התקדמות נושא :

HOTS

מה זה .H.O.T.S

What are H.O.T.S.

כל התלמידים הניגשים ל4 או 5 יחידות בגרות באנגלית  חייבים להכיר ולדעת להשתמש במיומנות חשיבה הבאות.


להן 15 מיומנות חשיבה שצריכים לדעת:


All pupils studying for the 4 or 5 point Bagrut in English must be aware of these 15 thinking skills required for the Literature Bagrut Modules.


Thinking Skill

שם של מיומנות חשיבה

Students will be able to:

תלמידים יצטרכו לדעת איך 

Sample Tasks/Questions

דוגמאות 

1

Predicting

לצפות

Predict the content or the outcome of the text, either before or during reading based on available information.

·How do you think ___ will react?

· How do you think the story will end?

2

Applying

ליישם

apply previously learned concepts, terms, techniques and skills to new situations.

· How can you apply ___ to your own life?

· How can you apply ___ to something else you have learned?

3

Inferring

 לְהַסִיק

infer implicit meaning from the text by being able to read-between-the-lines.

 

· What do you think the character meant when s/he said, “___”?                                             What does ___’s behavior suggest? What is the purpose or function of this information?

· What different meanings can be inferred from this line in the poem?

4

Sequencing

רצף

explain how the sequence of events in a text, when not in a chronological order, affects understanding of the text.

· Sequence the events in chronological order.

· How do flashbacks affect your understanding of the text/plot?

· Why do you think the events are not in chronological order?

5

Identifying parts and whole

זיהוי חלקים ושלמים

explain how the parts function together within the whole text.

·How does one part of the story contribute your understanding to the whole text?

·How does the title/ending relate to different parts of the story/poem/play?

· What does the rhyme scheme of the poem contribute to the whole poem?

6

Classifying

סיווג

categorize the elements of the text according to criteria.· Categorize the characters according to their relationships/values.

7

Comparing and contrasting

השוואה והנגדה

find similarities (comparing) and differences (contrasting) and draw conclusions.

· Compare and contrast the conflicts/ problems/dilemmas in two stories or poems.

· Compare and contrast the text and the film.

· Compare and contrast characters in a text.

8

Explaining patterns

להסביר דפוסים

identify and explain different patterns in the text and explain their significance.

· Explain why certain lines/phrases/words are repeated.

· What behavior does the character repeat?

· Where is the rhyme scheme of the poem broken and why? 

 

9

Explaining cause and effect

הסבר על הסיבה וההשפעה

describe and explain the causal relationships between actions or events in a text.

· What were the results of ___‘s action?

· What caused ___ to think that ___?

10

Distinguishing different perspectives

הבחנה בין נקודות מבט שונות

identify the different perspectives within the text and/or among the readers of the text.

· Identify how different characters respond to a central event in the story.

· How does your understanding of the characters’ actions/events in the story change as you read?                                                              

· Do you share the same perspective as the narrator? Explain.                                                

· How does your understanding of the story/the character/the scene differ from other students in your class?

11

Problem Solving 

פתרון בעיות

identify a problem/dilemma and either identify its solution in the text or suggest a possible solution, taking into account the constraints and the options present in the text. 

· Define the problem facing the protagonist.

· How should ___ decide what to do?

· What should ____ take / have taken into account?

· What is the central conflict in this text and how is it resolved? Explain.

· What dilemma does ___ face at this point in the story?

12

Uncovering motives

לחשוף מניעים

identify motives that explain the character’s behavior and support this with evidence from the text.

· Why do you think that __ did __? Support your answer.

· What made ___ change his/her mind? Give supporting details.

13

Generating possibilities

יצירת אפשרויות

 

create something new on the basis of what is understood from the text.

· Create a new character for the story.

· Explain how s/he will affect the development (or outcome) of the story.

· Generate possible options for characters/plot outcomes/sequels or prequels.

· Add an element/an event to the existing text that influences the development and/or the outcome of the plot.

14

Synthesizing

סינתזה

integrate different aspects of/insights to the text.

· Write a summary of the story.

· How does information we learn later in the text change the way we understand a character/issue/conflict?

15

Making connections

עשיית קשרים

make connections between specific aspects of the text.

make connections between the text and other contexts in relation to historical, and cultural contexts or pertinent information from the author’s  biography.

· How does the description of the setting connect to the characterization of __?

· To what extent do events in the text reflect events in the life of the author?

·How does your understanding of the story/the character/the scene differ when you learn about a topic related to the literary text?

Evaluating

הערכה

 

make judgments about different aspects of the text and justify opinions and/or evaluate someone else’s opinion.

· What makes this a good story? Explain.

· Is ___ a believable character? Explain.

· Is the resolution of the conflict satisfying? Explain.

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