OKSANA HAVRYLIUK, UKRAINE - George Mason...

OKSANA HAVRYLIUK, UKRAINE 2007

OKSANA HAVRYLIUK, UKRAINE

PORTFOLIO OUTLINE1


I LESSON PLANS I.1. My lessons plans. I.2. Shared lessons plans. I.3. Lesson plan templates.

II STRATEGIES II.1. My strategies. II.2. Shared strategies. III FIELDWORK REFLECTIONS /OBSERVATIONS III.1. Photos/Snaps. III.2. Handouts from the teachers.

IV TECHNOLOGY AT SCHOOL IV.1. Ways to use technology. Projects, computers. Some snaps and comments. IV.2. Library organization.

V SCHOOL/CLASSROOM MANAGEMENT V.1. Schedule. V.2. Rules.

VI GRADING SYSTEM AND EXAMPLES OF TESTS VI.1. Examples of tests. VI.2. Curricular goals.

VII SUMMER SCHOOLS VII.1. Concept. VII.2. Plan of the school.

VIII FUTURE PROJECTS/SUGESTIONS FOR CHANGE IX RESUMES

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I LESSON PLANS

I.1. My lesson plans.

LESSON PLAN 1

Objectives : SWAT

present their own product - a book,

revise the material,

analyze other students’ work.

Content POETRY BOOK PRESENTATION.

TEACHING PHASE

Preparation

1. Warm -up+ activating schemata.

‘Do you know someone who…?’

Stepping forward activity. (5-10 min)

2. Review knowledge.

How is your poetry book organized?

Brain storming activity. (5 min.)

1. Dedication Page.

2. Table of Contents.

3. I Am Poem.

4. Haiku Poem.

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5. Couplet Poem.

6. Onomatopoeia Poem.

7. About the Author.

Language Goals (vocabulary/structure/communicative language/functional language)

Demonstrate reading and reciting skills presenting the poem.

Develop listening skills. Visualize.

Using the note-taking strategy for assessment of other students’ work..

Presentation.

Activities.

3. READING A POEM. ( 5 min.)

Teacher arranges students to make a circle. One by one students read one of their best poems in the

book they present.

4. Listening to other students’ poems and using note–taking strategies for assessment of

other students’ work. (10 min. )

Practice.

1. Reading. Listening. Visualizing. Writing. Analyzing. Evaluating .

Evaluation

1. Students put ‘PRICE TAGS’ on the books. (5 min.)

2. Discussion ’ What Book Deserves a Noble Prize’. (5min.)

Expansion/Extension

1.Write a review on the book.

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2. Think of another title of the book.

Methods/Approaches/Strategies

Warm-up

Brainstorming

Reading to students

Shared Reading

Visual Imaging

Demonstration

Note-taking Writing

Evaluation

Self- and Peer-Oral Assessment

Homework assignments

Write a Review on the Book.

Use of technology

Usage of Compute skills. Typing

Materials used

Paper, Price Tags, Board and Markers.

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LESSON PLAN 2

PLANNING PHASE

Identify Performance Objectives

1. SWBAT Write Haiku Poetry.

2. Use Literary Devices

Lesson Outline

Content Haiku Writing Poetry

National/State/Local Standards

TEACHING PHASE

Preparation

Warm-up activity. Mind- map. Students review the literary devices they already know.

Webbing. 3min. .

Language Goals (communicative language/functional language)

Presentation

Activities

1. Students have to take 5 events from their life. They put these events into a time line. Sequencing. 5 min.

2. They draw a picture of each of them. Visual imaging. 5 min.3. You teach them the format of haiku.

5 syllables,

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7 syllables,

5 syllables. Case studies. 5 min.

4. Students write the haiku for each event. Pattern writing. !5 min.

5. They share their work. Shared reading. 5 min.

Evaluation

1. Individual assessments.

2. Self and Peer assessments.

Expansion/Extension

1 .Students can improve their work at home or they can see what they can change.


Other Activities:

Follow-up

Assessment. Individual assessment. Self and peer assessment.

Homework assignments. Students have to type their poems and add to the poetry book.

Use of technology. White board. Computer.

Materials used. Color pencils, white paper, white board.

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Lesson plan 3

PLANNING PHASE

Performance Objectives

1 .Students will learn how to use CAN/CAN’T.

2. Students will write dialogues.

3. students will describe students in the class.

Lesson Outline

Content: The verb CAN/CAN’T

TEACHING PHASE

Preparation

Warm-up activity.1. Teacher distributes pictures which describes the actions (to read, to write, to swim, to play, to count) and students try to recollect the verbs which these pictures correspond to.

( Matching, 2 min.)

2. Teacher asks students to match the picture in their hand with the verb written on the blackboard.

( Matching, 2min.)


Students will develop their vocabulary and communicative skills using the verb CAN/CAN’T.

Presentation

Activities : 1. The teacher explains what the verb CAN mean. Gives examples.

(Grammar Explanation, 5min.)

2. The teacher asks students to think of something they are good at.

( Reflection, 5 min.)

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3. Students make sentences. (I’m good at swimming,..)

( Conferencing, 5 min.)

4. The teacher gives the students the charts. They fill out the charts in the written way.

e.g. (I … drive very well. (can/can’t))

(Pattern Writing, 10 min.)

5. The teacher makes students practice reading their sentences.

( Guided Reading, 10 min.)

6. Students are put into partners and make dialogues with the verb CAN/CAN’T.

( Dialogue Speaking, 5 min.)

7. The teacher asks students to present their dialogues.

( Presentation, 5min.)

8. Relaxation exercise. The teacher asks students to listen attentively to the text she’s going to read and to stand up when they hear the verb CAN or CAN”T.

(Physical Response, 2min.)

Evaluation. Oral assessment

Expansion/Extension

1. Students are supposed to find the verb CAN/CAN”T in their favorite tales.

2. Students can draw pictures of actions they can do very well.

Assessment. Charts Assessment

Homework assignments. To fill out the charts.

Materials used. Charts for assessment.

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LESSON PLAN 4

Performance Objectives: SWBAT make connections with the text.

Content: MAKING CONNECTIONS.

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

TEACHING PHASE

Preparation

Warm-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.

Presentation

Activities

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.

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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.

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LESSON PLAN 5

PLANNING PHASE

Objectives:

1.SWBAT use literary devices such as onomatopoeia, idiom, simile, personification, alliteration properly.

Lesson Outline

Content WRITING POETRY USING LITERARY DEVICES.

(Develop Poetry Writing.)

TEACHING PHASE

Preparation

Warm-up activity . Writing Prompt “If You Died How Would You Want Your Funeral To Be? Why?” ( 20 lines) ( Point –of-View Writing ) 20 min.

(The topic was proposed by students and voted )

Presentation

Activities –

1. You will review the literary devices the students already know (Personification, idiom, simile, metaphor). ( Questioning. ) 5 min. .

2. They read the poem “Onomatopoeia” by Eve Marriam. (Guided Reading and Thinking). 5 min.

3. Students identify the words that sound like the movement. For example: splash, splatter,… (Cloze Procedure and Visual Imaging.) 3 min.

4. Give students the definition of “onomatopoeia”. (Categorizing.) 3 min. 5. They come up with the examples that are not in the poem. ( Sequencing.) 5 min.6. Students make a poem that is similar to what they have read in the class. (Drill and Practice.)

10 min. Students can also write a poem using other literary devices.

7. Students type their poems and put them into their “Poetry Book”. (Making Books.) 20 min.

Evaluation

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1. The “Poetry Book” will be assessed. 2. Individual assessment.


Point-of-View Writing

Questioning

Guided Reading and Thinking

Close Procedure and Visual Imaging

Categorizing

Sequencing

Drill and Practice

Making Books

Other Activities:

Follow-up. Students may add some more poems to their books.

Assessment. Oral Assessment.

Presentations.

Written Assignments.

Self- and Peer- Assessments

Homework assignments. To Write Type and Add to the Book of Poems One More Poem.

Use of technology. Computer.

Materials used. A Poem.

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I.2. SHARED LESSON PLANS

Lesson Plan - 1

Intern: Rashmi Diwan Grade Level: 9

Title: READING Lesson Plan Editorials- Comprehending Informational Text

Time 1 hour

I. Objectives The students will read and analyze the text They will learn to fill up the editorial jot chart. The students will identify the following in the text

1. format2. text structure3. main idea

The students will present their ideas and opinions during the class discussion and in writing.

II. Materials for Learning Activities Two editorials on the same topic Overhead projector and transparencies Copies of the Editorial Jot Chart, copied on two sides (see next page)

III. Lesson procedure1. Provide the class with copies of two editorials from the local paper on the same topic.2. Distribute the Editorial Jot Charts.3. Have the students read the two editorials 4. Ask them to complete one side of the chart.5. Have the students share with the class the information they used to complete the chart.6. Record this information on an Editorial Jot Chart transparency on the overhead.7. Have the students write a paragraph about how the writer’s choices of examples and diction

further his/her purpose.

IV. AssessmentHave the students read the second editorial and then complete the other side of the chart.

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V. Differentiation Ask the students to imagine themselves as the writer and make the changes as per their

point of view about the editorial- Conduct a class discussion.

Home Assignment

Have the students write a letter to the Editor expressing their opinion about the second editorial.

Editorial Jot Chart

Critical Thinking Questions

Editorial #1 Editorial #2

Who is the writer?

Is he or she qualified?

Is he or she biased?

Is the writer’s purpose to inform or persuade?

Write down at least one statement that is a fact and one statement that is an opinion.

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What is the main idea? Do you agree with it? What is the writer’s purpose? (to inform, persuade, entertain, etc.)

What information or word choice does the writer use to further his/her purpose?

Intern: RASHMI MAKHIJA Grade Level: XII

Title: TO HIS COY MISTRESS BY ANDREW MARVELL Date: July 25, 2007

Prior knowledge:

Students have read poems in medieval period and Renaissance period. Students are also

aware of figures of speech and other literary devices like rhyme scheme, meter, tone etc

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I. Objectives

1) To enable the students to understand and appreciate the poem

2) To enable the students to understand the literary concepts like Carpe Deim, imagery etc

3) To introduce the concept of stylistic analysis

4) To enable the students to understand the characteristics of metaphysical poetry.

II. Materials for Learning Activities1) Textbook 2) Information about metaphysical poetry, etc downloaded from the

internet

III. Procedures for Learning Activities

Introduction about the concept of stylistic analysis. Teacher introduces the notion of

interpreting the poem on the basis of the language used.

(3 Mins)

Teacher asks a student to read the poem loudly and asks a general question about the

main theme of the poem. (2mins)

Teacher explains the poem line by line by asking appropriate questions and explaining

wherever required.( Through interaction) (8 mins)

Teacher writes crucial points on the board to build up the argument of the poem to be

taken as notes in the notebook and to facilitate understanding.

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Teacher explains the concept of Carpe Diem during explanation.

Teacher asks questions about rhyme scheme and figures of speech in the poem.

(5mins)

Teacher discusses the impact of using these devices in the poem.(2mins)

Teacher makes the students discuss the striking features of the poem.(2mins)

Teacher revises the concept of stylistic analysis .(2mins)

Teacher discusses the characteristics of metaphysical poetry with the help of a sheet, a

copy of which is to be distributed to students.(5mins)

Some characteristics of metaphysical poetry (appendix 1-Page 52)

BLACKBOARD WORK

Teacher ensures that important words are written on the board so that students

understand the logical argument depicted by the poet.

3 stanzas

1st IF .. ideal/imagination

2nd But….. Reality

3rd Now….. Solution

Logical argument for persuasion

Carpe Diem- seize the hour

Stylistic analysis

IV. Assessment1. Discussion of the textbook questions

2. Teacher asks some questions to assess the understanding of the

students

1. Pick 2 instances of comparison from the poem? Name the literary device

used.

2. Explain the last two lines of the poem in your own words18


3. Why has the poet used exaggeration in the poem?

4. What is the effect of using these literary devices in the poem?

3. WRITTEN WORK - Write a paragraph in about 75 to 100 words:

Which aspects of the poem do you find appealing( i.e. opinion about the poem)-?

V. Differentiation

Teacher asks the students questions of different levels.

Reading opportunity is given to maximum students in the class.

VI. Reflection

The lesson went well.

The argument was depicted on the board.

Teacher could have made a power point presentation or an OHP transparency

for the characteristics of metaphysical poetry.

Teacher had planned to do so but at the last minute since it was not available a

separate sheet was made available to each student. Teacher can definitely plan

better and keep the transparency available beforehand.

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Title: RIGHT MIND AND WRONG MIND(PANCHTANTRA)

Date: July 18, 2007

Prior knowledge:

Students have read Prologue to Canterbury Tales and some of its tales.

Students are also familiar with the concept of a frame story and a moral story.

II. Objectives

1) To enable the students to understand the concept of a fable.

2) To enable the students to appreciate India fables with a moral.

3) To inculcate the moral of being practically intelligent in the fable.

4) To enable the students to understand the use of epigrams in the story

and the notion of story within a story.

II. Materials for Learning Activities1) Textbook 2) Information about Panchatantra Tales downloaded from the internet 3)

Additional story from the Panchatantra

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Teacher discusses the concept of a fable

Teacher gives the background information about the Panchatantra Tales. (2mins)

BACKGROUND INFORMATION-panchatantra (appendix2-pg 53)

Teacher asks the students to read the story loudly in the class and discusses it

simultaneously.( Through interaction)

Teacher writes crucial points on the board to be taken as notes in the notebook and to

facilitate understanding.

Teacher ensures that every student gets a chance to read and asks questions about the

text.

( Explanation and questioning blended) Teacher explains the meaning of a difficult

word.

Teacher helps the students to understand the story within a story and helps them to

understand the relation.

Teacher also explains the epigrams and helps students to understand the lessons taught

through them.

Teacher discusses the moral of the story.

BLACKBOARD WORK

Teacher ensures that important words are written on the board

Pancha / tantra

Panch-5

5 Volumes of the book

Brahman-Vishnusharman

Story told to the king’s sons

Caste system in India

Gurukul system

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5. WRITTEN WORK - Write a paragraph on comparison (similarities and

differences) between ‘The Canterbury Tales and Panchtantra Tales’ on

the basis of three points- characters, Frame story and morals.

V. Differentiation Teacher asks the students questions of different levels.

Reading opportunity is given to all students in the class.

Teacher tells additional story from the Panchtantra to understand the moral.

The Foolish Lion and the clever rabbit (appendix 3-pg 54)

Teacher discusses the points for comparison between The caterbury Tales and

Panchtantra Tales’ on the basis of three points- characters, Frame story and morals to

help students to organize their written work well.

VII. Reflection


The students appreciated the concept of moral story and Panchatantra Tales.

They were curious to know about the Gurukul system and the caste system.

Teacher assessed the written work of the students and felt that the students got

confused between the specific story and Panchtantra Tales.

Teacher can ensure that this confusion does not arise the next time when this

lesson is taught.

Teacher can prepare a transparency for the OHP with the key points written to

save time.

Teacher should give specific points to elaborate for written work.

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Title: MEDITATION 17 BY JOHN DONNE Date: July 25, 2007

Prior knowledge:

Students have read some metaphysical poems and are aware of some features of metaphysical

poetry.

III. Objectives

1) To enable the students appreciate the beauty of the poem.

2) To enable the students to understand the notion of a conceit.

3) To enable the students to identify the characteristics of metaphysical

poems in this poem.

II. Materials for Learning Activities

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1) Textbook 2) Information about Mediatation XVII and John Donne downloaded from

the internet


Teacher revises the features of metaphysical poetry earlier.

Teacher gives the background information about John Donne. (some important

details)

Teacher gives some idea of the theme of Meditation 17

Teacher asks the students to read the poem loudly in the class(in parts) and

discusses it simultaneously.( Through interaction)

Teacher writes crucial points on the board to be taken as notes in the notebook and

to facilitate understanding.

Teacher asks appropriate questions and discusses various aspects of the poem in

an interactive way.

Teacher ensures that maximum students gets a chance to read and asks questions

about the text.

( Explanation and questioning blended) Teacher explains the meaning of difficult

words.

Teacher draws the attention of the students to the main metaphors and important

ideas.

Teacher discusses the tone of the poem, and with a stylistic approach discusses the

rhyme scheme, layout etc of the poem and its relation to the theme of the poem.

BLACKBOARD WORK

Teacher ensures that important words are written on the board

Conceit No man is an island

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Book- Humanity

Author- God


7. Quick Quiz:

State whether the following statements are true or false-

1. We remain unaffected when somebody dies

2. The speaker finds it difficult to accept the fact that he is on his death bed.

3. The poet compares humanity to a book

4. One should feel one’s neighbour’s suffering

5. Suffering brings us closer to God.

Task- teacher asks students to find out some additional information about John

Donne’s life and download the audio of this poem from the given website.

V. Differentiation Teacher asks the students questions of different levels.

Reading opportunity is given to all students in the class.

Teacher asks students to download the audio of this poem from the internet.

Teacher gives the website for the students who are not very comfortable using the

internet.( www.global-language.com/devotion.htm)

VIII. Reflection

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Teacher can get the audio to the class and make the class more interesting.

Teacher can prepare a PowerPoint presentation to revise the crucial aspects of

the poem; especially the conceit, form of the poem etc.

This lesson plan is based on the Column Response Strategy observed during the field work. I plan to apply the interesting aspects of this method while teaching Newspaper Report to my students in India.

Intern: RASHMI MAKHIJA Grade Level: XI and XII

Title: NEWSPAPER REPORT Date:

Prior knowledge:

Students read newspapers and hence are aware of the concept called newspaper report

IV. Objectives

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1) To enhance the students’ reading skills.

2) To enable the students to understand the features of a newspaper report.

3) To enable the students to write a short newspaper report

II. Materials for Learning Activities1) Newspapers 2) OHP Transparency or PowerPoint presentation


1. Teacher asks the students to get previous day’s newspaper.

2. Teacher explains the points to be noted while reading the report.

3. Teacher asks the students to select the report of their choice.

4. Teacher discusses if the students have any queries.

5. Teacher asks the students to read the selected newspaper report carefully and identify

the following features.

Striking features about the headline

Date, city, newspaper reporter, news agency

Comparison between the headline and the first paragraph of the report.

Characteristics of the main body of the report( tense, details, facts etc)

6. Teacher discusses the features observed by the students and adds to it if any point is

missing.

IV. Assessment Teacher shows another report on the slide and asks the students to point out the

features.

Written work-Teacher gives a headline and asks the students to write a report.

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V. Differentiation Teacher asks the students to get newspaper of their choice and select a report of their

choice to cater to different language abilities and interests.

Teacher individually helps weak students to identify the features with the help of

appropriate cues.

Teacher asks the bright students to compare the newspaper report with an article in the

newspaper.

IX. Reflection

Teacher can make the required changes depending upon the availability of the

required resources.

This lesson is based on Proofreading Warm up Strategy observed during the fieldwork. I will use this strategy to revise the use of tenses.

Intern: RASHMI MAKHIJA Grade Level: XI

Title: TENSES Date:

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Prior knowledge:

Students use different tenses in various sentences as per the situation

I. Objectives

1) To enable the students to use the appropriate tense (verb form) in the sentence.

2) To enable the students to communicate effectively by using tenses correctly.

3) To revise information about tenses acquired by the students.

4) To enable the students to clarify their doubts about the use of tenses.

II. Material for Learning Activities1) Grammar Books 2) Transparency for OHP with 5 items for proofreading warm ups.


Teacher places the transparency with 5 items for proofreading warm up on the

OHP.

Teacher gives 15 minutes to students to proofread the items and write correct

answers in their notebook.

After 15 Minutes teacher shows the correct answers on the transparency and

asks the students to exchange their sheets and correct their partner’s answers.

Students correct the answers and ask for clarification if they have not

understood any aspect.

Reacher discusses the answers and explains correct use of tenses with

reference to the given items.29


IV. Assessment Teacher gives practice to the students by giving additional proofreading

items and discusses them.

Teacher gives a worksheet of similar items as home assignment.

V. Differentiation Teacher includes proofreading items of various levels to cater to weak as well as bright

students’ abilities.

Teacher asks students to write a paragraph: How did you spend your weekend?

VI. Reflection

Teacher can prepare a PowerPoint presentation instead of an OHP

transparency.

Teacher should give ready worksheets to save student’s time spent in copying

the items so that more time can spent on discussions.

Teacher can make the required changes depending upon the availability of the required

resources.

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I.3. SAMPLE LESSON PLAN TEMPLATES

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LESSON PLAN TEMPLATE 1

FOREIGN/SECOND LANGUAGES

Teacher_______________________________ School_____________________

Grade(s)_____________ Language(s)_________________ Level(s)______________

Date________________ Number of Students _____ Time/Period________________

PLANNING PHASEPerformance-based Objectives – As a result of this lesson, students will be able to:

1.

2.

3.

Alignment with Standards:

National_______________________________________

State__________________________________________

Local_________________________________________

Planning for Assessment of Learning:

Pre-Teaching Assessment __________________________________________________

Planning On-going Assessment ______________________________________________

____________________________________________________________________

Post-Lesson Assessment ___________________________________________________

____________________________________________________________________

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TEACHING PHASE

(1) Preparation or Lesson Outline:

Warm-up Activity______________________________

Theme or Topic_________________________________

Vocabulary____________________________________

Verb(s)_______________________________________

Grammatical structure(s)_________________________

Cultural perspectives____________________________

Listening/Reading/Viewing selection(s)_____________

(2) Presentation and (3) Practice

Three Modes:Interpersonal Activities:___________________________________

Presentational Activities:___________________________________

Interpretive Activities:_____________________________________

Methods/Approaches/Strategies:

________________________________________________________

(4) Evaluation and sharing of results

(5) Expansion/Extension

Other Activities or Lesson Details:

Accommodations for varied learning needs: ____________________________________

_____________________________________________________________________

Materials: _______________________________________________________________

Assessment: _____________________________________________________________35


Technology: _____________________________________________________________

Homework: _____________________________________________________________

Closure: ________________________________________________________________

Follow-up: ______________________________________________________________

REFLECTION PHASEWhat were the results of my Efforts to Accommodate

Visual learners___________________________________

Auditory learners_________________________________

Kinesthetic learners_______________________________

Specials needs learners ____________________________

Heritage/Native speakers___________________________

What worked well?

What didn’t work as well as you had thought it would?

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What will you do differently as a result of this plan?

How might you improve this lesson?

One important thing I learned was …

_______________________________________________________________________

How did I use my pre- and post-teaching assessment data to inform my understanding of what the students learned?

_______________________________________________________________________

Original Template created by: Dr. Marjorie Hall Haley,2001, George Mason University; Updates and assessment components by Dr. Rebecca Fox, Spring 2007, GMU

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PLANNING PHASE

Identify Performance Objectives

1.

2.

3.

Lesson Outline

Content

National/State/Local Standards

TEACHING PHASE

Preparation

Warm-up activity

Prior knowledge


Presentation

Activities – Days 1-5

Four skills: listening, speaking, reading, writing

Practice

1.

2.

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Evaluation

1.

2.

Expansion/Extension

1.

2.


Other Activities:

Follow-up

Assessment

Homework assignments

Use of technology

Materials used

Closure

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Intern: Grade Level:

Title: Date:

I. Objectives

II. Materials for Learning Activities


IV. Assessment

V. Differentiation

VI. Reflection

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II STRATEGIES

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II.1. My strategies.

Portfolio Strategy Sheet 1

1. Name of method or strategy: READING STRATEGIES

Making predictions

Making connections

Summarizing

2. When is this method or strategy useful?

Teaching middle and upper level.

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

It develops thinking, analyzing, making connections.

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

You teach the students the strategies.

You read aloud with them.

You practice the strategies with the students.

They do the strategies on their own with their independent book.

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

To teach Language Art.

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

This strategy can be used when teaching different subjects.

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1. Name of method or strategy:

Making Books.


To make the final product.


It develops creative thinking, analyzing things.

It allows students to publish their work.

It gives meaning to their work.


Teaching the skills.

Practicing the skills.

Revising the material.

Making the final product.


In teaching all the grades as a final result after some work is done the students can compile a book.


The language in the printed text and any illustrations are contributed by the students. The books may

include scrapbooks and individual booklets.

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Independent Study. Instructive Strategy.

Writing Starter.


At the beginning of the lesson.


Students record their point of view. It makes them think what they are writing.


Explanation of the importance of the question.

Writing.

Sharing their writings.


In teaching the middle and upper grades creative writing.


This strategy is very useful for improving spelling skills.

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1. Name of method or strategy: Research Projects.

Students may be involved in this project individually, as partners or as members of small groups.


Research projects are effective in developing and extending language art skills.


It encourages students’ questions and curiosity.

It provides sufficient opportunity and time for students to work independently, in pares and in small

groups.

It provides a variety of resources and experiences.

It develops students’ interaction and communication style.


Determining the purpose and topic.

Gathering the information.

Organizing the information.

Sharing knowledge.


When students need to read for specific purposes, recording information, sequencing and organizing

ideas, and using language to inform others.


Research projects are effective in developing and extending language art skills.

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Strategy Sheet Portfolio 5


Reading Logs.(Students record their reactions to selections they’ve read in their reading journals or

logs.)


When teacher reads a book or an article with students or when they read their own book.


Student reflect their reading.

Explore the relationship between the selection and their knowledge or experience.


Teacher prepares questions concerning the text.

Students write their responses.


When teaching Language Art.

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

This strategy develops thinking and writing skills.

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II.2. Shared strategies.Strategy sheet 1 (Olga Oliynyk,Kharkiv,Ukraine)


“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.


To 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.


o “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.

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Strategy Sheet 2.

1 Name of method or strategy:

“Coat of Arms”


This strategy can be done at the beginning of the course in a new group for sts to introduce

themselves or at the end when sts already know each other quite well.


This strategy is great for a student-centered classroom, as it helps sts to feel at ease and tell

more about themselves.


Sts are asked to compose their personal coat of arms in such a way:

St’s greatest success St’s greatest failure

St’s 1-year-plan St’s 10-year plan

St’s dream St’s motto

In the centre sts are asked to put a symbol of themselves.

St’s are not required to write anything, but the motto. All the fields are to be filled with

pictures either drawn by the sts or taken from different magazines

Sts are either to present their coat of arms explaining what they meant by this or that

picture or

Their coat of arms is put on board and other sts should guess what they meant.

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This strategy appeals to personalities and encourages sts talk and explain

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

strategy?

I would like them to practice this strategy and maybe we could come up with the

exhibition representing the best coat of arms, initiating in such a way a wider discussion.

Strategy Sheet 3.


Jumbled lyrics (paper and physical arrangements)


This strategy can be used when students are already tired and their attention can go down. This strategy

can be a good change.


It makes sts concentrate and move round the classroom.


Sts get cards with some parts odf the song. They try to fill in the gaps in the lyrics on the board. E.g.

Cards:

She was as nervous as she could be.

She was afraid that somebody would see.

Tell the people what she wore.

Yellow polka dot bikini,

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An itsy-bitsy, teeny-weeny,

So in the locker she wanted to stay.

Stick around, we’ll tell you more.

And so a blanket around her she wore.

And so she sat bundled up on the shore.




So in the blanket she wanted to stay.

Stick around, we’ll tell you more.

And I wonder what she’s gonna do.

And so the poor little girl’s turning blue.




So in the water she wanted to stay.

From the blanket to the shore,

Guess, there isn’t any more.

Lyrics written on the board:

She was afraid to come out of the locker,

------------------------------------------

She was afraid to come out of the locker,

------------------------------------------

It was an itsy-bitsy, teeny-weeny,

-----------------------------------------

That she wore for the first time today.

-----------------------------------------

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Two, three, four,

------------------------------------------


-----------------------------------------


-----------------------------------------


-----------------------------------------

Two, three, four,

-----------------------------------------

She was afraid to come out in the open,

------------------------------------------------

She was afraid to come out in the open,

------------------------------------------------

Two, three, four,

------------------------------------------------


-----------------------------------------

Two, three, four,

------------------------------------------

Now she’s afraid to come out of the water,

-------------------------------------------

Now she’s afraid to come out of the water,

-------------------------------------------

Two, three, four,

-------------------------------------------


-------------------------------------------


-------------------------------------------


-------------------------------------------

From the locker to the blanket,

-------------------------------------------

From the shore to the water,

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-------------------------------------------

Sts listen and check their guesses, correcting mistakes if any.


It can be useful at the intermediate level and higher levels when students possess enough language

skills.

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

strategy?

It’s a good way to help sts concentrate and give them a chance to move about the classroom.

Strategy Sheet 4.


Top Three


This is a good activity for extension of the topic “Professions” as well as expansion connecting the

language classes with other subjects.


It’s a great opportunity to connect the knowledge gained at school with the real life situations.


St lists three careers that interest him/her. Then they think of one that is possible but unlikely, one that

they would love to do if it only paid well, and one that seems a very safe choice. Them they interview

someone in each of these careers (family friends, relatives, etc). The final step is to write a short report

and share what they learnt with the class.

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This activity can be used as the final step when studying the topic “Professions. Careers” with advanced

students. Sts can also come up with a wall newspaper as the wrapping up of this project.


I would like them to practice it and see its advantages and its disadvantages in their own classroom.

Strategy Sheet 5.

i. Name of method or strategy:

Life in Pieces

ii. When is this method or strategy useful?

This is a good way to make a connection with Sciences or Math. Teachers of English and Science

or Math should work out the most appropriate time for this activity.

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

Sts can practice their research skills at the same time they can find out many new interesting

things about some outstanding people of science expanding their knowledge in this way.

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

Sts choose a famous mathematician or scientist and using their research skills prepare a

biographical poster, drawing or pasting a picture of the person in the center. Around the picture,

they write twelve short factual statements about the person’s life. They write the name of thei

subject at the top of the poster and significant quotation by or about the subject at the bottom.

They should document their sources and be ready with a short oral presentation.

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

This activity is a good expansion and extension at the same time. It can be used as an individual

task or a group project.

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

or strategy?

I guess the best way to accept new ideas is through practicing them. So I would like other

teachers to practice this activity and see where it fits in their teaching.

Portfolio Strategy Sheet 1 (Pramila Singla,India)

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

1. Name of method or strategy:Programmed Instruction

2. When is this method or strategy useful?This strategy is useful when some experts are invited to share their experiences to give information of practical life thus enriching students with a practical perspective.

3. Why or how is this method or strategy useful?This method helps to satisfy queries of the students about problems of day to day life.

4. What are the steps involved in using this strategy or method? Invite a person with rich experience. Give prior information to the students

5. When would this method or strategy be useful in your setting?When Bureaucratic process and organs of Govt are to be focused

6. What would you like other teachers in your school to know about this method or strategy?They should incorporate this strategy.

Portfolio Strategy Sheet 2 (Pramila Singla)

1. Name of method or strategy:Guided Reading

2. When is this method or strategy useful?This method is useful when students‘ knowledge needs to be assessed and they can be focused on the subject matter.

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3. Why or how is this method or strategy useful?This strategy works well when interaction takes place between teacher and learner on a platform created out of guided roadmap through questions. Curious and inquisitive student gets focused and works wonderfully on the subject matter.

4. What are the steps involved in using this strategy or method?The steps involved are inputs in the form of texts leading students in desired direction.

5. When would this method or strategy be useful in your setting?This strategy is useful in classrooms where there are students with varied levels of intellect. It will help even the average learner to get interested.

1. When would you like other teachers in your settings to use this technique?Other teachers will be given an idea about its benefits

Portfolio Strategy Sheet 3 (Ruchi Goyal)

1. Name of method or strategy:Graphic Organizers like cluster webs, spider map, Venn diagrams etc.

2. When is this method or strategy useful?When we have to present an entire overview of an issue or a problem & also a closer view of any aspect of it

3. When we have to convert a complex & disorganized information into easily understood, meaningful displays.Why or how is this method or strategy useful?

4. Graphic Organizers help teachers & students organize ideas & concepts. They are flexible & endless in application. They reveal the thought process of the person who creates it.What are the steps involved in using this strategy or method?

5. Discuss with students what graphic organizers are & how they can be used. Use a completed graphic organizer to teach a lesson.

6. Let students help the teacher fill in all the blanks of the organizer.Lastly a big picture of the whole lesson will be created.

7. When would this method or strategy be useful in your setting?Used to break existing mind sets & clarify abstract concepts.

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8. Used to list facts, definitions, attributes or examples related to a single topic, concept or theme.Used to link ideas & questions, access prior knowledge, access interests & knowledge & develop probing questions & problems.

9. What would you like other teachers in your school to know about this method or strategy?I would like to explain them about its importance in the teaching methods & how to use it.


1. Name of method or strategy:Graffiti Board

2. When is this method or strategy useful?At the end of the unit when we have to review the entire content matter & see whether the students have understood the lesson or not

3. Why or how is this method or strategy useful?This strategy will give the teacher a chance to revise the lesson & when students will write their knowledge gained on the board provided, it will be a sort of reflection of the unit taught.

4. What are the steps involved in using this strategy or method?Divide the class into groups, allot five minutes, give different color markers to each group, they will write their points about the lesson on the board provided to them, rotate the board, reduce the time in each turn, each group will on every board, if information is wrong teacher should correct it.

5. When would this method or strategy be useful in your setting?When teacher has finished the lesson & she want to review the content. This strategy will help the teacher to know the knowledge grasped by the students & their attention span in class.

6. What would you like other teachers in your school to know about this method or strategy?As this is totally a new concept I will have to tell my colleagues its importance & way of using it.

Portfolio Strategy Sheet 5 (Ruchi Goyal)62


1. Name of method or strategy:Drill & Quizzes

2. When is this method or strategy useful?At the beginning of the class to warm up the students & enhance curiosity

3. Why or how is this method or strategy useful?At the beginning of the class students are either sleepy or tired of the previous class activities.If we are continuing the previous day lesson students should be given the previous day feedback

4. What are the steps involved in using this strategy or method?Before starting the topic teacher can write five questions on the board as drill.Or she can ask questions orally in the form of quiz.Even written quiz can be given if time permit

5. When would this method or strategy be useful in your setting?When we have to start a lesson to arouse the interest & curiosity of the students

6. What would you like other teachers in your school to know about this method or strategy?My observation in the US school & its importance


1. Name of method or strategy:KWLH charts

2. When is this method or strategy useful?It can be used any time at the beginning, in between or at the end of the lesson.

3. Why or how is this method or strategy useful?This strategy is very useful to know the previous knowledge of the student.Future requirement of the student & thus to plan the lesson according to the needsTo know what methods should be used to teach the lesson.


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Take a chart divide it into 4 parts. First column will be K means what to Know, second column W means what I Want to know, third column is L means what I have learned & last column is H How to learn.

5. When would this method or strategy be useful in your setting?When the lesson is very vast & complicated, there is too much of information to be given. We want to know the needs of the students & lesson.

6. What would you like other teachers in your school to know about this method or strategy?Importance & way of using the chart

Portfolio Strategy Sheet 7 (Uzma Aamir)

1. Name of method or strategy:Millionaire

2. When is this method or strategy useful?It can be used as a warm up exercise or even as an assessment tool.

3. Why or how is this method or strategy useful?This method can be used to create an interest among students because they are very familiar with the game show Millionaire telecast on TV. The students are willing to play a game anytime and they participate with enthusiasm without realizing that they are actually doing a lesson.

4. What are the steps involved in using this strategy or method?The teacher makes a power-point slide show on the lines of the game show Millionaire. The questions and their choices are displayed on the screen and the students are given a score card to answer the questions. They can play as different teams or individually depending on the teacher’s instructions.

5. When would this method or strategy be useful in your setting?This method can be useful to test prior knowledge of the students or even to assess them after completion of the chapter.

6. What would you like other teachers in your school to know about this method or strategy?The teachers should use this method to create an interest among the students and they can use this strategy to give them a revision exercise on what the students have learnt.


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The strategy of Assessment

2. When is this method or strategy useful?This strategy is useful to assess the application skills of students. The student has to read a

novel not read earlier, identify and analyze the character or plot, analyze the author’s writing

style etc. and later even prepare a presentation on it. This involves lot of self study. Hence it

helps to assess student’s understanding without taxing his memory.

3. Why or how is this method or strategy useful?It is very useful to make the learner independent. This will help to do away with rote

memorization. This will enable the student to go beyond the textbook. And read more. Besides

the presentation gives an opportunity to speak in front of the class and tests the extent of

comprehension of the student.

4. What are the steps involved in using this strategy or method?Students are given the areas to select the text to work on and final choice is that of the student..

Step by step instructions about reading the book, details of the character to be analyzed are

given. Tips about presentation including points allotted and the time frame are to be specified...

5. When would this method or strategy be useful in your setting?Since the examination instructions are specific, the only place where such assessment can

be incorporated where the teacher is free to conduct an internal exam for Year work for 20

marks in Grade XI


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This strategy can be used by any subject teacher by making required modifications as per

the nature of the subject. It involves lot of research work on the part of the student. It will

enable to improve the student’s confidence level and make him/her independent.


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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

analyze what they actually meant by what they said, this method will 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.

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Students are given the instructions about the seminar and an evaluation rubric

beforehand .

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)

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

job of the leader to a student who is supposed to be the moderator.

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

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

situations , i.g. go beyond the text.

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.

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

Finally the closing question is discussed.

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

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.


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 at least with one

group.

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This strategy is useful to assess student’s understanding of the usage of any language and

even help the students to improve their u basics of a language. This helps to see sentence as a

whole and not learn grammar formally.


This will help a student to apply his knowledge about English or any language. Even if grammar

is taught in a formal way in some cases, this method can help a teacher to assess the extent of

comprehension of what is taught in an indirect way.


Teacher prepares a sheet of statements w with mistakes of various sorts with the

answers given just below the wrong sentence.

Teacher hides the wrong answers and displays the transparency on an OHP.

Teacher allots some time to complete the task makes the students correct the given

sentence.

After the specified time teacher shows the correct answers and students compare their

answers to the correct ones.

Students then question the teacher about the areas where they went wrong or if required

get some rule clarified.

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Teacher can prepare such transparencies before hand and use it 1 or 2 times in a week

to give application based practice for grammar topics in the syllabus.

Teacher can make question paper for an internal test in such a way.


I would like other language teachers also to know this method and how it enables the

students to look at language as a whole rather than thinking in a fragmented manner.

It can help to save time in the classroom since the sheets are prepared beforehand.

For practice a PowerPoint presentation can also be made.

Other subject teaches can use a warm up strategy to revise what has been done in the

earlier class.

It can also be used to create the right mood for learning that particular subject.

1 Name of method or strategy:

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This strategy is useful when the teacher wants to develop reading skills in the students. This is

also useful to teach students to read an article or a report careful and give their opinion about it.


This method is extremely useful as it makes students think about what they read and

express their own views about it.

It is also beneficial for a language teacher to teach them writing skills since students

have to organize their ideas in a proper way.

Thus it is useful to enhance reading as well as writing skills and also to make them

aware of what is happening around them.


Teacher distributes the newspapers to the students.

Teacher gives them some time to skim through the paper and select a new item of their

choice.

Teacher clarifies the doubts and students discuss some topics among themselves.

Teacher allots approximately 40 minutes for this task.

Students read the selected article carefully and write their opinion about it as explained

by the teacher( Details of the news item and thesis statement, 2 examples as supporting

evidence and conclusion)

Teacher collects the sheets with articles stapled to it and gives them points out of 50.


Teachers can conduct such activities as some schools have the Newspaper in

Education Scheme.

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Teachers can ask students to get newspaper from home and conduct such activity

as practice or even as test.


This method encourages the students to read newspapers and thus become

aware of the happenings around them.

It can also help a teacher to relate one subject to the other.

It makes students think independently.

This is a student centered activity.

Other subject teaches can use a warm up strategy to revise what has been done

in the earlier class.

It can also be used to create the right mood for learning that particular subject.


2. When is this method or strategy useful?72


This strategy is useful when the teacher wants to develop creative writing skills in students.


This method is extremely useful as it makes students come up with original work

(Piece of literature) independently.

This helps the teacher to assess various aspects like command over English,

flow of writing, accuracy, organization of ideas.

It helps the teacher to assess understanding of various literary devices.


Teacher prepares a creative writing task related to the text studied by students

in the class.

Teacher gives specific time to complete this assignment at home

Teacher asks students to submit the written work after the presentation in the

class.(i.e. Student is supposed to read out the story or poem written by him/her)


I can ask my students to write an essay, speech, story etc in the similar way and later use it

for publishing in the college magazine and display it as a part of Wallpaper Display.


This method encourages the students to express themselves in a highly creative

way.

It also enables a teacher to understand the students, their mind set, ideas etc in

a better way.

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It helps to teach students to communicate effectively.

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III FIELDWORK REFLECTIONS /OBSERVATIONS

III.1. Photos/Snaps.

What Can I Learn From The Differences?

1. Extensive usage of technical resources step by step will help me to enrich my lesson plans and to meet the students’ needs.

2. Diversity in class will make my lessons more interesting.

3. I like much voting in class. It develops students’ responsibility for making decisions.

4. I’ll strongly advise my supervisors to think of extra-work paid.

5. The concept of Summer Schools can be developed and used.

6. Activity-based lessons definitely look more effective.

III.2. Handouts from the teachers.

IV TECHNOLOGY AT SCHOOL

IV.1. Ways to use technology. ( Projectors, computers. Some snaps and comments.)

1. USE OF OHP

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The teaches use OHP transparencies to give proofreading warm ups to give practice

for usage of English. Students are not taught grammar in a formal way. These items

must be prepared beforehand.

OHP Transparencies are also used to highlight the key characters, events, divide

characters as evil or good.

PROOFREADING WARMUPS

2. USE OF COMPUTERS

1. PowerPoint Presentations: Teachers use PowerPoint presentations to revise

the main points of the lessons. They revise important aspects of the topic taught

in the class, highlight the striking features of the topic so that students can make

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notes. They can use these features to do their assignments and even write their

original ballads.

2. Internet: The students are often asked to download important information from

the net. They refer to various websites to collect the required information and use

it in different ways.

3. Typing: Students are often asked to type their home assignments and submit

printouts.

3. USE OF TAPE RECORDER(CDs)

The audio of various texts and poems can be played by the teacher while discussing

various texts.

The audio of poems is also played by the students when they are asked to present a

paraphrase and their opinion of the specified poem as a self study task.

4. USE OF TELEVISION (CDs) The movies based on the play studied are shown by the teacher. Shakespeare’s

Macbeth and Othello are the two movies show. It certainly helps students to

understand the situations, themes, emotions in a much better way. Students are in a

position to express their views about the characters.

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IV.2. Library organization.

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Students use library resources.

V SCHOOL/CLASSROOM MANAGEMENT

V.1. Schedule.

V.2. Rules.

VI GRADING SYSTEM AND EXAMPLES OF TESTS

VI.1. Examples of tests.

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VI.2. Curricular goals.

VII SUMMER SCHOOLS

VII.1. Concept.

VII.2. Plan of the school.

VIII FUTURE PROJECTS/SUGESTIONS FOR CHANGE

IX RESUME

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Oksana Saveliivna Havryliuk18 st. Kobylianska, Apt. 5

Vyzhnytsia, 59 200Ukraine

(8-03730) 2-27-04; 8-098 45 13 959e-mail [email protected]

Professional Experience:

Secondary School - Vyzhnytsia, Ukraine

Teacher of English (8/1989-present)

Teach English to grades 2-11

Provide training to teachers in the school

Organize and lead annual “A Week of English Language”

Regional Center for Teacher Training – Vyzhnytsia, Ukraine

Teacher Trainer (09/2003- present)

Responsible for organization of teacher training workshops in modern teaching methodologies at the Resource Center.

Draft monthly reports on teacher training activities.

Worked as a coordinator of TEFL Peace Corps Volunteer, Maureen Corcoran, (2001- 2002)

Manage the work of Resource Center for students and teachers of our region.

Education:

Chernivtsi National University – Chernivtsi, Ukraine diploma (09/1989)

Department of Foreign Languages

Professional Development:

The 1996 3-rd – Prize winner for “Teacher of the Year” Oblast Competition.

The 2000 – recipient of the “Creative Methods in Teaching” Oblast Award.

The 2001 Participant in TEFL Peace Corp workshop on civic education, Kyiv.

The 2002 Participant in TEFL Peace Corp workshop on HIV/AIDS preventive education.

The 2005 participant of “Intel. Teach to the Future” program.

The 2007 Participant of TEA program.

Computer Skills: Microsoft Word, Explorer, Excel, Power-Point.

Languages: Ukrainian (fluent), Russian (fluent), English (good), German (basic), French (basic).

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mailto:[email protected]

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