skrypnyk ludmila lesson plans - george mason...

TEACHER’S PORTFOLIO

LUDMILA SKRYPNYK

TEA FELLOW 2007

UKRAINE

CONTENTS

SECTION I LESSON PLANS

SECTION II STRATEGIES

SECTION III FIELDWORK PICTURES

SECTION IV INTERNSHIP DOCUMENTS

SECTION V ASSESSMENT RUBRICS

Section I: Lesson Plans

LESSON PLAN FORMAT

PLANNING PHASE Identify Performance Objectives1. Provide students a chance to meet in small groups to read and discuss a story that each person in the group has read2. The students come together and discuss the story using role sheets that guide the discussion3. The students make meaning of the story through summarizing, asking questions, clarifying, and predictingLesson OutlineContent:

1. Reading in groups.2. Assigning a task for each group member: modeling the different roles that the student can assume.3. Discussion of the story

National/State/Local Standards

TEACHING PHASEPreparationWarm-up activity: phonetic exercises, training pronunciation of the sounds.Prior knowledge: key words of the story, grammar tenses used in the storyLanguage Goals (vocabulary/structure/communicative language/functional language):

1. Vocabulary: the student’s task is to target a few important words – new, interesting, strange, important, puzzling, hard or unfamiliar

2. Communicative language: speculate on connections between information in the story and the world. The students can connect the reading to their own life, happenings in school, in the community

3. Functional language: the teacher helps group members notice the most interesting, funny, surprising, thought-provoking or important sections of the text and then reads them aloud

Procedure:

A group of four students reads a section of the story and then stops with each group member assuming responsibility for one of the four strategies: summarizing, asking questions, clarifying, and predicting.1. The teacher gives index cards to each member of the group with that person’s role: summarizer,

questioner, clarifier, and predictor.2. The students read a few paragraphs of the text selection and at a given stopping point the

summarizer will highlight or paraphrase the key ideas up to that point in the reading.3. The questioner will pose questions about the selection read so far as well as ask questions about

unclear or puzzling parts. 4. The clarifier will attempt to answer questions that other group members might have about unclear

sections of the text.5. The predictor will attempt to answer questions that other group members might have about unclear

sections of the text.6. The predictor will make guesses about what might happen next in the story.7. The students then read the next section of the text and change roles by switching one person to the

right.8. The teacher circulates around the class as students participate in groups to listen in on the

discussion and to note areas that they could work on with the whole class to improve the quality of the discussion.

Activities: 1. Responses to the role sheets, the students document their responses citing specific pages in the reading selection. 2. Each group member assumes responsibility for one of the four strategies.

3. Discussion with the other group members.

Practice1. Reading skills.2. Phonetic skills.3. Grammar: familiar tenses and phrases.4. Familiar words, the usage of new vocabulary.

Evaluation1. The teacher monitors the student’s participation in group work. S/he can assign a grade for a

student participation in these sessions.2. The students can self-assess their own participation in these sessions.

Methods/Approaches/Strategies: 1. Grammar – Translation method for understanding and analyzing grammar phenomena and

comparing them of their equivalents in the native language.2. Audio – Lingual Method for presenting new vocabulary and structures through dialogs and

teaching through imitation and repetition. 3. Communicative method for discussion and dialogues.

Homework assignment: Write a composition “Things today’s reading reminded me about “

Materials used: 1. The book/the story for reading.2. Index cards with the roles.3. Blackboard to write some language formulas for summarizer, questioner, clarifier, and

predictor.

Lesson Plan Format

Intern: Lyudmila Skrypnyk Grade Level: High School for Adults

Title: Countries Presentation Date: July 24

I. Objectives: to learn about the countries the students come from, to develop Ss oral speech skills, to value and respect diversity

II. Materials for Learning Activities: the students’ posters for presenting their countries, power point presentation about Ukraine, computer, head projector, gifts with Ukrainian symbolism for the students, questions, statements for Yes/No game, the pictures of symbols and coats of arms.

III. Procedures for Learning Activities:1. The students in groups tell about their countries: El Salvador, Honduras, Bolivia,

Dominican Republic, Puerto- Rico, Brazil, using the posters. They also sing their national anthems, during the singing all fellows keep standing, displaying respect for the countries and the Ss’ patriotic feeling.

2. The teachers make power point presentation of Ukraine, telling the Ss about the country’s geographical position, administrative division, political system, symbols.

3. The teachers ask the Ss the questions concerning the information they’ve got about the countries. The Ss are supposed to answer them.

4. The Ts read the statements about the countries and decide whether they are true or false.

IV. Assessment

The Ss don’t get grades, but they get gifts for the right answers.

VI. Reflection Preparing and making presentations develops oral communication and audile skills. While preparing presentations the Ss use subject-related information and vocabulary, and organize ideas appropriate for the topic and purpose. They also organize information around the central idea with supporting details. They have to speak loud and clear, and comprehend main ideas of classmates’ oral presentations. They listen actively and respect the comments of others. The Ss face audience and make eye contact. The students use and interpret graphically presented information. They also apply knowledge of their vocabulary and can guess the meaning of unfamiliar words by using context clues. The students also make decisions about which resource is best for locating information – dictionaries, encyclopedias, atlases, glossaries, on-line materials.


Title: The Present Continuous Tense Date: July 23

I. Objectives:1. To teach the rules of using Present Continuous.2. To teach continuous forms of the verbs and the spelling rules while adding ing3. To train using present continuous in sentences.4. To review the present forms of the verb “to be”, and to review the verbs.

II. Materials for Learning Activities:1. The poster with the present forms of “to be”.2. The poster with the flowers with ‘to be” forms and paper butterflies with

personal (subject) pronouns.3. The diagram with the structure of building a sentence in the present continuous.4. The pictures illustrating actions in the present continuous tense.5. The handouts for the Ss with grammar exercises.

III. Procedures for Learning Activities:1. Warming – up:

The Ss recollect the verbs.2. The Ss together with the teacher say in chores the present forms of “to be”,

using the poster.3. The students match the butterflies to the flowers.4. The teacher explains the rule of using and building continuous form.5. The teacher shows actions “sleep”, “dance”, “eat”, “write”, “read”, and “smile”.

One group of the students Ss ask the question “What’s she doing?”, the other group answers “She is dancing/ sleeping, etc.”

6. A student shows the actions, the two groups switch the roles: one group asks the question “What’s s/he doing?” the other group answers “S/he is reading/writing, etc.”

7. The student do grammar exercises from the handouts: filling blanks, matching, adding endings.

8. The students together with the teacher say chants, training using Present Continuous.

IV. Assessment: The Ss get grades, the teacher assess their participation in chorus work, their skills to form and to use continuous forms, and to incorporate the structure within their speech and writing.

V. ReflectionUsing TPR method is effective both for teaching grammar material and vocabulary. TPR involves learning by doing.

Lesson Plan Format


Title: Home reading “Johnny Appleseed” Date: August,2

I. Objectives:1. To develop Ss’ reading skills.2. To recognize parts of speech in the text: nouns, pronouns, verbs, adjectives, prepositions.3. To understand the main idea of the text.4. To develop oral speech skills; to retell the text in simple sentences, following the correct word order: subject – predicate – attribute – object.5. To learn new vocabulary from the text.6. To value altruistic actions of people, their serving their land.

II. Materials for Learning Activities:1. The books of the story “Johnny Appleseed”.2. Computer slides about the structure of an apple, introducing the words “skin, core, flesh, seeds”.3. An apple cut in pieces for students to smell, and to taste the apple.4. Handouts with test.

III. Procedures for Learning Activities:1. The librarian reads the story to the students.2. The teacher puts new words on the blackboard.3. The teacher shows the slides of apple structure, explains and illustrates the words.4. The teacher gives the students pieces of an apple and introduces adjectives: round, sweet,

juicy, tasty; the T introduces the proverb: “Two apples a day keep a doctor away.”5. The students read the story.6. The students answer T’s questions: “What was Johnny’s real name?” “Was J.Appleseed

rich?” “What did J.A. plant?” “What did he wear?” “Was Johnny a good person?”7. The students get the papers with the test: they are supposed to find in the text 3 nouns, 3

verbs, 3 adjectives, 3 prepositions.8. The students retell the text, using triangle of words.

IV. Assessment: The teacher assesses students’ reading, knowledge of words, their answering the questions, their ability to retell and apply new vocabulary, correctness of the test tasks done.

VI. Reflection:The slides and apple pieces illustrate vocabulary for visual learners. Triangle for retelling fits logical learning style.

Lesson Plan Format


Title: Possessive Pronouns(Adjectives), Opposites Date: August, 5

I. Objectives:1. To learn the possessive pronouns.2. To review the personal (subject) pronouns.3. To train using personal and possessive pronouns in oral and written speech.4. To learn adjective opposites.5. To train using the opposites in oral and written speech.

II. Materials for Learning Activities:1. The poster with personal and possessive pronouns.2. The poster with flowers, which are signed with personal pronouns, and the

paper butterflies signed with possessive pronouns to match the flowers.3. The pictures to illustrate adjective opposites.4. Test papers to practice personal pronouns in written speech.

III. Procedures for Learning Activities:1. Learning possessive pronouns and reviewing personal pronouns using the

poster.2. The Ss match butterflies to the flowers, training to use the correct forms of the

pronouns.3. The game “Catch the ball and give the right answer” to train the pronouns,

using TPR method.4. The teacher introduces the adjectives and the opposites, illustrating them by

pictures.5. The T shows pictures illustrating the adjectives and the students give the

opposites.6. The Ss do the tests on the test papers. The Ss are supposed to fill in the blanks,

putting there the pronouns and adjectives.

IV. Assessment:The teacher assesses the Ss’ knowledge of personal and possessive pronouns, their answers at the game, the correctness of the test papers.

V. Reflection: Usage of posters and illustrations develops connections for visual learners. TPR method fits the spatial learning style.

Section I.I: Shared Lesson Plans

T e a c h e r ’ s L e s s o n P l a nTopic: Presentation of TajikistanAim: to review/develop geographical knowledge of students, improve speaking skills, enlarge vocabulary.Materials: Information on the topic, posters, world map, chalk-board and other class equipments

PROCEDURE:1.Warm Up. (10 minutes)

I will conduct a game called “Box of Wishes”. Everyone writes his 3 wishes in a sheet of paper. Then we put all the wishes together into a box. Teacher mixes the wishes and asks students to take one piece of paper with wishes. Then each reads his pieces of paper with wishes.

1.1 Review. (15 minutes)a. List all the countries you know. (5 minutes)

While students are writing their wishes I disseminate colored cards to each student. By the help of these cards I’m going to divide students to four small groups. I ask students to gather in one place according to their card’s color. Task 1: I ask students to discuss in their groups and list as many countries as they know.

b. Name & show the countries on the map. (10 minutes)Task 2: After they have finished their list of countries one member from each group will come to the blackboard and name their country and also I’ll ask them to show the country on the map.

2.Presentation (15 minutes)a) Dissemination of information about Tajikistan

After all for group will name and show the countries they listed I will disseminate a text about Tajikistan. I’ll ask them to read it attentively (Each group can divide the text between themselves).

b) Group Discussion/Presentation.Then I ask them to have a discussion over the text they have just read and make a presentation about Tajikistan. How they are going to present their presentation is up to them.

3.Practice/Assessment (35 minutes)Presentation: (20 minutes) Students present their presentation about Tajikistan. Also each group should ask at least 3 questions to presenter(s).

After their presentations I distribute a “Written Task” among the students. There are 10 sentences in it. The students should fill in (put words) in blank spaces.Written Task: Fill in the blanks. (15 minutes)

1. Tajikistan is situated in the ___________________________.2. The ________________________ of Tajikistan is more than

_________________________.3. The capital of Tajikistan is ___________________________.4. In the south Tajikistan borders with _________________________.5. ____________________________ it borders on China 430 km.6. _____________________________ is official language of the country.7. The national flag consists of ________________ colors.8. The total length of border is ______________ km.9. Emomali Rahmon is __________________________ of the Republic of

Tajikistan.10. In the north Tajikistan borders with ___________________

and _____________________.

4.Essay (25 minutes)I disseminate letters written by my pupils (I brought from Tajikistan) to U.S.

students. Ask them to read each aloud and discuss on it. When the last one is read I ask them to write one letter to their Tajik friends.

LESSON PLAN

Teacher: Kimberley Hale Grade Level: English 11Title: Steven Crane “A Mystery of Heroism” Date: 07.25.07 Time: 7.30 a.m.-10.05 a.m.

I. Performance Objectives: SWAT

Understand situational irony (literary skills) Identify theme (reading skills) Understand ambiguity (review skills)\

II. Material for Learning Activities Elements of Literature, Fifth Course, The Holt Reader Whiteboard, markers, paper, pencils

National/State/Local Standards High School Standards of Learning (SOL) Strengthening Course

III. TEACHING PHASE

Introduction: ( 30 min) Teacher elicits from the students the definitions of verbal and dramatic irony, which were

discussed at the previous lessons Using the background knowledge teacher and students discuss the notion of a hero Teacher and students define the notion of situational irony

Instructional strategies: (45 min) Discussing the definitions and writing them on the board Teacher reads the story and comments on its content with references to the personal experience Teacher explains the vocabulary of the text which is not clear to the students Sts make margin notes along the reading and discussion Teacher asks questions, e.g.:

What’s the atmosphere like here? Is this stupidity or heroism? Do heroes act childishly?

Summary: (15 min) Sts identify the theme of the story. They fill in the chart below with details from the story that

illustrate the elements in the left-hand column. Then they review their chart entries and state the story’s theme at the bottom of the chart.

Main events in the storyWhat characters discoverSignificance of titleKey details

Statement of theme

Sts give the definition of ambiguityAmbiguity is a technique by which a writer deliberately suggests 2 or more different, and sometimes conflicting, meanings in a work

IV. Assessment (45 min) Sts answer questions given as margin notes and hand in their papers.

Questions fall into several categories such as: CLARIFY, e.g. Re-read lines 17-24. What has happened to the burglar? COMPARE AND CONTRAST, e.g. Re-read lines 25-41. How does the

narrator describe the natural setting? WORD STUDY, e.g. Lines 34-36 contain a metaphor and simile. Underline the

metaphor (a comparison that does not use the words like or as) and circle the simile (a comparison that uses the words like or as)

IDENTIFY, e.g. pause at line 76. Why wouldn’t it be difficult for Collins to get a drink of water from the old well?

PARAPHRASE, e.g. The narrator uses vivid, eloquent language to describe the events of the battle. What has happened in lines 80-85? Restate the events in your own word.

AUTHOR’S PURPOSE, e.g. Re-read lines 89-100. Which is more understandable: the human’s behavior or the animals’ behavior? What might the purpose of this passage be?

IDENTIFY CAUSE AND EFFECT, e.g. Why does Collins ask to get some water from the well across the meadow?

INTERPRET e.g. What do the words of the soldiers reveal about Collins’ actions (lines 186-195)?

ANALYZE e.g. re-read lines 216-231. Does Collins think of himself as a hero? Circle the two phrases that make the answer to this question ambiguous, or open to interpretation.

V. Differentiation Some students can be allowed to finish their papers as home assignment

VI. ReflectionThe teacher’s reading was very good and the explanations were excellent. The personal references were of great use and helped to clarify a lot of things. I would just add some video material with a battle scene for the better understanding of the situation described in the story.

Lesson Plan Format

Intern: Pramila Singla Grade Level: 12th Grade

Title :Organs of govt.in U.S.A. Date: 26thJuly ,2007

I. Objectives Students will have clear understanding of the day to day functioning of the govt

They will be in a position to appreciate the structural aspect of different organs

II. Materials for Learning Activities-Chart Paper, Colored pencils Markers

III. Procedures for Learning Activities 1. Teacher divides the class in groups and explains that they will be learning about

the Organs of govt as they have experienced in their day to day life2. The students are given a brief about what they are expected to do. The teacher

will give them time to read a certain part of the chapter. The students will have to make a Mind Map later from the text with the guidance of the teacher.

3. The teacher demonstrates on the chalk board how the mind map will develop.4. The students will write the central idea about the chapter in the center of the page.

Eg.Functioning of different organs.5. They will then make links to this central theme while reading the text and keep

expanding their drawing like a web. 6. Different organs of the govt can be linked to the center while the map will keep

getting bigger.7. After the activity is over the one student from each group will present the group’s

mind map in front of the class.8. The other students will keep adding any missing points on their maps

Finally the teacher will discuss all the points with the students and wind up the chapter

IV. Assessment Teacher will prepare a quiz based on following questionsQ1 --What is Legislature?Q2 --Explain the functioning of Executive?

Q3 --How does Judiciary function ?Q4-- Who can become the members of Legislature?Q5--Explain the functions of Legislature?Q6--Is our legislature bicameral?Q7—Name the two houses of the legislature?

V. Differentiation the teacher asks the students the above questions orally and breaks the questions into smaller parts for students who are not able to answer. Wherever Doubts and ambiguities were there, teacher explains and clarifies so that their understanding becomes clear. The slower students are given a similar activity for practice at home.

RASHIDA JOHNSON’S LESSON PLAN GEORGE WASHINGTON MIDDLE SCHOOL July17, 2007 Language Art, 7-th Grade

Performance Objectives1. SWBAT makes connections with the text.Lesson OutlineContent MAKING CONNECTIONS .

National/State/Local Standards To teach students to read thoughtfully.

TEACHING PHASEPreparationWarm-up activity. Writing prompt. 20 lines.

What are you most thankful for? What is in your life that you cannot survive without? If that thing was taken away how would you feel? What would you do to keep it? Point- of- View writing. 20 min.

Language Goals. To develop reading and communicative skills by reading books.PresentationActivities 1. Shared reading of the prompts. Teacher asks students how they relate to what they read? Shared Reading. 5 min.2. Everyone creates three categories. a) Text to self; b) Text to world; c) Text to text or movie.

Categorizing. 5 min. 3. Teacher reads abstracts from the book aloud. Students try to make connections and put it in categories. Reading to Students. Making connections. 5 min. 4. Students choose the book, read and make connections on their own.

Drill and Practice. 20 min. Evaluation 1. Written Assignment.

Expansion 1.Students can choose any book they like. Extension 1.Students give as many examples of making connections as they can.

Assessment. Individual Assessment.

Homework assignments. Write a composition on the topic “If You Were Proposed to Write a Book What it Would Be About?

Use of technology. Students are supposed to type their compositions.

Materials used . Paper and pencils. Book for reading aloud. Books for individual reading by students.

Lesson Plan Format

Intern: Uzma Aamir Grade Level: 10

Title: The Indian Mutiny Date: 08/05/07

I. ObjectivesTo make the students aware about the causes & effects of the first war of independence in India in 1857. To learn about the feelings prevailing during that time in the economic and social

life of the people.

II. Materials for Learning Activities Documentary film on The Mutiny

III. Procedures for Learning Activities1. Teacher will introduce the lesson by showing the documentary and will ask

the students to take notes.2. She will start the explanation with the establishment of East India Company in

1600 AD & its economic, political & social effects.3. The students will be given a graphic organizer in the form of an outlined blank

map of India and ask the students to fill out their notes for each part of the country affected by the Mutiny

4. In the cultural activities students can dramatize this episode.

IV. Assessment1. The students will be assessed in the form of a self prepared quiz having

objective questions and evaluated by the peers..

V. Differentiation1. According to the needs of the different students topics should be taught with the help of the pictures & power point presentation so that the clarity of the topics will be better.

VI. ReflectionWith the help of teaching & learning aids the topic is very interesting. The

students will be as\ble to relate to the economic and social aspects of the people of that time.

Lesson Plan

Intern: Smita Grade Level:11thTitle: The Growing City

I. Objectives To help students to enjoy and appreciate the beauty of the poem, read aloud by

the teacher. To help students understand nuances conveyed through stress and intonation. To enable students to listen with fair comprehension and get a global

understanding of the poem. To enable students to infer/interpret the poet’s attitude and message(a warning

against the evils of urbanization)

II. Materials for Learning Activities Textbook Pictures of skyscrapers, houses /slum quarters huddled to each other in the

cities,the barren nature in the cities.

III. Procedures for Learning Activities The teacher divides the class into four groups. One picture card is given to each group. Every group is given a question. Every group is asked to respond according to the question given Question-Almost all the cities/towns in India are undergoing changes of various sorts.What are some of the good changes& what are some of the bad changes?-List down some of the reasons for the changes that are not welcome.-You probably know that in many parts of India the average rainfall is coming down. What do you think are the major reasons for this change?-Can you guess the meaning of the title of the poem ’The Growing City’

[Time 5 min.]The teacher writes the responses on the blackboard.

[Time 5 min.]The teacher reads the poem aloud using proper pronunciation ,stress and

intonation asks the students to listen the poem attentively and complete the statements choosing the appropriate alternative(a)In the poem we get the description of-a dens green forest.-growth in human population.-the forests reducing in number.(b)Trees are replaced by-growing cities.-dams.-the land under cultivation.(c)The jungle is enveloped-by fencing-in fog-in smoke

[Time2min.]The teacher draws the students’ attention to the point of similarity between ‘The Growing World’and ‘Circus’(the poem studied earlier).Both are in free verse.

IV.Assessment

The teacher asks the students to read the poem silently and interact on the evil effects of deforestation [Time 5 min.]The teacher writes the points raised by the students on the blackboard.Assignment: Writing task. Write a passage on deforestation you can refer to the points written on the blackboard.V. Differentiation

VI. ReflectionSection II: Strategies

Portfolio Strategy Sheet

Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

Double – entry Journal

A strategy is a plan for reading – it tells us how to do reading. Different types of texts

need different strategies. For example, students might summarize a chapter from a

textbook. For a poem, they might read line by line and write notes in their Double-

entry Journal. Journal is a note book for writing down Ss’ thoughts and experiences.

Quote My thoughts

2. When is this method or strategy useful?

A reading journal is useful while reading poetry and finding connections between

information and images in the poem and the world.

3. Why or how is this method or strategy useful?

A reading journal can help Ss understand and remember what they read. Ss can write

down important details from their reading and ideas they want to remember.

Connecting what they read to their own life, they can tell how they feel about what

they are reading.

4. What are the steps involved in using this strategy or method?

The teacher’s task is to explain how to implement the Journal keeping and help Ss fill out

the pages. The Journal could be used each time while reading stories or poems. Ss can

discuss and share their impressions and thoughts.




Comparing and Contrasting

When we compare, we show how two things are alike and when we contrast, we show

how two things are different.


Comparing and contrasting helps Ss get the author’s message while reading stories and

pieces of poetry. Active readers make judgments, draw conclusions, and compare and

contrast. Ss note figurative language, such as metaphor.


Making comparisons helps Ss make pictures in their mind. It helps them visualize what

the writer is saying. Ss also apply gained knowledge to clarify what the writer is saying.

They can make sketches and write notes to understand the comparison in the text.


The teacher explains and shows how things are alike and how they are different. The

T also explains some stylistic devices and why they are used.

5. When would this method or strategy be useful in your setting?

This strategy would be useful while reading extracts from fiction books, and while

analyzing poetry.

6. What would you like other teachers in your school to know about this

method or strategy?

I would like all my colleges at school practice comparing and contrasting, as it

develops Ss analytical abilities and imagination




Short oral presentations – the students told about the countries they came from.


This method is useful while developing oral speech skills and critical thinking. The

students participate in social conversations by asking questions and answering questions

and soliciting information.


This method teaches students to organize information around a central idea with

supportive details. The students face audience and make eye contact when addressing

group or class, and comprehend main ideas of classmates’ oral presentations.


The students and the teacher choose the relevant topic for the presentations. The students

find material and make posters for their presentations. They are supposed to use evidence

to support opinions.


This strategy could be applied at the beginning of the school year for students to tell

about their vacations, about trip and impressions they have experienced. The students

could restate in simple form the main idea of oral presentations using subject matter

content.

What would you like other teachers in your school to know about this method or

strategy?

I would like the teachers to encourage Ss to listen actively to the speakers, and to respect

the comments of others.




Morning message – The teacher writes questions on the school board for students to

answer them in the written form. The questions were: “How are you today?” and “What

did we study yesterday?”, “What did you learn yesterday?”


This method is useful at the beginning of a lesson to refresh the learned material and to

train writing and spelling skills.


Before writing takes place, a thought process must occur. To write sentences students are

prompted to think about the topic and how it makes them feel. They write short

messages, using basic vocabulary and common language structures; and expressing ideas

in the present and past tenses. So, morning message method develops thinking and

composing written thoughts in a focused, organized way.


The teacher introduces key words and language structures, and gives examples of

sentences. Writing of morning message happens at each English lesson, so the students

acquire new vocabulary and practice grammar.


This method can be introduced in my classes at the beginning of the lessons.


method or strategy?

This strategy helps students to learn how to present their thoughts in an organized manner

that is easily understood by the readers; and to correctly employ the most frequently used

grammatical structures.




The name of the strategy is Word triangle for retelling texts.

One word to title the text

Two words or a phrase

Three words making a sentence


This strategy is useful for retelling texts, for making short sentences, for

summarizing the main idea of a text.


This strategy is useful, as you could teach the student simple steps in forming their oral

speech skills. Then, you can move to more complicated sentences and language

structures.


First the teacher makes brainstorming for remembering key words. Then, the teacher

gives the example of how to fill out the triangle. The Ss try to retell the story following

the T’s example.


I use and will go on using it for the students, who find it difficult to retell texts, or they

don’t know how to start retelling.


method or strategy?

I would like my colleges to know, that the strategy fits logical style of learning and gives

the students a starting point to begin summarizing and retelling.

Section II.I: Shared StrategiesPortfolio Strategy Sheet



“What did I do yesterday?”


I think it is very useful strategy when teacher is going to develop thinking, speaking skills

of the students. Student has to tell his classmates about what did he do yesterday after he

left school. And this requires him to think, make and say his own sentences to share his

information with his classmates.


Because according to this strategy the teacher can review the Past Simple Tense. Support

students to explain their thoughts by thinking and telling to others about activities that

took place in the past.


We should ask one person per day. And he/she has to tell everything only in the past

tense. Also some more questions are to be asked from the teller.


I think it will be useful reviewing Past Tense in the class. Also we can use it daily, to

make students speak English.


method or strategy?

I’d like to introduce this strategy/method to my colleagues and explain them how to use it

in their daily work at school. But we should pay attention to the level of students.




Mind mapping


When the teacher wants to find out the prior knowledge of the students


This strategy very quickly tells a teacher how much the children already know

and hence helps her to plan her lesson. It also enables the teacher to teach from

the general to the more specific.


Teacher gives the general topic and writes it on the board. She asks children for

some issues related to it and writes them on the board, linking them to the main

topic. Teacher divides class into groups and gives each group a chart and

marker. Teacher asks students to think on each subtopic and chart a mind map.

Teacher draws an example on the board to make the activity clear to the

students. Give children only about 10 to 15 minutes to complete the mind map.

The teacher then makes a mind map on the board which has information from

all the mind maps.


This method can be effectively used while starting a new topic to know prior

knowledge; or at the end of a lesson as part of summarization or recapitulation.

It can reinforce learning.




Mind mapping


When the teacher wants to find out the prior knowledge of the students


This strategy very quickly tells a teacher how much the children already know and

hence helps her to plan her lesson. It also enables the teacher to teach from the general

to the more specific.


Teacher gives the general topic and writes it on the board. She asks children for some

issues related to it and writes them on the board, linking them to the main topic.

Teacher divides class into groups and gives each group a chart and marker. Teacher

asks students to think on each subtopic and chart a mind map. Teacher draws an

example on the board to make the activity clear to the students. Give children only

about 10 to 15 minutes to complete the mind map. The teacher then makes a mind map

on the board which has information from all the mind maps.


This method can be effectively used while starting a new topic to know prior knowledge;

or at the end of a lesson as part of summarization or recapitulation. It can reinforce

learning.

15. What would you like other teachers in your school to know about this method or

strategy?

Teachers of other subjects can also use this strategy successfully for the above

mentioned purposes.




“Peer review”


This strategy can be very effective at the beginning of the lesson to go back to

the things discussed at the previous lesson.


I observed this strategy at the lesson in the High School Standards of Learning

Strengthening Course in English-11 ( Yorktown High School). As such courses

are designed to assist students in passing the SOL exams by strengthening

students’ test-taking skills as well as their understanding of course concepts this

method is an excellent way to review the material and check sts’ understanding

of the material. The strategy is of special interest when the controversial issues

are discussed. Everybody is involved and the weaker sts don’t fall behind as they

have the paper in front of them to support their confidence.


The teacher hands out sts’ papers. The class goes over the list of questions

discussing every single one and students check the answers on the papers given

to them and grade them. The procedure involves intensive discussion since

these are not true/false questions but mostly Wh-questions based on the

discussed novel, poem, essay, etc. The teacher collects the papers.


It can be used as a good practice of test-taking skills and just for reviewing the

material.


method or strategy?

“Peer-review” can give sts a better understanding of the way the teacher grades

their answers so I would recommend that teachers in my school should use it on

a regular base especially before tests.




Mind mapping


When the teacher wants the students to get a picture of the lesson by some

individual research work.


This strategy enables the teacher to teach her students how to move from a big

picture to the more specific details.


Teacher gives the general topic and writes it on the board. She asks children for

some issues related to it and writes them on the board, linking them to the main

topic. Teacher divides class into groups and gives each group a chart and

marker. Teacher asks students to think on each subtopic and chart a mind map.

Teacher draws an example on the board to make the activity clear to the

students. Give children only about 10 to 15 minutes to complete the mind map.

The teacher then makes a mind map on the board which has information from

all the mind maps. The links of the mind map should all lead to the main point

written in the center.


This method can be effectively used while starting a new topic to know prior

knowledge; or at the end of a lesson as part of summarization or recapitulation.

It can reinforce learning.

21. What would you like other teachers in your school to know about this method or

strategy?

Teachers of other subjects can also use this strategy successfully for the above

mentioned purposes. They should practice drawing mind maps themselves

before starting the work with students.




Socratic Seminar


This strategy is useful to assess student’s understanding of the studied text. It is useful

when the teacher wants the learner to reads the text carefully , analyse it and think deep

about issues and form his/ her own opinion about different aspects of the text.


It is very useful to make the learner independent. This will enable the student to go

beyond the textbook. Just as Socrates, the great philosopher made people go to the core

of the issue and analyse what they actually meant by what they said, this method will be

be useful to a student to think about what he says and why he thinks so. It involves lot of

prior preparation and interaction during the seminar which makes classroom student

centered.


a. Students are given the instructions about the seminar and an evaluation

rubric before hand.

b. Teacher explains the concept to them and students prepare questions on

the text.

( Introductory question, 3 to5 core questions, closing question and any

remark in the text is to be picked out if it appeals to them)

c. At the scheduled time teacher makes students sit in a circular fashion and

assigns the job of the leader toa student who is supposed to be the

moderator.

d. Each student reads the core question which is general and extrapolatory

in nature.

e. One issue is picked out and discussed in detail. Students can relate the text

to present situations,i.e go beyond the text.

f. Then the core questions are raised and discussed. The student have to

support their stand by picking out quotes from the text. Thus it ensures

thorough reading of the text.

g. The moderator controls the discussion and keeps check of the time.

h. Finally the closing question is discussed.

i. All students note down points and submit a written draft to the teacher.

j. They are evaluated for their prior work, effective participation and written

submission.


In India the no. of students is more in the class room. However teacher can make

groups and involve students in such seminars to make them more thoughtful.


method or strategy?

This is a new concept which I have learnt. I would like other teachers to know how a

classroom can become student centered with such an activity and how language

teachers can focus on all skills by using this novel strategy.

I will make sure that the teachers in country learn this concept and try out atleast

with one group.

RASHMI MAKHIJA

YORK TOWN HIGH SCHOOL

MENTOR: MILLIE SOLOMON

Section III: School Photos

SECTION IV INTERNSHIP DOCUMENTS

SECTION V ASSESSMENT RUBRICS

Report to Parents: Writing

This evaluation form is send to parents in order to supply information that reflects the focus of school instructional program and confirms with school philosophy of education.

Areas evaluated Usually Sometimes Working onDemonstrates fluency in written expressionEnjoys and initiates own writingUses own creative ideas in writingDevelops and organizes ideasCommunicates clearly in written formDemonstrates ownership of own learning

Assessment is based on what the child actually does. It evaluates the range of writing the student are pursuing and their degree of ownership. Student work and process are observed and analyzed to provide a view of progress, achievement and effort. Assessment addresses the writing experiences in which student are engaged. Decisions about students’ strengths and needs are derived as a result of analyzing multiple samples of student work that have been collected during the course of the semester. Assessment is continuous and inseparable from instruction. Assessment has a reciprocal relationship with nature and goals of school. Assessment contributes to a teacher’s and student’s understanding of themselves and each other, though the area of self- evaluation by student has gone undeveloped. Record keeping and collections of work samples provide systematic information that facilitates communication. Parental involvement in the assessment program is vital to supporting the learner’s ongoing literacy development. Parents should know the legitimization of assessment practices consistent with what literacy is and literacy instruction should be.

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