Section I: Lesson Plans - CEHD
[pic] TABLE OF CONTENTS
SECTION 1
Lessons observed…………………………………….p.3
Lessons given…………………………………………p.8
Lessons shared……………………………………….p.11
SECTION 2
Strategy observed in Internship School…………….p.17
Strategy shared by TEA fellows……………………..p.25
SECTION 3
Fieldwork reflections………………………………….p.31
SECTION 4
Action Research Mini-proposal………………………p.32
SECTION 5
Assessment Design Project…………………………..p.40
Section I: Lesson Plans
1. Lessons observed
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Lesson Plan 1
Intern: Iryna Nikolayenko Grade Level: Beginners
Title: Present Continuous Tense Date: 07/19/07
I. Objectives:
1. Develop students’ skills in speaking and listening
2. Practice working in groups. Students begin to work cooperatively in structured groups.
3. Develop students’ writing skills
II. Materials for Learning Activities
“Side by Side” Course Book,
“Side by Side” Activity Book,
Picture Cards,
Grammar Chart
Overhead Transparency
Tape-recorder
III. Procedures for Learning Activities
1. Grammar mini-lesson. Introduction of Present Continuous Tense and revision of Subject Pronouns. Using Grammar Chart students learn how to use Present Continuous.
2. Activities: Game (one student turns away and others ask him/her what they are or their friends are doing at the moment),
3. Doing exercises in the Course Book “Side by Side”. Students work on mixed ability groups. More able students help less able to do the exercises.
4. Singing a jazz chart on Present Continuous .First students listen to the tape and then they sing on their own.
5. Filling in the gaps with the forms of the PC and subject pronouns on the overhead transparency.
6. Work in groups. Students make short conversations using modules: (-Are you busy? Yes, I am. – What are you doing? – I am washing my car, etc.)
7. Follow-up. Students write a summary of what students have learned at the lesson.
IV. Assessment
1. Written exercises on Present Continuous in the Course Book
2. Oral answers (conversations in groups of 3)
V. Differentiation
The teacher used differentiation approach.
For the students who were quick and did written exercises quickly she had additional tasks which were more challenging. Less able students had a chance to work with more able who helped them to cope with the tasks.
VI. Reflection
I think the lesson was educational.
1. By the end of the lesson all students could say what they were doing at the moment and could ask their friends what they were doing and where they were.
2. They were also able to make short conversation on the given topic.
3. They learnt how to write short summaries of what they did at the lesson.
The teacher used a lot of different activities. The atmosphere was relaxing, the teacher was encouraging and the students worked actively at the lesson.
I learned a number of new strategies that I can use in my classes. I liked the strategy writing a summary of what we did at the lesson and I am sure it will be beneficial for my students too.
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Lesson Plan 2
Intern: Iryna Nikolayenko Grade Level: Elementary
Title: Developing reading skills. Book “Johnny Appleseed” Date: 07/24/07
I. Objectives
1. Improve students’ reading and speaking skills. Students will be able to read short stories and discuss them.
2. Develop students’ vocabulary. Students will learn a number of new words from the book.
3. Develop students’ critical thinking skills. Students will be able to analyze the main message of the book. They will know more about the history of the country.
II. Materials for Learning Activities
Book “Johnny Appleseed”,
an apple,
pictures of the USA at the time of the story
III. Procedures for Learning Activities
1. Introduction of new vocabulary. Teacher shows an apple and cuts it into pieces. Students learn new vocabulary of the parts of the apple.
2. Brainstorming. Teacher asks students why apples are good.
3. Pre-reading activities. Students predict what the book “Johnny Appleseed” is about. Their predictions are based on the cover, book title and illustrations.
4. Independent reading. Students read the book on their own.
5. Post-reading activities: Students work in groups:
a) Groups are given different questions and they are asked to answer them and present answers to the whole class.
b) Groups are given pictures of the US at the time of the Wild West and they report to the whole class.
c) Students in groups summarize the main message of the book describing the main character.
d) Students learn about urban legends.
6. Summing-up. Students give short oral summaries about what they learned that day.
IV. Assessment
Teacher assessed oral answers of the students. She assessed students’ reading comprehension skills and their speaking skills.
V. Differentiation
Teacher used differentiation approach. She combined her students into mixed ability groups and less able students answered questions on the text and more able students analyzed the main message and the character of the book. More able students finished reading earlier and the teacher asked them to do another task. It was Language Experience Approach. She asked students to underline all verbs in the Past tense in the story.
VI. Reflection
It was a student-centered lesson. The teacher acted more like a facilitator than a teacher. All students were actively involved in all the activities. In my opinion, all the objectives of the lesson were realized. Activities were based on developing multiple intelligences in her class.
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Lesson Plan 3
Intern: Iryna Nikolayenko Grade Level: Elementary
Title: The USA: A Nation of Immigrants Date: 07/26/07
I. Objectives
1. Students will write complete sentences using the present and the past tenses.
2. Students will develop oral communication skills.
3. Students will use English grammatical structures.
4. Students will write paragraphs following a model..
5. Students will develop critical thinking skills.
II. Materials for Learning Activities
• Lesson worksheets
• Picture dictionaries
• Overhead projector
• Markers
• Computer
III. Procedures for Learning Activities
1. Around the room. Using PowerPoint activity and referring to the photos, the teacher engaged students in a discussion “What it means to say we are a nation of immigrants”.
2. Presentation. Teacher discussed the question of “why immigrants come to the US” and brainstormed the class. Using a T-chart students and teacher classified reasons for immigration into push and pull factors.
3. Teachers handed out the chart “My Immigration Story” and reviewed with class. Students filled in information.
4. Pair-work. Students interviewed one another about their immigration story.
5. Class chose one person from the class who was the “interviewee” for Language Experience Approach activity. Together class wrote a paragraph using information from the “Nation of Immigrants” worksheet about the chosen student, which students later used as a model when writing their personal paragraphs as their home assignment.
IV. Assessment
In-class worksheets, reading comprehension questions
V. Differentiation
Teacher gave some additional tasks to quicker students and besides filling in the worksheet “My Immigration Story” quicker students did Editing Checklist.
VI. Reflection
The lesson was very informative and educational. Students shared their stories with the whole class and tried to analyze motives of immigration. They developed their speaking, listening and writing skills at the lesson.
2. . Lessons given
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Lesson Plan 1
Intern: Irina Nikolayenko Grade Level: Pre-Intermidiate
Title: Presentation on Ukraine Date: 07/25/07
I. Objectives
1. Develop students’ speaking and listening skills.
2. Widen students’ vocabulary
3. Develop students’ geographical and cultural knowledge of Ukraine
II. Materials for Learning Activities
PowerPoint presentation
Pictures of the country,
Flag and symbols
Small souvenirs from Ukraine
III. Procedures for Learning Activities
1. Brainstorming. Students are asked what they know about Ukraine.
2. Introduction of the new vocabulary using pictures and the map.
3. Students watch and listen to PowerPoint presentation of the country.
4. Work in groups. Students in groups discuss the information they remembered from the presentation, then they report back to the whole class.
5. Game True or False. Students say true or false to the statements about Ukraine and get small souvenirs from the country.
6. Summing-up. Students write a small multiple-choice quiz on Ukraine.
As a home assignment students are asked to prepare presentations on their own countries.
IV. Assessment
Students’ small oral presentations and answers in the game were assessed. Written tests were also assessed.
V. Differentiation
Students can choose information on the country according to their interests: sports, culture, geography, etc.
VI. Reflection
All students were interested in the information about Ukraine. They participated actively in all the activities. In such a way we break borders between our countries and stereotypes.
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Lesson Plan 2
Intern: Irina Nikolayenko Grade Level: Intermidiate
Title: Comparative Analysis of Educational Systems in the US and Ukraine Date: 07/01/07
I. Objectives
1. Students will demonstrate growth in the use of oral language.
2. They will demonstrate comprehension of nonfiction.
3. They will write to communicate ideas.
4. They will develop their critical thinking skills.
II. Materials for Learning Activities
• Computer
• Overhead projector
• Printed materials
• Worksheets
• Maps of the USA and Ukraine
III. Procedures for Learning Activities
1. Brainstorming. Students are asked what they know about the education in the US.
2. PowerPoint presentation of the system of education in Ukraine.
3. Discussion. Students ask questions about schools in Ukraine.
4. Reading activity. Students are given leaflets about Odesa Educational Complex “Hope”. As a post-reading activity students are given worksheets to fill in the missed information.
5. Group work. In groups students try to find similarities and differences in the systems of education of both countries. One representative from a group comes up to the board and fills in the table “Similarities and Differences”.
6. Summing-up. Students write short summaries of what new information they have learned at the lesson.
IV. Assessment
In-class worksheets, written summaries
V. Differentiation
According to their MI students could show their excellence in different activities
VI. Reflection
Students seemed interested in the topic. For some students it was hard to analyze two systems. It means that it is necessary to continue this kind of work in the following classes. Students learnt a lot of new vocabulary and factual material. They also practiced reading nonfiction.
LESSON PLANS SHARED
LESSON SUBMITTED BY OLGA OLYINIK
LESSON PLAN 1
Teacher: Kimberley Hale Grade Level: English 11
Title: Steven Crane “A Mystery of Heroism” Date: 07.25.07 Time: 7.30 a.m.-10.05 a.m.
I. Performance Objectives:
SWAT
• Understand situational irony (literary skills)
• Identify theme (reading skills)
• Understand ambiguity (review skills)\
II. Material for Learning Activities
• Elements of Literature, Fifth Course, The Holt Reader
• Whiteboard, markers, paper, pencils
National/State/Local Standards
• High School Standards of Learning (SOL) Strengthening Course
III. TEACHING PHASE
Introduction: ( 30 min)
• Teacher elicits from the students the definitions of verbal and dramatic irony, which were discussed at the previous lessons
• Using the background knowledge teacher and students discuss the notion of a hero
• Teacher and students define the notion of situational irony
Instructional strategies: (45 min)
• Discussing the definitions and writing them on the board
• Teacher reads the story and comments on its content with references to the personal experience
• Teacher explains the vocabulary of the text which is not clear to the students
• Sts make margin notes along the reading and discussion
• Teacher asks questions, e.g.:
▪ What’s the atmosphere like here?
▪ Is this stupidity or heroism?
▪ Do heroes act childishly?
Summary: (15 min)
• Sts identify the theme of the story. They fill in the chart below with details from the story that illustrate the elements in the left-hand column. Then they review their chart entries and state the story’s theme at the bottom of the chart.
|Main events in the story | |
|What characters discover | |
|Significance of title | |
|Key details | |
|Statement of theme |
• Sts give the definition of ambiguity
Ambiguity is a technique by which a writer deliberately suggests 2 or more different, and sometimes conflicting, meanings in a work
IV. Assessment (45 min)
• Sts answer questions given as margin notes and hand in their papers.
Questions fall into several categories such as:
▪ CLARIFY, e.g. Re-read lines 17-24. What has happened to the burglar?
▪ COMPARE AND CONTRAST, e.g. Re-read lines 25-41. How does the narrator describe the natural setting?
▪ WORD STUDY, e.g. Lines 34-36 contain a metaphor and simile. Underline the metaphor (a comparison that does not use the words like or as) and circle the simile (a comparison that uses the words like or as)
▪ IDENTIFY, e.g. pause at line 76. Why wouldn’t it be difficult for Collins to get a drink of water from the old well?
▪ PARAPHRASE, e.g. The narrator uses vivid, eloquent language to describe the events of the battle. What has happened in lines 80-85? Restate the events in your own word.
▪ AUTHOR’S PURPOSE, e.g. Re-read lines 89-100. Which is more understandable: the human’s behavior or the animals’ behavior? What might the purpose of this passage be?
▪ IDENTIFY CAUSE AND EFFECT, e.g. Why does Collins ask to get some water from the well across the meadow?
▪ INTERPRET e.g. What do the words of the soldiers reveal about Collins’ actions (lines 186-195)?
▪ ANALYZE e.g. re-read lines 216-231. Does Collins think of himself as a hero? Circle the two phrases that make the answer to this question ambiguous, or open to interpretation.
V. Differentiation
• Some students can be allowed to finish their papers as home assignment
VI. Reflection
The teacher’s reading was very good and the explanations were excellent. The personal references were of great use and helped to clarify a lot of things. I would just add some video material with a battle scene for the better understanding of the situation described in the story.
Lesson Plan 2
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
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 Activities
1) Textbook 2) Information about metaphysical poetry, etc downloaded from the internet
III. Procedures for Learning Activities
1. Introduction about the concept of stylistic analysis. Teacher introduces the notion of interpreting the poem on the basis of the language used. (3 Mins)
2. Teacher asks a student to read the poem loudly and asks a general question about the main theme of the poem. (2mins)
3. Teacher explains the poem line by line by asking appropriate questions and explaining wherever required.( Through interaction) (8 mins)
4. 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.
5. Teacher explains the concept of Carpe Diem during explanation.
6. Teacher asks questions about rhyme scheme and figures of speech in the poem.(5mins)
7. Teacher discusses the impact of using these devices in the poem.(2mins)
8. Teacher makes the students discuss the striking features of the poem.(2mins)
9. Teacher revises the concept of stylistic analysis .(2mins)
10. Teacher discusses the characteristics of metaphysical poetry with the help of a sheet, a copy of which is to be distributed to students.(5mins)
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 | Carpe Diem- seize the hour |
|1st IF .. ideal/imagination |Stylistic analysis |
|2nd But….. Reality | |
|3rd Now….. Solution | |
|Logical argument for persuasion | |
IV. Assessment
• Discussion of the textbook questions
• 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 words
3. Why has the poet used exaggeration in the poem?
4. What is the effect of using these literary devices in the poem?
• 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.
Lesson Plan 3
Intern:ANUPAMA CHADHA Grade Level:12
Title:PLAY-THE HOUR OF TRUTH Date:2 August 2007
I. Objectives
• COMPLETE COMPREHENSION OF THE SEQUENCE OF EVENTS IN THE PLAY
• CHARACTER ANALASIS OF THE PROTAGONIST
• THE IMPORTANCE OF TRUTH IN OUR LIVES
• ENACTMENT OF THE PLAY TO REMOVE STAGE FEAR AMONG STUDENTS.
II. Materials for Learning Activities
• TEXT BOOK
• CD PLAYER FOR A MOVIE
III. Procedures for Learning Activities
THE TEACHER SELECTS THE ACTORS FOR THE PLAY AND ASSIGNS ROLES.THE PLAY IS THEN ENACTED IN THE CLASS WITH THE NARRATOR.
A STAGE IS CREATED IN THE AUDITORIUM WITH REQUIRED PROPS.THE STUDENTS THEN LEARN THE DIALOGUES AND FALL INTO THE CHARACTER OF THE ROLE.
IN THIS WAY THROUGH THE THEATRE METHOD THE STUDENTS LEARN THE DIALOGUE AND ALSO HAVE A DEEPER UNDERSTANDING OF THE PLAY.
IV. Assessment
• A QUIZ IS GIVEN TO THE STUDENTS IN THE FORM OF A WORKSHEET.
• WHO SAID TO WHOM ,WHY AND WHEN.
• CRITICAL ANALYSIS AS WHAT WOULD HAVE YOU DONE IF YOU WERE IN THE PLACE OF THE PROTAGONIST.
V. Differentiation
SINCE THE PLAY IS ENACTED, ALL THE STUDENTS GET A ROLE TO PLAY.
THE DELIVERY OF DIALOGUES ENABLE ALL THE STUDENTS TO LEARN AND UNDERSTAND THE LEASON.
VI. Reflection
WRITE A PLAY IN YOUR OWN WORDS ON HOW OUR PRESENT POLITICIANS NEED A LESSON ON THE IMPORTANCE OF TRUTH.
Section 2: Strategy Sheets (Observed)
[pic]Portfolio Strategy Sheet 1
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
This strategy is “Good and New”
2. When is this method or strategy useful?
It is useful at the beginning of a lesson.
3. Why or how is this method or strategy useful?
This strategy gives students an opportunity to share something “good and new” that they experienced within the time between their English lessons. Students can share their feelings, something that happened to them or their families, something that they did, etc. it also gives a chance to the teacher to elaborate on a student’s response with additional vocabulary or reinforce a grammatical phrase or structure.
4. What are the steps involved in using this strategy or method?
1. The teacher may share something “good and new” she experienced since their last meeting. 2. The teacher asks a student. 3. The student shares some information with the class. 4. His/her classmates can ask him/her questions.
5. When would this method or strategy be useful in your setting?
It can be useful as a warm-up activity at the beginning of a lesson.
6. What would you like other teachers in your school to know about this method or strategy?
How to use it and why it is useful. “A koosh ball” can be used for this activity and it allows the person who hold the ball to be the focus of speaking for this short oral exercise.
[pic]Portfolio Strategy Sheet 2
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Daily Summary
2. When is this method or strategy useful?
It’s useful at the beginning of a lesson to focus students on the things they learned at the previous lesson.
3. Why or how is this method or strategy useful?
Students practice their writing skills and they review what they remember from the previous lesson.
4. What are the steps involved in using this strategy or method?
Teacher asks every student to summarize in their notebooks key points that happened in class the lesson before. The Daily Summary can also be done on chart paper with a magic marker or on overhead transparency.
5. When would this method or strategy be useful in your setting?
In my classroom this strategy is very useful as my students consider writing the
least liked activity. This strategy can help them develop their writing skills and
it’s also an opportunity for the students to say what was especially important
for them at the previous lesson.
6. What would you like other teachers in your school to know about this method or strategy?
All the students are engaged actively in this activity. This activity is also an opportunity for editing and thus class and teacher can edit each student’s Daily Summary for grammar, punctuation, spelling, etc.
[pic]Portfolio Strategy Sheet 3
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Daily Wrap-up
2. When is this method or strategy useful?
In my internship school I observed students doing this activity 10 minutes before the end of the lesson.
3. Why or how is this method or strategy useful?
This strategy is useful as students review what they have done at the lesson: what vocabulary they learnt, what text they discussed, what grammar rule they revised or learnt, etc. Students practice their speaking skills as it’s an oral activity. They also learn how to summarize.
4. What are the steps involved in using this strategy or method?
Teacher asks students to give short oral summaries about what they learned that day. These short oral summaries can be compared to what was listed on the Daily Agenda.
5. When would this method or strategy be useful in your setting?
This activity would be useful before giving and explaining students’ assignment. This strategy can be used as a feedback.
6. What would you like other teachers in your school to know about this method or strategy?
Students are always willing to give comments on what they did at the lesson.
They can evaluate their work at the lesson and the teacher can see what
language material needs revising at the next lesson. This activity leads to
explaining students’ home assignments.
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5. When would this method or strategy be useful in your setting?
Teaching writing skills is the most challenging task for me. My students are not very motivated for this activity and they don’t like it very much. So I think that teaching writing through the use of a graphic organizer will empower my students to write with confidence.
6. What would you like other teachers in your school to know about this method or strategy?
This strategy can be applied for the narrative, descriptive, expository and persuasive forms of writing. Visual organizers help students to conceptualize and structure a piece of written discourse successfully.
[pic]Portfolio Strategy Sheet 5
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Chain Story
2. When is this method or strategy useful?
It is useful for teaching creative writing skills.
3. Why or how is this method or strategy useful?
This method fosters students’ artistic expression, it also stimulates imagination
and clarifies thinking. It also nurtures interpersonal and intrapersonal
intelligences.
4. What are the steps involved in using this strategy or method?
Students sit in a circle, each having sufficient writing paper and their names on the first sheet. When the teacher says, "Begin" they begin writing a story starting, for example, with the phrase "It was a dark and stormy night..." After 3 minutes, the teacher instructs them to pass the story to the person on their right/left. The next student adds to the story for 3 minutes and passes it on, and so forth. The teacher keeps track of the time periods, adjusting them to the "speed" of the class.
5. When would this method or strategy be useful in your setting?
This strategy would be useful when practicing creative writing skills.
6. What would you like other teachers in your school to know about this method or strategy?
In the class I observed all the students were excited and they loved the activity. Everybody participated including less-able students. Some stories were amusing and interesting.
Student centered strategies (Shared)
1. Socratic Seminar- It is a group discussion. Questions prepared beforehand, leader moderates the seminar, sit in a circular fashion (intro questions, core questions, end questions) Students discuss various aspects of the text, go beyond the text, agree, disagree. Points are allotted for participation, supporting points with details from the text and submitting the details of the seminar.
2. Student Presenatations- About their country, family, food habits etc. Students use power point.
3. Creative Writing related to the text studied- Writing a story, writing a ballad after ballad is taught in the class and presenting it before the class.
4. Research-Finding information or texts from the internet- Writing a paragraph about the poem downloaded.
5. Student report of the guest lecture- Inviting the Mayor to discuss topics related to social studies curriculum and asking students to write a report about it.
6. Maps of different countries- students are told to collect information about different countries. Teacher puts up the map on the board. Students put up the information collected on the map.
7. Mind Mapping
8. Desert Island Activity-. Students m decide the flag, rules, Forming a govt etc.
9. Utopia- Based on the lesson taught. Imagine how the place would be like.
10. Pictionary- Make own definitions, explain words
11. Writing experiences- eg Bullying
12. Chain Story writing- important words to be written on the blackboard and students write a story.
13. Class room quiz- One group of students prepare questions and other group answers.
14. Choosing a picture- narrating the related part.
15. Sequence Chart- Drawing the sequence of the story which helps for recapitulation.
16. Enactment of a scene- Create the situation and enact the scene to explain new concepts. Eg Dowry.
17. Personal Album-Collection of stories and other details for the album
18. Four Square Writing Strategy
| | |
|Reason |Reason |
| | |
| | |
| | |
|Conclusion |Reason |
19. Guided Reading and Thinking- Book connection exercise. 1. Teacher gives extract from the book and students connect it with self,another book, world. 2. Books are given to students, they select extract and check any of the above connections.
20. Use of drawing to teach
21. Use of games- Name of a celebrity is given to the teacher, students ask yes-no questions.
22. Jeopardy- Element of gambling. Students earn money for correct answer.
23. Personal Coat of arms-
• Student’s greatest success
• Greatest failure
• One year plan
• Ten year plan
• Dream
• Motto
• Symbol
24. Vocabulary Building with the help of newspapers.
25. KWL Concept
26. Self Study-Questions are given to students. They take the prescribed book and find the answers
Portfolio Strategy Sheet submitted by Makhija Rashmi
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Socratic Seminar
2. When is this method or strategy useful?
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.
3. Why or how is this method or strategy useful?
It is very useful to make the learner independent. This will enable the student to go beyond the textbook. Just as Socrates, the great philosopher made people go to the core of the issue and analyse what they actually meant by what they said, this method will be be useful to a student to think about what he says and why he thinks so. It involves lot of prior preparation and interaction during the seminar which makes classroom student centered.
4. What are the steps involved in using this strategy or method?
a. Students are given the instructions about the seminar and an evaluation rubric before hand.
b. Teacher explains the concept to them and students prepare questions on the text.
( Introductory question, 3 to5 core questions, closing question and any remark in the text is to be picked out if it appeals to them)
c. At the scheduled time teacher makes students sit in a circular fashion and assigns the job of the leader toa student who is supposed to be the moderator.
d. Each student reads the core question which is general and extrapolatory in nature.
e. One issue is picked out and discussed in detail. Students can relate the text to present situations,i.e go beyond the text.
f. Then the core questions are raised and discussed. The student have to support their stand by picking out quotes from the text. Thus it ensures thorough reading of the text.
g. The moderator controls the discussion and keeps check of the time.
h. Finally the closing question is discussed.
i. All students note down points and submit a written draft to the teacher.
j. They are evaluated for their prior work, effective participation and written submission.
5. When would this method or strategy be useful in your setting?
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.
6. What would you like other teachers in your school to know about this method or strategy?
This is a new concept which I have learnt. I would like other teachers to know how a classroom can become student centered with such an activity and how language teachers can focus on all skills by using this novel strategy.
I will make sure that the teachers in country learn this concept and try out atleast with one group.
RASHMI MAKHIJA
YORK TOWN HIGH SCHOOL
MENTOR: MILLIE SOLOMON
Portfolio Strategy Sheet submitted by Shoista Khayolbekova
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Creative writing -‘Pas-O-Graph’
2. When is this method or strategy useful?
This method is useful for thinking, creativity and writing. The students use their imagination and creativity to complete the story.
3. Why or how is this method or strategy useful?
The strategy is useful for writing in the correct way and connecting the ideas and sentences. It is good for finding the sequences of the actions.
4. What are the steps involved in using this strategy or method?
1. The teacher displays the writing prompt
2. The first student writes this prompt on the paper and adds something from him. When the teachers says pass the student immediately passes the paper to the second person. The second person writes his name on it and continuous writing. It goes on to the 3rd and 4th person.
3. When it reaches the 5th person he should think of closing and end the story.
4. The teacher collects the stories and reads them to the whole class.
5. The class decides which story is the best and why.
5. When would this method or strategy be useful in your setting?
It is useful when practicing writing skill and individual thinking. It is also good for fluency and accuracy practice. The student try to use correct sentences and conjunctions, and think of the appropriate sequence of the actions.
6. What would you like other teachers in your school to know about this method or strategy?
The students fill free. The method is good for improving the students’ language abilities. They will be able to develop skills, make quick decision, think fast, find the right sequences, and think of effective conclusion.
Portfolio Strategy Sheet submitted by Olga Oliynyk
Choose a method or strategy that you have learned about or observed during field experience.
6. Name of method or strategy:
“Peer review”
7. When is this method or strategy useful?
This strategy can be very effective at the beginning of the lesson to go back to the things discussed at the previous lesson.
8. Why or how is this method or strategy useful?
I observed this strategy at the lesson in the High School Standards of Learning Strengthening Course in English-11 ( Yorktown High School). As such courses are designed to assist students in passing the SOL exams by strengthening students’ test-taking skills as well as their understanding of course concepts this method is an excellent way to review the material and check sts’ understanding of the material. The strategy is of special interest when the controversial issues are discussed. Everybody is involved and the weaker sts don’t fall behind as they have the paper in front of them to support their confidence.
9. What are the steps involved in using this strategy or method?
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.
10. When would this method or strategy be useful in your setting?
It can be used as a good practice of test-taking skills and just for reviewing the material.
11. What would you like other teachers in your school to know about this method or strategy?
“Peer-review” can give sts a better understanding of the way the teacher grades their answers so I would recommend that teachers in my school should use it on a regular base especially before tests.
Section 3: Reflections on Fieldwork
My Internship School is Arlington Mill High School Continuation. In summer it is for adults, they are from 18 to 26 years old, they are immigrants from South America and they study English intensively in this school.
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In the school there is a lot of technology which is actively used in class. Teachers use different kinds of technology: overhead projector, computers, etc. Technology facilitates teacher’s work and motivates students.
I noticed a lot of similarities between teaching methods and strategies used in my school in Ukraine and Arlington Mill. Teaching is student-centered, cooperative learning is intensively used, lessons are planned.
As for the differences, I think, the most important are the following:
1. In my internship American school a lot of attention is paid to teaching writing skills. At the beginning of a lesson students write the review of what they learnt at the previous lesson, they also write the summary of what they learn at the end of a lesson. One of the important activities is journal writing. I think I will do my best to incorporate this activity into my classes too. I think journals provide teachers with an insight to the language needs of the students and are helpful in planning mini-lessons on specific grammatical structures that students need to practice.
2. My American internship mentor is much more patient, tolerant and flexible than Ukrainian teachers. She always says “Great! Fantastic!” to a student even though he doesn’t show much progress. This is very encouraging and I am going to share my impressions with my colleagues back at home.
3. Intensive use of technology.
4. Libraries are bigger, they have more literature and they are organized in a more efficient way.
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Libraries in US high schools
Action Research Proposal
Introduction
Statement of the Problem: Explain the problem or situation in your classroom or school that your research will address. What led you to investigate this problem or situation?
The school where I plan to make my research is Odessa educational complex “Hope”. EFL teaching in the school is based on communicative approach. At the lesson EFL teachers do their best to stimulate students’ motivation and involve them in meaningful activities. We use English textbooks based on the communicative approach published by Longman. In my 9th grade all students have good linguistic abilities and they are rather motivated. They show good progress in speaking, listening and reading, and they enjoy doing activities developing these three skills. The greatest challenge for my 9th graders is writing essays. It is their least liked assignment. They do not try to be creative and they do not show much interest in writing. Their scores in writing essays are the worst compared to tests in reading, speaking and listening.
Context: Describe the context of your study. In 300 to 400 words, describe your school, your classroom, your students, and the community from which they come.
Educational complex “Hope” is situated in a suburban area of Odessa, one of the largest Ukrainian cities. Most children attending the school are from middle-class families. The school is a public school. It can be called an experimental school as it combines pre-school (kindergarten) and secondary school education. The student body is about 600 with 60 teachers on the staff. Most of the students are Ukrainians, but there are also representatives of many nationalities in the school including Russians, Armenians, Bulgarians, Jews, Moldavians and others. Tuition is in Ukrainian. The main goal of the school staff is to create a learning environment in which all students can fully develop their abilities and interests. Our teachers’ challenge is to identify student needs, develop and gain access to appropriate programs and curricula that correspond to those needs and monitor student progress throughout the course of study. Our students can develop their abilities in different subjects – the Humanities, Civics, Sciences, Mathematics, Economics, Information Technology, Arts, Music, Drama, Sports, etc.
The school consists of two levels:
- Preschool (nursery) for children from 3 to 6 ( 5 groups – 150 children);
- Primary and secondary school (from the 1st to the 11th grades – 450 students).
A lot of attention is paid to nurturing verbal-linguistic abilities of the students that is why EFL is one of the most important subjects on the curriculum. Students start learning English in the kindergarten and continue up to the last grade.
Statement of Research Purpose and Question: State the purpose of your proposed research. State your research question.
As writing skills in my classroom require further development, I plan to research the way how I can help my students write well-organized essays and how to motivate their creativity. That is why my research question is the following “What can I do to make my 9th grade EL learners more creative and more interested in writing essays at Odessa Educational Complex “Hope”?
Literature Review
Describe how you will research and review published studies relating to your research topic. What strategies will you use to locate relevant literature? What databases and other resources will you search? What key words will guide your search? Give two examples of peer-reviewed, empirical studies that appear relevant to your topic and cite them at the end of your paper using proper APA style.
Before embarking upon my research I plan to study literature that is available on the researched topic. There is a lot of scientific research on developing and motivating students’ writing skills. Many linguists emphasize the role of planning in writing any kind of composition. “Planning is an essential ingredient in skilled writing; skilled writers spend a considerable amount of time planning what to do and say, including setting goals, generating ideas and organizing ideas into a writing plan. Struggling writers are less knowledgeable about the strategies and processing involved in planning a paper than their peers who are better writers.” (Harris, Karen R, Graham, Steve, Mason, Linda H., “Motivating Revision of Drafts Through Formative Feedback”, American Education Research Journal, Summer 2006). Many scientists also pay attention to peer support, instruction involving a general strategy and a genre-specific strategy for planning essays, and procedures for regulating use of these strategies and the writing process (self-instruction, goal-setting, self-reinforcement and self-monitoring) (Englert,C., Raphael, T., Anderson, L.,, Anthony, H. “Making Strategies and Self-Task Visible. Writing Instruction in regular and specific education classroom”, AERJ 1991) Motivation in the works of linguists is defined as “enjoyment of school learning; an orientation toward mastery, curiosity and persistence and an orientation to learn challenging, difficult, and novel tasks” (Graham, S., “Strategy Instruction and the teaching of writing”. Handbook of writing research, New York Guilford Press, 2006).
Methods
Procedures: Describe the general procedures you will follow in collecting and analyzing or synthesizing data. Will your study be quantitative (numbers), qualitative (narrative), or mixed methods?
In my research I plan to observe two classes. In the control class I intend to use strategies I used previous years in developing writing skills. In the experimental class I have an intention to incorporate some strategies and knowledge I have learned during my classes in George Mason University and fieldwork internship in Arlington Mill High school. In the experimental class I plan to use some experiential methods teaching creative writing skills, including games, writing journals, haiku poems, chain stories and some others. I intend to apply qualitative method and comparative analysis in collecting and analyzing data. The goal of my research is to find out if students’ writing improves and if their interest is more stimulated in the experimental class in comparison with the class of more traditional methods.
Sampling: If the focus of your study is human subjects, who will they be and how will you select them?
The focus of my study is my students of two classes: 9A and 9B. As for their results in different tests, they are practically similar. So I plan to choose one class to be an experimental and the other a control one on a random basis. For my interview I plan to ask all the students in the experimental class and to make a chart with their answers to see if they feel more motivated to write essays after three months of my research.
Data Collection: What type(s) of data will you collect and what data-collection methods will you use (e.g., observation, student records, interviews, surveys, pencil and paper tests, performance assessments, focus groups, etc.). How will you use triangulation to corroborate findings? How will you analyze or synthesize your data? What is your timeline?
If I want to conduct a good research I must use more than one strategy or source of information and consider all possible data sources, including test results, observations, interviews and conversations. At the beginning of my study students of the control and experimental classes will be asked to write an essay on a given topic. It will be considered my pretest. For three months students of both classes will continue to write essays but in the experimental class I intend to use some alternative strategies and strategies for planning different kinds of essays to motivate my students in writing. After a three-month-period I intend to give another task to write an essay. I will analyze students’ performance and achievement in writing essays by the students’ grades in the pretest (before the intervention) and after a three-month- period of the intervention. To make my analysis accurate I intend to grade students’ essays according to the rubrics I will work out. I also plan to interview students of both classes. Motivation is a very hard thing to determine but still I hope I will be able to determine if students of the experimental class feel more motivated in writing essays. I intend to check if a student works to his/her highest potential in a class, then I can say he/she is putting forth 100% effort to learn the subject matter.
I will also observe in-class behavior of my students. If answers to my interview questions match the picture I see from observation I can be more certain that I have answered my question adequately.
Ethics: In addition to discussing what permissions you will need and the protections you will provide for human subjects, discuss any personal perspectives and/or biases you have that might impact how you approach your question.
Before starting my research study, I plan to ask the principal of Odessa Educational Complex “Hope” to determine if there is a procedure for obtaining permission to conduct such a study. I will also obtain permission from my students involved in the study. I will explain to all participants my concern and respect for their privacy, and give my assurance that pseudonyms will be used in any reporting of information that I will take from the study. I will do my best to keep unbiased during the research. I will try my best not to favor any teaching approach in developing writing skills. I believe I will be able to evaluate the results of the research on objective principles with accuracy and fairness. I intend to work out rubrics for evaluating the results of my research. I will also discuss and try to obtain permission from all individuals concerning the taking of photographs during the study.
Findings
How will you report your findings? What types of tables and charts do you envision including in your report?
If after a three-month-period of my research I find that my students’ writing improves and they feel more interested in writing after introducing new strategies into everyday lesson planning, I will report my findings to the principal of the school. I plan to include tables with my students’ scores in the pretest and posttest. I will also include charts based on the students’ answers in the interview. I think that my rubrics for the grading students’ essays will be relevant as well in my report.
Action Plan
In approximately 200 words, discuss what you will do with your finished study. How, and with whom, will you share it?
If the results of the research are positive and the 9th graders show a noticeable success in writing different kinds of essays, I will, definitely, share my study with all my colleagues. In my opinion, it will be beneficial to report the results at the meeting of our English methodology department. Besides EFL teachers, teachers of the Ukrainian and Russian languages have similar problems. I plan to inform them on the findings of the research too. I will also share with my colleagues new strategies and techniques I used to motivate my students’ interest and improve their writing skills. I plan to invite them to some of my lessons to show them methods I use for developing writing skills. We could also share our experience and knowledge for introducing even more effective techniques into our lessons. As a further step I will try to publish the results of my findings in our professional newspaper or journal.
References
List all references cited in your proposal.
1. Harris, Karen R, Graham, Steve, Mason, Linda H., “Motivating Revision of Drafts Through Formative Feedback”, American Education Research Journal, Summer 2006
2. Englert,C., Raphael, T., Anderson, L.,, Anthony, H. “Making Strategies and Self-Task Visible. Writing Instruction in regular and specific education classroom”, American Education Research Journal, 1991
3. Graham, S., “Strategy Instruction and the teaching of writing. Handbook of writing research”, New York Guilford Press, 2006).
ASSESSMENT DESIGN PROJECT
The assignment is to write a letter to a local official expressing an opinion about the city council decision to redesign the city center.
The letter should:
1) Use the correct format from the class (include an introduction, body and conclusion; mailing address, the date, etc.).
2) Express your opinions, based on the class work and discussions about the plans for redesigning.
3) Be typed in the final draft.
Students will be graded on the following:
Completeness: (followed ALL directions): 4 possible points
Grammar and mechanics (editing): 4 possible points
Letter formatting (included all necessary information); 4 possible points
Content (expressed clear ideas about redesigning plan): 4 possible points
| 4 points |3 points |2 points |1 point |
|followed all directions |followed most directions |followed some directions |followed few directions |
|few mechanical or grammatical|some mechanical or |many mechanical or |too many mechanical or |
|errors |grammatical errors |grammatical errors |grammatical errors |
|followed correct letter |followed most of the letter |followed some of the letter |did not follow the letter |
|format |format |format |format |
|expressed clear ideas and |expressed some clear ideas |expressed unclear ideas and |expressed no ideas or |
|opinions |and opinions |opinions |opinions |
Total possible points: 16
16-15 points = grades 12 -11
14-13 points = grades 10-9
12-11 points = grades 8-7
10-9 points = grades 6-5
8 – 7 points = grades 4-3
6 – 0 points = failed
This assessment tool (rubrics) was used in my American internship school Arlington Mill High School Continuation. Students learned the topic “Immigration in the USA”. They also studied how to write letters. Their task was to write a letter to their government representatives expressing their opinions about the “immigration debate”. Scaffolding was used to prepare students for writing their letters. The rubrics were given to the students so they knew how their works would be assessed.
I changed the topic as we don’t have so many immigration problems in Ukraine and redesigned the grading system for my Ukrainian students. In Arlington Mill grading system was A, B, C, D and F, whereas In Ukraine we have a 12- point- grading system. I also simplified the language for my students. In my opinion, these rubrics will be helpful for my students for their self-assessment as well. I chose this particular tool because writing is a challenging task for my students and when they know what criteria are used for assessment they will be more motivated.
Before giving this assignment to my students I plan to include scaffolding techniques such as visual aids, explanation, brainstorming, examples, letter formatting and so on.
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