Portfolio Outline - CEHD



Ratbu Satarova

October 27 2007

Portfolio Outline

Portfolio Outline

I. Introduction of the Portfolio

It’s my pleasure indeed to have the great chance to start this Portfolio. This Portfolio includes six sections:

• Introduction

• Personal and Fieldwork Reflections

• Lesson Plans

• Strategy Sheets

• Resources/ Teaching materials from Mentor Teacher

• Cultural Sharing

I shared my ideas “Who am I as an effective teacher?” and the fieldwork reflections here in the U.S. As a teacher of English, I teach English as a Foreign Language (EFL) context. In an EFL setting the class is usually monolingual and living in their own country, where there is no English speaking environment.

In my lessons I try to focus on student-centered methods which can meet students’ needs and interests. When I plan a variety of activities, it is important to have them connect to each other in order to support the language learning process. Moving from one activity to others that are related in content and language helps to recycle the language and reinforce students’ understanding and use of it.

In Cultural Sharing section I include the Kyrgyz epic “Manas”, which surprised mankind with its world-level cultural achievement.

RESUME

 

Ratbu Satarova

 

9451 Lee Highway, Fairfax,

                                                        VA 22031, Apt. 914

                                                         Ph: 703 272 3968

                                                         E-mail: ratbu@rambler.ru

 

 

Professional Experience:

Bokonbayev Secondary School – Toktogul, Kyrgyzstan

Teacher of English Language (2004 - present)

 

ϖ  Teach English language to grades 7-11

ϖ  Provide training to teachers in the region

ϖ  Act as a member of Methodological Section of Foreign Languages

 

JOC (Japan Overseas Consultants) CO., Ltd – Toktogul, Kyrgyzstan

Secretary (2000-2003)

 

ϖ  Deal with the incoming and outgoing English correspondence

 

Ketmen – Tobo Lyceum – Toktogul, Kyrgyzstan

Assistant Director and Teacher of English Language (1990-1998; 1998-2000)

 

ϖ  Teach English language to grades 1-11

ϖ  Responsible for developing school schedule and curriculum

ϖ Organize out of classroom activities

 

 

US Peace Corps in Kyrgyz Republic – Bishkek, Kyrgyzstan

Language and Cultural Facilitator

 

ϖ  Teaching Kyrgyz Language and Culture

 

Education:

           

 

Osh State Pedagogical University (1984-1989)

 

 

 

Professional Development

 

 

ϖ  US Peace Corps Cross-Cultural Training Program

 

ϖ  US Peace Corps Language Proficiency Interview Tester Training Program

 

ϖ  EFL Teacher Training Module at the International Center

 

ϖ  A Prominent Teacher of the Year

 

 

 

Languages

 

Kyrgyz, English, Russian

II. Personal Reflections/Fieldwork Reflections

Who I am as a teacher?

I love children and I love teaching. I have been working 14 years in this field,

I'm still thinking "Am I an effective teacher?"

To me, an effective teacher is someone who always works to improve themselves

and their skills. They know how to effectively teach their subject. They use different

teaching styles in order to meet students’ needs, to keep the students interest and to

love the subject. An effective teacher can work with multi-level groups with different

learning styles and language acquisition. They give skills to the student, but also

learn from the student.

I want to understand the key ingredients of American teaching success and innovation. Also I

would like to develop a long-term link between U.S. and schools in my home country.

I want to give my students a love the English language, to show the way to continue learning by themselves. I want to teach creativity, form views independently.

My country is developing our students need strong education because every job

is based on education. Without a good education students will not have specific

knowledge.

I always try to be in communication with students, teachers, parents giving my

opinions and receiving their opinions. The educational processing should be balanced

among these three areas. I think, if these three groups can work together, teacher's

work will be effective.

Some people compare a successful teaching like a climbing a mountain, a symphony, consulting a doctor. Yes, it's right. To me, successful teachings like a symphony. If a bandmaster knows how to

conduct the orchestra, he will achieve success. A bandmaster is a teacher, an orchestra are the students, symphony is a lesson.

What differences will I take back home?

Last week I was two times at Poe Middle School. It was great pleasure for me to have a tour and to observe classes. All the classrooms, halls, gyms, a band and an orchestra classes were well equipped. The mentor teachers and all the teachers were very friendly and helpful.

The teachers and students were informed about our visit.

Students asked a lot of questions about my home country Kyrgyzstan.

I observed T .A. (Teacher Adviser) classes, two Fast Math Classes and two Computer Classes

( this class is also called "Read 180"). I asked: "Why do you call this class "Read 180"? The answer was: as their ESOL students, so their level of reading is low and we want to turn around 180(degrees) in order to become good readers. I really like this class.

At the beginning of the class she introduced the objectives and what are they going to do in this class. The instructions were clear. In the "Read 180" class I liked the way of my mentor teacher's motivating, warming-up the students. The warming-up activity was the bridge into the new topic. The topic was relevant to the student's interests and the students themselves were actively engaged in learning.

Ms. Leme has a good balance of classroom management. Her students are free, independent, and at the same time she can keep discipline. She encourages students during the class.

She used different student-centered teaching styles. Students were doing whole group and small group activities. The teacher involved students to be active participants, used open-ended questions to guide students, distributed hand-outs.

Above I mentioned about the differences which I like and I want to take back and share with my home country colleagues.

III. Lesson Plans

Lesson plan # 1 prepared by Kyrgyzstan Group

We love nature

Level: Advanced

Time: 45 minutes

Participants: 15 students

Materials used: Posters, charts, markers, flipchart

Objectives: -Students will design their own rules how to protect the

nature

-To improve language skills

Warm up: Brainstorming (What is nature?)

Presentation: 1) How will you contribute to protect the nature?

2) Students divide into groups.

3) 15 minutes for preparation (they can present through drawing, role plays, essays, poems, it depends their creativity)

4) Each group makes presentations

Practice: Station Rotation

Application: Group discussion (create GOLDEN rules)

Homework: To make a collage on the topic " My contribution to protect the nature”)

|Lesson Plan # 2 |

|  |

|Topic:            " So many countries, so many customs" |

|Objectives:    |

|Students will get a brief information about Kyrgyzstan |

|Students will learn one Kyrgyzstani tradition |

|Students will learn at least three words in Kyrgyz |

|Time:             40 min. |

|Materials used:  a map, pictures, souvenirs: yurta (kyrgyz national house), beshik (a cradle), a chalkboard, a chalk. |

|Warm-up:      -Salamatsyngarby? Salam! |

|                     (Good morning! Hi!) |

|                      Brainstorming: |

|-What countries do you know? (Every country has its own traditions, customs, food, culture etc.) |

|                     -What is Culture? |

|Presentation:  a) Brief information about Culture. |

|a) All people are similar in many ways. All people eat, wear clothes, make things, follow rules of some kind and have homes. That is how all people |

|are similar. But it’s our culture that tells us what to eat, how to cook it, what rules are important, and the kind of homes we should live in. |

|Culture is what makes us different. Some people say that, "Culture is like an iceberg with its seeing and unseeing sights". That is what we can see |

|and we can’t see in culture. And we have to respect the customs and traditions of other countries. |

|b) The Kyrgyz People, representing one of the ancient nomadic nations of Central Asia. In the ancient times people used to live in the yurtas. The |

|yurta was easy to construct and assemble. As we were nomadic people, we moved from one place to another place. We still use yurtas when we have |

|holidays, big feasts, and funerals.            |

|c)  The capital of Kyrgyzstan is Bishkek. The population is more than 5.000.000. Kyrgyzstan is famous for the largest epic in the world "Manas", |

|mountainous beautiful touristy places, agricultural products, and cattle breeding. Our people are very hospitable and respect elders. |

|d) "Beshik" (baby's sleeping bed). We have a tradition, after the 40th day of baby's birth our grandmothers put   baby into the cradle. And a baby |

|sleeps there at night and sometimes daytime also. |

|"Jigsaw" activity:   Questions: -Where is Kyrgyzstan situated? |

|                                             -What is the capital of Kyrgyzstan? |

|                                             -What is the name of Kyrgyz national home? |

|                                              -What is the largest Kyrgyz epic's name? |

|                                              -What is Kyrgyzstan famous for? |

|                                               -Kyrgyz version of  " baby's sleeping bed" |

|                                               -What is "Hi!" in Kyrgyz? |

|Assessment: |

| |

| |

|Lesson Plan # 3 |

| |

|Title:               American Symbols |

|Grade Level:   8th Grade |

|Objectives:     At the end of the class the students will be able to do the following: |

|  -Identify American Symbols |

|  -Identify the meaning of the Symbols                   |

|Time:              45 min. |

|Materials for Learning Activities:  pictures, handouts, a map, flash cards |

|Procedures for Learning Activities: |

|A. Motivation |

|1) Activate Prior Knowledge |

|    Brainstorming: Show a picture with a symbol and ask: What is this symbol means? What is a symbol? |

|B. Presentation |

|1) The Liberty Bell - Congress adopted the Declaration of Independence, and the delegates signed the document on July 4, 1776. The liberty Bell in |

|the State House in Philadelphia rang out on that day. |

|2) The Statue of Liberty - The French gave the Statue to the United States as a symbol of  friendship. Now it is a symbol of freedom for new |

|immigrants to this country. |

|3) The American eagle - is the official emblem (symbol) of the United States. It appears on the Presidential flag and on some coins. |

|4) The donkey and the elephant - first appeared in political cartoons. They are symbols for the Democratic and Republican Parties. |

|5) Uncle Sam - has the initials U.S. He originally appeared in political cartoons and is an unofficial symbol of the U.S. government. |

|C. Practice |

|Divide the class into small groups and give the task: match the sentence parts. Write the letters on the lines. |

|1._______The Liberty Bell is the symbol of                            a. the United States on the Presidential flag and some coins |

|2._______The Statue of Liberty is the symbol of                    b. the U.S. government |

|3._______The American eagle is the symbol of                      c. the Declaration of Independence |

|4._______The donkey and the elephant are symbols of          d. the two major political parties |

|5._______Uncle Sam is the symbol of                                    e. freedom for  immigrants to the United States |

| Assessment: Questionnaires, Shot quiz |

|Evaluation |

|Home Assignment |

|  |

|Lesson Plan # 4 |

| |

|Title: Symbol Portraits |

| |

|Grade Level: 10th Grade |

| |

|Objectives: To have students practice their oral skills |

| |

|Time: 45 minutes |

| |

|Materials used: Biographical information about different characters from magazines, books, poster board, and markers |

| |

|Procedure: |

| |

|Motivation |

|Questioning |

| |

|Presentation/ Practice |

|Explain to students that a portrait is a picture of someone. Tell them that they are going to make symbol portraits of their favorite person. They |

|are going to make a poster with symbols about the person whom they chose. |

|Divide students into teams of four or five. |

|Students select a famous person, either alive or no longer living. They select someone they know a lot about or can learn a lot about. |

|Students make a list of ten things about the person. They can use history books, newspaper or magazine articles. For example, if the person were a |

|democratic poet Toktogul students could put together a list such as: |

|This person was a man. |

|This person lived in Ketmen-Tobo. |

|This person was a democratic poet. |

|This person was poor. |

|This person’s picture is on a Kyrgyz currency called a som. |

|This person was born in 1864. |

|This person was born in Cholpon-Ata village. |

|This person was married to a woman named Alymkan. |

|This person was a poet, a composer and a singer of the 19th century. |

|This person encouraged and supported poor people. |

|Next students go through their list and discuss symbols that could represent each item on their list. For example, for item a, to |

|indicate that “he was a man,” students might draw a stick figure of a man. |

|Students decide on one symbol for each item and write the symbols on scratch paper. |

|Students take the 10 agreed upon symbols and draw them on the poster board. |

|When the posters are completed, students use them to facilitate their group discussions. Each student tells three things about the person, using the|

|symbols as prompts. Students are not allowed to look back to their notes during the discussion. |

|The team that has been able to remember all of the items correctly using the symbols wins. Note that more than one team can win. |

| |

| |

|Assessment: Questionnaires |

| |

| |

|Home Assignment |

| |

|   Lesson  Plan  # 5 |

|Topic:  Song Presentation. |

|Level:   Intermediate, advanced. |

|Grade: 10-11. |

|Objective:  Students will be able to listen to music and develop their listening, reading, speaking and writing skills. |

|Bell work:  review the previous lesson. |

|Brain storm: Put some pictures on the board which shows the meaning of the song. Then ask what about the song is going to be. |

|Pair works: Students work in pair discuss about the pictures and create their story. Then each pair does presentation. |

|Vocabulary:  new words. |

|Pre- listening:  Students again work in pair and get a song with different gaps. They tell to each other the words and fill the gabs. |

|Listening:     Students listen to the song and check the gaps. |

|Post activity: Students give the meaning of the song through pictures or make a project. |

|                       True or False sentences |

|                       Put cutting song in order while listen to the song. |

|Homework:    Students can make crosswords or puzzles with the new words |

|                       Match the words with definitions.         |

|Assessment: |

IV. Strategy Sheet

Strategy # 1

1. Name of method or strategy: “Jigsaw”

I enjoyed using this activity in my presentation class. And it worked excellent.

2. When is this method or strategy useful?

This strategy is useful when you:

- review the covered topic or unit;

- check students’ comprehension;

- do consolidation of the material;

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

This method is useful, because this is student-centered activity teacher focuses the students to do more instead to sit and waist time. Each student is responsible for himself and everyone in the team. Everyone should be ready with the answer.

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

Teacher creates friendly at the same time competitive environment in the class. The students are active, responsible, share, and learn from each other. They become self-directed learners.

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

It’s useful to review or consolidate the topic, unit, and grammar materials: tenses, conjugation, prepositions, adjectives etc.

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

I will share with them and I will tell how this strategy is useful. Teacher can involve the students to do more cooperative work and become independent learners.

Strategy # 2

1. Name of method or strategy:

   "Building Background" activity

 

2. When is this method or strategy useful?

    Before presenting new materials, in order to make a connection to the new topic.

 

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

     Because it links what are familiar with and to what students going to learn.

 

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

You have to put yourself into the students’ shoes, what they don't know and think how you can present it that they can make connection.

 

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

It's useful when you start the class. You make a bridge between the previous material and the new topic.

 

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

You don't teach students using old teacher-centered way. You make them actively participate in the class. Students know why it's important.

Strategy Sheet # 3

1. Name of method or strategy:

Lexical Sets

2. When is this method or strategy useful?

This is student-centered activity that allows students to review and critically evaluate vocabulary in categories.

Students must analyze the relationship between items thus using critical thinking skills while reviewing vocabulary items.

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

Because this activity focuses students’ attention on the vocabulary and makes them critically think about hierarchy and grouping, which is higher order thinking skills than mindless,   memorization.

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

This activity aim to channel the boundless energy of young learners towards enjoyable and educational learning experiences. Laughter, movement is fine in the classroom. It's completely unrealistic to expect young learners to always sit in chairs in rows and silently, individually complete worksheets. It's much more effective to incorporate their inexhaustible supply of enthusiasm into activities rather than try to stifle it.

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

With preliterate young learners, you can use pictures of items already learned instead of words. With advanced young learners, you could have pairs of students create the lexical sets and then use a different pair's set each time you run the activity.

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

I will ask them to pretend as students, and to do this activity themselves. In order to feel how this strategy is useful and works effectively. When young learners are moving and playing while learning, chances are good that they will have positive feelings toward the L2 and will look forward to English class in the years ahead.

Strategy Sheet # 4

1. Name of method or strategy:

“Listen and Draw”

2. When is this method or strategy useful?

This activity is for more advanced group that can produce speech. This activity allows meaningful practice of prepositions of place and categories of vocabulary.

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

Students competently communicate with each other in a realistic manner, which always increases motivation. The novelty of drawing pictures in the English class is also interesting for students, and the action of drawing often aids learning.

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

This strategy activates prior knowledge, makes connection. E.g. 1) Teacher chooses a category of vocabulary that the students already know.

2) On the day of lesson, teacher presents prepositions: top, bottom, and right, left, above, below, next to.

3) Teacher combines prior knowledge with the new material.

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

It’s interesting method for practicing vocabulary and prepositions while drawing them. Students will work in pairs or small groups and compare the card to the drawing. This is an engrossing activity and will hook students of all ages.

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

I would like to share with my colleagues to learn about the benefits and the positive sides of this strategy.

Strategy Sheet # 5

1. Name of method or strategy:

Conversation Line

2. When is this method or strategy useful?

This activity is great for injecting energy into the classroom. It can be used any time during a lesson or unit.

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

It’s useful strategy, because it provides student-centered learning environment. This activity develops listening and speaking skills. Every student is involved. They share ideas, express opinions, creative, learn from each other.

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

- Asking questions

- Giving information

- Discussion

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

This method can be used at any time in my setting and has already become a regular part of my teaching practice.

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

I will share with the teachers in my home country. I would like them to know how student-centered strategies meet the needs of the students. All the students are involved in the process. There are given more opportunity to the students to talk. They are active participants.

V. Resources/Teaching materials from mentor teacher

VI. The Long Way to a New Land

|Teacher: Joann Leme |

|Unit: My American Experience |

|Objectives: |

|—Students will read The Long Way to a New Land. |

|—Students will compare their “emigration” experience to that of the Larsson family in oral and written form. |

|Standard 7.1 |

|Students experience a variety of speaking, listening, and viewing situations. |

|Benchmark |Indicators |Learning Experiences |

|Students give and seek information in |3. Use verbal communication skills, such as word|Choral reading of novel |

|conversations, group discussions and in oral |choice, pitch, feeling, tone, and voice. | |

|presentations. | | |

| |7. Ask probing questions to seek elaboration and|Discourse starters |

| |clarification of ideas. | |

| | | |

| |8. Express viewpoints in a constructive manner. |T-chart (come to America vs. stay in my native |

| | |country) |

|Benchmark |Indicators |Learning Experiences |

|Students utilize critical viewing and listening |1. Use prediction and context clues. |Anticipation guides |

|skills. | | |

| | | |

| |2. Summarize ideas and content presented. |Novel guides |

| | |Think-pair-share |

| | |Jeopardy |

| | | |

| |3. Make connections between what is heard or |That reminds me… |

| |viewed and personal experience. |This is similar to… |

| | | |

| |6. Make inferences. |“Who is Farmor?” |

| | |rereading text |

| | |context clues |

|Standard 7.2 |

|Students expand and enhance vocabulary through language and literature. |

|Benchmark |Indicators |Learning Experiences |

|Students read to determine the meanings and |Use a variety of vocabulary acquisition |Audiotape |

|pronunciations of unfamiliar words and phrases. |strategies. |Context clues |

| | |Rereading |

| | |Prior knowledge – making connections |

| | |Word wall |

| | |Dictionary |

| | | |

|Standard 7.3 |

|Students read and apply strategies to understand a variety of literature. |

|Benchmark |Indicators |Learning Experiences |

|Students read and demonstrate comprehension of a |3. Make, confirm, and revise predictions. |Anticipation guides |

|variety of fiction, narrative nonfiction, and | | |

|poetry. |4. Describe setting. |Novel preview, picture preview |

| | | |

| |5. Describe character development by analyzing |Graphic organizer (Farmor) |

| |how a character looks, what a character says, | |

| |does, thinks, and feels, and how other characters| |

| |respond to a character. | |

| | | |

| |6. Describe plot structure including initiating |Graphic organizer |

| |event, rising action, climax, falling action, and|Novel guide |

| |resolution. | |

| | | |

| |7. Describe theme. |Graphic organizer |

| | | |

| |14. Summarize text. |Cloze exercise, sequencing activity |

| | | |

| |17. Provide statements to support or negate |It’s (not) hard to emigrate to another country |

| |opinions, inferences, conclusions, and |because… |

| |evaluations. | |

| | | |

| |18. Reflect on, make connections to, and |That reminds me… |

| |evaluate what is read. |This is similar to… |

| | | |

|Standard 7.4 |

|Students write a variety of forms using the six traits of writing. |

|Benchmark |Indicators |Learning Experiences |

|Students develop narrative, expository, and |2. Apply knowledge of prewriting strategies. |Graphic organizers |

|persuasive writing. | |Discussion |

| | | |

| |4. Elaborate the central idea in an organized |Emphasis on Ideas and Organization |

| |manner with descriptive details and examples. | |

| | | |

| |7. Revise writing for clarity and effect. |Teacher conference |

| | | |

|Benchmark |Indicators |Learning Experiences |

|Students edit writing for correct grammar, |3. Edit for verb tense consistency. |Describe your “voyage” to America - |

|capitalization, punctuation, spelling, and | |written in past tense |

|sentence structure. | | |

| |6. Use complete sentences with appropriate | |

| |capitalization and punctuation. | |

| | | |

The Long Way to a New Land

by Joan Sandin

[pic] [pic]

1. What is the title of the book?

2. Who is the author?

3. When was the book published?

4. Who is the book dedicated to?

5. How many chapters are in the book? Write the names of all the chapters.

6. Look at the cover of the book. Describe what you see.

7. What country is the family leaving? What country are they going to?

8. How do they get to this new country?

9. Why do you think this family is leaving their native country?

Name __________________________

Quiz – The Long Way to a New Land

1.

2.

3.

4.

5.

6.

[pic]_____________

[pic]_______________

[pic] ______________

[pic]________________

[pic] _______________

[pic] ________________

OIL LAMP

RAILWAY STATION

TUNNEL

RAIN

TUNNEL

7.

8.

9.

[pic] _________________

[pic]_______________

[pic] _______________

FARM

[pic]

1. “I want wheat bread with butter.” ____________________

2. “Hold hands! We must not lose each other!” ____________________

3. “There is no future for us here. We will go to America.” ____________________

4. “My poor darlings.” ____________________

5. “It is hopeless. There is nothing to buy.” ____________________

6. “Now we are arrived.” ____________________

7. “Rain! We must have rain!” ____________________

8. “Where will we sleep?” ____________________

9. “Someone has died.” ____________________

10. “Clean straw!” ____________________

1. Sweden

2. America

3. horse and cart

4. straw

5. twelve days

6. Farmor

7. rifle, tools, Bible, toys, and cloth

8. England

9. vaccinations

10. flour, moss, and tree bark

a. how the Larsson’s travel to Gothenburg

b. Carl Erik’s grandmother _____

c. ingredients in Mamma’s bread _____

d. the doctor checks for these _____

e. Hull is in this country _____

f. Mamma stuffs the mattresses with this _____

g. where Uncle Axel and Anna Stina live _____

h. Gothenburg is in this country _____

j. things in the “America trunk” _____

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VI .Cultural Sharing

THE MAGNANIMOUS MANAS

Manas is a great heritage and a wonderful world, which surprised mankind with its world – level cultural achievement. This epic is a kind of encyclopedia of the Kyrgyz people and its ancient history. It is a unique monumental epic work of oral art, and its great variety reflects not only history but all sides of the people’s life. The epos Manas has more than 500 thousand lines. It is 20 times longer than Odyssey and Iliad taken together. Manas is not only the historiography of the Kyrgyz, but also a work which deeply reflects the scientific views on philosophy, astronomy, history and mathematics of the Turkish people.

In the epos Manas, three generations of heroes are mentioned. The work consists of three parts: Manas, Semetei and Seitek. The epic is united by the main hero, Manas.

Manas’s grandfather Karakhan was a wise, brave ruler of the Kyrgyz tribe. At that time nobody dared to disturb the quiet and peaceful life of the Kyrgyz people. After his death came another time. Foreign aggressors began to constantly trouble them. The people suffered and humbly obeyed their tormentors, and those who tried to defend the interests of the people were severely punished.

Karakhan’s children more than once tried to take vengeance on their enemies,but met with defeat. They were driven away to different places. At that time one of Karakhan,s son, Jakyp, was driven with forty families to Altai.

After many years, a child appeared in Jakyp’s family – Manas. At the age of seven he was able to demonstrate his adroitness, courage and cleverness. When he was twelve, he defeated 700 invades on his race-horse Toruchar. In that battle the well- known Baatyr (hero) of the invaders, Er Kochku, lost his life.

Then he defended his people from a group of aggressors led by Joloi. He defeated such baatyrs as Kaman, Jorn, and Dongo, but Joloi himself run away.

From that time the Kyrgyz became widely known. Manas became a national hero and leader and brought his people home from Altai. After returning home, he married

Kanykei, the wise and beautiful daughter of Bukhar Khan. They settled in Talas.

Manas participated in many battlers and fought astride his charger Akkula, defending his people from foreign invaders. Together with his forty fellow warriors, he defeated the very cunning and artful foe Alloke.

Manas fought for the freedom, independence and unity of his people and cared about the fate of the Kyrgyz people and their land. He was a clever, wise and just ruler of the Kyrgyz people.

After reading the epos you will receive not only aesthetic enjoyment, but will also learn many interesting things about the life of the Kyrgyz.

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

Answer these questions about our new book.

1) Spell the words you hear (1-10). 2) Write the correct word next to the picture. 3) Draw your own picture.

Who said it? Pappa

Jonas

Farmor

Mamma

Carl Erik

Match the items that belong together.

Write a letter to someone who still lives in your

native country. Tell them about your life here in America. Remember Anna Stina’s letter to Carl Erik.

Write about some reasons you might have stayed in your native country and some reasons why you and your family decided to come to America.

Choose ONE of the topics to write about. Remember to

• begin your sentences with a capital letter.

• end your sentences with a period.

• Answer all parts of the question.

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