and Interpretation
Activities for Analysis and Interpretation enable students to analyze and interpret the text.
Activities should include questions that go beyond the literal meaning of the text, as well as
questions that relate to relevant literary terms. In addition, activities should include questions that
relate to the specific 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:
10
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.
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. Teachers or students bring in information relevant to the
historical, social and cultural contexts of the text and/or its author. The information should be
discussed in class in relation to the text and how it deepens students‟ understanding and
enjoyment of the text. This component may be taught at any stage in the teaching of the unit
where the teacher feels it is most effective e.g. it may be taught as the pre-reading activity.
.
Post-reading Activity
Post-reading activities offer the students the opportunity to make connections with the text(s) and
their own experiences. It allows for self-expression and creative responses after having read and
analyzed the text. These activities enable students to apply a more global understanding and
interpretation of the text and integrate information from different parts of the text.
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
ii. reflection on the process of learning and applying HOTS.
iii. reflection on how this process has influenced their reading of the text, giving specific
examples.
11
Summative Assessment
The Summative Assessment provides 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 students taking the Bagrut exam will be
well prepared. The Summative Assessment for each unit must follow the Table of Specifications
for the Literature Bagrut exam (see Table of Contents for page number). It is suggested that you
refer to the Assessment folder in the Toolbox on the TLC site, where you can find literature
exams. The Toolbox also has sample units which include sample Summative Assessments.
Teachers may add additional parts to their Summative Assessment which reflect their classroom
teaching, e.g. vocabulary exercises and additional analysis questions. The assessment is done
individually in class and is graded by the teacher. Teachers can decide if it is an open-book test
i.e. students have the literary texts with them during the classroom test. It is also possible to have
one Summative Assessment task for two pieces of literature. The Summative Assessment task
will be counted for both units.
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 is the final assessment of this process, the Log or the Literature Bagrut exam.
12
Suggestions for Implementing the Key Components
What goes into the Assessment
Key Components Examples of Activities
Log Ideas
Pre-Reading Oral discussion If oral activity, then
Activity Short written activity nothing is put in Log.
Props, photos If written activity, then
Historical, social and/or cultural completed activity is
information that is necessary to help put in Log.
students understand the text
YouTube clips
A song
Basic Vocabulary: Before reading the text, Completed activities Questions that
Understanding pre-teach high-frequency words that are put in Log. demand use of
(LOTS) the students are unfamiliar with. explicit
Recycle high frequency words information
through contextually-based exercises from the text
after reading the text. Vocabulary
Graphic organizers quizzes
Analysis and Graphic organizers Completed activities Questions
Interpretation Note-taking/making are put in Log. referring to
Webcasts for teaching HOTS analysis,
explicitly interpretation,
Examples of activities for teaching HOTS and
HOTS explicitly (See TLC site) literary terms.
Questions that
apply the
explicit HOTS
taught in the
context of the
literary text.
13
Suggestions for Implementing the Key Components (continued)
What goes into the Assessment
Key Components Examples of Activities
Log Ideas
Bridging Text and Suggested resources: Completed activity. Make a Power
Context Photos The length can vary Point
YouTube clips from a few sentences to presentation
Biographies a page. Find YouTube
Quotations by the author/poet clips or photos
See the Toolbox for suggested of the context
sites and explain
how they are
related to the
text.
Sample
assessment
rubric in
Handbook (See
TOC)
Post-Reading Activity Writing a letter to the author. The completed task, Sample
Making up a new ending. which might be written, assessment
Drawing a picture illustrating visual, or recorded on a rubric in
some aspect of the text, explaining CD. Handbook (see
how the picture relates to the TOC).
students' interpretation of the text.
Enactments
PowerPoint Presentations
Video clips made by students
Drawings
Diary journals
14
Suggestions for Implementing the Key Components (continued)
What goes into the Assessment
Key Components Examples of Activities
Log Ideas
Reflection Teaching students how to Answers to the
reflect (see the Reflection reflection questions.
component in the Key
Components section on the TLC
site)
Written 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.?
Reflection on the process of
learning HOTS.
Reflection on how this process
has influenced their reading of
the text, giving specific
examples.
Reflection on the wider
application of thinking skills.
Sample Techniques for
Reflection and Scaffolding
Reflection Questions for
Module D (see the Reflection
component in the Key
Components section on the TLC
site)
15
Suggestions for Implementing the Key Components (continued)
What goes into the Assessment
Key Components Examples of Activities
Log Ideas
Summative Assessment A test based on the Table of The test Examples of
Specifications in the Literature Summative
Handbook. Assessments
Teachers can add additional tasks (see Sample
which reflect their classroom units and
teaching. Assessment in
the Toolbox on
the TLC site)
Sample rubrics
for grading
different types
of questions on
the exam in
Handbook,
(see TOC).
16
Literary Terms for Students taking Module F
Note: This is a partial list of literary terms which teachers may find useful. Teachers should incorporate
the teaching, spiraling and use of literary terms into their Analysis and Interpretation component of their
unit when appropriate. Teachers may include other literary terms which are not on this list when they see fit.
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.
17
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.
18
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.
19
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).
20
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.
21
Literary Terms for Students taking Module D
Note: This is a partial list of literary terms which teachers may find useful. Teachers should incorporate
the teaching, spiraling and use of literary terms into their Analysis and Interpretation component of their
unit when appropriate. Teachers may include other literary terms which are not on this list when they see
fit.
Terms from the list for Module F can also be used if they are appropriate for the 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.
22
Literary Terms for Students taking M odule 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.
23
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.
24
Thinking Skills for Teaching Literature in EFL
The English Inspectorate highly recommends the teaching of higher-order thinking skills (HOTS). The
teaching of HOTS not only enhances students‟ ability to analyze literature, but also gives them the ability
to better answer reading comprehension questions in expository texts, and improves their writing skills as
well as their thinking skills.
The following are the higher-order thinking skills that are required to be taught to students answering the
justification question on the Bagrut exam option up until and including the exam for :תשע"ג
a. Comparing and contrasting
b. Distinguishing different perspectives
c. Explaining cause and effect
d. Explaining patterns
e. Inferring
f. Problem solving
Teachers who are doing the Log option with their students have to include the teaching of at least six
HOTS. Those teachers can decide on which six higher-order thinking skills from the list below, in
accordance with their selected literary texts.
25
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
techniques and skills to new situations. life?
How can you apply ___ to something
else you have learned?
Inferring infer implicit meaning from the text by What do you think the character
being able to read-between-the-lines. meant when 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?
26
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
affects understanding of the text. understanding of 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
parts and whole within the whole text. your 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
according to criteria. their relationships/values.
Comparing find similarities (comparing) and Compare and contrast the conflicts/
and differences (contrasting) and draw problems/dilemmas in two stories or
contrasting conclusions. poems.
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
patterns in the text and explain their are 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 relationships between actions or events What caused ___ to think that ___?
effect in a text.
27
Higher-Order Thinking Skills (continued)
Thinking Skill Students will be able to: Sample Tasks/Questions
Distinguishing identify the different perspectives Identify how different characters respond
different within the text and/or among the to a central event in the story.
perspectives readers of the text. How does your 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?
Problem identify a problem/dilemma and either Define the problem facing the
Solving identify its solution in the text or protagonist.
suggest a possible solution, taking into How should ___ decide what to do?
account the constraints and the options What should ____ take / have taken into
present in the text. account?
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 __?
motives character‟s behavior and support this Support your 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.
28
Higher-Order Thinking Skills (continued)
Thinking Skill Students will be able to: Sample Tasks/Questions
Synthesizing integrate different aspects of/insights Write a summary of the story.
to 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
connections aspects of the text. connect to the characterization of __?
make connections between the text and To what extent do events in the text
other contexts in relation to historical, reflect events in the life of the author?
and cultural contexts or pertinent How does your understanding of the
information from the author‟s story/the character/the scene differ
biography. when you learn about a topic related to
the literary text?
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.
29
Options for How to Integrate HOTS with Teaching Literature
Deductive Methodology #1
Process Description
Stage 1 Explicit teaching of the HOTS
Stage 2 Application of HOTS to other areas of the students‟ lives
Stage 3 Reading the text
Stage 4 Checking basic comprehension through LOTS
Stage 5 Application of HOTS to the text through tasks in Analysis and Interpretation
Deductive Methodology #2
Process Description
Stage 1 Reading the text
Stage 2 Checking basic comprehension through LOTS
Stage 3 Explicit teaching of the HOTS
Stage 4 Application of HOTS to the text through tasks in Analysis and Interpretation
Stage 5 Application of HOTS to other areas of the students‟ lives
Inductive Methodology
Process Description
Stage 1 Reading the text
Stage 2 Checking basic comprehension through LOTS
Stage 3 Analysis and Interpretation including tasks that require the use of a HOTS
that has not yet been explicitly taught
Stage 4 Eliciting the name of the HOTS based on the tasks in Analysis and
Interpretation
Stage 5 Application of HOTS to other areas of the students‟ lives
30
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.
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 on
the TLC site.
31
State of Israel
Ministry of Education
English Inspectorate
Unit Planner
Teacher’s Name: Date:
Name of School: Piece #: Grade taught:
10 11 12
Name of Literary Text: Genre: Level: 4 5
poem/story/play/novel
Targeted Higher-Order Thinking Skills Methodology used for Teaching HOTS
(HOTS) for Analysis 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:
a. give a grade for at least two Key Components:
- Summative Assessment
- additional Key Component(s)
b. write short, meaningful comments on the student‟s reflection.
32
Unit Planner (continued)
List of attached
Lesson # Date Key Component Activity/ies worksheets
(when used)
33
State of Israel
Ministry of Education
English Inspectorate
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)
34
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:
a. grade the unit as follows:
i. The Summative Assessment is 50% of the grade for the unit.
ii. One additional Key Component is 30% of the unit grade.
- If you want to include additional graded activities in the 30% above, you may do so.
- If any of the graded activities you included above is an oral activity, a grading
rubric must be included in the Log for each student.
iii. Inclusion of all activities (graded or not) in the Log is the remaining 20% of the grade for
the unit.
b. write brief, constructive 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. Four short stories
b. Three poems
35
For assessing a unit in the Log, rubrics for Bridging Text and Context and for the Post-reading Activity
can be used. For the Summative Assessment, the rubrics from the Answer Key of the exam can be used
(please see the TOC for the page numbers for all of these rubrics).
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 or abridged.
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 Language Education.
Teachers are required to receive the approval of the literary texts from the English Inspector of the school
on the following form, Approval for Literary Texts for the Log.
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.
In addition, the English coordinator must notify the English Inspector of the school on the form School
Report for Literature Module (see TOC 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).
36
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)
Four Short
Stories
Three Poems
Name of Coordinator: _______________ Signature: _______________ Date: __________
********************************************************
The Literature program is: Approved Not Approved
Comments:
Name of English Inspector: _______________ Signature: _______________ Date: __________
37
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). If a
decision is made at your school to change from the Log to the Exam or from the Exam to the Log, you
need to correct the form and resend it to your Inspector.
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
38
Calculation of the Grade of a Unit for the Log
Element % of Grade for Unit
Unit contains all the required activities for the Key Components 20%
At least one additional Key Component 30%
Additional graded activities may be included
If any of the graded activities you included is an oral
activity, a grading rubric must be included in the
Log for each student.
Summative Assessment 50%
39
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
40
Calculation of the Final Grade of the Literature Program
for the Log
The calculation of the final grade of the literature program for students doing the
Log is comprised of the following elements:
Module F
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%
41
Calculation of the Final Grade of the Literature Program
for the Log (continued)
Module D
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%
Short Story 16%
Poem 7%
Poem 7%
Poem 7%
TOTAL 100%
42
Reporting the Grades to the Ministry of Education
The 9540 form with the final grades for the Literature Program for the Log needs to be given to
the tachana klita in the summer moed only (a day before the date of the English Bagrut exam
or on the day of the English Bagrut exam). The form also must be sent by fax to the English
Inspector of the school no later that the date of the English Bagrut exam.
All the Logs must be in the school by the date of the English Bagrut exam in a safe place.
During the two weeks following the English Bagrut exam, the English Inspector will notify
you if s/he will be coming to your school in order to do a random sampling of the Logs.
Schools will be informed of the procedure of the random sampling in a letter.
43
The Literature Bagrut Examination:
Module D and F
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 as described above.
Scoring of the answers on the Literature Bagrut exam are mainly on content, however accuracy are 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, as well as in the ToolBox on
the TLC site, in the Assessment section.
On the sites you will find links to the following:
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
Examples of the types of questions which can be answered instead of the justification questions.
44
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
All My Sons by Arthur Miller
One Play
or Novel The Wave by Morton Rhue
“Mr. Know All” by W. Somerset Maugham
Three
Short “A Summer‟s Reading” by Bernard Malamud
Stories
“Rules of the Game” by Amy Tan
“As I Grew Older” by Langston Hughes
“Introduction to Poetry” by Billy Collins
Four
Poems “The Road Not Taken” by Robert Frost
“Ozymandias” by Percy Bysshe Shelley
* The links to most of the texts can be found on the TLC site.
45
National Literature Program - Five Points (continued)
One play or novel; 3 short stories; 4 poems
Option Two
Genre Literary Text
All My Sons by Arthur Miller
One Play
or Novel The Wave by Morton Rhue
“The Split Cherry Tree” by Jesse Stuart
Three
Short “A Summer‟s Reading” by Bernard Malamud
Stories
“The Enemy” by Pearl Buck
“Count That Day Lost” by George Eliot
“Grandmother” by Sameeneh Shirazie
Four
Poems
“The Road Not Taken” by Robert Frost
“Ozymandias” by Percy Bysshe Shelley
46
State of Israel
Ministry of Education
English Inspectorate
National Literature Program - Four Points*
4 short stories; 3 poems
Option One
Genre Literary Text
"The Treasure of Lemon Brown" by Walter Dean Myers
“Mr. Know All” by W. Somerset Maugham
Four Short Stories
“The Split Cherry Tree” by Jesse Stuart
“Thank You, Ma‟m” by Langston Hughes
“Introduction to Poetry” by Billy Collins
Three Poems “The Road Not Taken” by Robert Frost
“Count That Day Lost” by George Eliot
* The links to most of the texts can be found on the TLC site.
47
National Literature Program - Four Points (continued)
4 short stories; 3 poems
Option Two
Genre Literary Text
"The Treasure of Lemon Brown" by Walter Dean Myers
“A Summer‟s Reading” by Bernard Malamud
Four Short
Stories
“The Split Cherry Tree” by Jesse Stuart
“Thank You, Ma‟m” by Langston Hughes
“Grandmother” by Sameeneh Shirazie
Three
“The Road Not Taken” by Robert Frost
Poems
“Count That Day Lost” by George Eliot
48
State of Israel
Ministry of Education
English Inspectorate
Table of Specifications for Literature Bagrut Exam – Five Points
The alternative question in the table below is until and including Summer 2013
Part A
# of Possible Item Assessment
Benchmarks Weighting Item Description
Questions Types Criteria
Students: Short Total = 70% Students answer questions multiple- Content 80%
story/poem: on (a) a short story or choice
describe Each Basic Coherence
poem and (b) a play or
main 2 Basic Understanding sentence Relevance
novel. For each text,
characters, Understanding question = 5 pts
students:
completion Supporting
setting and 2 Analysis and (5x4=20) information
answer two Basic open-ended
events in Interpretation
Understanding Accuracy
literary 2 Analysis and t/f with of reporting
questions justification
texts Interpretation
interpret Play or Novel: questions = 20 pts answer one Analysis extended
and Interpretation
literary 2 Basic (10x2=20) answer Language 20%
question that may
texts Understanding include under- Grammar
recognize 2 Analysis and 2 Analysis and
Interpretation standing of literary Spelling
the use of Interpretation
questions = 30 pts terms. Punctuation
literary
techniques (15x2=30) answer one or
Total # of Analysis and
in a questions:
The 15 points Interpretation question
variety of
4 Basic consist of: that may include
genres
Understanding understanding of
4 Analysis and 10 points for literary terms where
the answer to they:
Interpretation
the question a. identify the HOTS
5 points for they chose to
identifying and answer the question.
justifying the b.answer the question.
choice of c. justify their choice
HOTS based on the literary
OR text in 1-2 sentences
(The list of HOTS
Additional will be given.)
Analysis and OR
Interpretation Answer an additional
questions (15 Analysis and
points each) Interpretation question
which does not require
HOTS justification
49
Table of Specif ications for Literature Bagrut Exam – Five Points (continued)
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
50
State of Israel
Ministry of Education
English Inspectorate
Table of Specifications for Literature Bagrut Exam - Four Points
The alternative question in the table below is until Summer 2013
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 literary choice Coherence
describe 3 Basic Each Basic
main Understanding texts: a short story or sentence Relevance
Understanding
characters, 2 Analysis and poem. For each text, completion Supporting
question = 6 pts students:
setting and Interpretation information
(6x6=36) answer three Basic open-ended
events in Accuracy of
For one text: Understanding t/f with reporting
literary texts
questions
interpret 3 Basic
justification Language 10%
1 Analysis and answer one Analysis
literary texts Understanding and Interpretation extended Grammar
recognize Interpretation
1 Analysis and question that may answer Spelling
question = 10 pts
the use of Interpretation include understanding Punctuation
literary 2 Analysis and of literary terms.
techniques
in a variety
Interpretation answer one Analysis
questions = 30 pts and Interpretation
of genres (15x2=30) question that may
include understanding
Total # of The 15 points of literary terms where
questions: consist of: they:
6 Basic 10 points for a. identify the HOTS
Understanding the answer to they chose to
3 Analysis and the question answer the
Interpretation 5 points for question.
identifying b. answer the
and justifying question.
the choice of c. justify their
HOTS choice based on
the literary text in
OR 1-2 sentences
Additional (The list of HOTS
Analysis and will be given.)
Interpretation OR
question (15 d. Answer an
points each) additional
Analysis and
Interpretation
question which
does not require
HOTS justification.
51
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
52
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module F
Rubric 1 (Question is worth 10 points.)
Criteria Descriptors
Answer is relevant Answer is partially Answer is not
to the question. relevant to the relevant to the
Content There is sufficient question. question.
and fully accurate There is some There is no
reference to the reference to the reference to the
text. text and/or the text or the
The answer reference is reference is not
includes supporting partially accurate. inaccurate.
details/examples The answer does The answer is
when necessary. not include general and does
Message is clear. sufficient details not relate to the
examples when text.
necessary. Message is
Message is partially unclear.
clear.
8 7 6 5 4-0
Correct use of Partially correct Incorrect use of
language: grammar, use of grammar, grammar,
Language vocabulary, vocabulary, vocabulary,
spelling and spelling and spelling and
punctuation. punctuation. punctuation.
2 --- 1 --- 0
53
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module F (continued)
Rubric 2 (Question is worth 5 points.)
Criteria Descriptors
Correlation between Partial correlation No correlation
choice of thinking between choice of between choice of
Content skill and thinking skill and thinking skill and
explanation. explanation explanation
Relevant reference Partially relevant No relevant
to the text. reference to text. reference to text.
4 --- 3 --- 0
Correct use of Partially correct Incorrect use of
language: grammar, use of grammar, grammar,
Language vocabulary, spelling vocabulary, vocabulary,
and punctuation* 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 and can be explained in question e.
54
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module F (continued)
Rubric 3: Bridging Text and Context (30 Points)
Criteria Descriptors
All information is Most information is Most information is
relevant and relevant and irrelevant or
Content accurate. accurate. inaccurate.
Details/examples Details/examples No details/
from the text are given to support the examples are given
given to support answer are to support the
the answer. insufficient and/or 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
the text. between the new text.
Answer is well information and the The answer is
organized. text. poorly organized.
Message is clear. Answer is fairly Message is unclear.
well organized
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 use Incorrect or no use Many errors of
of advanced of advanced mechanics
language language structures. (spelling,
structures. Some errors of punctuation).
Hardly any errors mechanics (spelling,
of mechanics punctuation).
(spelling,
punctuation).
6 3 0
There is no deduction for answers shorter/longer than recommended length.
55
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module D
Rubric 1 (Question is worth 10 points.)
Criteria Descriptors
Answer is relevant Answer is partially Answer is not
Content to the question. relevant to the relevant to the
There is sufficient question. question.
and fully accurate There is some There is no
reference to the reference to the reference to the
text. text and / or the text or the
The answer reference is reference is not
includes partially accurate. accurate.
supporting details The answer does Message is
/ examples when not include unclear.
necessary. sufficient details /
Message is clear. examples when
necessary.
Message is partially
clear.
9 8 7 5 0
Mostly correct use Incorrect use of
Language of grammar. grammar.
1 --- --- --- 0%
56
State of Israel
Ministry of Education
English Inspectorate
Rubrics for Marking Module D (continued)
Rubric 2 (Question is worth 5 points.)
Criteria Descriptors
Correlation Partial No correlation
Content between choice of correlation between choice
thinking skill and between choice of thinking skill
explanation. of thinking skill and explanation.
and explanation. No relevant
Relevant
Partially relevant reference to the
reference to the
reference to the text.
text.
text.
4 --- 3 --- 0
Mostly correct use Incorrect use of
Language of grammar. grammar.
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.
57
State of Israel
Ministry of Education
English Inspectorate
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 from accurate. irrelevant or
the text are given to Details / examples inaccurate.
support the answer. given to support No details /
Student clearly shows the answer are examples are
connection between the insufficient and / given to support
new information and or not entirely the answer.
the text. appropriate. Answer does
The answer is well Answer partially not show
organized. shows connection connection
Message is clear. between the new between the
information and new 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 use Incorrect use of
language structures. of basic language basic language
Language Hardly any errors of structures. structures.
spelling, punctuation, Some errors of Many errors of
capitalization, and run- spelling, spelling,
ons. punctuation, punctuation,
capitalization, and capitalization,
run-ons. and run-ons.
3 2 1 --- 0
There is no deduction for answers shorter/longer than recommended length.
58
Calculation of the Grade of a Unit for the Exam
Modules F and D
Element % of Grade
for Unit
At least one graded Key Component (aside from Summative Assessment) 30%
Additional graded activities may be included
If any of the graded activities you included are oral, a grading
rubric must be included in the Log for each student.
Summative Assessment 70%
Calculation of the Final Grade of the
Literature Program for the 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 grade for each literary text is based on at least one of the graded Key Components and a
Summative Assessment. The calculation of the final grade of the literature program for students
taking the Bagrut examination is comprised of the following elements:
Module F
Literary Text % of Final Grade Grade
Play 20%
Short Story 12%
Short Story 12%
Short Story 12%
Poem 6%
Poem 6%
Poem 6%
Poem 6%
Matkonet Test 20%
TOTAL 100%
59
Calculation of the Final Grade of the
Literature Program for the Bagrut Examination (continued)
Module D
Literary Text % of Final Grade Grade
Short Story 15%
Short Story 15%
Short Story 16%
Short Story 16%
Poem 6%
Poem 6%
Poem 6%
Matkonet Test 20%
TOTAL 100%
60
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%
OR
Project or
Project
Bridging Task
C Lit D E C Lit D E
Project Work or Literature Bridging Task --- --- 30% 30% --- ---
Extensive Reading 30% --- --- or --- --- 30%
Literature --- 100% --- --- 100% ---
Classwork, homework, tests, etc. 70% --- 70% 70% --- 70%
TOTAL 100% 100%
61
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%
OR
Project or
Project
Bridging Task
E Lit F G E Lit F G
Project Work or Literature Bridging Task --- --- 30% 30% --- ---
Extensive Reading 30% --- --- or --- --- 15%
Literature --- 100% --- --- 100% ---
---
Classwork, homework, tests, etc. 70% 70% 70% --- 85%
TOTAL 100% 100%
62
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
connections with the shows connections show connections
Content text. with the text. with the text.
Activity integrates Activity partially Activity partially
information from integrates integrates
different parts of the information from information from
text. different parts of the different parts of the
text. text.
All information is
relevant and accurate. Most information is Most information is
relevant and irrelevant or
Content is well
accurate. inaccurate
organized.
Content is fairly well Content is poorly
Message is clear.
organized. organized.
Message is partially Message is unclear.
clear.
80% 60% 40 - 0%
Correct use of basic Mostly correct use of Incorrect use of
language structures. basic language basic language
Mostly correct use of structures. structures.
Language advanced language Incorrect or no use Many errors of
structures. of advanced mechanics (spelling,
Hardly any errors of language structures. punctuation)
mechanics (spelling, Some errors of
punctuation) mechanics (spelling,
punctuation)
20% 10% 0%
63
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
connections with the shows connections show connections
Content text. with the text. with the text.
Activity integrates Activity partially Activity partially
information from integrates integrates
different parts of the information from information from
text. different parts of the different parts of the
text. text.
All information is
relevant and accurate. Most information is Most information is
relevant and irrelevant or
Content is well
accurate. inaccurate
organized.
Content is fairly well Content is poorly
Message is clear.
organized. organized.
Message is partially Message is unclear.
clear.
90% 70% 40 - 0%
Correct use of basic Mostly correct use of Incorrect use of
language structures. basic language basic language
Hardly any errors of structures. structures.
Language spelling, punctuation, Some errors of Many errors of
capitalization, and run- spelling, spelling,
ons. punctuation, punctuation,
capitalization, and capitalization, and
run-ons. run-ons.
10% 5% 0%
64
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 36% 20%
HOTS Questions 40% 50%
Bridging Text and Context 24% 30%
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.
65
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.
66
Teaching the Literature Program to Mixed Four- and Five-Point Classes
Some schools have classes which are made up of four- and five-point students together all the way
through 12th grade. It is possible to have all of your students succeed in the program.
Here are a few suggestions to help you:
The learning process is the same for a heterogeneous class.
Take into account the difference in the structure of the programs, including the number of texts, the
genre of the texts and the level of the texts when planning your literature program.
Programs should be planned on a continuum. Begin with the pieces that are common to both
programs.
It may NOT be possible to carry through to the 12th grade with mixed four-five point classes.
Four- point students have an additional short story to learn, while five-point students have an
additional poem and play/novel. At some point, you may not be able to cater to the needs of
both groups of students in one class setting.
The choices of assignments may vary according to students' levels. Here are a few things you
can take into account when teaching a unit of literature in a very heterogeneous class:
1. Basic Understanding:
i. Vocabulary: Consider giving out different lists of vocabulary and glossed words
for stronger and weaker students. You can also create one longer list with core
vocabulary which everyone must learn and including optional vocabulary for both
the lower level and the higher level.
ii. Basic Understanding Questions: You may find that you need to give the four-point
students more LOTS questions in order to ensure good basic understanding while
the five-point students may need less guidance in understanding the literary text.
2. Analysis and Interpretation:
i. The HOTS questions you ask while applying the explicitly taught HOTS to the
text should be the same for all students. The level of language may vary. You can
help four-point students answer the questions using guided writing and
scaffolding.
ii. You can ask the five-point students more HOTS questions, eliciting analysis
which combines a variety of thinking skills and which demands higher-level
language answers.
iii. Spiraling the HOTS from other pieces helps both the weaker and the stronger
students, so do this a lot. Remind them of HOTS previously learned and apply
them to the text being studied.
67
Teaching the Literature Program to Mixed Four- and Five-Point Classes (continued)
3. Post-reading:
i. Allow for different levels and types of presentation and group work.
ii. Group your students heterogeneously and have them each contribute something to
the final product.
4. Bridging Text and Context:
i. Vary the types, length and difficulty of the information you bring to the students.
You can bring longer texts for the stronger students, while adapting and shortening
the text for weaker students. Keep in mind that the same themes should be present
to allow for class discussion.
ii. Use photos, video clips and music as well which can challenge all of your students.
5. Summative Assessment: Remember that you have taught different levels of each of the
components. Therefore you need to test the students according to the Table of
Specifications for the four-and five-point exams and assess them according to the
relevant rubrics
6. Reflection: All students benefit from reflection. Use guided writing to help the four-
point students express themselves. Allow them to reflect first in group discussion and
then write their own reflections.
7. Regarding students who want to move from four points to five points:
i. Students need be taught an additional poem as well as a novel or play.
ii. The pieces they have studied will have to be on a five-point level.
iii. For each unit studied at the four-point level, 10% of the grade will be deducted.
8. Students who want to move from five points to four points:
i. Students need to have the appropriate number of texts and genres for the four-
point program.
For each unit studied at the five-point level, 10% of the grade will be added.
68
Information about Students with Learning Disabilities and the Literature Program
Accommodations for the Literature Bagrut (Modules D and F)
There is no mutam exam for the literature exams.
The oral exam ( )בעל-פהwill be a complete exam given under oral testing conditions.
A document with guidelines and suggestions for teaching the literature program to students with
learning disabilities can be found in the Toolbox on the TLC site in the section Teaching Students
with LDs.
69
Backward Design for Teaching the Literature Program – Module F
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 Terms to be HOTS to be Taught HOTS that are
Text will be
Text Taught/ Spiraled
Taught
Spiraled
1.
2.
3.
4.
5.
6.
7.
8.
70
Backward Design for Teaching the Literature Program – Module D
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 Terms to be
HOTS to be Taught HOTS that are Spiraled Text will be
Text Taught /
Taught
Spiraled
1.
2.
3.
4.
5.
6.
7.
71
High School English Studies Planner
The following tool can be used to help you organize and plan English studies at your school. Two
examples of how one high school filled out the form, follows (one for a Five-point class and one for a
Four-point class). 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. Four short stories
b. Three short stories b. Three poems
c. Four poems
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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
Exam/Log 1 short story novel 1 poem
Oral Bagrut Oral Bagrut
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Example of High School English Studies Planner (continue d)
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 2 short 1 short story
1 short story stories 1 poem
Exam/Log
Oral Bagrut Oral Bagrut
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