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Iryna Chepyha
TEA fellow, Ukraine

Section I Lesson Plans

1.1 My lesson plans.

1.2 Shared lesson plans.

Section II Strategy Sheets

2.1 My strategies.

2.2 Shared strategies.

Section III Fieldwork Observations

3.1 School curriculum.

3.2 School management.

3.3 Hand-Outs

3.4 Assessment.

Section IV Action Research Proposal

Section I Lesson Plans

Lesson Plan 1

Identify Performance Objectives

1. The student will read and critique a variety of poetry

2. The student will read and analyze relationships among American literature, history and culture.

3. The student will organize ideas into logical sequence, elaborate them clearly and accurately.

Lesson Outline

Content: Work on the book “Fahrenheit 451”

National/State/Local Standards: Standards of Learning Reading and Writing



Warm-up activity: Journal.

Ray Bradbury once said: “After all, a computer is a book and a long-playing record is a book –
they just have different shapes”. Do you agree or disagree?

Prior knowledge: part1 of the novel.

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

The students will enrich their vocabulary with words and structures from the book.

Presentation: The teacher introduces the notion of utopia and dystopia, gives examples of the
context in which they can be used.

Activities: The students develop skills to adapt voice, tone, vocabulary, content, purpose and
situation. They elaborate ideas clearly and accurately.

Practice: 1.The students practice the vocabulary learnt.

2.They practice in selecting the vocabulary to characterize a certain kind of society.


1.The teacher evaluates students` written reflections on Ray Bradbury`s quotation

2. The students evaluate the T-charts made in groups and define the best one.


1.The teacher creates a free and relaxed atmosphere so that everybody could express

2.Any idea is welcome, no matter how weird it may seem.


The method of differentiation instructions in writing reflections.

The conscious approach in the use of vocabulary.

Other Activities:

Follow-up: the teacher gives remarks to the students as regards their progress in learning

Assessment: the teacher announces final grades taking into account students` diligence
during the session.

Homework assignments: to get ready to the vocabulary quiz.

Use of technology: multimedia devices to demonstrate different editions of the book

“Fahrenhite 451”.

Materials used: The latest edition of the book mentioned above.

Closure: The strategies used in the lesson are highly effective in developing students`
critical and analytical thinking.

Lesson Plan 2

Intern: Iryna Chepyha Grade Level: 10

Title: The Known and Unknown Ukraine Date: 07/25/07

I. Objectives

1. to develop students` cultural awareness of Ukraine

2. to introduce core information about Ukraine to American students

3. to stir students` interest to Ukrainian culture

4. to develop skills in analyzing and comparing the diversity of lifestyles

II Materials for Learning Activities:

- book ``Ukraine in a Nutshell`` - national clothes

- map of Ukraine - school video

- Ukrainian flag and coat-of-arms - quiz sheets

III. Procedures for Learning Activities

1. Introduction of the subject-matter

2. Phonetic drill of the new words

3. New material presentation:

a) geographical position of Ukraine on the map of Europe

b) some glimpses of Ukrainian history

c) the state symbols of Ukraine

d) Ukrainian folk clothes

e) school life and extra-curricular activities of Ukrainian students

4. Multiple choice quiz .

IV. Assessment
The student who completed the quiz first was awarded with a small souvenir

V. Differentiation

The more gifted students pronounced the Ukrainian words they have learnt at the lesson


I consider it very useful to conduct lessons on diversity of cultures. They enrich students`
general outlook, cultivate tolerance to people of other ethnicity.

Lesson Plan 3

Teacher: Sarah Kiyak Grade Level: 10

Title: American Literature : “Fahrenheit 451” by Ray Bradbury

Date: July 18, 2007

I. Objectives

- to improve student`s skills of shared reading

- to summarize students` knowledge on the book “Fahrenheit 451”
- to foster their analytical thinking
- to develop students` creativity and the ability to express the core idea in visual terms
II. Materials for Learning Activities

- various editions of the book “Fahrenheit 451” by Ray Bradbury

- extracts of the screen version of the book
III. Procedures for Learning Activities

- daily agenda announced by the teacher

- vocabulary quiz on the previously learnt words
- exemplary reading of the extracts suggested by the teacher
- shared reading done by the students
- the students watch the most vivid parts of the video
- creating of a book-cover design
IV. Assessment

- while students work individually at the book-cover designs the teacher checks and

evaluates their vocabulary quiz
- all the students` book cover designs are discussed in class
- the students choose the best designs and explain their point of view
V. Differentiation

The teacher suggests students with poor pronunciation skills to read an extract from the
text twice: first for themselves and then outloud

The method of shared reading helps to develop students` reading skills. It is particularly
appropriate for students with low reading skills.
The strategies used by the teacher enhanced students` creative thinking.

Lesson Plan 4

Intern: Iryna Chepyha Grade Level: 8

Title: Shakespeare`s Life and Literary Heritage Date: 08 / 03 / 0

I. Objectives

 to develop students` awareness of W. Shakespeare as the world greatest writer;

 to develop students` skills of listening comprehension;

 to improve reading skills;

 to enhance students` multiple-intelligence development

II. Materials for Learning Activities

 visual aids ( pictures illustrating Shakespeare`s life and literary activities;

 audio record of the sonnet “My mistress` eyes are nothing like the sun”;

 collection of Shakespeare`s poems.

III. Procedures for Learning Activities

1. 10 Questions game : the students are encouraged to ask teacher questions on the material
they are going to study.
2. The teacher announces the objectives of the lesson.
3. Guess-game : the students have to guess what events of W. Shakespeare`s life are related
to the pictures.
4. The students have to arrange the pictures in chronological order according to the dates
written on the blackboard.
5. The students listen to the text about W. Shakespeare.
6. The students have to fill in the missing words in accordance with the text for listening
7. The students listen to the poem and practice shared reading.
8. They discuss the feelings the poems evokes in them

IV Assessment

At every stage of the lesson the teacher assesses different kinds of students` activities.

VI. Reflection

The strategies used during the lesson are used to foster students` multiple intelligences and to make
the lesson student oriented.

Lesson Plan 5

Teacher: Sarah Kiyak Grade Level: 10

Title: American Literature: “Fahrenheit 451” by Ray Bradbury”

Date: August 8, 2007

I Objectives:

 to teach students think and talk of what they have heard and read
 to encourage students reflect upon and interpret poetry
 to recreate information and events of the book
 to help students clarify their feelings

II Materials for Learning Activities:

 the book “Fahrenheit 451” by Ray Bradbury

 the poem “Dover Beach” by Mathew Arnold

III. Procedures for Learning Activities

1. Guided reading. First the teacher presents exemplary reading to students, then the
students read the poem one by one.
2. Students are divided into groups to compile key vocabulary of the poem.
3. Students quote the book to demonstrate how literary characters react to the poem.
4. Students are given the task to write a short point-of-view story answering the questions:
a) How did you react to the poem?
b) Why do you think Ray Bradbury included this piece of poetry in his novel?
c) Why did the main character read the poem to his friends?
d) What is the significance of the poem in the book?
IV. Assessment
The teacher evaluates students at each level of learning activities: for expressive reading,
compiling the vocabulary of the poem, giving persuasive evidence of characters` reaction to the
poem and for a point-of-view story.
V, Differentiation

To compile the vocabulary of the poem students are divided into mixed abilities groups
so that strong learners could instruct and help struggling ones.

1.2 Shared Lesson Plans

Lesson Plan compiled by Olga Oliynyk

Teacher: Kimberley Hale Grade Level: English

Title:”The Tide Rises, the Tide Falls”, by Henry W. Longfellow Date: 07.19.07

I. Objectives
SWAT: - to understand meter (literary skills)
- to paraphrase to clarify text (reading skills)
II. Materials 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


Introduction: (20 min)

1) What is meter.
2) Why meter matters
3) What is paraphrasing and how to paraphrase a text
Instructional strategies: (45 min)

Sts think of a line from a poem or song and write it on the board, then read it
aloud several times, marking the stressed syllables and unstressed syllables. Then
use the symbols and read the line aloud once more, emphasizing the meter. Ex.
Happy Birthday to You!
• One way to better understand the meaning of a text is to paraphrase, or restate its
ideas in your own words. The example of how a line from “The Tide..” can be
Original line Possible paraphrase

The twilight darkens, the curlew calls Night is falling. A shore birs cries out.

Sts read the poem and pause after each stanza. They paraphrase each line in the
stanza, using their own words.

• Sts scan the meter of lines 1-5 and mark stressed syllables with () and unstressed
syllables with ()
• Sts circle the title of the poem each time it appears and analyze in what way its
rhythm helps convey meaning.

• Sts read the boxed stanza aloud. They pause only when they come to a semicolon
or comma. First they read to emphasize the meter. Then they read again to
emphasize meaning and mood.
• Sts explain figures of speech to be sure they understand what is being compared
with what.
IV. Assessment

Sts paraphrase the poem in the chart below. They should restate the poem using their own
words line by line. Sts read their paraphrase aloud, then read the original poem and compare the
two versions. Their paraphrase has the same ideas, but no meter, Sts should answer what the
meter adds to the poem.

Stanzas from poem Paraphrase

St 1

St 2


V. Differentiation

Stronger students can work with all five stanzas and weaker ones can be given one or two
stanzas to w

VI. Reflection

The lesson went well. The students were active and gave many wonderful ideas interpreting the
meaning of different stanzas. The teacher’s explanations which included her personal expirience

The Tide Rises, The Tide Falls

The tide rises, the tide falls,

The twilight darkens, the curlew calls;

Along the sea-sands damp and brown,

The traveler hastens toward the town,

And the tide rises, the tide falls.

Darkens falls on roofs and walls,

But the sea, the sea in the darkness calls;

The little waves, with their soft, white hands,

Efface the footprints in the sands,

And the tide rises, the tide falls.

The morning breaks; the steeds in their stalls

Stamp and neigh, but nevermore

Returns the traveler to the shore,

And the tide rises, the tide falls.

Lesson Plan

Intern: Ruchi Goyal Grade Level: 10th Grade

Title: The Union Parliament Date: 07/31/2007

I. Objectives

To make the students understand the Parliamentary system of India.

To make them understand the Legislature, the Executive & the Judiciary.

To make them understand the working of the Lok Sabha & the Rajya Sabha.

II Materials for Learning Activities

Map of India, photographs of some of the Presidents, Prime Ministers, Speakers etc.,
previous elections results etc.

III. Procedures for Learning Activities

To test the previous knowledge of the students teacher will show the students the map
of India & ask them about the Parliamentary constituencies.

1. Then she will show the pictures of the Presidents, Prime Ministers and Speakers &
ask the students about their role in our functioning of the government.
2. Now she will start the lesson with the explanation of the Lok Sabha & the Rajya
Sabha- composition, qualifications, disqualifications, tenure, sessions, quorum etc.
3. Next class she will teach about the chair persons of the Lok Sabha & the Rajya
Sabha- Speaker & Chairman, their powers & functions.
4. Above two topics can be taught in the class with the help of Mock Parliament. When
students will be directly involved in the Parliamentary procedures their understanding
will be better.
5. Now the teacher will teach the powers of the Union Parliament, relationship &
difference between the two Houses, various types of Motions, Legislative procedures,
difference between the Ordinary Bill & Money Bill, Amendment of the Constitution
6. This unit should take at least 20 teaching periods of 30 minutes each as it is a lengthy
& complicated chapter.

IV. Assessment

1. Students will be given blank mind maps, they will be divided in groups of four &
with the help of group discussion they will fill the blanks.
2. Every day they will be given five drill questions at the beginning of the class to be
done in their note books.
3. Small objective type exercises will be given to assess them.
4. They will be assessed on the basis of their participation in the Mock Parliament.

V. Differentiation

1. To meet the needs of different student’s teacher is holding a Mock Parliament in the
class as participation by the students themselves will make the understanding much

2. Teacher can invite a government official for Guest Lecture so that the students can ask
more questions, information is more authentic & first han

VI. Reflection

With the help of an activity Mock Parliament the lesson becomes very interesting where students
are playing the role of PM, Speaker, Council of Ministers & Opposition

Lesson Plan

Intern: Pramila Singla Grade XI& XII

Title: The Noble Nature Date 8/4/07

I. Objectives
• Know about the poet
• Enjoy reading the poem
• Critical appreciation of the poem
II. Materials for Learning Activities
Text book
Collected work of Ben Jonson
Slide Projector
Cassette Player
. III Procedures for Learning Activities

 Discussion on Nature’s Holy Works

 PPT on Nature with plants and flowers and empty log of wood
 Brain Storming on present day mentality of the people
 Recitation of the poem by the teacher and the students
 Comprehension questions to facilitate critical appreciation
 Figures of speech (Similie & Metaphor) will be discussed
 General questions on reflection of the poem

IV Assessment

• Local comprehension of the poem

• Critical appreciation of the poem
• Extended questions related to Importance of qualitative life of Nature
The questions will be assessed on the guidelines provided by CBSE

Short Ans. Q Content 1 mark Expression 1M

Long Ans. Q Content 4 m. Fluency 3M Accuracy 3 M

III. Differentiation
For slow learners Questions on understanding the poem ,

Collection of poems on the similar theme

For average students-

Write about your impressions of the message of the poem .

For Bright students

Write poem on the similar theme

Elocution on ----Noble Works of Nature

IV. Reflection
• The students can be taken to the library to search other poets writing on the same
• Web resources for more information
• A street play on Nature and its holy plan can be prepared for general awareness

Teacher’s Lesson Plan

Topic: Presentation of Tajikistan

Aim: to review/develop geographical knowledge of students, improve speaking skills,

enlarge vocabulary.

Materials: Information on the topic, posters, world map, chalk-board and other class equipments


1. Warm Up. (10 minutes)

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

1.1 Review. (15 minutes)

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

While students are writing their wishes I disseminate colored cards to each student.
By the help of these cards I’m going to divide students to four small groups. I ask
students to gather in one place according to their card’s color.

Task 1: I ask students to discuss in their groups and list as many countries as they know.

b. Name & show the countries on the map. (10 minutes)

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

2. Presentation (15 minutes)

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

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

3. Practice/Assessment (35 minutes)

Presentation: (20 minutes)

Students present their presentation about Tajikistan. Also each group should ask at least 3
questions to presenter(s).

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

Written Task: Fill in the blanks. (15 minutes)

1. Tajikistan is situated in the ___________________________.

2. The ________________________ of Tajikistan is more than
3. The capital of Tajikistan is ___________________________.
4. In the south Tajikistan borders with _________________________.
5. ____________________________ it borders on China 430 km.
6. _____________________________ is official language of the country.
7. The national flag consists of ________________ colors.
8. The total length of border is ______________ km.
9. Emomali Rahmon is __________________________ of the Republic of Tajikistan.
10. In the north Tajikistan borders with ___________________ and
4. Essay (25 minutes)
I disseminate letters written by my pupils (I brought from Tajikistan) to U.S. students.
Ask them to read each aloud and discuss on it. When the last one is read I ask them to write
one letter to their Tajik friends.

compiled by Natalia Khymych

Grade: intermediate

Topic: Outstanding Ukrainian Writers

Content Objectives
-to introduce new topic
Language Objectives
- to introduce new vocabulary
- to develop students’ reading skills by using different kinds of exercises

Preparation (5min)
Warm-up activity
Guessing the riddle: My leaves are white.
They never grow
And everything
You want to know
Is stored in those
Black marks you see
On every leaf
You find in me.
Brainstorming : Think of about at least one word you can apply to book:
e.g. A book is a source of information.
Prior knowledge: (3min)
Practicing grammar activity:
Read and complete .Fill in the correct article a, an, the where necessary.
1. Have you read ___”Adventures of _____ Tom Sawyer’ by M.Twain?
2. Will you put ___book on ___table?
3. This book is full of _____ghost stories.
4. You can find _______facts you need in ______encyclopedia.
5. Alice is _____main character in _____book by _____Lewis Carrol.
6. If you want to buy _____book, go to _______book-store.
Presentation: (8min)
Presentation of new topic- ‘Outstanding Ukrainian Writers’
Introduction of new vocabulary: blacksmith, gifted, to enter, to graduate from, to obtain a
doctorate, to Outstanding.
apply, chair, to turn down, countryman,
Lexical drills:
Use the words from the box to complete the sentences:
1. I.Franko was the most _______poet.
2. After school he _________Lviv university.
3. In 1983 he ______a doctorate at Vienna University.
4. His father was a _______.
5. He ______from Chernivtsi University in 1981.

The key words : enter, obtain, blacksmith, outstanding, graduate

Practicing: (20min)
Reading skills developing activity:
1..Skim the text
Post- reading activities
1).Number the period in the correct order:
• Vienna University
• Naguievychi
• Chernivtsi University
• L’viv
• Magazine “Friend”
• L’viv University
• Kharkin University
2).What events are these dates connected with?

• 1880
• 1893

• 1906
• 1882
• May 1906
2.Read the text more carefully and answer the questions:

1. What foreign languages did I.Franko learn at school?

2. When were the first poems of I.Franko published?
3. What university did he graduate from?
4. In how many languages have his works been translated?
5. What famous works of I.Franko did you read?
Lesson summary (7 min)

.Speaking skills developing activity:

Based on the text and exercises, give a summary of what you have learned above I.Franko at
this lesson


The assessment is done by teacher orally.


Extra practice worksheet to practice Past Simple.



Case studies.

Scanning and skimming.

Homework assignments (2min)

Research project: make up an action plan to start working on a project about your favourite
Ukranian writer.,

Materials used: Worksheets, textbook, illustrations, vocabulary.

2.1 My Strategies

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:

Differentiation of instruction within the class according to learners` abilities.

2. When is this method or strategy useful?

When the class is not homogenious as far as learning abilities are concerned.

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

It gives every learner equal opportunities to be involved in class discussion, express ideas, develop
critical thinking.

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

The steps are gradual: activation of prior knowledge, expansion of theme, development of ability to
analyse the text and make conclusion by summarizing.

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

In my classes there are also students with different learning abilities, so my observation was quite

6. What would you like other teachers in your school to know about this method or
I`d like them to realize that before giving any kind of instruction a teacher must know the ability
level of every student. The instructions that follow must correspond to them.
Portfolio Strategy Sheet 2

1. Name of method or strategy:

The method of contrastive analysis :

Compiling of a contrast T-chart on the “utopia” and “dystopia” (based on “Fahrenheit 451”
by Ray Bradbury )

2. When is this method or strategy useful?

When a teacher wants the students to define dissimilarities between objects or phenomena.

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

It develops students` abilities to find the mosiption of the society from the book.

After that the students were divided into groups and compiled their T-charts

on the best possible and the worst imaginary human society.

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

It can be used any time a teacher wants to compare or oppose phenomena or objects.

5. What would you like other teachers in your school to know about this method or
By compiling and using contrast charts students learn to analyze the material, to
bring the acquired knowledge into system and to use the method of contrastive analysis

Portfolio Strategy Sheet 3

1. Name of method or strategy:

Shared reading
2. When is this method or strategy useful?
When the class contains mixed-ability students and the students can learn from each other.
This activity develops oral reading and listening comprehension skills.

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

It is a cooperative activity in which students work in pairs. They take turns reading a section
of printed text orally. The partner listens and assists with intonation and pronunciation as

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

First the teacher divides the class into pairs according to students` learning abilities so that more
gifted students could assist those who have difficulties with listening comprehension and reading
techniques. Then the students interact with mutual benefit for both of them as teaching a less
successful peer the more gifted student studies himself.

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

It can be useful every time students work at printed text.

6. What would you like other teachers in your school to know about this method or
This method is useful for teaching mixed-abilities students. It helps to involve the whole class
into teaching-learning activities.

Portfolio Strategy Sheet 4

1. Name of method or strategy:

Reflective discussion.

2. When is this method or strategy useful?

This method can be useful when the teacher wants to find out students` knowledge of movie or
book contents, his understanding of the core problems put forward by the author.

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

Reflective discussion encourages students to think and talk about what they have observed, heard or

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

The teacher or student initiates the discussion by asking a question that requires students to
reflect upon and interpret videos, experiences, read or recorded stories or illustrations. As
students question and recreate information and events in a film or a story they clarify their
thoughts and feelings.

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

It may be useful any time when the teacher wants students to relate text content to life experiences
and to another text.

6.What would you like other teachers in your school to know about this method or strategy?
I`d like teachers to understand that various interpretations given by the students demonstrate
differences of opinion which is really valuable for their personal development.

Portfolio Strategy Sheet 5

1. Name of method or strategy

Illustrating a story or text.

2. When is this method or strategy useful?

This method is useful when the teacher wants the students to construct the meaning of what they
listen and /or read.
3. Why or how is this method or strategy useful?
The practice of imagining or mentally visualizing objects, events or situations is a powerful
process. As students read and listen to others, they incorporate their knowledge and previous
experience to form images of situations, settings, characters and events.

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

A great deal of preliminary work precedes this method. Students should be well aware of what
they are going to express in visual images. They need good skills of analysis and synthesis as
well as abstract thinking. A teacher first checks students` knowledge of the contents, asks them
core questions about the main characters and the idea of the book. Then the students select the
most important issues that need visualization.

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

Every time I work at a story, text, poetry or video I can apply this method in my teaching practice.

6. What would you like other teachers in your school to know about this method or
Visualized images extend students` comprehension, enrich their personal interpretations and
stimulate unique ideas for oral expression and writing.
2.2 Shared Strategies
Portfolio Strategy Sheet

by Shoista Khayolbekova

Name of method or strategy:

Creative writing -‘Pas-O-Graph’

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.

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.

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.

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.

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

by Rashmi Makhidja

Name of method or strategy:

Socratic Seminar

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.

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.

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
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


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


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.

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.

York.Town High School

Mentor Millie Solomon

Portfolio Strategy Sheet

by Pramila Singla
Name of method or strategy:
Mind Mapping

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.

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.

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

The steps involved are inputs in the form of questions which lead students in desired direction.

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

This strategy is useful in classrooms where students with varied levels of intellect are there This
mind mapping will help even the average learner to get interested

When would you like other teachers in your settings to use this technique?

Other teachers will be given an idea about mind mapping technique and its benefits

Portfolio Strategy Sheet

by Svitlana Rakhmanska
Name of method or strategy:

When is this method or strategy useful?

During reading lessons devoted to building vocabulary and developing critical thinking skills.
Why or how is this method or strategy useful?
It’s a great way to bring into system students’ knowledge about characters of a book. It gives a clear
outline for a detailed description of a character using information from the whole book (part of it)

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

At first teacher introduces the activity, explains objectives and with the help of OHP helps students
to fill in a bio-poem sheet. This is done by all students who contribute their ideas (thinking aloud);
teacher fills in the bio-poem sheet. Later on teacher distributes bio-poem worksheets. Students
recollect all the characters and decide for themselves whom they will describe. This stage of work is
done independently. Teacher moves around and gives a helping hand if asked.

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

This activity will be useful during home-reading lessons or at the end of unit or semester while
working with the main textbook.

What would you like other teachers in your school to know about this method or strategy?
I’d like to share the way it is conducted to prove its usefulness in the lessons and its applicability to
various contexts. It can also be used at the beginning of a school year when students fill in the
worksheets about themselves thus giving teachers and classmates a lot of information about their

Portfolio Strategy Sheet

by Ruchi Goyal

Name of method or strategy: Graffiti Board

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.

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.

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.

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 clas

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.
Section III Fieldwork Observations
Section IV Action Research Proposal

Submitted to Dr. G. Flowers


Chortkiv Gymnasium is one of seven secondary schools of the town with a population of 30 000

people. It combines classes of elementary, middle school and high school education. The total

number of students is 956. All the students speak Ukrainian language as their mother tongue. Some

of them use Russian as a second language as one of their parents or both parents speak it as their

native language. Admission to the Gymnasium is done on selective basis, i.e. children have to take

entrance tests revealing their abilities in reading, writing, doing sums and foreign language learning.

Each class contains 24 to 30 students. Foreign language teaching is more effective if conducted in

smaller groups, so for English lessons a class is split into groups of 10 to 12 each. The community

students come from is mostly Ukrainian speaking, so the English teachers are the only component of

foreign language environment. In Ukraine English is used only as a foreign language, but good

knowledge of it is required for better job opportunities. As English language is becoming to be used

more and more widely all around the world, students` parents are greatly interested in their children`

s progress as far as foreign language learning is concerned. So school – parents ties are strong in the


The teachers of English are guided by the national Curriculum which envisages a certain number

of textbook units for each grade. Every unit contains phonetic, vocabulary and grammar material as

well as texts for reading and listening comprehension and topics for creative writing. All teachers at

the same grade level teach at the same time The EFL units of learning material are arranged by

theme, such as “Food”, “Natural Disasters”, “Personal Identity”. At the end of Grade 11 students

take standardized Assessment of Knowledge and Skills Tests.

With every year instructions in EFL teaching turn more and more from teacher- and book-

centered to student-centered with growing awareness of the fact that “teaching for the test” has very

little to do with the ability of free communication in the target language. As students of the

Gymnasium lack the natural foreign language environment for everyday conversation, teachers look

for effective ways to involve them into different kinds of class- and extra=curricular activities and to

expand their use of English. English Language Friends society, publication of the school weekly

4U, different kinds of activities like Halloween party, Christmas greetings, Valentine` s Day

celebration, etc. Looking for new opportunities of communication with native English speakers I

came to the conclusion that pen-pal correspondence will be an effective way of improvement

students` skills in reading comprehension and creative writing. From my own experience I know

how helpful letters can be in learning vocabulary and grammar structures and how much a person

can learn about the pen-pal`s culture. The benefit of those in correspondence is obviously double-

faceted. This idea led me to the question: how can teachers of Chortkiv Gymnasium develop

communicative skills of 10-th Grade English language learners involving them in correspondence

with English speaking pen-pals?

Literature Review

In order to make a profound research on the issue I will have to study literature in the university

library and in available electronic resources. On ERIC and GOOGLE web-sites I have extracted

about 200 entries relevant to the issue under research. The books found on the key words `action

research` give directions how to conduct the research step by step. They provide a practical way to

uncover some of the complexities of the teaching process and to improve the quality of my students`

learning. The ways to improve students` progress in creative writing through writing letters are
suggested in 144 monographic sources and journal articles found on the key words `creative letter

writing`. They can help to work out applicable solutions to the issues which are common in value for

all EFL teachers. The examples of empirical studies relevant to my topic are: ”Writing Partnership:

Teaching ESL Composition through Letter Exchanges” by Nancy Hadway, ”Letter Writing: Creative

Vehicle to Higher-Level Thinking” by Joseph Nauman, “Improving the Teaching of Letter Writing”

by Sylvester Hazel.


In order to collect and analyze data I can observe the students of Grade 10. Some of them have

constant practice of keeping up correspondence by writing letters; others do not have English-

speaking pen pals. The observation will last within a school year and will take place in the classroom

as well as in the extra-curricular activities in which the use of EFL is involved .Analytical discourse

in a group will help to increase students` awareness of the importance of letter writing. A

conversation with a critical friend will also help a lot. One-to-one conversation with a person whom

I trust and confide will be of great importance. A person who relates closely to my concerns can also

provide rich and honest feedback. It would be good to create a team of teachers-researchers on the

issue than to work on it alone. In this case they would be partners and critical friends at the same

time, sharing experiences, helping with data collection by doing observations, for instance.

Interviewing will become a handy method too as it gives access to other people’s perceptions,

including the thoughts, attitudes and opinions that lie behind their behaviour.

My study will include mostly qualitative methods but some quantitative research will be done too.

The performance assessment at the beginning and the end of a school year will give a picture of

students` progress throughout the research period. The data I intend to collect will provide evidence

to the research question. Written documents are the most obvious . For example, pupils` written
works (exercises, essays, tests), teachers` writing (worksheets, lesson plans, comments on students`

writing, notes of students` progress), other documents (class register, letters from parents, etc.).I am

going to use triangulation consisting of students` interviews, teachers` interviews and an

observation of a neutral third party. Triangulation will give a more detailed and balanced picture of

the situatio


As my research concerns private correspondence I will have to make sure that the information of this

kind cannot be made public. My diary notes of conversations in the staff room or in casual situations

cannot become covert. I will tell colleagues and students that I am going to undertake it and clear

any data before I refer to it or quote it publicly. The data will be treated confidentially and will not

be passed to others without permission. Those who participate in the situation will keep control of

the research.


In doing an action research it is very important to make teachers` knowledge public. Reporting the

outcomes of an action research is a prerequisite for getting feedback and critique. By reporting my

research knowledge I can play a more active role in teacher professional development, reinforce my

professional self-confidence, meet the requirements of professional accountability. The publication

of results will be an essential part of the quality control procedures. Oral reporting and seminar-style

discussions will help a lot in making my knowledge on the research public. Exhibitions of students`

letters can present parents and students the results of common efforts. Another way of disseminating

research experience and outcomes is to turn them into practical action, i.e. to involve new students

into correspondence with English-speaking pen pals.

To assess the validity and reliability of my data I will submit a comparative table of students`

grades in creative writing at the beginning and the end of the research period. I can also provide data

of the activities and progress of students involved in the research in Country Study lessons.

Action Plan

If the results of my research prove that letter writing is a powerful means of developing creative

writing skills and enriching the general outlook, my students will be highly motivated by taking up

correspondence with English-speaking pen pals. Their language skills (creative writing in particular)

will improve, their knowledge of foreign culture will increase and their personal contacts will

strengthen. I will share my experience with EFL teachers at the Professional Development

Conference and hopefully will find support from colleagues abroad.


Bogdan, R.C. and Biklen, S.K. (1982) Qualitative Research for Education. Boston: Allwyn and


Burgess, R.C. (1991) `Keeping a research diary`, Cambridge Journal of Education 11, 1:75-83

Carter, J.M. (1998) Creative Letter Writing for the Gifted and Talented. Cambridge: Cambridge

Institute of Education.

Elliot, J. (1985) `Educational action research`, World Yearbook of Education: Research, Policy and

Practice, London: Kogan Page.

Hadaway, N.L.(2002) Writing Partnership: Teaching ESL Composition through Letter Exchanges.

Beckenham: Croom Helm.

Hazel, S. (1999) Improving the Teaching of Letter Writing. Chicago: Aldine Publ. Co.

McCormic, R. and James (1983) Curriculum Evaluation in Schools, London: Croom Helm.

Nauman, J. (2003) Letter Writing: Creative Vehicle to Higher-Level Thinking. Beverly Hills, Ca.:


Smith, L.M.and Geoffrey, W.(1983) `Triangulation methods in action: A practical example`,

Cambridge: Cambridge Journal of Education 13,2: 31-7.