Teaching the literature program to mixed four-five point classes. Topic 4: Teaching the literature program to mixed four-five point classes.

Some schools have classes which are made up of four- and five- point students together all the way through 12th grade. It is possible to have all of your students succeed in the program. Following are a few suggestions to help you.

Heterogeneous classes The learning process is the same for a heterogeneous class. Take into account the difference in the structure of the programs (different breakdown of the number of genres of the texts and the level of the texts) when planning your literature program. Programs should be planned on a continuum. Begin with the pieces that are common to both programs. It might NOT be possible to carry through to the 12th grade with mixed four-five point classes. Due to the difference in structure between the programs mentioned above, at some point, you may not be able to cater to the needs of both groups of students in one class setting.

Heterogeneous classes The choices of assignments may vary according to students' levels. Consider giving out different lists of vocabulary and glossed words for stronger and weaker students. You can also create one longer list with core vocabulary which everyone must learn and including optional vocabulary for both the lower level and the higher level. On the next slides read about more ideas for teaching a unit of literature in a very heterogeneous class, according to the different Key Components.

Basic Understanding: You may find that you need to give the 4-point students more LOTS questions in order to ensure good basic understanding. The five-point students may need less guidance in understanding the literary text.

Analysis and Interpretation: The HOTS questions you ask while applying the explicitly taught HOTS to the text should be the same for all students. The level of language may vary. You can help four-point students answer the questions using guided writing and scaffolding. You can ask the five-point students more HOTS questions, eliciting analysis which combines a variety of thinking skills and which demands higher level language answers. Spiraling the HOTS from other pieces helps both the weaker and the stronger students, so do this a lot. Remind them of HOTS previously learned and apply them to the text being studied.

Post-reading: Allow for different levels and types of presentation and group work. Group your students heterogeneously and have them each contribute something to the final product.

Bridging Text and Context: Vary the types, length and difficulty of the information you bring to the students. You can bring longer texts for the stronger students, while adapting and shortening the text for weaker students. Keep in mind that the same themes should be present to allow for class discussion. Use photos, video clips and music which can challenge all of your students.

Reflection: All students benefit from reflection. Use guided writing to help the four- point students express themselves. Allow them to reflect first in group discussion and then write their own reflections.

Summative Assessment: Keeping in mind that you have taught different levels of each of the components, you need to test the students according to the Table of Specifications for the four-and five- point exams and assess them on their different levels, according to the relevant rubrics.