I have read this thread in total bewilderment. How does teaching HOTS prevent you from having a creative dialogue with your students? I honestly don't see the connection at all. Having to teach a HOTS along with a poem does add another dimension, but it doesn't mean that you can't be creative or talk about the literature or do any of the things you've been doing all along. I have taken the HOTS course and I, too, had to work with those two poems. To be honest, I didn't particularly like either and I probably wouldn't teach them, but I don't have to, nor do I have to teach any other specific piece of literature. I didn't completely understand the original letter, nor have I understood most of the replies, but maybe my brain is just fried from marking too many Bagrut exams, so if someone would like to clearly explain what the problem is (not ALL the problems with the HOTS literature program, but the problems that were related to in the original post), I'm listening. Bari On Tue, Feb 23, 2010 at 15:51, sima murinson <smurinson@xxxxxxxxx> wrote: > Dear Phyllis, > I think your letter has hit the nail on the head - it states so clearly why > people who really enjoy teaching literature because it gives them tools to > have a creative dialogue with their students, disapprove of HOTS. As Dr. > Doron Narkiss so wonderfully put it : > " Let's not squash the fun out of lit. by piling HOTS on top." Best, > Sima. > > > > ----------------------------------------------- > ** The ETNI Rag ** > http://www.etni.org/etnirag/ > Much more than just a journal > > ** Etni homepage - http://www.etni.org > or - http://www.etni.org.il ** > ** for help - ask@xxxxxxxx ** > ** to post to this list - etni@xxxxxxxxxxxxx ** > ----------------------------------------------- > > ----------------------------------------------- ** The ETNI Rag ** http://www.etni.org/etnirag/ Much more than just a journal ** Etni homepage - http://www.etni.org or - http://www.etni.org.il ** ** for help - ask@xxxxxxxx ** ** to post to this list - etni@xxxxxxxxxxxxx ** -----------------------------------------------