Guide to making links between separate paragraphs: Who? Why? What? How?



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Worksheet # 1 Pre–Reading activity

Implicit Teaching of the HOTS of Prediction

Write your own predictions based on the boxed paragraphs which are extracts from the story. At each stage of the reading, ask yourselves the following questions as a guide to making links between separate paragraphs: Who? Why? What? How?



She sat at the window watching the evening invade the avenue. Her head
was leaned against the window curtains, and in her nostrils was the odor of
dusty cretonne. She was tired.



She had consented to go away, to leave her home. Was that wise? She tried to weigh each side of the question.



She was about to explore another life with Frank.



The white of two letters in her lap grew indistinct. One was to Harry,

the other was to her father.





She stood up in a sudden impulse of terror. Escape! She must escape! Frank would save her.

Worksheet #2 Vocabulary Acquisition - lines 1-98

The following words and expressions will help you understand the story better



brick houses

בתי לבנים

concrete /pavements

מדרכת בטון

clacking

hard sound

print

הדפס

dusty cretonne

בד כבד לווילונו

odour

ניחוח

nostrils

נחיריים

harmonium

עוגב

yellowing

fading, becoming yellow with age

familiar

מוכר

reviewing

looking over

keep nix

keep guard

palpitations

strong beating of the heart

look lively

to be quick

had an edge on

had an advantage over

weigh

consider carefully

casual

careless

intention

כוונה

fairly

quite, very

squander

waste

wages

salary

entire

all

weary

very tired

squabble

quarrelling, fighting

invariable

unchanging

latterly

lately, recently

tumbled

falling

peaked

pointed

lodging

living

explore

try out

wholly

completely

about to

going to

provisions

food supplies

elbowed

pushed

tightly

בחוזקה

see her home

walk home with her

The Bohemian Girl

a light opera about gypsy life

elated

very happy

unaccustomed

unfamiliar

awfully

very much

fond of

liked

courting

going out with

lass

girl

confused

mixed up

tales

stories

deck boy

סיפון

straits

מיצרים

had fallen on his feet

had been lucky

the affair

their relationship

chaps

guys, fellows

Worksheet # 3 Reading the story Basic Understanding - lines 1-98

Describe the setting (time and place) as the story opens. What kind of atmosphere does this setting create? (Hint: Pay attention to the choice of words and passive language structures) _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Follow her stream of consciousness which "brought" her to the field of her childhood.____________________-____________________-____________________-___________________-____________________-______________________...

What did Eveline remember about her childhood? Why did this memory appear? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Find the sentence that shows that Eveline had longings for the past. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe Eveline’s life at home. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe Eveline’s hard work in the Stores. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

List the negative things about Eveline’s father. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe Frank in Eveline’s life. _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Why did Eveline’s father forbid her to meet Frank? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

Fill in the left column in the chart according to information you find in the 1st part of the story. Attach extra paper or reproduce this chart if you need more space for your answers.

Color, name, object

Instance or place in story

Symbolism (to be done at a later stage)

the dust







the curtains







the photo of the priest







the harmonium







the print of the saint







the sea







Frank







La Bohème – The Bohemian
Girl







Buenos Ayres







Italian organ grinder







white







Eveline







Worksheet # 4 Explicit teaching of the HOTS of Cause and Effect

We use the HOTS of Cause and Effect in order to identify and explain why things happen (reason and results)

Underline and mark the cause (C & E)

E C


  1. I’m tired because I didn’t get enough sleep.



  1. The test was postponed as a result of the teacher’s strike.



  1. You must practice if you want to become a good piano player.



  1. The car is out of gas. That’s why it won’t start.



  1. The weather was so cold that we stayed home.



  1. He stayed late in the office because he had a lot of work to do.



  1. The food was so terrible that no one ate it.

How in real life do we use this skill of cause & effect?

Make up 5 sentences that relate to your real life using the following connecting words:



Because consequently, therefore, due to the fact, since, as a result, the reason for, thus, nevertheless so

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Worksheet # 5 Analysis and Interpretation - lines 1-98

The word "invade” is used in the first paragraph of the story to describe the coming of evening. Why do you think the author uses a military term here?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think the author uses the unusual sentence structure:” Her head was leaned “and “in her nostrils was the odor of dusty…? Why doesn’t he say that Eveline was leaning her head against the curtains, or that she smelled the dust?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The second paragraph contains a flashback. How does the author ease his readers into the past? What do we learn from Eveline’s past? How does the author make us feel the difference between the past and the present? What is the stream of consciousness technique? How far do you think Joyce uses it in Eveline? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Why do you think she felt herself an inseparable part of her dusty home? What caused such feeling?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



SYMBOLISM in the story: Fill in the right column of the table on page 4 and explain how the symbols help you understand the story better.

passage had been booked

tickets for the journey had been ordered

draw back

לסגת retreat

nausea

בחילה

fervent

intense

clanged

rang loudly

tumbled

turned around and around

gripped

held tight

railing

מעקה

Clutched

gripped tightly

frenzy

Madness, fury

amid

among

anguish

great pain, suffering

barrier

מחסום

set her face

turned her face in a fixed position

farewell

goodbye

recognition

הכרה

lap

חיק

indistinct

unclear

favorite

החביב ביותר

laid up

ill in bed

bonnet

hat

running out

coming to an end

inhaling

breathing in

street organ

תיבת נגינה

air

melody, song

melancholy

sad, sorrowful

strutting

walking proudly

mused

thought of

vision

sight

Quick of her being

her very existence

commonplace

ordinary, everyday

sacrifices

קרבנות

tremble

shook

constantly

all the time

insistence

stubborn,

fold

יחבק אותה

swaying

moving from side to side

passage

voyage (by boat)

baggage

travelling bags

sheds

סככות

caught a glimpse

saw something

mass

גוש

quay

רציף

illuminated

lighted

portholes

small, round windows on a ship

maze

confusion

distress

מצוקה

mournful

sad

mist

fog

streaming

Sailing (on a steamship)

Worksheet #6 Vocabulary Acquisition - lines 99-154

Worksheet # 7 Reading the story Basic Understanding - lines 99-154

To whom and why did Eveline write letters? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

What positive memories did Eveline have of her father? Give evidence from the text. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Why did Eveline think about the good things she remembers from childhood? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Which association triggered Eveline’s memory to escape from home? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Were Eveline and Frank in love? What were Eveline’s expectations of marriage? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe Eveline’s feelings at the port. What finally happened? ____________________________________________________________________________________________________________________________________________________________________________________________________________________

What were Eveline’s arguments for and against leaving home? Support with quotes. ____________________________________________________________________________________________________________________________________________________________________________________________________________________

Fill in the left column in the chart on page 4 according to information you find in this part of the story.

Worksheet # 8 Analysis and Interpretation - lines 99-154

Why does Eveline think about the good things she remembers from childhood? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

a. Make use of ONE of the Thinking Skills we’ve studied. Write about 40-50 words.

…………………………………………………………………………………………………………………………….…

………………………………………………………………………………………………………………………………..

………………………………………..………………………………………………………………………………………

………………………………………………………………………………………………………………………………..

………………………..………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………..

……………………..…………………………………………………………………………………….……………………

…………………………………………………………………………………………………………………………………

………………………….………………………………………………………………………………………………………

Content__/16 points

Language:___/4 points

b. Explain why you chose that particular thinking skill to answer question 4 a

………………………………………………………………………………………………

………………………………………………………………………………………………

Content=__/4 points

Language:__/1 point

Why do you think she feels herself an inseparable part of her dusty home? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How is the theme of music developed in the story? What purpose does it serve? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eveline’s memory of her mother pulls her in opposite directions. What are those directions and why are they opposites? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eveline prays to G-d to “direct her, to show her what was her duty”, but not for her future happiness. Does this reveal anything about what Eveline will finally do? Does it have anything to do with the promise she made to her mother? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How does Eveline's religion play a dominant role in her life and in her decisions? Give at least three specific instances or explanations. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Fill in the right column of the table on page 4 according to this part of the story.

Analysis and Interpretation: Literary terms – stream of consciousness, conflict and characterization

The Literary Term of the stream of consciousness.

What kind of connections can you find between the different paragraphs? What effect does this have?



The Literary Term of Conflict.

Explain Eveline’s final decision. What was Eveline’s conflict about? Why couldn’t Eveline change her lot?



The Literary term of characterization. Describe and analyze Eveline’s character

This chart shows five ways in which we learn about the main character. Next to each of the five ways in which character is revealed, give a specific example to illustrate. In the third column, explain what you learned about the character from this example.



Ways character is revealed

Example


What you learned about the character from this example

Character’s speech







Character’s appearance







Character’s thoughts







How other characters feel about the character and react to him/her







Character’s words and actions









Worksheet # 9 Bridging Text and Context

Search the Internet and find out what Joyce’s main themes in Dubliners are. How far do you see these reflected in Eveline? Which historical and cultural developments in Ireland at the beginning of the 20th century are presented in Eveline? Write an essay of 120-140 words

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Worksheet # 10 Post Reading Activity

Choose any of the following writing tasks based upon your reading and our discussions and analyses in class. You must first explain which HOTS you need to use and why you chose this HOTS in order to complete the post reading assignment.

1. Create a flow chart with all of Eveline's reasons for leaving and for staying. Show her decision in the story. Now continue that flow chart twenty years into the future showing a variety of events that could have happened to her.

2. A year after Eveline leaves Frank at the quay, he writes a long letter telling her that he is returning to Dublin and wishes to see her. Write his letter and the long letter Eveline sends back to him.

3. Frank, ever loyal and loving, cannot get Eveline out of his mind. Five years after Eveline leaves Frank at the quay, he writes a long letter telling her that he is returning to Dublin and wishes to see her. Write his letter and the long letter Eveline sends back to him. In her letter, you must make mention of the inner conflicts that tormented Eveline and that led to her decision.

4. Unexpectedly, much to Eveline's surprise, Frank returns to Dublin 10 years after Eveline stayed behind on the quay. Write the dialogue of their meeting.

5. Eveline still remembers the day she stayed behind on the quay, leaving Frank to go off alone. Every year, Eveline devotes a page in her diary to her thoughts and feelings about that day. Write a page in her diary one year, five years, and twenty years later.

6. The Alternate Story: Let's imagine that Eveline leaves with Frank. Write the letter that she sends back to her father explaining her choice and write the letter that her father sends back to her. (two letters)

7. The Alternate Story: Let's imagine that Eveline leaves with Frank. Write the letter that she sends her brother (and family) explaining her choice and write the letter that her brother sends back to her. (two letters)

8. Draw a timeline of events in Eveline's life projecting 30 years into the future and beginning on the day she stayed behind on the quay. Show at least 10 significant events and annotate each one.

9. The Alternate Story: Again, let us imagine that Eveline decides to leave with Frank. Draw a timeline of events in Eveline's life projecting 30 years into the future and beginning on the day she left with Frank for Buenos Aires. How did her life turn out? How did her decision affect those she left behind? Show at least 10 significant events and annotate each one.
Worksheet # 11 Reflection

1. Did you like the story? Explain your answer in at least two sentences. ________________________________________________________________________________________________________________________________________________________________________________________________

2. As part of this unit of work, you were taught two Higher Order Thinking Skills (HOTS) and you reviewed the HOTS of Prediction




Cause and Effect

Generating Possibilities

Prediction

At what stage of learning the play and how did your teacher teach it to you?










How did the HOTS help you to better understand the story?










How can you use it in your life?










3.Which HOTS did you review and how did it help you learn the story?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. How do the story and its message relate to your life experience? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Appendix Vocabulary Exercises

I. Fill in each blank with the most suitable word from the list:

1. The curtains had a stale .

2. The children loved running in the fields where the bright houses were now standing.

3. Eveline's father took all her leaving her with an empty .

4. Her father her with if she disobeyed him.

5. She was of the whole situation and looked upon her with Frank as her one chance for .

6. Like everything else in the house, the picture of the priest was with age.

7. She felt that married like would bring her the she desired.

8. The combined work of keeping house and working to help support the family was difficult to keep up.

9. Meeting Frank was by her father.

10. They had a place for the trip to Buenos Ayres and although the had blown, she could neither bring herself to go with Frank nor say to him.

Word Bank-affair,booked,brick,escape,farewell,forbidden,load,odour,pause,pavement,purse,railing,respect,threatened,violence,wages,weary,whisle,yellowing.

II. Replace the words in bold with words or phrases of your own of similar meaning.

1. The odour of the dusty cretonne filled the whole room.

2. They tumbled over each other as they played together in the fields.

3. It was terrible for Eveline to face her father when he was in a bad mood.

4. She was confused about whether it would be better to stay behind with the life she knew so well, or move on to the new unknown.

5. She was distressed about leaving the children alone to take care of themselves.

6. She thought her friend Frank was a very clever young man.

7. At first she consented to go with him, but then she changed her mind.

8. Her father never discovered that she continued seeing Frank.

9. Eveline was weary of the life of fear and hard work she had led.

10. Her entire life was one of hardship and pain.

11. Eveline regularly cooked, cleaned, shopped and took care of the children.

12.Her life was pitiful and hopeless, and never changing.

13. She remembered her father strutting back into the sickroom the day her mother died.

14. She noticed that her father was suddenly getting old.

III. Replace the words in bold with words or phrases of similar meaning from the list.

running out

go away


grown up

fond of

came from

called out

go for

take care of

laid up

found out about



edge on


  1. Even when Eveline had gotten older her father treated her no differently than before.

  2. When he discovered her sailor friend, Eveline's father forbade her to see him again.

  3. She recalled how nice her father had been to her when she had been sick in bed for a day.

  4. He shouted her name but she did not respond.

  5. Frank was appreciative of music and loved to sing.

  6. Her time was nearing its end and her conflict intensified.

  7. Young Eveline had an advantage over her brothers in escaping her father's violence.

  8. She could not leave, knowing that there was no one to watch over the young children.

  9. The story does not say where Frank originated from. We only know that he wanted to settle in Buenos Ayres.

IV. Fill in the blanks with the most suitable preposition or particle.

1. Eveline felt it her duty to keep the family .

2. Instead of sending the things from the market, she brought them with her.

3. She needed a man to lean and believe in.

4. He called her but she would not come.

5. Her father often shouted her for little or no reason.

6. She sat the window watching the street below.

7. Not long , when she had been laid up a day, he had read a ghost story and made toast her the fire.

8. She leaned the window curtains and looked the street .

9. She stood in a sudden impulse terror.



10. She stood the crowd the station North Wall to say goodbye to her lover.




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