More Creative Literature Units to Share with Your Students!

The summer vacation is coming to a close and it is time to think about how we will organize our classes for the year. The literature unit has undergone many changes over the course of the last few years and the books that we have been using do not reflect those changes. Fortunately, we are blessed with many creative English teachers who have produced some quality units. In the last post I shared the first ten which I received permission to publish and here I am presenting another ten. Remember that there may be additional changes that need to be made on these units which reflect the needs of your particular classes or further modifications which have been made to the program. The units are in “Word” format so that it will be easy for you to adjust them as you see fit.

This group of units includes: All in A Summer Day by Ray Bradbury (3 different units); Annabel Lee by Edgar Allan Poe; Stopping By Woods on a Snowy Evening by Robert Frost; Mending Wall by Robert Frost; Bluebird by Charles Bukowski; Richard Cory by Edwin Arlington Robinson; The Charge of the Light Brigade by Alfred Lord Tennyson; Refugee Blues by W.H. Auden and The Split Cherry Tree by Jesse Stuart.

Click on the links listed below:

Sarah Greenberg Final Unit. Mending Wall Robert Frost

REFUGEE BLUES Final unit Tikva Shaarabi.blog

Final task Annabel Lee Edgar Allan Poe.blog

YochevedFeinerman.FinalAssignment.blog

Unit Plan on Richard Cory.docx mindy frankel.blog

JudiBeckerFinalAssignment All Summer in a Day Ray Bradbury.blog

Tzivi Portnoy Final Assignment Bluebird.Blog

Michal Zacks Unit Planner blog

All Summer in a Day- Unit 2 Nechemia Litke docx

All Summer in a Day- Unit 1 Amalya Litke docx

The Split Cherry Tree Leah Ruth Singer

I wish you all a happy, healthy, productive and creative year!

Creative Literature Units to Share with Your Students

It has been some time since I have had an opportunity to write on the English Teaching with Creativity site.  Over the past two years I have taught the literature course for teachers who want to inspire their students with literary pieces that speak to the hearts and minds of our young people. In Israeli schools today, English educators are part of a program that teaches literary pieces infused with higher order thinking skills. The final project of the course is to create a unit that you could use in the classroom.

The first set of units  which are posted here are in word format so that you may change and adapt them to your particular classes. Although these represent final units, it may be possible that there are some errors so please read each unit carefully before using it with your students. In addition, because there are on-going changes and adjustments to the program, the units may reflect differences from year to year. Again, please be mindful to read and make necessary adjustments to the units based on your knowledge and experience.

All of the teachers who have agreed to post their units on this site would like to encourage other English educators to share their work so that we may all have a quality bank of literary units from which to choose and share with our students. The following units will be uploaded at this time to https://englishteachingwithcreativity.wordpress.com/.  We hope that you enjoy reading them and teaching them to your students!

1. “If ”  By: Rudyard Kipling  2.”Stopping in the Woods on a Snowy Evening” By: Robert Frost (3 different units) 3.”Digging” Seamus Heaney ”  4.The All American Slurp” By: Lensey Namioka  5.”Richard Cory” By: Edwin Arlington Robinson  5.”The Hitchhiker” By: Roald Dahl  6.”We and They”  By: Rudyard Kipling  7. “The Perfect Heart” By: Shara McCallum. Next week I hope to upload another group of units for you to use.

Click each of the links below to download the unit:

Ruth Steiner FINAL.Richard Cory

Miriam_Steinhart_Unit_2015.Stopping by the Woods

Final Task – Inna Bilik – Full Final and Complete Unit Log

Anat Sabo Final unit log final finally

Copy of Final Assignment We and They Rudyard Kipling

Yael Noiman final assignment Digging Seamus Heaney

THE PERFECT HEART Yehudit Abramov

The Hitchhiker Mazal Freundlich

The All-American Slurp literature unit Amy Styer

Template for Key Component Final Stopping by the Woods on a Snowy Evening

PARTNER IN KINDNESS

This is a beautiful project tailored to weaker EFL or ESL English classes. It combines reading, writing, researching and the value of volunteering. Students could also deliver a short oral presentation about the organization which they highlight in their projects. Many thanks to Jenny Epstein for sending this to me to post.

A Partner in Kindness

One of the most important principles in Judaism is kindness and helping others. In this project you are going to read about what the Rabbis say about kindness. You are going to learn about an organization that encourages others to do acts of kindness and you are going to describe your own acts of kindness.

Part 1       Introduction

Why do think volunteering and acts of kindness are important? Who gains from acts of kindness? Write a paragraph of 80 words.

 

Part 2-   What do the Rabbis say about acts of kindness?

Go to the site http://www.traditionofkindness.org/ourtradition.php

Choose 1 article and write a summary of what is written.   50-60 words

Part 3- An organization has been started that encourages people to do acts of kindness. Why was it started? Describe the organization. Write 80 words. http://partnersinkindness.org/

Part 4- Your own experience with volunteering

Describe your own volunteering experience. Where do you volunteer? What do you do? Why did you choose this place? How does volunteering make you feel? Write between 80-100 words.

Part 5- An interview

You are going to interview one of the organizers or people in charge at the place where you volunteer. You can ask them why they have decided to work /volunteer there. You can ask questions about the organization. Write between 8-10 questions.

Part 6- Reflection

What did you learn from this project? Did this project change your ideas about why volunteering is important?   Write about 80 words.

Part 7– Bibliography At least three sources, including your interview

Checklist: Your final project must have the following parts:

Front page – Your name, name of project, picture

Table of Contents

Part 1- Introduction

Parts 2- What the Rabbis say

Part 3- Partners in Kindness

Part 4- My experience

Part 5- An interview

Part 6-   Reflection

Part 7- Bibliography

“The Enemy” by Pearl S. Buck – Project Idea by Batsheva Gordon

“The Enemy” by Pearl S. Buck

Idea sent by Batsheva Gordon

Many of our students learn about the history of WWII in Europe but few learn about WWII in the South Pacific. Pearl S. Buck’s short story “The Enemy” can serve as a stepping off point to research information about the Second World War in the Pacific arena.

When researching, Google is a good place to start. There are many articles, short films and pictures which provide a plethora of information for our students to study. However, it is also important to understand the theme of Buck’s short story which is about people, even those who are enemies, being able to look at each other as individuals. With this idea in mind, Batsheva Gordon sent in a beautiful story about “Israel’s Secret Doctors” which I am including below. In the article are links to film footage which follow these doctors behind enemy lines. http://www.aish.com/jw/id/Israels-Secret-Doctors.html

Whether or not you agree with what these people have decided to do or not, the article connects to “The Enemy” and will allow for some very interesting discussion and project material in your English classrooms. Remember, learning should challenge and provoke our students into thinking for themselves, coming to their own conclusions and defending their arguments with information based on research and knowledge of the subject matter.

Thank you Batsheva Gordon for this creative and challenging idea!

Israel’s Secret Doctors

Nobody asks permission to kill. We do not ask permission to save lives.

by Robert Fulford

To help refugees from the Syrian war, Israeli doctors and aid workers must do their work furtively. When they go into refugee camps in Jordan, they change clothes so that they can fade into the background. They must be smuggled in and out. They don’t tell others where they’re going and when they go home they usually don’t say where they have been. Above all, they don’t want anyone to know the names of their patients.

They move “under the radar,” in the words of a clandestine organization in this field. When they treat Syrians in Israeli hospitals, they make sure no visiting journalist learns details that will identify the patients to authorities back in Syria.

Usually, Israel is glad to announce when it contributes to emergency relief. The case of Syrian aid is different.

Syria does not recognize Israel and forbids its citizens to go there. Israeli doctors are not welcome in Jordan, where their work has been denounced as a violation of Jordanian sovereignty. And Israel is anxious not to be involved in the Syrian civil war. It does nothing, officially, that could make it look like the medical corps of the rebellion.

For Syrians the possibility that their own government will punish them adds to the horror of their situation. This summer, in Nahariya, Israel, near the Golan Heights, scores of patients have been covertly brought across the border from Syria to be treated by Israeli doctors.

For patients’ friends or relatives, Israel becomes a last hope when no Syrian medical help is available. Masad Barhoum, clinical director at Western Galilee Medical Center, recently told an NBC reporter that many patients arrive unconscious. “When they wake up and find that they are in Israel they are anxious and afraid.”

A Syrian woman in the hospital said that she came to Israel because her daughter was hit by a sniper’s bullet. “The hospital in my town was destroyed. They saved her here, but now I am afraid to go back. We will be marked.”

An Israeli organization, iL4Syrians, operates anonymously in Syria and other desperate countries. Providing food and medical supplies for those who need them, it relies on secrecy to protect both its local contacts and its own practitioners. Its web site identifies no directors or staff but carries a defiant slogan: “Nobody asks permission to kill. We do not ask permission to save lives.”

They explain that “We focus on countries that lack diplomatic relations with Israel, transcending differences.” They argue that a respect for the sanctity of human life expresses Jewish tradition and culture. As they see it, this applies to Israel’s toughest and cruelest enemies as well as anyone else.

Since all of these efforts are unofficial and unrecorded, no one can say how many Israelis are involved. I was alerted to this phenomenon by one of the regular letters of Tom Gross, an astute British-born commentator on the Middle East.

Gross has a 15-minute film showing a couple of days spent by an aid group visiting refugees. The refugees don’t expect them to arrive and are surprised when they learn that their benefactors are Israelis. That makes some of them nervous but in the film others say in Arabic “May God bless Israel.”

The team takes along a professional clown to perform for the children while food is being handed out; in one camp, however, the adults briefly riot over limited supplies. A journalist asks one of the aid workers, “Do people call you crazy?” She answers: “Not many people know.”

Information about this work has to be pieced together from fragments of journalism, like a paragraph in an Israeli/Arabic paper: “The Arab countries offer condolences but the best role is provided by the Israelis because they are crossing the border to provide assistance to the refugees, risking their lives without a word of thank you.”

These are dark days for much of the world, dreadfully dark for Syrians. Few can even imagine a solution that does not involve even more tragedy for them. W.H. Auden, in his poem “September 1, 1939” described an even darker time and offered the only advice that made sense to him: “Show an affirming flame.”

As Jews celebrate the start of the New Year, it’s worth noting that these Israeli humanitarians have found a way to make their flame burn with a brave affirmation.

This article originally appeared in the National Post

THE ORIGIN OF FOODS CREATIVE ENGLISH PROJECT By: Simone Duval

Enjoy the following creative project submitted by Simone Duval on:

The Origin of Food and How it is Made

You are going to do a poster project on food.

 

You will have a double lesson in class to work on the poster at the beginning of the project and another lesson to organize the poster and the oral presentation. You must send me the paragraphs and stages to check.      Duv.Sim@gmail.com

 

  1. In pairs decide on a food to write about.

 

  1. Find information about this food and write notes about its ORIGIN. Use the internet to help you.

 

  1. Prepare a poster.

Include:

  1. A paragraph about the origins of the food you have chosen. (DO NOT CUT AND PASTE)
  2. Using the passive form write a description of the way to make the food.
  3. Use pictures to show the stages.
  4. Type

 

  1. Present your poster to the class.

 

Grade:

Visual Presentation – original: 40%

Oral Presentation – original: 30%

Language (Passive): 20%

On time according to instructions: 10%

 

Project due: ___________________________

 

 

 Project – The Origin of food and how it is made.

Students: ___________________   ______________________

 

Poster 11-15 6-10 0-5 Total
Content Followed instructions and related fully to all relevant aspects of the task. On time. Partly followed instructions and related partly to all relevant aspects of the task. Late. Related superficially/Did not relate to all relevant aspects of the task. Did not follow instructions. Very late.
Organization Work very well organized into clear sections and paragraphs. Work well organized into clear sections and paragraphs. Work poorly organized No/ incorrect use of sections and/or paragraphs.
Accuracy(correct use of passive) No/Very few errors in grammar, spelling and punctuation. Few errors in grammar, spelling and punctuation. Many errors in grammar, spelling and punctuation.
Aesthetics Very neat and aesthetic. Neat and aesthetic. Sloppy.
7-10 3-6 0-2
Creative/Original Much thought and effort obvious. Thought and effort obvious. Little thought and effort obvious.
Oral Presentation 11-15 6-10 0-5
Creative/Original Much thought and effort obvious. Thought and effort obvious. Little thought and effort obvious.
Fluency/Accuracy Very fluent, no/very few errors. Fluent, few errors. Hesitant, many errors.
Total Points:

Comments:

MUSIC PROJECT- LEARNING ENGLISH THROUGH STUDENTS’ FAVORITE SINGERS AND BANDS

This year we are sharing creative projects which we bring to our students to encourage them to read, research, write and speak about in our English classes. Projects should include the following sections:

1) Reading

2) Vocabulary building

4) Writing and re-writing (rough draft and final draft)

5) Oral presentation (speaking)

The following music project was sent in by Ayala Rivlin. Thank you Ayala!

MUSIC PROJECT

In this project you will write about an English song that you like and about the singer or band. You will work on your project with a partner and hand in ONE copy.

Important vocabulary you need to know for this project: (add new words you learn)

Lyrics / music / themes = ideas / stanza  / refrain / performer band  / singer / style of music /musical instruments

 Getting Started

Choose a partner you can work well with.
Each of you must have an email box and a disk-on-key.

Choose an English song you like. Find the lyrics and copy them.

You can find lyrics on:  http://www.lyrics.com or other sites

Task 1: 10 points   5-6 lines

Copy the lyrics.

Explain why you chose the song and how it makes you feel (both lyrics and music).

Send the teacher an email with both your names and emails and task 1.

Task 2: 20 points – at least 8 lines

Explain the main ideas of the song: who is the speaker and who is he/she singing to?

What is he/she saying?

What do you think the writer of the song is trying to say to the listener?
Send the draft to the teacher.

Task 3: 30 pointsabout a page long

Find information about the singer or band. Write a report with the answers to the following questions. You must use your own words!

If it’s a singer:
a. Name (if it’s not the singer’s real name explain the change)
When and where was he/she born?
Write about 6 important milestones (turning points)  in his/her life.
Write about his/her family- parents / siblings / children
b. When did he/she start singing? What /who was he/she influenced by?
c. What kind of music does he/she create?
d. How many songs/ albums has he/she created so far? How successful were they?
e. What is special and interesting about the singer?

If it’s a band:
Explain how the band chose a name. Write the names of its members.
When did they form the group and why? Where are they from?

a. What kind of music do they create? Who were they influenced by?
b. How many songs/ albums have they created so far? How successful were they?
c. What is special and interesting about the band?
d. Write a paragraph about each band member.
e. Send the draft to the teacher.

Task 4: 15 points
Choose a Hebrew song that relates to the English song you have chosen (Don’t forget to attach the lyrics).
Explain how it relates to your song and what the two songs have in common– 5-10 lines.
Send the draft to the teacher.

 Task 5: creative writing 20 points
W
rite a dialogue or a short story (half a page) that is connected to your English song.

Requirements:

This project is part of the requirements of the English bagrut/matriculation examination. Your grade will be included in this year’s grade. In addition, you will be tested on your project orally at the end of high school.

You are going to work in pairs but you only need to hand in one copy of the project. The project must be typed and presented in a plastic folder.
Make sure each of you keeps a copy of the project until the end of 12th grade!

You will lose (up to 20) points if:
-you don’t work seriously during lessons
-you don’t bring your books every lesson
-you send tasks in late
-you don’t hand in your final project on time

The final project must include:

           1. Cover page

a. Title of project: title of song and performer/s

b. Names of students

c. Teacher’s name

           2. Table of Contents

a. parts of the project

b. page numbers

3. Tasks 1, 2,3,4,5

4. Reflection

Each of you has to answer the questions on the reflection page.

5. The project must be neat and aesthetic. Add pictures and color.

 

              How are we going to work on the project?

  1. Bring your books every lesson
  1. Send a draft of every task to the teacher.
    If you don’t send it on time you will lose points.
  2. Save your work every lesson! – On a disk on key and on the computer.
  3. You must use class time well. Students who don’t work seriously will lose points.

Personal Reflection

Each student has to write his/her answers!

  1. Write two facts you learned from this project.

2. One thing that was interesting for you – explain why.

  1. Which part of the project did you find the most difficult? Why?
  1. Write 10 new words you have learned thanks to the project+ their translation.
  1. One thing you would change in your work.
  1. One advantage of working with your partner.


Creative English Projects ….

Creative English Projects ….
It has been a long and difficult summer for many of us here in Israel. Now we are thinking about returning to school, our classrooms and our students. This school year I would like to share with you creative projects that teachers have developed to encourage their pupils to read, research, write and present in English. One of my favorite topics is Heroes. We need not look too far to find heroes in our everyday lives. Below is one idea that we have used in our junior high and high school classes. I invite all of you to share your creative ideas for projects you have developed to inspire your students to be creative with the English language.
Hero Project
Part I. Written
Write a short essay that answers the following questions:

1. What characteristics make a hero?

2. Is someone born to be a hero or do they acquire the characteristics to be a hero or do the times in which they are born make them a hero?

3. Who is the hero you have chosen?

4. Give some background (biographical) information on your character. Which characteristics do they have from your list? Do they have any other qualities that you did not list?

Part II. Oral presentation

Make an oral (5-7 minutes) presentation on your hero. Give some background information, tell what heroic thing or things they did, and what, in your opinion, makes them a hero. You may show illustrations as part of your oral presentation.

Research:
You may use the Internet or library for your research. If you are writing about someone who is still alive you will need to create interview questions and interview that person. The interview could be in person, over the telephone, or over the Internet (e.g. Skype). Check with me for ideas on which questions to ask. I will give you some time to work on this during class but you will be expected to do some of it outside of class.

Due dates:

Hero chosen __________________________________

Research completed_____________________________

Rough draft completed____________________________

Final draft completed________________________________

Oral presentation due__________________________________

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