George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
STRUCTURE REFLECTION ON
PROFESSIONAL DEVELOPMENT
MD. ANWAR HOSSAIN
FAIRFAX, VIRGINIA, USA.
Md. Anwar Hossain
Final Portfolio 2007
Page 1
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
1. INTRODUCTION……………………………………………………….3
2. WHY I AM UNIQUE AS A TEACHER…………………………..4
3. REFLECTION OF MY SCHOOL VISIT…………………………..5
4. ESL – 1…....................................................................7
5. STRATEGY SHEETS………………………………………………….11
6. MODIFIED LESSON PLANS……………..........................18
7. RESOURCES FROM MENTOR TEACHER………………….27
8. PERSONAL FEELINGS…………………………………………….76
9. CONCLUSION……………………………………………………….77
Md. Anwar Hossain
Final Portfolio 2007
Page 2
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Portfolio is a record of works. It is a combination of past & present work
and a guideline for the work of future. As a teacher everyone should have
a portfolio to synthesize material and reflect both formatively and
summatively on professional practice and students learning. It is required
for professional and pedagogical knowledge and connected to students
learning outcomes. In my professional arena, it will show, who I am &
how I am working. One can easily evaluate me observing my Portfolio.
Md. Anwar Hossain
Final Portfolio 2007
Page 3
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
I feel very much proud to say that I am a teacher of a High School. I enjoy
teaching. There were some professions in which I had access but I have chosen
my career as a teacher as I feel that I have some duties towards mankind. I am a
teacher and I am performing some duties through teaching.
As a teacher I am aware of my duties and responsibilities. I prepare Lesson Plan
and take preparation for conducting my respective classes. I know the needs
and requirements of my students. I prepare myself accordingly. I reach to
school at 9.30 a.m. and start my class at 10 a.m.
I am an English teacher. I engage my students in Pair work, Group work, Chain
drill, Choral drill during their lessons. I make them busy all the time. Sometime
I tell stories to them so that they may not feel bored.
I always encourage them to speak English. For developing their Listening skill I
speak English in the classroom and help them outside the classrooms also. I
make them understand if they can speak English fluently they will be able to
write it easily. By being in the school they are learning academically and
preparing themselves for their future life. For this reason I create English
environment in my the class . I teach Grammar Contextually so that they may
not feel pressure upon them and do not forget it.
I love my students and they love me very much; this is why I think that I am
Unique as a Teacher.
Md. Anwar Hossain
Bangladesh
Md. Anwar Hossain
Final Portfolio 2007
Page 4
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
I am lucky that I have got an opportunity to visit an American School named
J.E.B Stuart High School in Virginia. My visit starts from September 25, 2007.
This is a new experience for me. My mentor teacher, Ms. Anne Nowrouz, is an
excellent teacher. Every teacher is helpful and cooperative. They are very much
generous and dedicated to their profession. I am going to write below what I
have observed there.
Differences:
 I am a teacher from a rural area of Banladesh. My classrooms are not well
equipped. But the American school is well equipped with modern
facilities and technology.
 Teachers in American school are more cooperative
 They are free
 They are well educated
 They are friendly with their students
 Their teaching is livelier
Similarities:
 Students are eager to learn
Md. Anwar Hossain
Final Portfolio 2007
Page 5
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
What I can apply in my school:
Bell work
Pair work
Group work
Chain drill
I really feel proud to visit the school. I observed the classes there. After visiting
some days I have conducted class which is a great experience for me. I have
learnt many techniques for conducting a good class. I must try to implement
those techniques in my classroom.
Md. Anwar Hossain
Final Portfolio 2007
Page 6
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Seminar on Educational Leadership
By Dr. Shahrokhi
SESSION # 2
Thusday,October 09, 2007
Theme: Life Styles Inventory LSI 1.
Topic: Self-Improvement Plan
Participant’s Name: Md. Anwar Hossain (Rajendrapur High School, Sreepur,
Gazipur, Bangladesh)
Step 1: Looking at your completed LSI profile, you will notice that each style’s
extension from the center of the Circumflex varies in length. The further
extensions from the center indicate styles that are predominant in your profile.
Your two longest style extensions have the greatest influence on your behavior,
and are called your primary and backup styles. List them below.
Primary
Achievement(39)
(11 o’clock position)
Backup
Oppsitional (05)
(07o’clock position)
Step 2: Using the style interpretations in this guide, decide which styles are
working for you (your strengths), and which styles might be working against you
(styles that may be reducing your effectiveness). Based on what you learn,
choose one style from those you’ve listed to start with first. Select one behavior
associated with this style that you would like to change. You may choose to
Md. Anwar Hossain
Final Portfolio 2007
Page 7
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
eliminate a characteristic you feel is self-defeating, or to strengthen something
about yourself that you see as positive and effective.
The style I have chosen to work on is Achievement (11 o’clock position)
What does this style mean to you?
My score for the Achievement style means I tend to believe that:

I enjoy challenge.

I am enthusiastic.

I am a good decision maker.

I face problems boldly.

I am a realistic person.
Step 3: We think and behave as we do because we have been influenced by
significant people and situations in our lives. Consider your life: try to identify
and isolate the influences you’ve experienced that may be associated with this
style.
Significant Person (or situation)
Ideas/Behaviors You Might Have Learned

Language Movement

How to face danger.

Kazi Nazrul Islam

How to organize people.

Sheikh Mujibur Rahaman

How to influence people.

Sonia Gandhi

How to lead people.

How to prepare for supreme
Md. Anwar Hossain
Final Portfolio 2007
Page 8
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
sacrifice.
Step 4: Consider the consequences of using this style and list them as indicated
below.
Personally
Positive Consequences



Practical in thinking
Planning by myself
Self-Defeating Consequences

Considering surroundings before
planning.

Far-sighted.

Realistic
Negative criticism

Misunderstanding with other
people.
Professionally
Positive Consequences
Self-Defeating Consequences
To become a good teacher.

To think pioneer.
Innovator

To dominate the teacher.
To be friendly with the students.
To be hurt when neglected.
Open minded
Md. Anwar Hossain
Final Portfolio 2007
Page 9
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Eagerness in new things.
To prepare the students for
future.
Step 5: Consider how your life would be different if you changed your behavior
in this area.
Some positive differences: I should think my surroundings well so that I can
understand every situation & can work accordingly. In this way I can be a good
person in the society.
Some negative differences:
I may lose something in me. It may be difficult to tackle every situation in my
own way.
Md. Anwar Hossain
Final Portfolio 2007
Page 10
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
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:
No “Yes/No” Question.
2. When is this method or strategy useful?
Up to the end of the lesson.
3. Why or how is this method or strategy useful?
When a teacher wants to justify himself/herself that his/her lesson is
successful or not he/she asks students questions. If a teacher asks YES/NO
Question a student may answer “YES” without understanding. It may happen
every day which will make a room for him/ her to lose many things
4. What are the steps involved in using this strategy or method?
 Teacher will discuss something
 He will ask
 Will have feedback
Md. Anwar Hossain
Final Portfolio 2007
Page 11
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
 Will take necessary action
5. When would this method or strategy be useful in your setting?
At convenient time of my lesson
6. What would you like other teachers in your school to know about this
method or strategy?
I must share this experience with my colleagues in my school.
Younger students feel interested to say “Yes” without understanding
anything. They cannot understand they are doing harm of themselves. To get
rid of this problem I will discuss about this strategy with my colleagues.
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:
Bell Work
2. hen is this method or strategy useful?
For improving any weak area of the students.
Md. Anwar Hossain
Final Portfolio 2007
Page 12
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
3. Why or how is this method or strategy useful?
When a teacher will find any weak area of the students he will start his
lesson (in that class) with that activity. So the students will get practiced
everyday for being up to the mark.
4. What are the steps involved in using this strategy or method?
At the beginning of the class teacher will start it. He will engage every
student in this activity.
5. When would this method or strategy be useful in your setting?
When I will find the students weak in specific task I will I will use “Bell
Work” strategy.
6. What would you like other teachers in your school to know about this
method or strategy?
I will let them know about this strategy because in every class we find
many students are weak in the same area. For improving their quality this
strategy is very useful.
Md. Anwar Hossain
Final Portfolio 2007
Page 13
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
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:
Pair Work
2. When is this method or strategy useful?
For picture description, guessing something, Dialogue making etc.
3. Why or how is this method or strategy useful?
Two heads are better than one. When students will be engaged in Pair
work they will share their opinions and learn from each other. They will
be confident.
4. What are the steps involved in using this strategy or method?
 Teacher will make pair
 Students will discuss
 Teacher will ask and check their answers.
5. When would this method or strategy be useful in your setting?
To remove the shyness of the students and making them confident I will
set it in my lesson.
Md. Anwar Hossain
Final Portfolio 2007
Page 14
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
6. What would you like other teachers in your school to know about this
method or strategy?
I will clarify the strategy to my colleagues and show them how this
strategy is useful. I will urge them to implement it in the classroom.
Portfolio Strategy Sheet --4
Choose a method or strategy that you have learned about or observed during
field experience.
1. Name of method or strategy:
Group Work
2. When is this method or strategy useful?
Group work is useful in a large class. Students have more opportunity to
engage themselves in a lesson. For any freer discussion teacher engages
students in group work.
3. Why or how is this method or strategy useful?
 Students feel free to discuss
 Share their ideas and views
Md. Anwar Hossain
Final Portfolio 2007
Page 15
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
 Shy students take part
 They learn from one another
 They feel more confident
4. What are the steps involved in using this strategy or method?
 Teacher engage students in group work
 They discuss freely in the group
 They show argument
 Group presentation
 Feedback by the teacher
5. When would this method or strategy be useful in your setting?
Larger activities like paragraph, composition, letter writing I will engage
my students in group work.
6. What would you like other teachers in your school to know about
this method or strategy?
I would like to discuss it with other teachers of my school as it will create
an ample opportunity for the students to practice difficult things.
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 Drill
Md. Anwar Hossain
Final Portfolio 2007
Page 16
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
2. When is this method or strategy useful?
For developing listening and speaking skill of the students.
3. Why or how is this method or strategy useful?
Every student is to listen the question carefully as they are asked to provide
the answer. In this way they can develop their listening & Speaking skill.
4. What are the steps involved in using this strategy or method?
Teacher will give them task
Students will get prepared
Teacher will ask one of the students
The student will provide the answer & select another student
Teacher will coordinate.
5. When would this method or strategy be useful in your setting?
For active participation of the students I will set this strategy in my lesson
so that my students can develop themselves in speaking & listening skill.
6. What would you like other teachers in your school to know about
this method or strategy?
I will discuss with the teachers about the importance of this strategy. Then
I would request them to implement this.
Md. Anwar Hossain
Final Portfolio 2007
Page 17
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Lesson Plan- #1
Lesson Information:
Time: 40 Minutes
Unit -15
Lesson- 1
Grade-9
English Paper-1.
Date:10/15/2007
Objectives: By the end of the lesson the learners will be able to……





fill in a questionnaire (Linguistic)
calculate scores according to a scheme (Mathematical)
discuss different types of hand writing (Spatial)
read out the appropriate learner type
tick the true statement (Linguistic)
Focus:
Skills
Functions
Grammar/Structure
Vocabulary
Reading, writing
evaluating
Yes/no question
Accurate,
effective
Activities:
A. (3 mins)
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Ask SS to seethe different handwriting. Ask them to discuss with their
partner why they think one is different from other. Ask them to read two
clues given.(Interpersonal)
B. (12 mins)
Ask SS to see the questionnaire. Then ask them to sit in pair. Ask one partner
toget the information from another partner. SS should give tick mark to the
appropriate answer.(Interpersonal)
C. (5 mins)
Ask SS to calculate the score using the scheme given. (Intrapersonal)
D. (10 mins)
Ask SS to read out the text of appropriate learners type. Then see what type
of learner SS are.
E. (10 mins)
Ask SS which of the statements are true. Ask them to tick the correct answer.
Then ask them to provide the correct information for the wrong statements.
The answers are:
1.
2.
3.
4.
5.
6.
Incorrect
Correct
Incorrect
Incorrect
Incorrect
Correct
Ending: Appreciate and giving thanks to the students.
Md. Anwar Hossain
Final Portfolio 2007
Page 19
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Lesson Plan- #2
Intern: Md. Anwar Hossain
Title: Meena
I.




Grade Level: Nine & Ten
Date: October 25 ,2007
Objectives: By the end of the lesson learners will have-Asked and answered question.
Read a story and filled in blanks(Linguistic)
Read a story and arranged pictures in right order(Linguistic)
Writing about work they and another member of their family
II.
Materials for Learning Activities: English For Today & Pictures.
III.
Procedures for Learning Activities:
Ask students to look at the pictures. Tell them that pictures are of
Meena, a popular character who fights for the causes of girl child.
Ask them whether they know about her or not. Ask students to ask the
questions to their partners.(Interpersonal)
Ask students to read the text. tell them that the text is a story about a day
in Meena's life.(Intrapersonal)
Tell them to complete the sentences in the speech bubbles. Tell them that
they have to write the correct form of the words in brackets.
Ask students to read the rest of the story.
Tell them to look at the pictures. Tell them that the pictures are not in the
right order. Ask them to arrange the pictures in the right order.
Ask students to make a list of what Raju and Meena did in the story. Tell
them to imagine that they have to do the work.
Ask them to tell their partners which of the work they would like to do.
Ask students to read the list of work normally boys and girls do in
Bangladesh. Tell the boys to think about the work girls do and tell the girls









Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
to think about the work boys do. Now ask them to tell their partners what
their feelings would be if they had to do each other's work.
IV.
Assessment:
Ask students to ask the questions to their partners (Speaking)
Tell them to complete the sentences (Writing)
Ask students to read the story (Reading)
VI.



Reflection:
They can ask and answer.
By reading a story they can fill in blanks.
They can write about what they do in a day.
Lesson Plan- #3
Intern: Md. Anwar Hossain
Grade Level: Nine & Ten
Title: Feroza's Tale
I.




Date: October 25 2007
Objectives: By the end of the lesson the learners have-Looked at pictures and answered questions.(Spatial)
Read a passage and matched sentence parts.(Linguistic)
Read a passage and answered questions.
Written about a person from given cues.
II.
Materials for Learning Activities: English For Today & Pictures.
III.
Procedures for Learning Activities:
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA




IV.
Ask students to look at the picture and by taking turns ask and answer
the question.(Interpersonal)
Ask students to read the passage and match the parts of sentences from
column A with those in column B. (Intrapersonal)
Now ask them to read the passage . Form pairs and ask them to ask and
answer questions by taking turns. Tell students to discuss the answers
and then write them down. Ask them to exchange their copies and
compare. Elicit answers from students and write them on black board or
white board. Make the class compare their answers with the ones
elecited. Invite suggestions from students.
Now ask students to read the information about Amina. Tell them that
they have to build up a story from the given information
Assessment:



V.



Ask students to look at the picture and
by taking turns ask and answer the question ( Speaking )
Ask students to read and match the parts
of sentences (Reading & writing )
Tell them to build up a story from the
given information ( Writing from model
Reflection:
Looking at the picture students can answer question.
Read a passage and answer question.
Write about a person from given cues.
Md. Anwar Hossain
Final Portfolio 2007
Page 22
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Lesson Plan- #4
Lesson Information:
Topic: Your Day
Time: 40 Minutes
Unit -15
Lesson- 2
Grade-9
English Paper-1.
Objectives: By the end of the lesson the learners will be able to……
 Look at the pictures of clocks & discuss daily routine (Spatial
&Linguistic)
 Ask & fill in a questionnaire(Linguistic)
 Match sentence part (Linguistic)
Focus:
Skills
Functions
Reading, writing, Talking about
speaking
present habit
Grammar/Structure Vocabulary
Present simple, If+
present+ will/can
_
Activities:
A. (3 min)
Ask SS to look at the pictures of the clocks. Tell them they are showing what
Mukul does in a day & when. Then ask them to discuss in pair how their days
are different from Mukul’s.(Interpersonal)
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
B. (7 min)
Ask SS to read the questionnaire & then ask them to tick the right answer for
their partner. Ask SS to match with theirs. (Intrapersonal)
C. (10 min)
Ask SS if their daily routine remain the same when they have exam. Ask SS to
tell their partner what changes they make in such situations.(Interpersonal)
D. (10 min)
Ask SS to look at the persons in the pictures. Tell them that they are different
professions. Ask them to guess about their daily life and answer the
questions. (Intrapersonal)
E. (10 Min)
Ask SS to use if you with the sentence parts in column A and match them
with the sentence parts in columns B. Use will, can or other necessary words
with sentence parts in column B. Ask them to read the
example.(Intrapersonal)
Ending: Appreciate and thanks the students for their hard working.
Md. Anwar Hossain
Final Portfolio 2007
Page 24
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Lesson Plan- #5
Lesson Information:
Topic: Admission Test
Time: 40 Minutes
Unit -15
Lesson- 5
Grade-9/10
English, Paper-1.
Objectives: By the end of the lesson the learners will be able to……




Talk about advertisements.(linguistic)
Complete an admission form(Linguistic)
Fill in gaps (Linguistic)
Write a letter informing the procedure for admission test
Focus:
Skills
Functions
Grammar/Structure Vocabulary
Reading, writing, Giving opinions,
filling in forms
Present perfect
Competent,
convinced,
option
Activities:
A. (5 min)
Ask SS to read the advertisements on admission. Ask them to answer the
questions. ((Intrapersonal/Individual work)
B. (10 min)
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
Ask SS to read the admission form. Then ask them to fill the form for their
partner.(Interpersonal)
C. (10 min)
Ask SS to read the conversation carefully and then ask to complete the gaps
in the box. (Intrapersonal)
D. (15 min)
Ask SS to write a letter to his/her cousin informing him/her of the
procedures to take admission in a college.(Intrapersonal)
Ending: Appreciate and thanks the students for their hard working.
Md. Anwar Hossain
Final Portfolio 2007
Page 26
George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
PLATO Web Learning Network Quick Reference Copyright © 2005 PLATO
Learning, Inc. All rights reserved. ® PLATO is a registered trademark of PLATO
Learning, Inc. For administrators and teachers
Getting Started
1. Log on to your workstation with administrator privileges.
2. Launch your web browser to connect to the Internet.
3. Go to the URL (web address) for your PLATO Web Learning Network account:
• If your account number begins with "00-"
URL: http://www.platoweb.com
• If your account number begins with "01-" or "1-"
URL: http://www.platoweb01.com
• If your account number begins with "02-" or "2-"
URL: http://www.pwln2.platoweb.com.
4. Accept any plug-ins you are prompted to install. PLATO courseware requires
the plug-ins to run.
5. Enter your account #, PLATO name, group name, and password.
How to Create a Class
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Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
1. Click Class Tools > Create a Class.
2. Name your class. (It is not case sensitive.)
3. Click Send.
4. From the “Edit Class” page that displays, you can:
• Change the class assignment
• Change group coordinator access
• View member of the class
• Move members to another class
• Delete the class
• Create a user in the class
• Edit the class information
How to Create a New Learner Within a Class
1. Click Create a user in this class.
2. Enter the user’s PLATO Name/Signon Name (it is not case sensitive).
3. Tab to Role; for students, select Learner.
4. Tab to First Name > type user’s first name.
5. Tab to Last Name > type user’s last name.
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Final Portfolio 2007
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George Mason University, College of Education and Human
Development, Center of International Education,
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Funded by IREX- US Dept. of State/ECA
TIP: You do not have to enter a password at this time. Users can create their
own passwords when they log on.
6. Click Send.
7. From the “Edit User” page that displays, you can:
• Give the user an individual assignment (change assignment) that is
unrelated to the class assignment
• Reset the user’s password
• Review learner performance
• Review learner progress
• Review learner attendance data
• Copy the user
• Delete the user
• Edit the user’s information
How to Add an Existing Learner to a Class
1. Click Class Tools > click the class you want.
2. Click Class Members > Add User to Class.
3. Check the box beside the student you want to add.
4. Click Send.
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How to Change an Individual Learner’s Assignment
1. Click Class Tools > click the class you want.
2. Click Class Members > choose student.
3. Click Change Assignment.
4. Check boxes to select curricula.
5. To assign specific courses, modules, or skill activities, click Sub Activities next
to the curriculum title.
6. Check the box for any courses you want to select.
7. Click Assign Selected Activities. (To remove an assignment, uncheck the box
net to the assignment and click Update Assignment.)
TIP: The steps to create a Class Assignment are similar. A Class Assignment gives
all learners in the Class the same assignment.
How to Change a Class Assignment
1. Click Class Tools > locate the class you want.
2. Click Edit this class > Edit Assignment.
3. Scroll down and check boxes for curricula.
4. Click Sub Activities to select courses or modules.
5. Click Assign Selected Activities.
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How to Preview PLATO courseware
1. Click Learning Resource Tools > Create a New Learning Path.
2. Click the”+” next to curriculum to view a course.
3. Click the”+” next to a course to view a module.
4. Click the”+” next to a module to view a tutorial, drill, mastery test, or
elementary skill activities
5. Click Exit Learning Resource Tools (left menu) when finished.
How to Create a Customized Learning Structure
1. Click Learning Resource Tools > Create a New Learning Path.
2. Enter a title and choose your options.
3. Choose the activity you want to add to the learning path: click the”+” next to
a curriculum, course,, and module. Click the “+” next to a module to choose a
tutorial, practice, mastery test, or elementary skill activity.
4. Click Add to Learning Path.
5. To add more activities, repeat all of the above steps.
6. When finished, select Click here when complete.
How to Generate Reports
1. Click Reports > select a group OR a class
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2. Select a report from the menu.
3. Click Send.
4. Choose a date range and select your options.
5. Click Send.
6. To edit your selections, select Click here to go back or click your browser’s
“Back” button.
PLATO® Support Center: http://support.plato.com
Download the PWLN Administrator's User Guide
(http://support.plato.com > PLATO Web Learning Network > User
Documentation > Administrator’s User Guide)
VOCABULARY 9
Chapter 1
WORD
DEFINITION
SYNONYMS
Acknowledge
(v.)
to admit or
confess
accept, admit,
confess
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deny,
contradict,
reject
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OTHER FORMS
acknowledgement (n.)
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a choice
option
alternatively (adv.), alternativeness
(n.)
an entertaining
short story
about
story, tale,
narrative (short)
anecdotical (adj.), anecdotic (adj.)
Appropriate (adj.)
proper;
suitable
an event
to the situation
well-suited,
fitting, belonging
Avert (v.)
to prevent; to
avoid
deter, forestall,
preclude
Candid (adj.)
very honest
blunt,
straightforward,
direct, forthright
flattering,
complimentar
y, kind, subtle
to force
require,
necessitate,
oblige
stop, deter,
Compel (v.)
Alternative (n.)
Anecdote (n.)
inappropriate,
improper, illsuited,
unbefitting
allow, permit
appropriately (adv.), appropriateness
(n.)
candidly (adv.), candidness (n.)
compellable (adj.)
hinder, revent
Comply (v.)
to do as
commanded or
asked
obey, fulfill,
satisfy, consent
disobey,
disregard,
ignore
Concise (adj.)
saying much in a
few clear words
terse, succinct,
condensed, brief,
short,
abbreviated
radical
rambling,
wordy,
verbose
concisely (adj.), conciseness (n.)
weak
drastically (adv.)
extreme; harsh
Drastic (adj.)
or intense
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Parallel Structure
Parallel structure means using the same pattern of words to show that two or
more ideas have the same level of importance. This can happen at the word,
phrase, or clause level. The usual way to join parallel structures is with the use
of coordinating conjunctions such as "and" or "or.".
1. Words and Phrases
With the -ing form (gerund) of words:
Parallel: Mary likes hiking, swimming, and bicycling.
Do not mix forms.
Example 1
Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle.
Example 2
Not Parallel: The production manager was asked to write his report
quickly, accurately, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly,
accurately, and thoroughly.
2. Clauses
A parallel structure that begins with clauses must keep on with clauses.
Changing to another pattern or changing the voice of the verb (from active to
passive or vice versa) will break the parallelism.
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Example 1
Not Parallel: The coach told the players that they should get a lot of sleep,
that they should not eat too much, and to do some warm-up exercises
before the game.
Parallel: The coach told the players that they should get a lot of sleep,
that they should not eat too much, and that they should do some warmup exercises before the game.
-- or -Parallel: The coach told the players that they should get a lot of sleep, not eat
too much, and do some warm-up exercises before the game.
Proofreading Strategies to try:



Skim your paper, pausing at the words "and" and "or." Check on each side
of these words to see whether the items joined are parallel. If not, make
them parallel.
If you have several items in a list, put them in a column to see if they are
parallel.
Listen to the sound of the items in a list or the items being compared. Do
you hear the same kinds of sounds? For example, is there a series of "ing" words beginning each item? Or do your hear a rhythm being
repeated? If something is breaking that rhythm or repetition of sound,
check to see if it needs to be made parallel.
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How to Read a Poem
1. Who is the speaker in this poem? What kind of person is he or she?
 To whom is he/she speaking? In other words, describe the
speaker’s audience.
 What is the situation and srtting in time and place?
 What is the purpose of the poem?
 State the poem’s central idea or theme in a single sentence.
 Indicate and explain any illusions. Do the allusions share a common
idea?
 Describe the structure of the poem. What is its meter and form?
Unit Test: The Elements of a Short Story
Part I—Plot Diagram
Directions: For numbers 1-4, match the letter that corresponds
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to each definition.
C.
B.
D.
.
A.
E.
1. the high point of the dramatic conflict – often the turning point in the action
2. the part of the plot in which the conflict and complications develop
3. the part of the plot that introduces characters and their situation
4. the way that the central conflict ends or is resolved
5. events that follow the turning point and deal with the results of the turning
point
Part II—Literary elements
Directions: Please read the attached story entitled “The Smuggler” by Victor
Canning. Answer the following questions based upon your reading. Please put
your answers on your scantron.
6. What is “The Smuggler” mainly about?
a. the difficult life of a hard-working fisherman
b. how a fisherman smuggles goods onto an island
c. an encounter between a man and a fisherman
d. the struggles a fisherman and his wife go through
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7. Since Tasso had not been carefully searched, what did he have in his
possession?
a. a gun
b. a knife
c. a small radio
d. a razor
8. Tasso said that he had spent the previous twenty-four hours
a. alone at sea
b. at sea with his son
c. at home with his wife
d. smuggling criminals
9. The Great Man knew that Tasso was lying because the fisherman
a. had a very guilty look on his face
b. could not look the Great Man in the eye
c. had confessed earlier to the Chief of Police
d. revealed information he should not have known
10. Of the following events, which happened last in the plot of the story?
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a. Tasso tossed an artificial rose on the Great Man’s desk.
b. The Great Man told Tasso he was free to go.
c. The Great Man accused Tasso of being a smuggler.
d. The Chief of Police stated that he liked Tasso.
11. “If you had been at sea twenty-four hours without a radio you could not
have known the result.” (12) is a quotation from the story’s
a. climax
b. exposition
c. resolution
d. rising action
12. Tasso was wearing a shabby jacket, but the Great Man looked, as always,
resplendent. Which of the following best defines the word “resplendent”?
a. sloppy or untidy
b. short but powerful
c. magnificent in appearance
d. dirty and smelly
13. The Great Man said that Tasso managed to jettison his goods before the ship
came into port. Define the word “jettison.”
a. to give to the poor
b. to sell for a very low price
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c. to give to friends
d. to throw overboard
14. Which sentence best characterizes both the Great Man and Tasso?
a. They were extremely powerful and important political figures.
b. Although they were intelligent, they lacked imagination
c. They were clever and shrewd.
d. They were family men, who always put in an honest day’s work.
15. The main conflict of “The Smuggler” is between
a, The Great Man and the Chief of Police
b. The Great Man and Tasso
c. Tasso and the sea
d. Tasso and his wife
16. Which of the following best describes the type of conflict in “The Smuggler”?
a. internal conflict—man vs. self
b. internal conflict—man vs. society
c. external conflict—man vs. nature
d. external conflict—man vs. man
17. What is the setting of the story?
a. an office in a palace
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b. a fishing boat
c. a courtyard near a castle
d. Tasso’s house
18. From what point of view is the story told?
a. first person
b. second person
c. third person limited
d. third person omniscient
19. What does the rose Tasso wears symbolize?
a. His affair with another woman
b. The wealth he has gained from smuggling criminals
c. His sentimental feelings about the war
d. His love for his wife.
20. What is the theme of “The Smuggler”?
a. Those who do wrong should be punished.
b. A life of crime pays.
c. Show others compassion just in case you need their help later.
d. Always keep a watchful eye.
21. Evidence in the story indicates that Tasso was
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a. a popular person among those on the island
b. hated and feared by many people on the island
c. unknown to almost everyone on the island
d. a greedy, rich man
22. We may infer that the Great Man was
a. kind to people he thought had committed a crime.
b. secretly fearful of Tasso.
c. a dictator figure of very great authority.
d. secretly fearful of the Chief of Police.
23. The ending of the story indicates that the Great Man thought that Tasso
a. would be a good person to blackmail later on.
b. would be useful in a situation that required a quick escape.
c. was not so smart after all.
d. could not be trusted.
24. In “The Smuggler” the Great Man remains nameless because
a. the author was unable to think of a name for the character.
b. he does not want anyone to know who he is.
c. Americans would have too much trouble pronouncing it.
d. he is a symbol of power.
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25. “Across the paved courtyard, beyond the long sweep of ornamental railings
and the still line of gray-uniformed guards, lay the wide bowl of the only
harbor the island possessed.” This is an example of
a. dramatic irony
b. personification
c. sensory imagery
d. simile
26. “He will be proud when you are shot for smuggling.” (11) is an example of
a. direct characterization
b. indirect characterization
c. situational irony
d. verbal irony
27. “From the back of his coat he pulled a knife and placed it on the desk. ‘The
Chief of police is a conscientious man, but your presence here flusters him.
He was so anxious to get me up here that he made a bad job of searching
me.’” (11) is an example of
a. direct characterization of the Great Man
b. direct characterization of Tasso
c. indirect characterization of the Great Man
d. indirect characterization of Tasso
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28. The first paragraph of the “The Smuggler” gives information about the
story’s
a. theme
b. plot
c. setting
d. conflict
29. “’Denunciation?’ The word was harsh and bitter.
‘Yes.’
‘Anonymous?’
‘Yes’
‘You have suspected him?’
‘He and every other fisherman on the island, but until now I would have said
that he was the last man…’” (9)
This quotation comes from the story’s
a. climax
b. denouement
c. exposition
d. falling action
30. Tasso is a ____________ character.
a. flat and static
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b. round and static
c. flat and dynamic
d. round and dynamic
English 9 Final Exam Study Guide
Figurative Language and Meaning
1. Allusion
2. Hyperbole
3. Imagery
4. Irony
5. Metaphor
6. Oxymoron
7. Paradox
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8. Personification
9. Simile
10. Symbol
11. Tone
12. Voice
Poetry Terms
12. Blank verse
13. Couplet
14. Free verse
15. Internal rhyme
16. Line
17. Rhyme scheme
18. Stanza
The Writing Process and Research
19. Prewriting
20. Rough draft
21. Editing
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22. Revising
23. Final draft
24. Elaboration
25. Clarity
26. Organization
27. Thesis Statement
28. Repetition (avoiding it)
29. Choosing the proper source
30. Evidence
31. Paraphrase
32. Direct quotation
Elements of Narrative (stories and plays)
Finding meaning from context clues
Tall tale
Editorial
Satire
Mythology
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Plot
Exposition
Rising Action / Complication
Internal Conflict
External Conflict
Climax
Falling Action
Resolution
Characterization
Round
Flat
Dynamic
Static
Protagonist
Antagonist
Archetype
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Other Terms
Aside
Flashback
Foreshadowing
Setting
Theme
Mechanics, Usage, & Grammar
Run-on
Fragment
Complete Sentence
Capitalization
Spelling
Punctuation (apostrophe, comma, etc.)
Subject/verb Agreement
Adverb/Adjective Form
Homonyms (Using the Right Word)
Pronoun/Antecedent Agreement
Parallel Structure
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Using Commas (in a series, with coordinating conjunctions, with subordinating
conjunctions)
ENGLISH (113000)
Grades: 9 Credit: one Prerequisite: English 8
Students read a variety of literature, exploring the characteristics of different
forms and relating life situations to literary themes. Language study includes
spelling, vocabulary, and learning about language history and structure.
Through varied and frequent writing assignments, students build on their
understanding of writing as a process of prewriting, drafting, revising, and
publishing. They also practice discussion skills, and they observe and practice
oral presentations to develop poise and confidence. (This is a Standards of
Learning aligned course which is tested in 11th grade).
Grade
9
SOLs
First 9 weeks
Second 9 weeks
Third 9 weeks
August 22 – October 28
October 31 – January 20
January 23 –March 24
9.3 a) Identify format,
9.3 a) Identify format,
9.1 The student will plan, pres
text structure, and main text structure, and main and critique dramatic readings
literary selections.
idea.
idea.
a) Choose a literary form for
presentation, such as a poe
monologue, scene from a p
9.3 c) Use literary terms 9.3 b) Identify the
or story.
in describing and
characteristics that
b) Adapt presentation techniq
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analyzing selections.
distinguish literary
forms.
c)
d)
to fit literary form.
Use verbal and nonverbal
techniques for presentation
Evaluate impact of
presentation.
9.3 d) Explain the
relationships between
9.3 c) Use literary terms
and among elements of in describing and
9.2 The student will make plan
literature: characters,
analyzing selections.
oral presentations.
plot, setting, tone, point
a) Include definitions to incre
of view, and theme.
clarity.
9.3 d) Explain the
b) Use relevant details to supp
relationships between
main ideas.
9.3 f) Describe the use
and among elements of c) Illustrate main ideas throug
anecdotes and examples.
of images and sounds to literature: characters,
elicit the reader’s
plot, setting, tone, point d) Cite information sources.
e) Make impromptu response
emotions.
of view, and theme.
questions about presentati
f) Use grammatically correct
language, including vocabu
9.3 e) Explain the
appropriate to the topic,
audience, and purpose.
relationship between
the author’s style and
literary effect.
9.3 a) Identify format, text
structure, and main idea.
9.3 f) Describe the use
of images and sounds to
9.3 d) Explain the relationships
elicit the reader’s
between and among elements
emotions.
literature: characters, plot, set
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tone, point of view, and theme
9.3 g) Explain the
influence of historical
context on the form,
style, and point of view
of a written work.
9.3 g) Explain the influence of
historical context on the form,
style, and point of view of a
written work.
9.5 a) Identify the two basic pa
of drama: staging and scripting
9.5 b) Compare and contrast th
elements of character, setting,
plot in one-act plays and fulllength plays.
9.5 c) Describe how stage
directions help the reader
understand a play’s setting, m
characters, plot, and theme.
Unassi
gned
SOLs
(These
9.4 The student will read and analyze a variety of informational materials (manuals
letters, newspapers, brochures, reports, catalogs) and nonfiction materials, includin
speeches, biographies, and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
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SOLs
b) Evaluate clarity and accuracy of information.
c) Synthesize information from sources and apply it in written and oral presentatio
need
d) Identify questions not answered by a selected text.
to be
e) Extend general and specialized vocabulary through speaking, reading, and writin
covere
f) Read and follow instructions to complete an assigned project or task.
d.
Where
should 9.6 The student will develop narrative, expository, and informational writings to in
we put entertain.
a) Generate, gather, and organize ideas for writing.
them?)
b) Plan and organize writing to address a specific audience and purpose.
c) Communicate clearly the purpose of the writing.
d) Write clear, varied sentences.
e) Use specific vocabulary and information.
f) Arrange paragraphs into a logical progression.
g) Revise writing for clarity.
h) Proofread and prepare final product for intended audience and purpose.
9.7 The student will edit writing for correct grammar, capitalization, punctuation, s
structure, and paragraphing.
a) Use and apply rules for the parts of a sentence, including subject/verb, direct/in
predicate nominative/predicate adjective.
b) Use parallel structures across sentences and paragraphs.
c) Use appositives, main clauses, and subordinate clauses.
d) Use commas and semicolons to distinguish and divide main and subordinate cla
9.8 The student will credit the sources of both quoted and paraphrased ideas.
a) Define the meaning and consequences of plagiarism.
b) Distinguish one’s own ideas from information created or discovered by others.
c) Use a style sheet, such as that of the Modern Language Association (MLA) or the
Association (APA), for citing sources.
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9.9 The student will use print, electronic databases, and online resources to access
a) Identify key terms specific to research tools and processes.
b) Narrow the focus of a search.
c) Scan and select resources.
d) Distinguish between reliable and questionable Internet sources and apply respo
Readin  Short Story Unit
selections from
g Skills
text
Skills/elements
Covered:
 speaker
 narrator
 protagonist
 theme
 plot
 setting
 point of view—
first, third
limited, third
omniscient
 tone
 main idea
 literary forms—
short story,
anecdote,
character sketch
 simile
 metaphor
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 Novel
To Kill A
Mockingbird
Skills/elements
Covered:
 literary forms—
novel
 dialogue
 dialect
 speaker
 narrator
 protagonist
 theme
 plot
 setting
 point of view—
first, third
limited, third
omniscient
 tone
 main idea
 simile
 metaphor
 personification
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 Drama
Romeo and Juliet
Skills/elements Covered:
 comedy/tragedy
 dialogue
 soliloquy
 monologue
 aside
 dialect
 pun
 staging—lighting
design/cues, costume
design, set design, set
decoration: props, stage
movement (blocking), vo
(tone, pitch, inflection,
emotion), facial express
make-up, curtain cues,
music/sound effects
 scripting—dramatic
structure
 one-act vs. full-length pl
 dramatic structure:
exposition/initiating eve
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










personification
analogy
symbolism
apostrophe
allusion
imagery
paradox
oxymoron
foreshadowing
flashback
irony—dramatic,
situational, verbal
 characterization
—direct
exposition,
character’s
actions,
character’s
thoughts
 character types—
dynamic, static,
round, flat,
stereotype,
caricature
Md. Anwar Hossain










analogy
symbolism
apostrophe
allusion
imagery
paradox
oxymoron
foreshadowing
flashback
irony—dramatic,
situational, verbal
 characterization
—direct
exposition,
character’s
actions,
character’s
thoughts
 character types—
dynamic, static,
round, flat,
stereotype,
caricature
Final Portfolio 2007
rising action,
complication/conflict,
climax, falling action,
resolution/denouement
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Unassi
gned
Skills
(Wher
e
should
we put
them?)
 literary forms—fable, legend, myth, tall tale, allegory, biography, autobiogra
 literary foms—essay (editorial, journal.diary entry, informative/explanatory
speech)
 rhetorical question
 cliché
 connotation/denotation
 hyperbole
 understatement
 evaluate clarity/accuracy of information in manuals, textbooks, newspapers,
brochures, reports, etc.
 plagiarism
 MLA format
 use print, electronic databases, and online resources to access information (i
narrow a search, evaluate resources for reliability/accuracy/relevance)
Writin
g Skills
 plan and develop written products that demonstrate understanding of comp
and usage/mechanics
 use prewriting strategies and organize writing
 communicate the purpose of writing
 write clear, varied sentences
 use specific vocabulary and information
 arrange paragraphs into a logical progression
 revise writing for clarity
 proofread materials for intended audience and purpose
Comm
on
What should go here?
What should go here?
What should go here?
Writin
g
Assess
Md. Anwar Hossain
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ment
Gram
 sentence development—subject/verb, direct object, indirect object, predicate no
adjective
mar
 parallel structure
and
editing  correlative conjunctions
 subordinate clauses using commas and semicolons
 passive/active voice
 edit writing for correct grammar, capitalization, punctuation, spelling, sentence s
paragraphing
 appositives
 main clauses
Vocab
ulary
Plato
Lab
Unit 1 chap 1-5:
Vocabulary may also be
derived from essential
and academic word lists
from non-fiction
readings
Unit 1/2 chap 6-10:
Vocabulary may also be
derived from essential
and academic word lists
from non-fiction
readings
Unit2/3 chap 10-15: Vocabular
may also be derived from esse
and academic word lists from
fiction readings
 Students will work
 Students will work
 Students will work with Plat
with Plato Lab to
with Plato Lab to
Lab to develop reading
develop reading
develop reading
comprehension skills.
comprehension skills.
comprehension skills.
Md. Anwar Hossain
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 9/7 – 9/10: Paleolithic
and Neolithic Ages
World  9/11 – 9/28: Eight
History
Aspects of Civilization
I
/ Sumer/ Fertile
Crescent / Egypt /
(for
Zoroastrianism
your
 9/29 – 10/11: Ancient
refere
China and India /
Empires of China and
nce)
India / Buddhism /
Hinduism
 10/12 – 11/14: Greece
and Alexander the
Great
 11/04 – 11/14 Greece
and Alexander the
Great (cont’d)
 11/15 – 12/20 Rome /
Christianity
 1/3 – 1/16 Byzantine
Empire / Greek
Orthodox / Mongols
/ Russia
 1/20 – 2/2 Islam and
Comparative
Religions
 2/3 – 2/27 The Middle Ages
 3/1 – 3/8 Renaissance
 3/9 – 3/22 Americas (Mayas
Aztecs, Incas
 3/23 – 4/1 Africa and Japan
Revised 11/8/05
Md. Anwar Hossain
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Unit Test: The Elements of a Short Story
Part I—Plot Diagram
Directions: For numbers 1-4, match the letter that corresponds to each
definition.
C.
B.
A.
D.
.
E.
1. the high point of the dramatic conflict – often the turning point in the
action
2. the part of the plot in which the conflict and complications develop
3. the part of the plot that introduces characters and their situation
4. the way that the central conflict ends or is resolved
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
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5. events that follow the turning point and deal with the results of the
turning point
Part II—Literary elements
Directions: Please read the attached story entitled “The Smuggler” by
Victor Canning. Answer the following questions based upon your reading.
Please put your answers on your scantron.
6. What is “The Smuggler” mainly about?
a. the difficult life of a hard-working fisherman
b. how a fisherman smuggles goods onto an island
c. an encounter between a man and a fisherman
d. the struggles a fisherman and his wife go through
7. Since Tasso had not been carefully searched, what did he have in his
possession?
a. a gun
b. a knife
c. a small radio
d. a razor
Md. Anwar Hossain
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8. Tasso said that he had spent the previous twenty-four hours
a. alone at sea
b. at sea with his son
c. at home with his wife
d. smuggling criminals
9. The Great Man knew that Tasso was lying because the fisherman
a. had a very guilty look on his face
b. could not look the Great Man in the eye
c. had confessed earlier to the Chief of Police
d. revealed information he should not have known
10. Of the following events, which happened last in the plot of the story?
a. Tasso tossed an artificial rose on the Great Man’s desk.
b. The Great Man told Tasso he was free to go.
c. The Great Man accused Tasso of being a smuggler.
d. The Chief of Police stated that he liked Tasso.
Md. Anwar Hossain
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11. “If you had been at sea twenty-four hours without a radio you could
not have known the result.” (12) is a quotation from the story’s
a. climax
b. exposition
c. resolution
d. rising action
12. Tasso was wearing a shabby jacket, but the Great Man looked, as
always, resplendent. Which of the following best defines the word
“resplendent”?
a. sloppy or untidy
b. short but powerful
c. magnificent in appearance
d. dirty and smelly
13. The Great Man said that Tasso managed to jettison his goods before
the ship came into port. Define the word “jettison.”
a. to give to the poor
b. to sell for a very low price
c. to give to friends
d. to throw overboard
14. Which sentence best characterizes both the Great Man and Tasso?
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George Mason University, College of Education and Human
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a. They were extremely powerful and important political figures.
b. Although they were intelligent, they lacked imagination
c. They were clever and shrewd.
d. They were family men, who always put in an honest day’s work.
15. The main conflict of “The Smuggler” is between
a, The Great Man and the Chief of Police
b. The Great Man and Tasso
c. Tasso and the sea
d. Tasso and his wife
16. Which of the following best describes the type of conflict in “The
Smuggler”?
a. internal conflict—man vs. self
b. internal conflict—man vs. society
c. external conflict—man vs. nature
d. external conflict—man vs. man
17. What is the setting of the story?
a. an office in a palace
b. a fishing boat
c. a courtyard near a castle
Md. Anwar Hossain
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George Mason University, College of Education and Human
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d. Tasso’s house
18. From what point of view is the story told?
a. first person
b. second person
c. third person limited
d. third person omniscient
19. What does the rose Tasso wears symbolize?
a. His affair with another woman
b. The wealth he has gained from smuggling criminals
c. His sentimental feelings about the war
d. His love for his wife.
20. What is the theme of “The Smuggler”?
a. Those who do wrong should be punished.
b. A life of crime pays.
c. Show others compassion just in case you need their help later.
d. Always keep a watchful eye.
21. Evidence in the story indicates that Tasso was
a. a popular person among those on the island
b. hated and feared by many people on the island
Md. Anwar Hossain
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George Mason University, College of Education and Human
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c. unknown to almost everyone on the island
d. a greedy, rich man
22. We may infer that the Great Man was
a. kind to people he thought had committed a crime.
b. secretly fearful of Tasso.
c. a dictator figure of very great authority.
d. secretly fearful of the Chief of Police.
23. The ending of the story indicates that the Great Man thought that
Tasso
a. would be a good person to blackmail later on.
b. would be useful in a situation that required a quick escape.
c. was not so smart after all.
d. could not be trusted.
24. In “The Smuggler” the Great Man remains nameless because
a. the author was unable to think of a name for the character.
b. he does not want anyone to know who he is.
c. Americans would have too much trouble pronouncing it.
d. he is a symbol of power.
Md. Anwar Hossain
Final Portfolio 2007
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25. “Across the paved courtyard, beyond the long sweep of ornamental
railings and the still line of gray-uniformed guards, lay the wide bowl
of the only harbor the island possessed.” This is an example of
a. dramatic irony
b. personification
c. sensory imagery
d. simile
26. “He will be proud when you are shot for smuggling.” (11) is an
example of
a. direct characterization
b. indirect characterization
c. situational irony
d. verbal irony
27. “From the back of his coat he pulled a knife and placed it on the desk.
‘The Chief of police is a conscientious man, but your presence here
flusters him. He was so anxious to get me up here that he made a bad
job of searching me.’” (11) is an example of
a. direct characterization of the Great Man
b. direct characterization of Tasso
c. indirect characterization of the Great Man
d. indirect characterization of Tasso
Md. Anwar Hossain
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George Mason University, College of Education and Human
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28. The first paragraph of the “The Smuggler” gives information about the
story’s
a. theme
b. plot
c. setting
d. conflict
29. “’Denunciation?’ The word was harsh and bitter.
‘Yes.’
‘Anonymous?’
‘Yes’
‘You have suspected him?’
‘He and every other fisherman on the island, but until now I would
have said that he was the last man…’” (9)
This quotation comes from the story’s
a. climax
b. denouement
c. exposition
d. falling action
30. Tasso is a ____________ character.
a. flat and static
Md. Anwar Hossain
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b. round and static
c. flat and dynamic
d. round and dynamic
Virginia SOL Writing Rubric
Composing
4
Feature
s
Central
Idea
Md. Anwar Hossain
3
2
Consistent
Inconsisten
Control
Reasonabl t
(but not
e Control
Control
(some
perfect)
(control of
features
some
better
features
controlled
but not of
than
others)
others
Sharply
focused;
narrowed
by
elaboratio
n
Clearly
focused
1
Little or
No Control
Central idea Lacking,
may be
usually
present, or
several
ideas may
compete
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Elabora
tion
Full:
details in
sentences;
illustration
s,
examples,
reasons,
and/or
events
within
paragraph
s
Purposefu
l with key
details,
examples,
illustratio
ns,
reasons.
(There
may be
some
thinness
of
elaboratio
n)
Little or no
elaboration
; or a few
brief
details; or
chunks of
irrelevant
material.
Sparse or
not
purposeful
elaboratio
n.
Organiz
ation
Strong;
lapses
don’t
detract;
careful
logic and
order;
sophisticat
ed lead
and
closure;
appropriat
e and fluid
Reasonabl
e; minor
lapses
don’t
detract
significant
ly;
occasional
lapses in
coherence
(logic) and
cohesiven
ess(conne
ctions);
List of
general
statements;
hints of
organizatio
n;
underdevel
oped or
untransitio
nal
skeleton of
a narrative
or
Often not
present;
writing
skips from
point to
point.
Md. Anwar Hossain
Final Portfolio 2007
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Unity
Md. Anwar Hossain
transitions skilled
opening
and
closing
explanation
All parts
contribute
to the
dominant
impressio
n or idea
of the
paper;
consistent
point of
view; no
digression
s
Opening
and closing
may be
present but
are
artificial,
scant, or
undevelope
d;
transitions
may be
lacking in
many
places or
inappropria
te; point of
view may
shift or
there may
be
significant
digressions.
Few if any
digression
s; few if
any point
of view
shifts;
transition
s are
appropria
te;
introducti
on and
closing
are full
and fit the
paper
well.
Final Portfolio 2007
Lack of
elaboratio
n often
prevents
unity from
emerging;
some
functional
transitions
or no
digressions
may exist,
but unity is
never
created.
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Grade Conversion Scale – English 9
12 – 100% (A+)
11 – 95% (A)
10 – 93% (B+)
9 – 90% (B+)
8 – 85% (B)
7 – 82% (C+)
6 – 78% (C)
5 – 74% (C)
4 – 67% (D)
3 – 63% (F)
2 – 59% (F)
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
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Written Expression
4
Features
Consistent
Control
(but not
perfect)
3
Reasonable
Control
(some
features
better
controlled
than others
2
1
Inconsistent
Little or No
Control
Control
(control of
some
features but
not of
others)
Vocabula Precise:
chooses
ry
words
carefully,
avoiding
vague or
anemic
words
Specific,
but a few
vague or
anemic
words may
be present
Imprecise,
bland
vocabulary
Imprecise,
bland,
vague, or
repetitive
vocabulary
Informat Precise and
even
ion
information
presented
Specific
informatio
n, but
there may
be some
general
statements
Uneven
information
presentation
, or tells
“everything”
–too much
Imprecise,
bland,
vague or
repetitive
information
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
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Teaching Excellent and Achievement Project,
Funded by IREX- US Dept. of State/ECA
.
Voice
Strong;
enhanced
by the word
choice and
information
given
Easily
discernible,
except
when
general,
functional
vocabulary
is used.
Discernible
only when
occasional
vocabulary
and specific
information
amplify it.
Tone
Purposeful
Flattens
when
informatio
n and
vocabulary
are not
specific.
Rarely
Rarely
emerges due emerges.
to lack of
specific
vocabulary
and
information.
Rhythm
Effective,
purposefull
y varied
sentence
structure;
modifiers
and
subordinati
on are
Smooth
due to
sentence
variety and
structure,
but an
occasional
awkward
constructio
Sentence
beginnings
or types not
very varied,
although an
occasional
rhythmic
cluster of
sentences
Md. Anwar Hossain
Final Portfolio 2007
Doesn’t
emerge
because
specific
vocabulary
and
information
are not
present.
Sentence
variety
lacking;
several
extremely
awkward
sentence
construction
s may be
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effectively
embedded.
n may be
present.
may be
present.
present.
Usage / Mechanics
4
Consistent
Control
Features
(but not
perfect)
3
Reasonabl
e Control
(some
features
better
controlled
than
others
Sentence Demonstrat Demonstra
Formatio es
tes
awareness reasonable
n
and control control
over all
over some
but not all
Mechani areas of
usage and
areas.
cs
mechanics Errors do
not
seriously
Usage
affect
Md. Anwar Hossain
2
1
Inconsistent
Little or No
Control
Control
(control of
some
features but
not of
others)
Demonstrate
s some
control in
some areas
but little on
others.
Some
difficulty in
following
writer’s
ideas.
Final Portfolio 2007
High density
and variety
of errors in
most areas.
Errors affect
meaning
and make
writing
difficult to
understand.
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meaning.
Sentence Formation
Mechanics
Usage
 Completeness
 Avoid comma splices
agreement
 Avoid run-ons
conventions
 Avoid dangling modifiers
word meaning
formatting
spelling
inflections
capitalization
end punctuation
Internal punctuation
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
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At the time of my departure from my home country I was excited. After being
here I got a new environment- I got an excellent chance to observe many things
from my own eyes. I went out for sightseeing. I entered into my classroom for
having some new ideas and thoughts. I was really surprised to have a nice
environment everywhere.
 About the Teachers: It’s my luck that I have got some excellent teachers in
the George Mason University. I never forget the names of Dr. Farnoosh, Dr.
Steeley, Dr. Scott Bauer, George Flowers. I have learnt a lot of from them.
They are hard-working, cooperative, generous and very kind. I enjoyed all
the sessions with all the teachers.
 About other countries Participants: I have developed friendly relationship
with other countries participants. I learnt a lot about their culture and about
themselves. I am very much happy to have my new friends.
 About Sightseeing: I visited many places by being in the USA. It’s a new
chapter in my life to visit the important places of this great country. I went
to visit The Washington Monument, The Smithsonian Space Museum,
Baltimore, Annapolis, the old town Alexandria. All the places and museums
have widened my knowledge and outlook. I was really charmed to visit the
new places and things. In this regard I would like to give thanks to IREX from
my heart for creating such opportunity for me.
Md. Anwar Hossain
Final Portfolio 2007
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George Mason University, College of Education and Human
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Before receiving training I was not aware of my portfolio but now I can
understand the importance of it. My portfolio will show how successful as a
teacher I am. I think that I am a responsible person in my society. So I think that
it is my sacred duty to develop my portfolio for the betterment my own as well
as the students. As it is a continuous process I will develop my portfolio
accordingly.
Md. Anwar Hossain
Final Portfolio 2007
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Md. Anwar Hossain
Final Portfolio 2007
Page 78