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Imaginative texts, in their use of language, by virtue of their genre, are playful. They are absolutely exempt from using words, sounds, rhythms, and themes in the most probable ways, because imaginative texts are most successful when they surprise their audiences with new insights. They are emotionally evocative, inviting imaginative and responsive participation. They invite playful responses from their audiences. There can, then, never be a single right interpretation for an imaginative work, be it a poem or a movie. It is the freedom to play afforded by the various genres of literary texts, and the opportunity of tapping into personal emotions and pleasure that recommends them as ideal subjects of focus in the language classroom. Of course, creative texts in all genres provide the same opportunities for learning vocabulary and grammar, as do non-fictional genres, and are similarly occasions for oral or written response. But it is because they also provide the freedom for creative response, because they promise that there are a lot more right answers than wrong ones that they work with the goal of making the language classroom a place where the pleasure of emotional involvement, imaginative exploration, and language experimentation is welcome.

Prof. E.Spolsky

Creative texts

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Tongue Twisters/ Riddles

Reader’s Theatre/ Short Stories

Limericks/

Songs

Playful Responses to Creative Texts

Elementary School

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Debate/

Balloon Debate

Poetry Slam

Playback Theatre

Playful Responses to Creative Texts

Junior High

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A1- Operative can-do descriptors
Spoken Reception- Listening as a member of a live audience ● Can follow a short, familiar story, with or without the support of pictures, gestures and repetition when delivered slowly and clearly ● Can recognize familiar words and basic phrases in short, illustrated stories, read out slowly and clearly
Mediating a text - Expressing a personal response to creative texts (including literature) Can use simple words, phrases and sentences to say how a work made him/her feel
Spoken production- Sustained monologue: Giving information ● Can express likes and dislikes in relation to familiar topics in a basic way ● Can give a simple description of an object or picture while showing it to others using basic words, phrases and formulaic expressions, especially when he/she can prepare in advance
Written Production - Creative writing ● Can describe certain everyday objects (e.g., the color of a car, whether it is big or small)

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Elementary School Grade 5 Written Reception- Short story	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools	Assessment (Formative/ Summative)
Introduction	Vocabulary Acquisition- Review colours, furniture in a bedroom, sleep verbs	Pairs Individual	Flashcards Games	Workpage
Body	Spoken Reception- Listen and read Goodnight Moon to the students. Written Reception- Reader’s Theatre. Script Teach adjectives for reader response Reader Response with emojis	Frontal Groups of four Pairs	Book Script	Present -Reader’s Theatre
Concluding activity	Written Production- Describe your own room Label a picture of your room Write sentences to describe your room. Spoken Production- What do you like about your room?	Individual	Pictures of their room Wordwall	Prepare your poster. Present your poster.

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Wordwall

Take a picture of your room.
Label the objects in your room.

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Emoji flashcards�https://emojiflashcards.com/

I am happy when I …………..

I am sad when I ………………..

I am angry when I ……………

I am scared when I …………..

I am surprised when I …………

I am tired when I ……………….

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Reader Response

The rabbit is _________. He …………….
The moon is _________. It ………………
I am ______________ when ___________
I like ___________________
I don’t like ___________________

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Spoken Production - Sustained monologue: Putting a case
A1	A2	B1	B2
NO DESCRIPTORS	Can express agreement or disagreement using simple formulaic expressions to explain why Can present his/her opinion in a structured, coherent manner especially provided he/she can prepare in advance	Can express opinions on subjects relating to everyday life Can give some reasons and explanations for opinions, plans and actions Can express and justify approval/disapproval of what someone has done	Can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options Can develop an argument that can be followed without difﬁculty most of the time

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Spoken Production - Addressing audiences
A1	A2	B1	B2
Can read a very short, rehearsed statement (e.g., to introduce the participants in a role play)	Can give a short, rehearsed presentation on a topic pertinent to everyday life, giving reasons and explanations for opinions, plans and actions	Can give a prepared straightforward presentation without difficulty on a familiar subject or topic of interest explaining the main points with reasonable precision and clarity	Can give a prepared presentation on a topic of interest, outlining similarities and differences relevant to the subject matter (e.g., comparison between products, countries/regions, plans) Can give a clear, prepared presentation, providing reasons in support of/against a particular viewpoint and suggesting advantages/disadvantages of various options

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	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools	Assessment (Formative/ Summative)
Introduction Pre-reading/BU/ vocabulary
Body Reading the piece/ analysis/critical thinking strategies
Concluding Activity Post reading (oral/written)

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Balloon debate
Formal debate
Playback theatre
Poetry Slam

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Formal debate

Can give a clear, prepared presentation, providing reasons in support of/against a particular viewpoint and suggesting advantages/disadvantages of

various options

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Climate change

Theme:

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Climate change is the greatest threat facing humanity today.

Debate

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Junior High Creative response to an informative text	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools	Assessment (Formative/ Summative)
Introduction	Spoken Reception- Introduce theme and vocabulary with clip about the destruction of the environment	pairs	Clip	Workpage with vocabulary
Body	Written Reception-Read an informative text about the climate change. Prepare a debate- Climate change is the greatest threat facing humanity today (For/Against)	pairs groups	Text Debating guide	Debate in groups
Concluding Activity	Write a poem/ haiku/ cinquain - Personal Response to the theme of climate change. Written Production-Creative writing ● Can write short, simple, imaginary biographies and/or simple poems about people or another theme	independent	Writing a poem/ haiku/ cinquain	Read Poem to class

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An Aligned Literature Unit

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Road Map

Stage 1

Choose the can do descriptors according to the

language activities.

Choose the can-do descriptors for the assessment/ post-reading task(s) (mediation).

Stage 2

Prepare the backward design template. Start with a detailed description of the final task (rubric).

Then complete the overview, include tasks to teach all of the language activities.

Stage 3

Prepare work pages according to the overview of the unit.

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Stage 1

Can-do language descriptors
Can-do assessment descriptors

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Stage 2 and 3

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	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools	Assessment (Formative/ Summative)
Introduction
Body
Concluding activity

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	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools (See Note 9 for possibilities)	Assessment (Formative/ Summative)
Introduction
Body
Concluding activity

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Mr. Know All	Brief description	Mode of Interaction (Whole class/ Group/Pair /Independent work)	Materials/ Tools	Assessment (Formative/ Summative)
Introduction	Spoken Reception Mr. Know It All – Kelly Clarkson (clip) – What is a Know it all Cartoons to introduce themes- stereotype/racism/ prejudice, Vocabulary	Pair work frontal	Song with words cartoons	Formative
Body	Vocabulary from the story Written Reception- Read the story Basic understanding questions (Google forms) Critical thinking questions (Distinguishing Different Perspectives), literary terms (setting, point of view), close reading of text (google documents as a group project) Bridging (Background information ) video	Independent Group work	Story as a document with screencast-o-matic Google docs	Formative
Concluding Task	Spoken Production- Identify with a character Written Production – Rewrite the dinner scene from your perspective.	Pair work Independent	Zoom Written/ uploaded to google classroom	Summative Task

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Mama’s Bank Account	Brief description	Mode of Interaction (Whole class/ Group/Pair /Independent work)	Materials/ Tools	Assessment (Formative/ Summative)
Introduction	Vocabulary acquisition Explain basic home economics of a family. Ask them to relate to their own expenses and their families. (Introduce the vocabulary they need.) Teach the vocabulary with visuals: pictures and items. Spoken Reception Introduce the characters and idea of series. Watch the trailer for the series “I remember Mama”.	Whole class/ pair work	Work pages and items for vocabulary acquisition	Formative
Body	Written Reception Read Part 1 of the story with the students. Check basic understanding with tasks while reading (see youtube lessons). Translate difficult words to Hebrew or Arabic. Teach setting, point of view, narrator at the beginning of the story. Read Part 2 of the story with basic understanding tasks. Critical Thinking Strategies Point of view of the narrator. Distinguishing Different Perspectives Bridging Text and Context (Making Connections) What is the connection between the author and the story?	Whole class/ pair work	Teacher model: Youtube lessons Part 1 Part 2 Part 3 Work pages	Formative
Concluding Task	Spoken Production- Post reading Speaking Task- What is your perspective/ point of view of the Mama’s actions? Is it wrong to say an untruth? If you were Mama, would you have told them a truth or untruth? Record yourself speaking for 20-30 seconds. Written Production- Post reading Write a note to one of the characters who acts like you do at home. What do you do to help your family? Who in the story does something similar to what you do at home?	individual	Rubric	Summative Task

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Unit Preparation Toolbox

A unit planner template
An overview template of the unit
Curriculum 2020 can-do descriptors

(A2, B1, B2)

Mediation can-do descriptors (A2, B1, B2)
Generic questions for summative assessment
Rubrics (A2, B1, B2)
Example Units (3 and 5 points)

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	Brief description	Mode of Interaction Whole class/ Group/Pair / Independent work	Materials/ Tools	Assessment (Formative/ Summative)
Introduction
Body
Concluding activity

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