13
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #1
Student:______
Date: ______
I . Pre-Reading Activity:
II. Basic Understanding
II a Listen to the poem:
http://classicpoetryaloud.podomatic.com/player/web/2008-01-12T11_19_48-08_00
Count That Day Lost George Eliot (1819-1880)
If you sit down at set of sun
And count the acts that you have done,
And, counting, find
One self-denying deed, one word
That eased the heart of him who heard,
One glance most kind
That fell like sunshine where it went--
Then you may count that day well spent.
But if, through all the livelong day
You've cheered no heart, by yea or nay--
If, through it all
You've done nothing that you can trace
That brought the sunshine to one face--
No act most small
That helped some soul and nothing cost--
Then count that day as worse than lost.
II b Introduction of the Glossary:
2.1 Do you know the meaning of the following words from the poem?
13
*self-denying/self-denial
*deed
*ease
*glance
*live-long *cheer
* yea
*nay
*trace
*soul
13
2.2. Choose and circle the correct answer:
a. When someone is a self-denying person, he i. is self-centered ii. doesn’t do anything for himself.
b. If a person does something, we call it i. a deed ii. laziness.
c. When someone is sick, we try to i. ease his pain ii. hurt him.
2.3. Checking comprehension through LOTS:
a. Highlight the phrases with the word “count” : count the acts/ count that day well spent/ count that day as worse than lost .
b. Read the dictionary definitions of the word “count”. (Handout #2)
i. Which meaning suits the word "count" as it is used in line 2?
ii. Which meaning suits the word "count" as it is used in lines 8, 16?
c. How many days does that narrator talk about? - 2 days
d. Are these days similar or different?
* Use the text to justify your answers.
* Complete the first boxes of the graphic organizer ( Handout #3) with the definitions of these days.
III. Analysis and Interpretation : HOTS
3.a 1. Watch the clip : http://www.youtube.com/watch?v=BX-h1BOet-U
2.Watch the clip for the second time and in the Venn Diagram (Handout #4) write
v 2 things that are different about Jen and Chuck
v 2 things that they have in common
3 .What we have done is called COMPARING and CONTRASTING - find similarities (comparing) and differences (contrasting) and draw conclusions.
1. When we compare and contrast things we can use the following words:
2. Fill in the blanks spaces to complete the story. Use the words from ex.4 :
There were two friends, Jen and Chuck, who lived on the farm. Jen was a red hen, 1. ______
Chuck was a white duck. Jen lived in the barn, 2.______Chuck lived in the pond. 3. ______they were different in many things, they were best friends.
3.b. Applying HOTS to the text: (Handout #3)
1. Re-read the poem
2. What should we do, according to the narrator, in order to count the day “well spent” or lost?
- Sit down and count the acts .
3. Should we do it only if the day is “well spent”? Support your answer by the words from the poem.
So, in what are these two days similar?
4. Complete the middle part of the graph with the suitable words from the poem that talk about:
5. What makes these 2 days different?
5.1. Find 3 examples of “counting acts” in Stanza 1 and complete the appropriate parts of the chart with these words. (one self-denying deed, one word that eased . . . , one glance . . .)
5.2. Do you have to make a lot of “acts” to consider a day “well spent”? - No, even one is enough.
Use the text to support your answer.
5.3. Find 3 examples of “acts” in Stanza 2 that make a day “worse than lost”.
Complete the appropriate parts of the chart with these words.
5.4. According to the poem, a “day well spent” is one in which a person shows
i. courage ii. kindness iii. persistence d. selfishness
5.5. In the last line , the phrase “worse than lost” implies that a person has robbed himself of happiness. Complete the following sentence and explain why:
*Because when a person gives others, he ______
(makes someone happy/changes someone's life for the better/does a kindly deed/ also receives)
5.6.Which day’s acts/ day are/is more important for the self-analysis? How do you know?
(The poet called her poem” Count That Day Lost”).(=Why is the poem called “ Count That Day Lost” and not “well spent”?)
5.7. Summing up, what, do you think, is the message of the poem? What deeds should be given more thoughts? Explain the main idea/s of the poem in 40-50 words.
3.c. Applying the targeted HOTS to your lives and other areas
1. Classroom discussion: Where do we apply the HOTS of Comparing and Contrasting in real life? Give your examples.
2. Think and respond in writing:
/ How was your lifebefore now
getting a driving license
having a girl/boy/true friend
getting pocket money from your parents
3. Think of your own example and add it to the table.
3.d Further Analysis and Interpretation
1. Why is the Present Perfect used in the poem?
2. Using the text and the following Poetic Terms list (Handout #5) answer the following questions;
2.1. Line 7 in Stanza 1 is an example of:
i. allusion ii. simile iii. oxymoron iv. metaphor
2.2. Line 13 in Stanza 1 is an example of:
i. personification ii. simile iii. metaphor iv. alliteration
IV. Bridging Text and Context: (Handout #6)
V. Post-Reading Activity – Handout #7
VI. Reflection:
ü Did you enjoy reading the poem? Why or why not? What did you find interesting, memorable, surprising, annoying, moving, challenging, upsetting, etc.?
ü Reflect on the process of learning the HOTS of Comparing-Contrasting
ü How has this process influenced your reading of the poem, give specific examples.
ü How is the HOTS of Compare and Contrast used in real life?
VII. Summative Assessment - Quiz - Handout #8
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #2
Student:______
Date: ______
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #3
Student:______
Date: ______
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #4
Student:______
Date: ______
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #5
Student:______
Terms for Poetry / Imagery / Words used in images in poetry that use our five senses: sight, 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’.
Allusion / A reference to something in history or literature. I.e. She had a Cinderella wedding.
Personification / Giving human characteristics to an animal, object, or idea.
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.
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).
Date: ______
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #6
Student:______
Date: ______
Bridging Text and Context
Which site did you use for your summary:
______
Answer 5 WHs and write a short summary of G.Elliot’s bio (50-60 words):
כפר הנוער יוהנה ז'בוטינסקי Yohana Jabotinsky Youth Village
בית ספר מקיף שש שנתי למדעים ואמנויות for Sciences and Arts Six Year Comprehensive School
11th-12th grade
Handout #7
Student:______
Date: ______
Post-Reading Activity
1. Go to the following site, listen to the song (the lyrics is below):
http://www.youtube.com/watch?v=JX7NNMKBPsw
2. Try a Little Kindness (Glen Campbell http://www.glencampbellshow.com/gc_bio.html)
If you see your brother standing by the road
With a heavy load from the seeds he's sowed
And if you see your sister falling by the way
Just stop and stay you're going the wrong way
Refrain:
You got to try a little kindness
Yes show a little kindness
Just shine your light for everyone to see
And if you try a little kindness
Then you'll overlook the blindness
Of narrow-minded people on the narrow-minded streets
Don't walk around the down and out
Lend a helping hand instead of doubt
And the kindness that you show every day
Will help someone along their way
Refrain:( 2 times)
Handout #7 - page 2
3. Compare the text of the poem to the text of the song:
Poem / Song1. Who wrote the song?
2. When was it written?
3. What are the key words?
4. What is the message?
4. Compare the titles:
How are they different? How are they similar?
5. Find the words in the poem and the song that express the same idea:
Poem / Song