1. http://grainsofsand.insightonthenews.net/ http://www.mazopublishers.com/study-guide-grains-of-sand.pdf

2. What children learn depends not only on what they are taught but also how they are taught, their development level, and their interests and experiences… These beliefs require that much closer attention be paid to the methods chosen for presenting materials… 1

3. Deepen understanding and awareness Develop insight and meaning Enhance, explore and challenge Encourage meaningful responses Promote higher levels of thinking Interdisciplinary Integrate the story

4. Grains and grains of golden sand White foam of waves spraying My roots are deep in you, my land, Like the acacia near me swaying. Few weeds: some here there more Scattered by nature's careless hand "A Scotland for the poor" Yet I love you, my land. A desert arid and bare With a special grace and charm My memories you share Of times of joy and times of harm.

5. 1) Pre-Reading Activity 2) Basic Understanding (LOTS) Lower Order Thinking Skills 3) Analysis and Interpretation (HOTS) Higher Order Thinking Skills 4) Bridging Text and Context 5) Post-Reading Activity 6) Reflection 7) Summative Assessment LOG it!

6. MOTIVATE the students ENCOURAGE participation DISCUSS Literature Study Guide Exercises: Brief Historical Overview Word Search Crossword Puzzle Match The Foreign Word To Its Meaning LOG it! LOTS LOG it! LOTS

7. Word recognition Setting Characters Events Literature Study Guide Exercises: Word Search Crossword Puzzle Match The Foreign Word To Its Meaning. LOG it! LOTS LOG it! LOTS

8. Father - Yoram Mother - Miri Daughter - Efrat Son - Yair Pet dogs - Beastie, Beauty, and Rufus The Yefet family WHO?

9. Neve Dekalim, Gush Katif

10. WHAT?

12. Historically accurate, fictional account that could happen in real life

13. Omniscient: The narrator is all-knowing and can enter the minds of more than one of the characters High school Ulpana student, Efrat

14. Verbal Activity is not logged Completed written activity is put in LOG Clarify Understand Visualize Imagine Discuss LOG it! HOTS LOG it! HOTS Teaching Students how the language works and giving them opportunities to compare it with other languages they know allows them to draw on critical thinking skills 2

15. Literature Study Guide Exercise: Chapter Questions LOG it! Project what happens next. e.g., How do you think Efrat and Yair will react to their fathers explanation about the sudden gunshots heard?

16. Literature Study Guide Exercise: Universal Thematic Connections LOG it! HOTS LOG it! HOTS Link and use learned concepts, ideas, and skills e.g., How can the student apply the concept of identity to his/her life? Does where you live help you understand who you are as a person?

17. Literature Study Guide Exercises: Important Quotes (Who said it? And why?) Chapter Questions Multiple Choice Questions Discussion Topics and Questions Understand the significance from the text Why is it relevant?

18. Literature Study Guide Exercises: Comprehension Chapter Questions Multiple Choice Questions LOG it! HOTS LOG it! HOTS Chronological order: e.g., Explain how telling the story in the order of their historical occurrence promotes understanding of the events

19. Explain how the story segments interact e.g., How does the Grains Of Sand poem at the beginning of the story influence your understanding of the plot? Literature Study Guide Exercises: Discussion Topics Chapter Questions Human Chain to Jerusalem Rocket fired into Neve Dekalim Grains of golden sand

20. Categorize the main characters relationships Efrat Yair Miri Yoram

21. Find common and uncommon aspects Literature Study Guide Exercise: Chapter Questions Miri Amitai HYD Kfar Darom school bus attack victim, 2000 Ulpana Neve Dekalim high school teacher Park Hotel Passover bombing attack, 2002 Netanya, Israel vs

22. Discuss different patterns and their relevance e.g., explain rhyming patterns in the poem Grains Of Sand Hand Sand Land

23. Link between actions or events and their outcome Literature Study Guide Exercise: Chapter Questions Protest at Kfar MaimonPeople walking towards Gush Katif

24. Characterize different views e.g., how do the characters attitudes and perceptions towards the Disengagement Plan change as the story develops? Literature Study Guide Exercises: Discussion Topics and Questions Essay Questions Exercise LOG it! HOTS LOG it! HOTS

25. LOG it! HOTS LOG it! HOTS Define the Problem Army or volunteer National Service (Sherut Leumi) Where will Efrat serve next year? Efrat applies at the Neve Dekalim, Gush Katif health clinic Army - why or why not? National Service - pro/con ( Gush Katif or elsewhere? School, library, hospital, health clinic, nursing home etc)

26. Identify the characters action or behavior and explain it with story information Literature Study Guide Exercises: Chapter Questions Multiple Choice Questions Yoram reading a newspaper article about Prime Minister Ariel Sharons Disengagement Plan Nitzan Caravilla site

27. Literature Study Guide Exercises: Essay Questions Chapter Questions Create something new based on the story

28. Literature Study Guide Exercises: Comprehension Discussion Topics & Questions Explain how story information learned later on changes the way we look at the characters and events. Story summation

29. Literature Study Guide Exercises: Teaching Ideas Across the Curriculum (Research Project Ideas, Social Studies, Current Events etc.) Find links between the story and other contexts 2005 Disengagement Plan and the US Congressional Indian Removal Act of 1830

30. What made the story relevant? Are the main characters believable? Was the story structured and balanced? Is the authors style appealing? Do you recommend this book?

31. Explore relevant materials and information Historical Social Cultural

32. 2005 Disengagement Plan and Savannah River Plant, 1951 Literature Study Guide Exercises: Teaching Ideas Across the Curriculum (Research Project Ideas, Social Studies, Current Events etc.) Uprootings : Discuss, Compare, and Contrast LOG it! HOTS LOG it! HOTS

33. Visualize and discuss the storys setting Literature Study Guide Exercises: Teaching Ideas Across the Curriculum (Math, Art etc.) Universal Thematic Connections (Land, Family, Community etc.) Discussion Topics and Questions

34. Literature Study Guide Exercises: Teaching Ideas Across the Curriculum (Language Arts) Chapter Questions Discussion Questions Universal Thematic Connections Compare and contrast how characters in the story welcome in the New Year to how you celebrate the New Year. Family dynamics and consistency. Is the Yefet family a typical Israeli family?

35. .... Communicate ideas: write a dialog between two characters in the story, pick a chapter and write a new ending or a new chapter to follow, write a poem Develop written and artistic expression: create a bookmark, poster, collage, drawing, painting, photo collection of an event in the story Literature Study Guide Exercises: Teaching Ideas Across the Curriculum

36. What did the student think of the book? Did the student enjoy reading the book? Did certain parts of the story make the student feel uneasy? Explain. Did the student rethink any scenes and consider different outcomes? Explain. LOG it! HOTS LOG it! HOTS

37. Literature Study Guide Exercises: Teaching Ideas Across the Curriculum Essay Questions Students demonstrate story comprehension and HOTS by their project

38. LOG it! HOTS LOG it! HOTS Ideal for teachers and students Accessible Enhances story Interdisciplinary Challenging Spring board to assist with LOTS and HOTS

39. [DOC] Revised Literature Handbook August 2010 - State of IsraelRevised Literature Handbook August 2010 - State of Israel File Format: Microsoft Word Thinking Skills for Teaching Literature in EFL. pp 5-9, 18-20. Literature Study Guide for Grains Of Sand The Fall Of Neve Dekalim, Tiferet Batzion, 2009 http://www.mazopublishers.com/study-guide-grains-of-sand.pdf http://grainsofsand.insightonthenews.net/media/pdfs/Literature%20Study% 20Guide %20for%20Grains%20of%20Sand%20The%20Fall%20Of%20Neve%20Dekali m.pdf Educating to Think – Pedagogical Horizon The New Literature Module http://cms.education.gov.il/EducationCMS/Units/Mazkirut_Pedagogit/OfekP edagogi/Mafmar/Anglit.htm

40. Understanding the Common Essential Learnings: A Handbook for Teachers 1998 Saskatchewan Education, 1988, p8. http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=3 890,88,Documents&MediaID=11306&Filename=Understanding+the+Co mmon+Essential+Learnings+-+A+Handbook+for+Teachers.pdf http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=3 890,88,Documents&MediaID=11306&Filename=Understanding+the+Co mmon+Essential+Learnings+-+A+Handbook+for+Teachers.pdf 1 2 [PPT] Slide 1 File Format: Microsoft Powerpoint HOW TO TEACH GRAMMAR. Dr. Siralkhatim Mahmoud. KING Saud UNIVERSITY. 1430H ---- 2009G. Teaching Grammar Over History. Starting from the grammar translation... faculty.ksu.edu.sa/.../HOW%20TO%20TEACH%20GRAMMAR%20%201.ppt