---------- Forwarded message ---------- From: Daniel Ashkenazy <yosefdaniel99@xxxxxxxxx> Subject: Teaching HOTS Friends and colleagues In a effort to explore how to teach the new HOTS program in my tenth grade next year I reviewed books by both Eric Cohen and AEL Press. While the latter is more appropriate and more intelligent for my English speakers classroom both fall short in the category of maintaining interest and motivation. Am I the only one who after reviewing the new English program still believes it sucks the fun and enjoyment out of learning literature by making it into a mathematical formula for analysing and interpreting too much and in the process boring students and teachers to death? It seems to me this program is designed by graduates of Mathematics not English majors. This is not teaching English. While our students should know how to interpret, analyze and understand literature and even know the basic definitions do we have to do it so formally? I have been teaching the same skills with formidable success for nearly twenty years without dissecting every element, nuance and word of the piece of poetry or short story or play. Is this really necessary and why do we accept it? My students started falling asleep when we studied Ozymiandis using the new approach. Last year in tenth grade my students enjoyed my approach to the poem. Oh, yes, the classic poem "A Road Not Taken" lesson plan by Eric Cohen made me cry when I read it and looked at how HOTs would like me to teach it next year. Just food for thought or in this case words for thought using my pre-reading, basic understanding, analysis and interpretation, bridging text and context, post reading activities, and reflection and summative assessment garnered from nearly twenty years of teaching English in Israel and Canada combined -- Daniel Ashkenazy Educator, Writer, Guide