Yohana Jabotinsky בוטינסקי'ז יוהנה הנוער כפר Youth Village

for Sciences and Arts Six Year Comprehensive ואמנויות למדעים שנתי שש מקיף ספר בית 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 sunAnd count the acts that you have done,

And, counting, findOne 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 dayYou've cheered no heart, by yea or nay--

If, through it allYou've done nothing that you can traceThat brought the sunshine to one face--

No act most smallThat helped some soul and nothing cost--Then count that day as worse than lost.

diary

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II b Introduction of the Glossary:

2.1 Do you know the meaning of the following words from the poem?

*self-denying/self-denial

*deed

*ease

*glance

*live-long *cheer

* yea

*nay

*trace

*soul

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

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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

2 things that are different about Jen and Chuck

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 .

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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:

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How was your life

before 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: Did you enjoy reading the poem? Why or why not?  What did you

find interesting, memorable, surprising, annoying, moving, challenging, upsetting, etc.?

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Reflect on the process of learning the HOTS of Comparing-Contrasting

How has this process influenced your reading of the poem, give specific examples.

How is the HOTS of Compare and Contrast used in real life?

VII. Summative Assessment - Quiz - Handout #8

Yohana Jabotinsky Youth Village בוטינסקי'ז יוהנה הנוער כפר for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית

Comprehensive School 11th-12th grade Handout #2 Student:____________ Date: ____________

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יוהנה הנוער כפר בוטינסקי'ז

Youth Village for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית

Comprehensive School

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11th-12th grade Handout #3 Student:____________

Date:____________

Yohana Jabotinsky Youth בוטינסקי'ז יוהנה הנוער כפר

Village

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for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית Comprehensive School 11th-12th grade Handout #4 Student:____________ Date: ____________

כפר

Yohana Jabotinsky Youth Village בוטינסקי'ז יוהנה הנוער

Jen

Chuck

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for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית 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: ____________

Yohana Jabotinsky Youth Village כפר הנוער יוהנה ז'בוטינסקי for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית

Comprehensive School

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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):

Yohana Jabotinsky Youth Village כפר הנוער יוהנה ז'בוטינסקי for Sciences and Arts Six Year ואמנויות למדעים שנתי שש מקיף ספר בית

Comprehensive School

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11th-12th grade Handout #7 Student:____________

Date:____________

Post-Reading Activity1. 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 roadWith a heavy load from the seeds he's sowedAnd if you see your sister falling by the wayJust stop and stay you're going the wrong wayRefrain:

You got to try a little kindnessYes show a little kindnessJust shine your light for everyone to seeAnd if you try a little kindnessThen you'll overlook the blindnessOf narrow-minded people on the narrow-minded streets

Don't walk around the down and outLend a helping hand instead of doubtAnd the kindness that you show every dayWill 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 :

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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

Poem Song

1. Who wrote the song?

2. When was it written?

3. What are the key words?

4. What is the message?