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Lesson
Plans
for integrating
hots
with
Thinking through
Literature
E
Introduction
The following lesson plans can be used to integrate HOTS with Thinking through Literature.
They follow the seven key components set out by the Ministry of Education and can be used
in preparation for the Log. These lesson plans supplement the material in your Student’s
Book and Teacher’s Guide.
The chart below shows how the headings in the book correspond to the key components set
out by the Ministry of Education.
Key Components
Thinking through Literature
• Pre-reading Activity
• Opening page of unit
• Basic Understanding
• Understanding the Story / Poem
• Analysis and Interpretation
• Thinking It Through (A)
• Post-reading Activity
• Thinking It Through (B)
• Bridging Text and Context*
• Taking It Further
• Reflection
(See lesson plans.)
• Summative Assessment
• Comparing and Contrasting
(See lesson plans.)
he Ministry of Education specifies three approaches to the introduction of HOTS in your
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lesson plan. You may integrate them in one of the following ways:
•Deductive methodology 1 – Introduce the HOTS by using the HOTS Worksheet before
reading the story / poem. The students will then be able to identify that specific HOTS in
the questions and relate it to the text.
•Deductive methodology 2 – Introduce the HOTS after reading the story / poem and after
doing the basic comprehension questions. The students will then be able to identify that
specific HOTS in the questions Thinking It Through (A), and relate it to the text.
•Inductive methodology – Elicit the name of the HOTS after reading the story and
answering the questions / doing a task requiring the use of the HOTS.
The chart on the following page shows which HOTS appear in each unit of Thinking
through Literature. You may do the Reflecting and Synthesizing Worksheets when you
choose.
Good luck!
*4-point students write 60-80 words.
5-point students write 80-100 words.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
3
Classifying
3
Comparing and
Contrasting
3
Distinguishing
Different Perspectives
3
3
3
3
Evaluating
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Higher Order Thinking Skills in Thinking Through Literature
3
3
3
3
3
3
3
3
3
Explaining Cause and
Effect
3
Explaining Patterns
3
Generating
Possibilities
3
3
3
3
Identifying Parts and
Whole
3
Inferring
3
3
3
Making Connections
3
Predicting
3
3
3
3
3
3
Problem Solving
Reflecting
3
3
3
3
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3
3
3
3
3
Sequencing
Synthesizing
Uncovering Motives
2
3
3
3
3
3
3
3
3
3
3
3
3
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Lesson Plans for Integrating HOTS with Thinking through Literature
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© eric cohen books
1 Starting to Think
(pages 5-8)
The Slithergadee, The Purist
Suggested HOTS:
• Comparing and Contrasting (see Worksheet)
The purpose of this introductory unit is to introduce the HOTS Comparing and Contrasting,
which is spiralled into every unit of the book.
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 5).
Introduce the HOTS Comparing and Contrasting. (Use the Worksheet.)
Follow the steps for “The Slithergadee” and then for “The Purist”.
2
Basic Understanding
Read the poem “The Slithergadee” (page 6).
Have students answer the questions
in Understanding the Poem, page 6.
2 Basic Understanding
Analysis and Interpretation
Have students answer the questions
in Thinking It Through (A), page 6.
Literary Term: onomatopoeia
3 Analysis and Interpretation
3
Read the poem “The Purist” (page 7).
Have students answer the questions
in Understanding the Poem, page 7.
Have students answer the questions
in Thinking It Through (A), page 8.
4 Post-reading Activity
4
Post-reading Activity
Have students answer the questions
in Thinking It Through (B), page 7.
5
Bridging Text and Context
Below is a suggested task:
Both Shel Silverstein and Ogden Nash wrote humorous poetry. Write a paragraph,
comparing and contrasting their lives and work.
(See pages 7 and 8 of the Teacher’s Guide.)
6
Reflection
Ask students if they enjoyed reading the poems and have them give reasons for their
answers.
7
Summative Assessment
Have students do the activity in Comparing and Contrasting, page 8.
3
Have students answer the questions
in Thinking It Through (B), page 8.
Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
2 Love and Marriage
(pages 9-16)
The Chaser
Suggested HOTS:
• Uncovering Motives (see Worksheet)
• Generating Possibilities (see Worksheet)
1
Pre-reading Activity
Have students do the activities on the opening page of the unit (page 9).
2
Basic Understanding
Read the story on pages 10-12 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 12.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 13.
Note:
Uncovering Motives is reflected in questions 1, 2 and 4.
Generating Possibilities is reflected in questions 5 and 6.
Literary Terms: setting, characterization
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 13, and / or question 2 in
Taking It Further, page 16.
5
Bridging Text and Context
Below is a suggested task:
The setting of the story is Chinatown in New York City. Find out about Chinatown and its
culture, and write about the topic. Say how this adds to your understanding of the story.
(See Background Information on the following page.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.What did you find surprising in the story?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
• Why did Alan choose to buy the potion? What else could he have done?
• Have students answer question 1 in Comparing and Contrasting, page 16.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
The Chaser
Background Information
Chinatown
Manhattan’s Chinatown is one of the largest Chinese communities outside of Asia. The Chinese first
arrived in the U.S. in the early 1800s. Early businesses in the area included hand laundries and restaurants.
Unlike other urban Chinatowns, Manhattan’s Chinatown is both a residential and commercial area.
Today, the population is estimated at about 90-100,000 residents.
Housing in Chinatown is still mostly composed of cramped tenement buildings, some of which are
over 100 years old. It is common in such buildings to have bathrooms in the hallways, shared by
several apartments.
There is a Pell Street in Chinatown, and businesses there offer an assortment of Chinese drugs and
ingredients for love potions: dried sea horses, blanched snakes, slices of deer’s horn and ginseng root,
which sells for as much as $100 for an ounce.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
2 Love and Marriage
(pages 9-16)
Linoleum Roses
Suggested HOTS:
• Distinguishing Different Perspectives (see Worksheet)
1
Pre-reading Activity
Have students do the activities on the opening page of the unit (page 9).
2
Basic Understanding
Read the excerpt on page 14 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 14.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 15.
Note:
Distinguishing Different Perspectives is reflected in questions 3, 4 and 5.
Literary Terms: point of view, narrator
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 15.
5
Bridging Text and Context
Have students answer question 1 in Taking It Further, page 16.
(See page 14 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the excerpt? Why or why not?
2.What did you find surprising in the excerpt?
3.Suggest another HOTS that you could have used to analyze this excerpt and explain how
it could have helped you.
4.How did the analysis of this excerpt influence your understanding of it? Give examples.
7
Summative Assessment
Assign one of the following activities:
• Describe the narrator’s view of Sally’s life.
• Have students answer question 1 in Comparing and Contrasting, page 16.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
3 Alone
(pages 17-25)
Acquainted with the Night
Suggested HOTS:
• Explaining Patterns (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 17).
2
Basic Understanding
Read the poem on page 18.
Have students answer the questions in Understanding the Poem, page 18.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 19.
Note:
Ask: What is the speaker’s pattern of behavior and how is it reflected in the structure of the
poem? (See the Teacher’s Guide, page 18, Analysis.)
Explaining Patterns is reflected in the question above and in question 3.
Literary Terms: setting, metaphor, imagery, theme
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 19.
5
Bridging Text and Context
Below is a suggested task:
Find out about Robert Frost’s life. Read another poem by him (for example, “Stopping by
Woods”) and compare it with this poem. Note its use of repetition.
(See pages 17-18 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
3.What did this poem teach you about being alone?
7
Summative Assessment
Assign one of the following activities:
•Compare the picture on page 17 with the poem (page 18). How are the characters’
patterns of behavior the same? How are they different?
• Have students answer question 1 in Comparing and Contrasting, page 25.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
3 Alone
(pages 17-25)
A Fence
Suggested HOTS:
• Uncovering Motives (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 17).
2
Basic Understanding
Read the poem on page 20.
Have students answer the questions in Understanding the Poem, page 20.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 21.
Note:
Uncovering Motives is reflected in question 2.
Literary Terms: symbol, irony
4
Post-reading Activity
Have students answer question 1 in Thinking It Through (B), page 21.
5
Bridging Text and Context
Below is a suggested task:
Find out about some famous fences or walls in history (for example, the Great Wall of
China, the Berlin Wall). Choose one and write about it. Say how this research adds to your
understanding of the poem.
(See Background Information on the following page.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.Explain how an analysis of people’s motives helped you understand the poem.
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•Have students answer question 2 in Thinking It Through (B), page 21.
• Have students answer question 1 in Comparing and Contrasting, page 25.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
A Fence
Background Information
The Great Wall of China
The Great Wall of China was built between the 5th and the 16th century to protect the northern borders
of the Chinese Empire from attacks. The Great Wall stretches for 8,851.8 km. It is made up of actual
wall, trenches and natural barriers such as hills and rivers. Several walls were built, but the most
famous one was built between 220 and 206 BC by the first Emperor of China, Qin Shi Huang. He
conquered all opposing states and unified China in 221 BC, establishing the Qin Dynasty. The walls
were made mostly by stamped earth and gravel between board frames. Also, stones from the mountains
were used across mountain ranges. Little of that wall remains today; most of it has eroded away over
the centuries.
Most of the existing wall was built during the Ming Dynasty. This dynasty devoted considerable
resources to repairing and reinforcing the walls by using bricks and stone. The wall helped defend
the empire against the Manchu invasions that began around 1600. The Manchus finally crossed the
Great Wall in 1644 and established the Qing Dynasty. While some portions north of Beijing have been
preserved, in many places the wall is in disrepair. Stones have been removed and used to rebuild houses
and roads, parts have been eroded and sections are prone to graffiti and vandalism.
The Berlin Wall
The Berlin Wall was a physical barrier erected by East Germany demarcating the border between East
and West Germany. It came to symbolize the Iron Curtain between Western Europe and the Eastern
Bloc. By 1960 the massive emigration westward had left East Germany with only 61% of its population
of working age, compared to 70.5% before the war. The loss of manpower and the “brain drain” to the
west were major factors in closing the border. At midnight on 13 August 1961, the border was closed
and streets running alongside the border were torn up. Two days later, construction of the wall was
started. Many families were split and East Berliners employed in the west were cut off from their jobs.
The wall was more than 140 km. long. A fence was put up in front of the wall, and the houses standing
between the wall and the fence were razed, thus establishing a no man’s land which later became
known as the “death strip”. It offered no cover for escapees and clear fields of fire for the guards. If an
escapee was wounded in a crossing attempt and lay on the “death strip”, he / she could not be rescued
by the west, and the guards often left the fugitives to bleed to death. During the wall’s existence from
1961 to 1989 there were around 5,000 successful escapes to West Berlin. It is estimated that about 200
people were killed trying to escape. The wall divided East and West Germany for more than a quarter
of a century until its fall on 9 November 1989, which paved the way for German reunification.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
3 Alone
(pages 17-25)
Sredni Vashtar
Suggested HOTS:
• Inferring (see Worksheet)
• Evaluating (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 17).
2
Basic Understanding
Read the story on pages 22-23 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 24.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 24.
Note:
Inferring is reflected in questions 1 and 2.
Evaluating is reflected in questions 4 and 5.
Literary Terms: protagonist, antagonist
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 25.
5
Bridging Text and Context
Below is a suggested task:
Nineteenth century (Victorian) literature often presents childhood as a time in which adults
and children are enemies. Write about the social and cultural influences of Victorian times
on children and how these are reflected in the story.
(See page 21 of the Teacher’s Guide and Background Information on the following page.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.What did you learn about ways of dealing with loneliness?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•Write a paragraph summarizing the story and give your opinion of the ending.
• Have students answer question 1 in Comparing and Contrasting, page 25.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
Sredni Vashtar
Background Information
Victorian Times
The Victorian period gets its name from the fact that Queen Victoria ruled during this time (1837-1901).
Life was not the same for all children during Victorian times. The kind of life a child had depended
on family circumstances. Most children from poor families worked for long hours from a very young
age. They often worked in dangerous conditions resulting in injury or death. For example, children
were made to clean the machines in factories while the machines were still running. Many children lost
fingers and some were crushed by the huge machines. Some children became chimney sweeps, starting
at the age of five or six. In 1833 the Factory Act was passed, whereby it became illegal for children
under the age of nine to be employed in textile factories.
In contrast, the children of the wealthy were spoiled with lots of toys and clothes. However, they saw
very little of their parents – usually only for an hour before bedtime. They were brought up by the
nanny in the nursery and then taught by governesses or tutors. The boys were sent away to school. As
adults, only boys were expected to work; girls stayed home and were expected to marry as soon as
possible. Children were taught to respect their parents, speak politely and call their father “Sir”. If a
child did something wrong, he was punished for his “own good”. The saying “Spare the rod and spoil
the child” was a common one at the time.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
4 Wishes and Fate
(pages 26-45)
The Monkey’s Paw
Suggested HOTS:
• Generating Possibilities (see Worksheet)
• Applying (see Worksheet)
1
Pre-reading Activity
Have students do the activities on the opening page of the unit (page 26).
2
Basic Understanding
Read the story on pages 27-33 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 33.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 34.
Note:
Generating Possibilities is reflected in question 1.
Applying is reflected in questions 2, 4 and 6a.
Literary Terms: atmosphere, horror story, conflict, foreshadowing, setting
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 34.
5
Bridging Text and Context
Below is a suggested task:
“The Monkey’s Paw” is an example of the genre of “horror story”. Explain how knowledge
of this genre adds to an understanding of the story.
(See page 26 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.What did you learn from reading this story?
2.How did the story help you think about wishes and fate in a different way?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•“If you keep it, don’t blame me for what happens. Throw it on the fire again like a sensible
man.” (lines 57-59) Who says this? What is he referring to? What are the consequences of
not heeding the warning?
•Have students answer question 1 in Comparing and Contrasting, page 45.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
4 Wishes and Fate
(pages 26-45)
The Bottle Imp
Suggested HOTS:
• Uncovering Motives (see Worksheet)
• Classifying (see Worksheet)
1
Pre-reading Activity
Have students do the activities on the opening page of the unit (page 26).
2
Basic Understanding
Read the story on pages 35-42 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, pages 42-43.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 43.
Note:
Uncovering Motives is reflected in question 1.
Classifying is reflected in questions 4 and 5.
Literary Terms: plot, suspense, theme, fantasy
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 44.
5
Bridging Text and Context
Below is a suggested task:
Robert Louis Stevenson was fascinated by faraway places and romantic themes. Find out
about his life and say how this adds to your understanding of the story.
(See Background on Author on page 28 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.In what way did the HOTS Uncovering Motives and Classifying help you understand the
story better?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•What were Keawe’s motives for owning the bottle at the beginning of the story? How did
they change and why?
• How were the attitudes of Keawe and Kokua similar? Give examples from the story.
• Have students answer question 1 in Comparing and Contrasting, page 45.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
5 Reflections on War
(pages 46-51)
Grass
Suggested HOTS:
• Explaining Patterns (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 46).
2
Basic Understanding
Read the poem on page 47.
Have students answer the questions in Understanding the Poem, page 47.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 48.
Note:
Explaining Patterns is reflected in questions 1 and 7.
Literary Terms: allusion, personification, symbol, free verse
4
Post-reading Activity
Have students answer question 2 in Thinking It Through (B), page 48.
5
Bridging Text and Context
Below is a suggested task:
Choose one of the battles mentioned in the poem. Write about its causes and outcomes. Say
how this information contributes to your understanding of the poem.
(See the chart on page 34 of the Teacher’s Guide and Background Information on the
following page.)
6
Reflection
Ask the following questions:
1.What did you learn from reading this poem?
2.How did the HOTS Explaining Patterns help you understand the poem better?
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
• Have students answer question 1 in Thinking It Through (B), page 48.
• Have students answer question 1 in Comparing and Contrasting, page 51.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
Grass
Background Information
Battle of Austerlitz (December 1805)
The Battle of Austerlitz is also known as the “Battle of the Three Emperors”. On December 2, 1805,
the French army, commanded by Napoleon Bonaparte, defeated the Russo-Austrian army commanded
by Czar Alexander 1.
Europe had been in turmoil since the French Revolutionary Wars in 1792. In December 1804 an AngloSwedish agreement led to the creation of the Third Coalition against France. Britain and Russia signed
an alliance, and Austria, being keen on revenge, also joined the coalition. Although Napoleon intended
to strike at England, his troops never set foot on British soil. He turned his sights from the English
Channel to the Rhine to deal with Austrian and Russian threats. The battle took place six miles from
Brno in what is now the Czech Republic. It was regarded as a tactical masterpiece. Napoleon gave the
impression to the Allies that his army was in a weak state and he desired peace. In reality, he hoped that
they would divert so many troops to attack his right flank that they would weaken their center. He could
then thrust through the center to divide their forces and cripple their army. His strategy worked.
The results of Austerlitz profoundly altered the nature of European politics. In three months the French
had occupied Vienna, destroyed two armies and humbled the Austrian Empire. France and Austria
signed the Treaty of Pressburg, and the Russian army withdrew to its home territory.
Austerlitz was called “Napoleon’s greatest victory”. It set the stage for a near-decade of French
domination of the European continent.
Battle of Waterloo (June 1815)
In the Battle of Waterloo, the French forces under Napoleon Bonaparte were defeated by an AngloAllied army under the command of the Duke of Wellington and a Prussian army under the command of
Gebhard von Blucher. This battle marked the end of Napoleon’s rule as the French emperor. The battle
took place in Belgium, about eight miles from Brussels and about a mile from Waterloo.
The site of the battlefield is today dominated by a large mound of earth called the “Lion’s Hillock”.
This was built in 1820 by the Netherland’s King William 1. He ordered the construction of a monument
on the spot where it was believed his son, the Prince of Orange, had been wounded. The Lion’s Hillock
was constructed using earth taken from the battlefield.
Battle of Gettysburg (July 1863)
The Battle of Gettysburg was fought in and around the town of Gettysburg, Pennsylvania. It was the
battle with the largest number of casualties in the American Civil War and is often described as the
war’s turning point. The Union army (the North) under General Meade defeated the Confederates (the
South) under General Robert E. Lee. The Confederate army retreated, but Meade did not pursue it
aggressively enough to destroy it, and Lee crossed over the Potomac River to safety in the South.
News of the Union victory electrified the public in the North. However, when the public realized
that Lee’s army had not been destroyed and the war would continue, the enthusiasm dissipated. Four
months after the battle, Lincoln gave his historic Gettysburg Address (November 19, 1863) in which
he honored the fallen and redefined the purpose of the war.
The Battle of Gettysburg destroyed Lee’s reputation as an invincible general, broke his winning streak
and ended his invasion of the North. The war continued for two more years, ultimately resulting in a
victory for the North.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
5 Reflection on War
(pages 46-51)
The Man He Killed
Suggested HOTS:
• Distinguishing Different Perspectives (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 46).
2
Basic Understanding
Read the poem on page 49.
Have students answer the questions in Understanding the Poem, page 50.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 50.
Note:
Distinguishing Different Perspectives is reflected in questions 1 and 2.
Literary Terms: rhyme, narrator, irony
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 51.
5
Bridging Text and Context
Below is a suggested task:
Find out about the Boer War. What were its causes and results? What methods of warfare
were used? How does this affect your understanding of the poem?
(See Background Information on the following page.)
6
Reflection
Ask the following questions:
1.What did you learn about war from reading the poem?
2.In what way did the HOTS Distinguishing Different Perspectives help you understand the
poem better?
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
• How does the poem show the narrator’s perspective toward his enemy? Explain.
• Have students answer question 1 in Comparing and Contrasting, page 51.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
The Man He Killed
Background Information
The Boer War (December 1805)
The Boer War is the name of the South African wars of 1880-81 and 1899-1902 that were fought
between the British and the Boers (the descendants of the Dutch settlers in South Africa). The origins
of the Boer War were complex, resulting from over two centuries of conflict between the Boers and the
British Empire. The British had possession of the Cape Colony and the Boers had moved northwards
toward the interior – the Orange Free State and the Transvaal. In 1886 massive gold deposits were found
in the Transvaal, and there was a huge influx of foreigners from Britain in search of employment and
fortune. Gold made the Transvaal potentially the most powerful region in southern Africa, but it could
have also resulted in the number of foreigners exceeding the number of Boers. The Boers resented
Britain’s colonial policies and feared that the Transvaal would be deprived of its independence.
The war had three phases. First the Boers mounted pre-emptive strikes into British-held territory.
Second, Britain increased its troops, and the British invaded the Transvaal and captured Pretoria, the
capital. Finally, in March 1900, the Boers engaged in guerrilla warfare against the British forces. This
phase lasted for two years, during which the Boers raided British troop columns, railways and storage
depots. The British responded by destroying the land and moving civilians into concentration camps,
where tens of thousands of women and children died of disease and malnutrition. The British expected
the war to be over in a few months. It seemed a mismatch between the might of the British Empire and
the farmers, but the Boers presented a mobile and innovative approach to warfare. They were skilled
stalkers and marksmen, and were excellent in the saddle. The Boers acquired field guns and several
siege guns, and with their innovative tactics, they proved a skilled adversary.
The drawn-out war became increasingly unpopular in Britain, so in 1903 the Treaty of Vereeniging was
signed. Limited autonomy for the area was granted to the Boers, and this led to the establishment of
the Union of South Africa. The war, known as the last British imperial war, was the longest, the most
expensive and the most disastrous of all Britain’s wars between 1815 and 1914.
Battle of Ypres (April-May 1915)
The Battle of Ypres took place during World War I around the town of Ypres in Belgium. Germany was
at war with the Allies (Britain, France, Belgium and Canada). This battle was the first time Germany
used poison gas on a large scale on the Western Front. The German army released 168 tons of chlorine
gas, relying on the winds to carry the gas toward enemy lines. Approximately 6,000 French and
colonial troops died within 10 minutes, primarily from asphyxiation and tissue damage to the lungs.
Many soldiers were blinded, and the chlorine gas, being denser than air, sank down, quickly filling the
trenches and forcing the soldiers to climb out into heavy enemy fire.
The battle consisted of four separate engagements. Inadequate training and antique tactics were
responsible for the first and second battle defeats of the Allies. The third engagement was marked by
Canadian successes because of innovations in organization, training and tactics in the infantry and
artillery. After this engagement, both sides developed more sophisticated gas weapons and means of
protection, and the use of gas was no longer as effective.
It was during the second engagement that Lieutenant Colonel John McCrae of Canada wrote the poem
“In Flanders Fields” in the voice of those who perished in the war.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
Battle of Verdun (February-December 1916)
The Battle of Verdun was one of the critical battles of World War I on the Western Front. It was fought
between the French and German armies north of the city of Verdun-sur-Meuse in northeastern France. The
battle, ending in a French victory, was the longest and one of the most devastating battles of World War I
and, perhaps, in all of human history. It has come to represent the horrors of war.
The commander of the German army, Erich von Falkenhayn, wanted to attack a French army position
from which the French could not retreat. Surrounded by a string of forts, Verdun projected into the German
lines, blocking a railway line to Paris. Von Falkenhayn thought that taking Verdun would inflict a high
casualty count and destroy the French army. He launched a 10-hour bombardment, firing over one million
shells (including poison gas). Flamethrowers were used for the first time to clear the French trenches. The
new artillery and infantry tactics shocked the French, causing them to lose ground in the beginning. On
February 25, General Philippe Pétain became commander of the French forces. He decided to reinforce the
forts with the soldiers, and he mapped out new lines of defense.
Pétain was so successful that in the end the French army’s losses at Verdun were only slightly higher than
those of the Germans. Pétain rotated his troops so that they spent only two to three weeks on the front
lines. He was a strong supporter of artillery firepower. The French artillery fired about 23.5 million rounds.
Visitors to the Verdun battleground can testify to the huge numbers of shell craters that overlap each other
over an area of several hundred square miles.
Forests planted in the 1930s have grown up and hide most of the hideous fields of the “Red Zone”, where
so many men lost their lives or limbs. The battlefield is actually a vast graveyard since 100,000 missing
soldiers lie buried where they fell.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
6 Overcoming Obstacles
(pages 52-59)
Incident: Baltimore
Suggested HOTS:
• Comparing and Contrasting (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 52).
2
Basic Understanding
Read the poem on page 53.
Have students answer the questions in Understanding the Poem, page 53.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 54.
Note:
Comparing and Contrasting is reflected in questions 2 and 5.
Literary Terms: climax, conflict
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 54.
5
Bridging Text and Context
Have students answer question 1 in Taking It Further, page 59.
(See Analysis on page 39 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.How would you have felt if you had been in the writer’s place?
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•The poet says that “Incident: Baltimore” was “all that I remember”. Do you think it was
all that the white boy remembered too? Explain.
• Have students answer the questions in Comparing and Contrasting, page 59.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
6 Overcoming Obstacles
(pages 52-59)
Su an’s tory
Suggested HOTS:
• Problem Solving (see Worksheet)
• Identifying Parts and Whole (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of unit (page 52).
Draw students’ attention to the title of the excerpt.
2
Basic Understanding
Read the excerpt on pages 55-57 and have students answer the guiding questions in the
margin.
Have students answer the questions in Understanding the Story, pages 57-58.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 58.
Note:
Problem Solving is reflected in question 1.
Identifying Parts and Whole is reflected in question 3.
Ask students how the end of the story contributes to an understanding of the whole story.
Literary Term: autobiography
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 58.
5
Bridging Text and Context
Have students answer questions 2 and 3 in Taking It Further, page 59.
(See pages 40-41 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the excerpt? Why or why not?
2.Does the story remind you of a problem that you have had in your own life? How did you
solve the problem?
3.What did you learn about overcoming obstacles from this excerpt?
4.Suggest another HOTS that you could have used to analyze this excerpt and explain how
it could have helped you.
7
Summative Assessment
Assign one of the following activities:
• What is Susan’s problem in this excerpt and how does she resolve it? Explain.
• Have students answer the questions in Comparing and Contrasting, page 59.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
7 Thinking Outside the Box
(pages 60-69)
l(a
Suggested HOTS:
• Identifying Parts and Whole (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 60).
2
Basic Understanding
Read the poem on page 61.
Have students answer the questions in Understanding the Poem, page 61.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), pages 61-62.
Note:
Identifying Parts and Whole is reflected in question 2.
Literary Term: symbol
4
Post-reading Activity
Have students answer question 1 in Thinking It Through (B), page 63.
5
Bridging Text and Context
Below is a suggested task:
What do the poem and Matisse’s painting on page 60 have in common? Explain.
(See pages 43-44 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.What have you learned about the connections between art, literature and nature?
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign the following activity:
How does e. e. cummings’s poem reflect nature? Explain.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
7 Thinking Outside the Box
(pages 60-69)
Me up at does
Suggested HOTS:
• Explaining Patterns (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 60).
2
Basic Understanding
Read the poem on page 62.
Have students answer the questions in Understanding the Poem, pages 62-63.
Note:
Explaining Patterns is reflected in question 1.
Literary Terms: personification, theme
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 63.
4
Post-reading Activity
Assign the following task:
Choose a topic and write a short poem in the style of “Me up at does”.
5
Bridging Text and Context
Below is a suggested task:
e. e. cummings, as he chose to write his name, experimented with free verse. Find out about
his life and Cubist art, and say how this has added to an understanding of the poem.
(See Analysis on page 45 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.How did the HOTS Explaining Patterns help you understand the poem better?
3.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
• How does the pattern of the poem add to your understanding of the message? Explain.
• Have students answer question 3 in Thinking It Through (B), page 63.
• Have students answer the questions in Comparing and Contrasting, page 69.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
7 Thinking Outside the Box
(pages 60-69)
The Daddy
Suggested HOTS:
• Problem Solving (see Worksheet)
• Making Connections (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 60).
2
Basic Understanding
Read the excerpt on pages 64-67 and have students answer the guiding questions in the
margin.
Have students answer the questions in Understanding the Story, pages 67-68.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 68.
Note:
Problem Solving is reflected in question 3.
Making Connections is reflected in questions 2 and 5.
Literary Terms: characterization, conflict, genre
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 69.
5
Bridging Text and Context
Assign the tasks in Taking It Further, page 69.
(See Background Information on the following page.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the excerpt? Why or why not?
2.What did the excerpt teach you about solving problems?
3.Suggest another HOTS that you could have used to analyze this excerpt and explain how
it could have helped you.
7
Summative Assessment
Assign one of the following activities:
•“I’ll find out,” she said. “It may take me a day or two, but I’ll find out!” (lines 53-54)
What must Mma Ramotswe find out? How does she do it and what is the result of her
investigation?
• Have students answer the questions in Comparing and Contrasting, page 69.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
The Daddy
Background Information
Botswana
The Republic of Botswana is a landlocked country in southern Africa. It became independent from
Britain on September 30, 1966. It is bordered by South Africa in the south, Namibia in the west and
Zimbabwe in the northeast; it also meets Zambia at a single point.
Geographically, the country is flat and up to 70% is covered by the Kalahari Desert. Botswana was one
of the most impoverished countries in Africa when it became independent. Today it has a relatively
stable political system and a developing market economy, which is one of the most successful in Africa
and dominated by the diamond industry, tourism and manufacturing. The mineral industry provides
about 40% of all government revenues. In 2007 significant quantities of uranium were discovered.
The first president, re-elected twice, was Seretse Khama, a leader in the independence movement. In
1998 Ian Khama, son of the first president, became president. Botswana is rated as the least corrupt
country in Africa (Transparency International).
The official languages of Botswana are English and Setswana. In Setswana, prefixes are more important
than they are in other languages. For example, the country is Botswana (“Bo” means country), the people
are called Batswana (“Ba” means people) and the language is Setswana (“Se” means language).
In the northern part of the country, women in the villages of Etsha and Gumare are noted for their
skill at weaving baskets. An estimated 70% of the country’s citizens are Christians. There are small
communities of Muslim and Hindus, and some 20% of the population have no religion.
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Lesson Plans for Integrating HOTS with Thinking through Literature
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8 Revenge
(pages 70-78)
A Poison Tree
Suggested HOTS:
• Comparing and Contrasting (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 70).
2
Basic Understanding
Read the poem on page 71.
Have students answer the questions in Understanding the Poem, pages 71-72.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 72.
Note:
Comparing and Contrasting is reflected in questions 1 and 4.
Literary Term: metaphor
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 72.
5
Bridging Text and Context
Below is a suggested task:
William Blake often took his themes from the Bible. In what way does this information add to
your understanding of the illustration and the poem?
(See page 50 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the poem? Why or why not?
2.What did you learn from reading the poem?
3.How did the HOTS Comparing and Contrasting help you understand the poem better?
4.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Have students do activity 3 in Comparing and Contrasting, page 78.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
8 Revenge
(pages 70-78)
The Cask of Amontillado
Suggested HOTS:
• Predicting (see Worksheet)
• Making Connections (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 70).
2
Basic Understanding
Read the first paragraph of the story on page 73 and have students answer the first guiding
question in the margin. (Prediction)
Read the rest of the story and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 77.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 77.
Note:
Question 2 requires students to see if their predictions were correct.
Making Connections are reflected in questions 1 and 3.
Literary Terms: setting, foreshadowing, irony, theme, genre, horror story
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 78.
5
Bridging Text and Context
Below is a suggested task:
Edgar Allan Poe was a master of the genre of horror stories. Explain how this information
adds to your understanding of the story.
(See Analysis on page 26 of the Teacher’s Guide and pages 52-53 of the Teacher’s Guide.)
Have students do activity 1 in Taking It Further, page 78.
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.What did you learn about revenge from reading the story?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•“Ha! Ha! Ha! – a very good joke indeed.” What is Fortunato referring to? To what extent
does Montresor achieve his goal? Explain.
• Have students answer questions 1 and 2 in Comparing and Contrasting, page 78.
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Lesson Plans for Integrating HOTS with Thinking through Literature
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9 Growing Pains
(pages 79-97)
Three Shots
Suggested HOTS:
• Sequencing (see Worksheet)
• Distinguishing Different Perspectives (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 79).
2
Basic Understanding
Read the story on pages 80-82 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 82.
Note:
Sequencing is reflected in questions 1 and 2.
Literary Terms: flashback, conflict, characterization, dialogue
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), pages 82-83.
Note:
Distinguishing Different Perspectives is reflected in question 4.
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 83.
5
Bridging Text and Context
Have students answer question 1 in Taking It Further, page 97. Suggest that students research
parent-child relationships in cultures different from a western culture and compare this to the
relationship in the story.
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.Have you ever had an experience similar to the one the story? What happened?
3.What did you learn about recognizing flashbacks and how can you apply this to other
stories that you read?
4.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•Have students write a paragraph summarizing what they think Nick learned from his
fishing trip.
• Have students answer the questions in Comparing and Contrasting, page 97.
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Lesson Plans for Integrating HOTS with Thinking through Literature
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9 Growing Pains
(pages 79-97)
The Anarchist: His Dog
Suggested HOTS:
• Inferring (see Worksheet)
• Evaluating (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 79).
2
Basic Understanding
Read the story on pages 84-90 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, pages 90-91.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), pages 91-92.
Note:
Inferring is reflected in questions 1 and 2.
Evaluation is reflected in questions 5, 6 and 7.
Literary Terms: characterization, conflict, theme
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 92.
5
Bridging Text and Context
Below is a suggested task:
Susan Glaspell wrote about important social themes, such as justice, poverty and family
conflict. How are these themes reflected in the story?
6
Reflection
Ask the following questions:
1.What has this story taught you about the relationships between people and their pets?
2.What does this story remind you of in your life?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
•Describe how Stubby succeeds in keeping his dog. Do you think the ending is believable?
Why or why not?
• Have students answer the questions in Comparing and Contrasting, page 97.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
9 Growing Pains
(pages 79-97)
Black Boy
Suggested HOTS:
• Explaining Cause and Effect (see Worksheet)
• Making Connections (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 79).
2
Basic Understanding
Read the excerpt on pages 93-96 and have students answer the guiding questions in the
margin.
Have students answer the questions in Understanding the Story, page 96.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 96.
Note:
Explaining Cause and Effect is reflected in question 1.
Making Connections is reflected in question 3.
Literary Term: autobiography
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 97.
5
Bridging Text and Context
Below is a suggested task:
Richard Wright describes a traumatic childhood experience in his autobiography. Find out
about his life and say how the information adds to your understanding of the excerpt.
(See pages 60-61 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the excerpt? Why or why not?
2.What did you find interesting or memorable in the excerpt?
3.Suggest another HOTS that you could have used to analyze this excerpt and explain how
it could have helped you.
7
Summative Assessment
Assign one of the following activities:
•“I was terrified; I wanted to scream but was afraid.” (lines 55-56) What had Richard
done and what were the consequences of his actions?
• Have students answer the questions in Comparing and Contrasting, page 97.
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Lesson Plans for Integrating HOTS with Thinking through Literature
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10 The Holocaust
(pages 98-105)
First They Came
Suggested HOTS:
• Uncovering Motives (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 98).
2
Basic Understanding
Read the poem on page 99.
Have students answer the questions in Understanding the Poem, page 99.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 100.
Note:
Uncovering Motives is reflected in question 1.
Literary Term: theme
4
Post-reading Activity
Have students answer questions 1 and 2 in Thinking It Through (B), page 100.
5
Bridging Text and Context
Have students answer question 3 in Taking It Further, page 105.
(See pages 65-66 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.What did you learn from the poem?
2.Suggest another HOTS that you could have used to analyze this poem and explain how it
could have helped you.
7
Summative Assessment
Assign one of the following activities:
• Have students answer question 3 in Thinking It Through (B), page 100.
• Have students answer the questions in Comparing and Contrasting, page 105.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books
10 The Holocaust
(pages 98-105)
Splinter
Suggested HOTS:
• Making Connections (see Worksheet)
• Comparing and Contrasting (see Worksheet)
1
Pre-reading Activity
Have students do the activity on the opening page of the unit (page 98).
2
Basic Understanding
Read the story on pages 101-103 and have students answer the guiding questions in the margin.
Have students answer the questions in Understanding the Story, page 103.
3
Analysis and Interpretation
Have students answer the questions in Thinking It Through (A), page 104.
Note:
Making Connections is reflected in questions 1, 2 and 3.
Comparing and Contrasting is reflected in questions 5, 6 and 10.
Literary Terms: connotation, imagery, metaphor, irony, simile, genre
4
Post-reading Activity
Have students answer the questions in Thinking It Through (B), page 105.
5
Bridging Text and Context
Have students answer questions 1, 2 and 4 in Taking It Further, page 105.
(See pages 64, 65 and 67 of the Teacher’s Guide.)
6
Reflection
Ask the following questions:
1.Did you enjoy reading the story? Why or why not?
2.What did this story teach you about the Holocaust?
3.Suggest another HOTS that you could have used to analyze this story and explain how it
could have helped you.
7
Summative Assessment
Assign the following activity:
The boy and the girl deal differently with their war experiences. Compare and contrast their
attitudes and behavior.
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Lesson Plans for Integrating HOTS with Thinking through Literature
© eric cohen books