State of Israel
Ministry of Education
English Inspectorate
Unit Planner
Teacher’s Name: Shlomit Assa, Michal Baharier, Nana Birman, Levana
Stein, Bronislava Kabakovitch, Lowell Blackman
Date:
Name of School: Lod High School for Sciences
Piece #:4
Name of Literary Text: Eveline by James Joyce
Genre: Story
Targeted Hi gher -Or der Thinking Skills
(HOTS) for Anal ysis and Interpretation
1. The HOTS of Prediction
Methodology used for Teaching HOTS ( Indu ctive or Deducti ve)
Inductive: Reading the text
Checking comprehension through LOTS
Task/s requiring the use of a HOTS that has not been previously introduced
Introduction of HOTS
Application of HOTS to other areas
2. The HOTS of Cause & Effect
Inductive-see above
Relevant Literary Terms to be Taught
Basic elements of narrative structure: plot*, setting ( The time and location in which the story takes place and/or the mood, which could enable
readers to predict what will happen in the story-foreshadowing), characterization, mode of narration and theme;
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 social theme of the importance of reading/education in the literary text
Are aware of how cultural practices are reflected in various literary and cultural products
Essential
Element
Pre-Reading
Activity/ies
Brainstorming: Getting into the subject matter/theme of the story:
Discussion/
Work-sheets/
Log Entries
50 word note
Options:
1. Using the Theme. Students are asked to imagine they have suddenly decided to abandon their own
current life situation. How would they do it? Would they plan it in advance? What preparations would
they make? Would they tell anyone? What would they take? Where would they go? What kind of life
would they try to build? Ask students to write a 50 word note; collecting and re-distributing notes: This
is from the most important person in your life, and you might never see him/her. How do you feel
about what you are reading- jot down your thoughts immediately.
2. Writing learners’ own stories based on the boxed paragraphs which are extracts from the story. At
each stage of the reading learners ask themselves the following questions as a guide to making links
between separate paragraphs: Who? Why? What? How?
She sat at the window watching the evening invade the avenue. Her head
was leaned against the window curtains, and in her nostrils was the odor of
dusty cretonne. She was tired.
She had consented to go away, to leave her home. Was that wise? She tried to weigh
each side of the question.
She was about to explore another life with Frank.
The white of two letters in her lap grew indistinct. One was to Harry, the other was to her father.
She stood up in a sudden impulse of terror. Escape! She must escape! Frank would
save her.
Worksheet#1
Log entry
Bridging text
and Context
3. Getting into the mood of the stream of consciousness. A teacher models the technique- “does” a
stream of consciousness out loud and then reminds the pupils what he/she started from and where
he/she got to).
Students write about whatever comes to their minds-they follow their flow of thoughts.
4. Dictation: Some biographical information about James Joyce.
James Joyce was born in Dublin in 1882 and educated by Jesuits. An individualist by nature, he left
Ireland in 1904 to seek independence from the family, country and religion of his birth. Though
permanently self-exiled he devoted his artistic career to a treatment of his native city. In Dubliners
(published 1914 though written much earlier) from which Eveline is taken, he reveals himself as a
master of a short story. A Portrait of the Artist as a Young Man (1916), his first novel, is the story of
his own early development and emancipation from childhood influences. It is also his first full-length
attempt at the stream-of-consciousness technique, of which he is one of the greatest pioneers, and
which he developed further in his masterpiece Ulysses (1922).He was the greatest master of the English
Language since Milton.
Part I Basic
Under-standing
Lines 1-98
Vocabulary work-Exercises 1-2
Glossary
Reading the first part of the story-lines1-98 and answering/highlighting answers to the LOTS
Questions
Explicit teaching
of the HOTS of
Cause and Effect
Analysis and
Interpretation
Appendix
Worksheet#2
Worksheet #3
Worksheet#4
TLC Webcast
Eveline- Applying the HOTS Questions to the text and Symbols
Worksheet#5
Part I Lines198
Applying the
HOTS to
students’ lives
Where do we use the HOTS of Cause and Effect in real life? Brainstorming
Part II Basic
Under-standing
Vocabulary work-Exercises 3-4
Lines 99-154
Appendix
p.p.15-16
Glossary –Vocabulary Acquisition
Reading the first part of the story-lines1-98 and answering/highlighting answers to the LOTS
Questions
Analysis and
Interpretation
Part II
HOTS Questions and answers
Worksheet#6
Worksheet #7
Worksheet #8
Literary Terms: Symbols, Stream of consciousness, conflict and characterization
Lines99-154
Bridging Text
and Context
Search the Internet and find out what Joyce’s main themes in Dubliners are. How far do you see
these reflected in Eveline? Which historical and cultural developments in Ireland at the beginning of
the 20th century are presented in Eveline?
Worksheet #9
Inductive
Teaching of the
HOTS of
Generating
Possibilities
Let’s read Worksheet #10 and decide which Higher Order Thinking Skill you have to use to write your
answers to each task (Students choose from the list of the HOTS – Thinking Skills for Teaching
Literature in EFL (Generating Possibilities
Worksheet #10
Applying the
HOTS to
students’ lives
Post-Reading
Activity
(to correct its
number with
students)
Where do we us the HOTS of Generating Possibilities in real life? Brainstorming
Write an essay of 120-140 words. Decide which HOTS you have to use do this assignment. Explain
your choice. Choose any _____ of the following writing tasks based upon your reading and our
discussions and analyses in class
Reflection
SA
(to correct its
number with
students)
Worksheet #10
Worksheet #11
Summative Assessment
Test