HOTS Hish for Elementary and JH School Teachers

A Lesson Plan for Integrating HOTS through ….

Name of teacher: Yasmine Atlan

Grade: 5th Grade (a small group of 10 students on a low level)

Text: The story: The Very Hungry Caterpillar - by – Eric Carle

In this lesson the students will:

 Students will learn how to compare and contrast and experience the concept while they work in pairs.

 Students will learn new vocabulary from the story through fun activities.

 While hearing the story the students will predict, make connections to a personal experience and reflect on the
story.

 After reading the story the students will be asked basic understanding LOTS questions.

 Students will take part in two HOTS activities: 1) Comparing and contrasting foods they like\dislike as aposed to the
caterpillar in the story. 2) Sequencing the days of the week and the sentences as they appear in the story.

 Students will prepare a performance task: A timeline of the story with a different ending to it. This task is based on
two HOTS: sequencing and applying.

Teaching method: deductive methodology

Time Topic/Teaching Point Procedure Materials needed

Min. 5 Greetings

5 Min. Teaching the HOTS  I will write on the board the following title: a The board
explicitly (and naming book and a computer. I will ask the students
 it) to compare and contrast these two objects,
while I write their answers on the board in a
venn diagram.

20 Min. The way in which the A venn diagram worksheet

students experience  In pairs, the students will be asked to choose
the concept ( i.e. two kinds of food and compare and contrast (attachment # 1)
application of HOTS to between them, using a venn diagram page
other areas) they will get. (this can also be done in their
mother tongue). Each pair will come up to the
front of the class to present thier diagram.

15 Min. Pre-Reading Activity  Pre-reading vocabulary activity: the students Cut out pictures with matching words.
will be divided into pairs. Each pair will get a
set of cut out pictures and their matching Cut out – days of the week with their
words as well as the days of the week and meaning in hebrew.
their meaning in hebrew. Each pair will match
the picture to its word \ the day to its (attachment # 2)
meaning. (If there is still time left, after I
check their answers they could play a memory
game using these pictures and words.) To
sum up this activity I will say the new
vocabulary words and they will raise the
picture.
15 Min. Reading the Text  While reading I will ask my HOTS The big book: The Very Hungry Caterpillar
Questions:
Optional: While  Predicting: While I hold up the book, I will (attached as a powerpoint presentation)
Reading Activity ask the students: what they think the story
will be about…
 Predicting: After reading about everything
the caterpillar ate, I will ask : what do you
think will happen next?
 Applying or making connections: After
 reading the sentence: “That night he had a
stomachache.” I will ask the students what
foods give them a stomachache…
 Predicting: After reading the sentence: “He
built a small house, called a cocoon, around
himself.” I will ask the students what they
think will happen next.
 Reflecting: At the end of the story I will ask
the students to share if they liked the story or
not \ what they liked or didn’t like \ what they
think of it \ what they learned from the story.
5 Min. Post-Reading  After reading the story I will ask the following
Activities: lots questions to make sure the story was
understood:
1.Basic Understanding 1. Who was very hungry?
- LOTS in detail
2. What foods did the caterpillar eat?
3. What happened to him after he ate the
whole week?
4. What foods do you think made his
stomacch ache?
5. What made him feel better?
6. What did the caterpillar turn into at the
end of the book?

20 Min. 2. Re-introduction of the  Comparing and Contrasting: The students 1. Venn diagram & a list of the foods
HOTS taught explicitly and will get a venn diagram with the list of foods to be cut out.
one other HOTS(both based from the book, they will need to compare and (attachment # 3)
on analysis of text/ in
contrast what they and the caterpillar like \
relation to the text)
dislike to eat. They will also be asked to add 5
State HOTS chosen more foods they like. 2. Chart & cut outs of days and
and detailed activities  Sequencing: Each student will get a chart sentences.
/ questions to develop with cut out days of the week and cut out
 the HOTS through this sentences about what the caterpillar ate in (attachment # 4)
text each day. The students will sequence the days
and the sentences as they appear in the story.
They will glue the cut outs onto the given
chart.

5 Min. 3. Performance Task  (I will talk about and explain the Students will get a guidelines and
performance task at the end of the checklist for this task.
(need second lesson, but I will need a third
another (attachment # 5)
lesson to carry it out in class. I will tell
lesson) the students to think about how they
want to do it, give them the guidelines
and work on it on the next lesson.)
 Sequencing and Applying:
 Students will be asked to prepare a timeline of
the main events and add a different ending to
the story.

Reflection on the When I first came across the name of the course I thought to myself, “high order thinking skills…
course what does that have to do with learning a language…” but after the course began, I understood
that learning english as a second language using HOTS is a whole new world for both students and
(I gave birth on the teachers.
27.2 so I didn’t get a
chance to teach this Throughout the course, I was engaged to new ideas, different teaching methods and activities
lesson, therefore my which seemed a lot more interesting, meaningful and effective. I also learned that learning
reflection is on the language doesn’t have to be based on abstruct teaching methods such as memory, which can be
course.) repetitive and boring at times.

Learning language using HOTS can be much more interesting, fun and attractive especially to
young learners. It gives the students the oppurtunity to think and be creative while learning. It
connects the learning material to their world. Moreover, HOTS activities can easily be used in
heterogeneous classes as apposed to LOTS activities. Another enormous advantage is that using
 higher order thinking skills in our students daily learning process prepares them to deal with real
life in the future.

I am more than thankful to have taken part in this course. I have gained plenty of knowledge and
tools which will surely make me a better teacher.

Name: Compare and contrast 2 kinds of food.

____________ _____________
 caterpillar sun

moon leaf

one apple two pears

three plums four strawberries

one slice of Swiss cheese one piece of chocolate cake

five oranges one ice cream cone

one pickle one slice of salami

one sausage one lollipop

one piece of cherry pie one slice of watermelon

one cupcake cocoon

butterfly

Sunday ‫יום ראשון‬

Monday ‫יום שני‬

Tuesday ‫יום שלישי‬

Wednesday ‫יום רביעי‬

 Thursday ‫יום חמישי‬

Friday ‫יום שישי‬

Saturday ‫יום שבת‬

Name: What we like to eat ?

Me The Caterpillar

Both
apple pear

plum strawberry

cheese chocolate cake

orange ice cream

 pickle salami

sausage lollipop

cherry pie watermelon

cupcake green leaf

Day of the week What the caterpillar ate…

7
Name:_____________________ The Very Hungry Caterpillar

Monday He ate through one apple.

Tuesday He ate through two pears.

Wednesday He ate through three plums.

Thursday He ate through four strawberries.

Friday He ate through five oranges.

Saturday He ate through one piece of chocolate cake, one ice cream cone, one pickle, one
slice of Swiss cheese, one slice of salami, one lollipop, one piece of cherry pie,
one sausage, one cupcake, and one slice of watermelon.

Sunday He ate through one nice green leaf.

Name: _______________

The Very Hungry Caterpillar

Timeline Guidelines

Timeline Guidelines ‫הוראות להכנת ציר זמן‬

1 Prepare a timeline of the main events in the .‫הכינו ציר זמן של האירועים העיקריים בסיפור‬
story. At least 8 events. .‫ אירועים‬8 ‫לפחות‬

2 Use the days of the week. .‫השתמשו בימות השבוע‬

3 Change the ending of the story on your .‫שנו את סוף הסיפור בציר הזמן שלכם‬
timeline.

4 You can use written sentences from the ‫בחרו להשתמש במשפטים כתובים מהסיפור או‬
book or pictures. .‫בתמונות או ציורים שלכם‬

5 Be creative! ! ‫היו יצירתיים‬

6 Hand in on _________________ ___________________ :‫מועד הגשה‬

Name: __________________

The Very Hungry Caterpillar - Timeline Checklist

Part of the project – ‫החלק בעבודה‬ Points - I got…

‫נקודות‬ ‫אני קיבלתי‬

1. Did I make a timeline of the main events in the story? 30

‫?האם הכנתי ציר זמן של האירועים העיקריים בסיפור‬

2. Did I include at least 8 events? 10

‫ אירועים‬8 ‫?האם צירפתי לפחות‬

3. Did I use the days of the week? 10

‫?האם השתמשתי בימות השבוע‬

4. Did I change the ending of the story? 20

‫?האם שיניתי את סוף הסיפור‬

5. Did I use sentences or pictures for the events? 10

‫?האם השתמשתי בתמונות או משפטים ליצירת האירועים‬

6. Did I use correct spelling? 10

‫?האם השתמשתי באיות נכון‬

7. Was I creative? 5
‫?האם הייתי יצירתי‬

8. Did I hand in on time? 5

‫?האם הגשתי בזמן‬
Final Grade: _______
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