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HU Credits:
6
Degree/Cycle:
1st degree (Bachelor)
Responsible Department:
Teaching Training - Diploma
Semester:
2nd Semester
Teaching Languages:
Hebrew
Campus:
E. Safra
Course/Module Coordinator:
Frieda Nissim-Amitay
Coordinator Office Hours:
Thursday 15.30-17.30
Teaching Staff:
Ms. Simone Duval
Course/Module description:
Teaching Literature in the Israeli high school system
Course/Module aims:
The course provides participants with a general overview and understanding of the English Bagrut and the necessary knowledge to comfortably prepare appropriate teaching materials for the teaching of English literature.
Learning outcomes - On successful completion of this module, students should be able to:
On successful completion of this course, participants should be able to:
1. Backward plan a 3 year program to teach the complete Literature Program.
2. Prepare a unit planner to teach a poem.
Attendance requirements(%):
80%
Teaching arrangement and method of instruction:
Teaching arrangement and method of instruction:
Interactive lectures
Discussions
Teacher and student presentations
Collaborative and individual tasks
Course/Module Content:
Topics:
1. Appreciating literature
2. The Israeli Bagrut
3. Teaching poems, short stories, plays and novels to junior high and high school students.
4. Teaching literature to 3/4/5 point classes.
5. Teaching literature to English Speakers.
6. Incorporating the skills of reading, writing, speaking and listening, while teaching literature.
7. Reading for Pleasure – Extensive Reading
8. Using YouTube/ smartphones and other digital tools to teach and assess literature
Required Reading:
http://cms.education.gov.il/educationcms/units/mazkirut_pedagogit/english/inspectoratesdesk/whatsnew.htm
The Literature Handbook
Additional Reading Material:
Linaberger, M. (2004). Poetry top 10: A foolproof formula for teaching poetry. The reading teacher, 58(4), 366-372.
Savvidou, C. (2004). An integrated approach to teaching literature in the EFL classroom. The Internet TESL Journal, 10(12), 1-6.
Van, T. T. M. (2009). The relevance of literary analysis to teaching literature in the EFL classroom. In English Teaching Forum (Vol. 47, No. 3, p. 2). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037.
Zohar, A. (1999). Teachers’ metacognitive knowledge and the instruction of higher order thinking. Teaching and teacher education, 15(4), 413-429.
Zohar, A., & David, A. B. (2008). Explicit teaching of meta-strategic knowledge in authentic classroom situations. Metacognition and Learning, 3(1), 59-82.
Zohar, A., Degani, A., & Vaaknin, E. (2001). Teachers’ beliefs about low-achieving students and higher order thinking. Teaching and Teacher Education, 17(4), 469-485.
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 20 %
Participation in Tutorials 10 %
Project work 20 %
Assignments 50 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
Additional information:
7 hananel
7
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