Count That Day Lost
Name: ______________
3- 4 points
Pre-reading Component
1) Define “good deeds”
2) Talk about a “good deeds day”
3) Play “good deed” Charades OR
"Guess what I am drawing”
4) Watch the Clip: “A Day in the City”
https://www.youtube.com/watch?v=wRSIFmlJwgM
While you watch the clip, complete the chart:
1. List all of the deeds in the clip.
2. How do the people feel? Use smileys in the chart.
The deed
How does the
“giver” feel? ‫מעניק‬
3. Count the number of good deeds that you saw.
How many did you count?
__________
Discuss the following questions in class:
1. How does the clip make you feel?
2. What kinds of good deeds do you do?
3. How many good deeds did you do today?
How does the
“receiver” feel? ‫מוענק‬
Count That Day Lost
Name: ______________
3- 4 points
Look at the poem
Look at the poem. Count the number of times the word COUNT
appears. COUNT is a confusing word. It has many meanings.
COUNT
to count on
to rely on
count something
to say or name numbers
in sequence (1,2,3)
‫לספור‬
it counts
it matters, it is important
‫חשוב‬
count
Think of it
‫לסמוך על‬
‫להתחשב‬
Your teacher will help you understand the different uses of the word in the poem.
Follow while your teacher reads the poem.
Count That Day Lost
Name: ______________
3- 4 points
Basic Understanding Component
Vocabulary
Quiz on Monday, Feb 8 – learn the Hebrew translations
English
Easy English
at set of sun
sunset
an act
something you do
self-denying
not for you but for someone else
a deed
something you do
to ease
make it better
a glance
a quick look
to cheer
to make someone happy
cheer (noun)
happiness
sunshine
Rays from the sun
to trace
to remember
a soul
A person, inner spirit
Hebrew translation –
‫לתרגם לעברית‬
‫קרני שמש‬
‫ בן אדם‬/ ‫נשמה‬
‫דרך‬
through
Follow
reads
again.
while your
teacher
the poem
Count That Day Lost
Name: ______________
3- 4 points
Choose the correct definition of the word or phrase as used in
the poem.
a. If you sit down at set of sun
1. sunset
2. morning
b. And count the acts that you have done
1. things
2. mistakes
c. One self-denying deed
1. for you
2. for someone else
d. One self-denying deed
1. sleep
2. action
e. That eased the heart of him who heard
1. made someone feel better
2. made someone feel worse
f. One glance most kind
1. act
2. look
g. You've cheered no heart
1. made nobody happy
2. made happy
h. nothing done that you can trace
1. draw
2. find
i. That helped some soul
1. heart
2. person
Follow while your teacher reads the poem again.
Count That Day Lost
Name: ______________
3- 4 points
Match the sentence from the poem to its meaning.
Line from the poem
The meaning
1) If you sit down at set of sun
a) you didn’t do anything to make
anyone happy all day long
2) And count the acts that you
have done,
b) And thought about how many
good things you did
3) find one self-denying deed,
c) remember the things that you did
4) one word that eased the heart
of him who heard,
d) Sit down at the end of a day
5) One glance most kind that fell
like sunshine where it went -
e) it was a good day
6) Then you may count that day
well spent.
f) One time you smiled at someone
to make them happy
7) through all the livelong day,
You've cheered no heart --
g) you said something nice to make
someone feel good
8) Then count that day as worse
than lost.
h) it was a waste of a day.
HOTS: Explaining Cause and Effect
Step 1: Learning the HOTS: Explaining Cause and Effect
A. Watch the following clips:
1. Dominoes
2. Dog food
B. What do you see? What happened in the clip?
Step 2: Use emoticons for cause and effect
How do the following things cause you to feel (make you feel)?
Draw an emoticon next to each sentence.
1)
2)
3)
4)
5)
Eating a hamburger
Being with your friends
Going to the dentist
A swimming pool
A car accident
6) A good friend
7) Doing schoolwork
8) A birthday party
9) A puppy
Count That Day Lost
Name: ______________
3- 4 points
Follow while your teacher reads the poem again.
Step 3: Cause and Effect in the poem
1) Find the word “sunshine” in the poem.
2) Listen to one of these song clips:
 Matisyahu : Sunshine
 Mustard commercial: You are my sunshine
 Stevie Wonder: You are the sunshine of my life
3) Using the HOTS of Cause and Effect, answer the questions:
How does sunshine make you feel? (Cause you to feel)
How does the poet think sunshine will make people feel?
Sunshine is a metaphor for happiness, for a good feeling.
You've nothing done that you can trace
That brought the sunshine to one face
One glance most kind
That fell like sunshine where it went
The poet uses sunshine twice in the poem to represent a
happy feeling.
1) How does “sunshine” make you feel?
2) Write words around the sun below that show how “sunshine” makes you
feel.
Count That Day Lost
Name: ______________
3- 4 points
Step 4: How does cause and effect influence YOUR lives?
Activity:
Find/write/draw a picture that represents cause and effect to you. Present it to
the class.
Optional Analysis and Interpretation questions
a. The word ‘cost’ is usually used for money - buying and selling. How
does this word connect to the poem?
b. Why is the poem called "Count That Day Lost"? Can a day really
be “lost”?
Literary Devices
Rhyming: ………………………………………………………………………..
Rhyme Scheme
Look at the rhyme scheme in the poem.
Let's do the 1st Stanza together.
Your turn: Mark the rhyme scheme in the 2nd stanza
Count That Day Lost
Name: ______________
3- 4 points
10. Word Repetition in the poem
Words repeated in the poem
Word
Line
“you”/ “you’ve”
lines 1, 2, 8, 10, 12
11. Why do you think these words are repeated?
_________________________________________________________________________
12. What is the message in each stanza?
Stanza 1: If you ________________, then your day is _______________________
Stanza 2: If you ________________, then your day is ______________________
Is the message the same?
13. Explaining Patterns
In my life, I do the same things every morning. I get up, put on some socks and go
to the bathroom. I drink water, sit down and write a haiku. Every morning. When I
think about it, I can see that these things help me start my day. This is a pattern
that I like. It's mine.
Can you think of a pattern in your life?
……………………………………………………………………………………………………
Do you think that finding patterns in your life can help you live your life?
If so, how?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
Count That Day Lost
Name: ______________
3- 4 points
Bridging Text and Context Component
Follow while your teacher reads the poem again.
Task:
1) Look at the pictures and describe what you can see
Hungry street-children are given bread
and a hot drink by volunteer charity
workers. Notice their ragged clothes. The
women helping are better-dressed.
This is a Victorian slum in 1872. This shows what a crowded, poor neighborhood
looked like and why people needed help.
(Pictures taken from http://www.bbc.co.uk/schools/primaryhistory/victorian_britain/introduction/)
Explanation: The photos represent England in the early 1800’s. Queen Victoria
was the Queen
of Great Britain (England).
2. There was a large socio-economic gap between the rich (upper class) and the poor (lower
class) at that time.
3. The poet wrote poems for the rich people in Britain. The poor people couldn’t even read.
4. The upper classes didn’t notice the lower classes. The hungry poor were “invisible” to the
rich people.
5. The poet was trying to get the rich people to “see” the poor people and help them.
2) Discuss with your friend: What is the message of the poem?
Count That Day Lost
Name: ______________
3- 4 points
A. Do you think that the photos below help to understand what the poet is
trying to say?
B. Do you think that her message was only for 150 years ago? Is it still
relevant today?
3. Below are organizations that feed the poor and hungry in Israel:
Find one on the internet and tell the
class about it. You can work
in pairs.
Post-Reading Tasks
Choose one of the following:
1) Draw a cartoon or make a PowerPoint presentation to show your
interpretation of the poem.
2) What kinds of things can we do to help poor people here in Israel?
Remember, that George Eliot wanted the people of her day to think about
those less fortunate than themselves. What can we do for those who are
less fortunate than ourselves? Make a list of 15 things that can be done.
3) Plan and execute a “good deeds” day in your school/grade/class. Use
posters with quotes from the poem.
4) Count the number of good deeds you see in one whole day (near your
house, in school etc.). Take photos of the good deeds. Make a photo essay
or collage with written descriptions for each photo. Why would the poet
approve of these good deeds? What sentences are they like in the poem?
5) Bring pictures of different good deeds, or nice things that people do for
each other. Ask each student to choose one and to write lines from the
poem connected to the picture. Then prepare an exhibit of the pictures.