Action PlanMrs. Huma Kirmani

The City School Gulshan Boys Campus

Prep 2

Long Term Goals• To adopt new teaching skills to enhance and

create students’ skills in English Language and to motivate students to read ; thus proficient in speaking and writing

Short Term Goals• To alter on and off the method of

asking questions; sometimes analytical and to promote critical thinking about text.• Encourage collaborative work among

students when they have been given creative or critical writing.• To be skilled in the usage of

grammar ; reinforcement exercises

BLOOM’S TAXONOMYThe hierarchy of Bloom's Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process. You can think of Bloom's Taxonomy as a pyramid, with simple knowledge-based recall questions at the base. Building up through this foundation, you can ask your students increasingly challenging questions to test their comprehension of a given material.I like to keep this flip chart handy while I'm teaching to remind me of the tasks I should ask my students to perform in response to the lesson at hand.

Here are the 6 levels of Bloom's Taxonomy and the corresponding verb

examples:

Remembering: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.

Understanding: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate,

Applying: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write.

Analyzing: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating:appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate

Creating: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

Instructional Strategies and Tasks

Emphasize more on thorough reading to answer the analytical questions and to manifest critical opinion

To enable students to read between the lines; to comprehend the given related questions

Usage of grammar and reinforcement exercise as to improve their writing skills

Groups will be made in order to build confidence and creativity.

Public speaking will be encouraged in the class-room

Strategies Approach ModeEmphasize more on thorough reading to answer the analytical questions and to manifest critical opinion

Questioning skills •Brainstorming through pictures•Written task (Worksheets)

To enable students to read between the lines; to comprehend the given related questions

•Intervening skills• Questioning skills

•Brainstorming•Written task.(Comprehension Passages)

Usage of grammar and reinforcement exercise as to improve their writing skills

• Listening & speaking skills • Intervening skills• Questioning skills

• Brainstorming through pictures• Question preparation (Group work)• Interview• Written Task

Groups will be made in order to build confidence and creativity.

Intervening skills Presentations and Quiz.

Public speaking will be encouraged in the class-room

• Listening & speaking skills • Intervening skills• Questioning skills

Interviews and Role Plays

Solution to Anticipated ChallengesChallenges Solutions To paraphrase the long

description. Students and parents

may not be helpful in case of main story –line.

Some students who do not want to work or complete their assignments .

Use of good English and thorough views of the theme.

Students should be given a complete introduction by providing synopsis.

Talk to them; motivate them , sit back with them to help in the completion of their work.

Newsletter Sample.

Timeline

Aug: focus on grammar skills

Sep: I will focus on speaking

Oct: I WILL WORK ON COLLABORATIVE GROUPS

Nov: I will adopt all modern forms of teaching English Language

Dec: Public speaking and reading books outside course will be encourage

APPLICATION OF BLOOM’S TAXONOMY: VERBAL-LINGUISTICS

Activity Learning Objectives

Draw Chart listing all characters in the story with description (aim for at least five descriptive words for each character).

Show knowledge and comprehension of the characters in the tale.

Choose one character from list and, to a partner, describe that character- without giving name.  Partner has to draw the character and, for a bonus point, guess which character is being described.

Analyse the characters.

Using the character each student has drawn from their partner's description - write three sentences on their background (e.g. where they were born, what their hobbies are and what music they like).

Apply their knowledge to an extension of the characters.

Activity Learning Objectives

Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale.

Use their knowledge, understanding and analysis of the character to entertain and amuse!

Display the cartoons of each character in a separate area and hand out voting slips to each student.

Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale.

RESOURCESOther teacher who

teaches same grades and subjects

InternetReference books,

curriculum dictionaryWord processing,

multimedia, worksheets, spread sheets applications

Intel teaching program getting started course getting manual

ConclusionBy implementing my

newly acquired teaching styles students will be empowered and will appreciate and gain better knowledge at English