Knowledge Rating Scale

Transcription

1 Name The Chosen Directions: With a partner read and consider each words on the Knowledge Rating Scale. Look carefully at the word. Roll it over in your mind. Ask your self some questions: Have I ever seen that word? Do I know where I ve seen it? Do I understand what this word means? If you know the word and the definition check the Know it Well column. If you have seen or heard the word, but are unsure of its meaning, check the Have Heard/Seen It column If you look at the word and it is completely unfamiliar to you, check the No Clue column. If one of the partners knows the word, before either of you can check a box, the partner who knows the word(s) must teach the word(s) to the other partner. After you ve finished the box more directions will come. Knowledge Rating Scale Know It Well Have Heard/Seen It No Clue yeshiva bar mitzvah apikoros/apikorsim goy/goyim tzitzit Torah kosher rabbi Talmud caftan phylacteries prayer shawl earlocks

2 Name The Chosen Directions: With a partner read and consider each words on the Knowledge Rating Scale. Look carefully at the word. Roll it over in your mind. Ask your self some questions: Have I ever seen that word? Do I know where I ve seen it? Do I understand what this word means? If you know the word and the definition check the Know it Well column. If you have seen or heard the word, but are unsure of its meaning, check the Have Heard/Seen It column If you look at the word and it is completely unfamiliar to you, check the No Clue column. If one of the partners knows the word, before either of you can check a box, the partner who knows the word(s) must teach the word(s) to the other partner. After you ve finished the this activity I will give you further directions. Knowledge Rating Scale Know It Well Have Heard/Seen It No Clue yeshiva bar mitzvah apikoros/apikorsim goy/goyim tzitzit Torah kosher rabbi Talmud caftan phylacteries prayer shawl earlocks Knowledge Rating Scale for

3 The Chosen Purpose of the Assignment: The Chosen contains many new and foreign words for most students. Before the class begins to read the book this assignment can be done in class. This assignment will allow the teacher to see just what his/her students know about Jewish culture and customs. It will also allow students to become familiar with the Jewish terms they will be encountering in The Chosen. Rationale: This assignment will be used during the introductory section prior to starting the book. The rationale for using it then is because students will get an inkling of terms they will be encountering, and the teacher will be able to see just how much students know or do not know about Jewish culture. This is going to be a good chance to start discussing Jewish customs and traditions. Since I really want students to think about these words and their previous associations with these words, I am hoping the activity will take minutes Assessment: This assignment will only be assessed for participation points. The presentation will be assessed with point values according to their depth, accuracy, and presentation. Directions: Divide the class into pairs. As a group of two they will fill out this chart. When the whole class is finished, the class will begin to have a discussion on all the words. Once the class has discussed the words that most groups have in Know it Well and Have heard/seen It the teacher will assign each group a word that was in the No Clue category. As a pair, they will be required to go home and find out about their word. The next day in class the students will teach each other their word. For the presentation the pair must have a picture of the object, a little poster with the word in a sentence, and their definition along with the dictionary. Irion, BYU, 2002

4 Teacher Sheet Definitions to Vocabulary Words Apikoros/apikorsim: A Jew who does not practice his/her religion (23, 81) Bar Mitzvah: The ceremony for a boy who reaches his thirteenth birthday and thereby attains the age of religious duty and responsibility. (250) Caftan: An ankle-length robe with long sleeves (111) Goy/goyim: A non-believer or gentile (159) Earlocks: Orthodox grooming standards. Boys must have let their hair grow on the sides. (14) Kosher: Being in compliance with Jewish law Phylacteries: Small leather boxes containing scriptures and worn on the left arm and the forehead (57) Prayer Shawl: A shawl with fringed corners worn over the head or shoulders by Jewish men during morning prayers (122) Rabbi: Teacher; the official leader of a Jewish community (81) Talmud: The 63 books of legal, ethical and historical writings of ancient rabbis Torah: The hand-written scroll of the first five books of the Old Testament (109) Tzitzit: Long fringes attached to the religious garment worn under the shirt (14) Yeshiva: A Jewish school (10)

5 Semantic Feature Analysis Chart for The Chosen Purpose: The purpose of this activity is to allow students to analyze the characters in The Chosen. This activity will enable students to sort through the characters and their characteristics. After reading an entire the book it can be difficult to remember each and every character and their certain characteristics. This will allow students to really think about what they ve read and synthesize their thinking. This activity will lead to a compare/contrast assignment on the development and personality of characters, and the roles those characters play. Rationale: This activity, as mentioned above, will be given near the end of the novel. The class will need to know the characters before they can complete this activity. You should hope for discussion and hearty debate so plan on this activity taking minutes. The directions will be given orally because there will be a model and class will be doing this together. Directions: 1) Put a blank semantic chart up on the overhead. Decide before hand what movie, book, television show you are going to use to model the chart. You can use a popular movie or book so everyone can participate. Ex: Star Wars, The Princess Bride, Harry Potter, The Simpsons. You might want to bring a clip from the movie or television show or remind them of the story to refresh their memory. 2)As a class, fill out the model chart. The characters are listed on the lines on the left of the chart. At the top of the chart characteristics of the characters are filled in the slanting boxes. Underneath each characteristic there are a series of boxes. Those are to be filled with a + or a -. The class will come up with the characters, characteristics, and then decides what characteristics each character has. A + is given is the character has the characteristic and a - is given is he/she does not have the characteristic. This activity will model the real (Chosen) chart. 3) When the class has finished with the model, they will complete a chart about the characters in The Chosen. This portion of the assignment will also be done as a class. This activity requires analytical skills. As the class fills the chart out, a discussion will be going on about why and what we are putting on the chart. 4) Students will write a brief paragraph about what the chart concludes about the characters. Hopefully the paragraph will differ from student to student because each student will gain different insights from the assignment. This paragraph is in preparation for a formal compare/contrast paper that will be assigned after the novel is finished. Assessment: The assessment will evaluate participation. The paragraphs that will be due as a result of this activity will be assessed according to a rubric.

6 Irion, BYU, 2002 Semantic Feature Analysis Chart for The Chosen Kind Friendly Scared Uptight Smart Cute Happy Patient Billy x x x - x x x/- x Mr. Savo x x x x -? x/- - Danny Saunders x/- x/- x x x x x/- x Reuven Malter x x/- - - x x x/- - Reb Saunders x/- x x x x? x/- x/- Mr. Malter x x x - x? x x

7 Semantic Feature Analysis Chart Characters ; Characteristics