Olga Oliynyk
TEA-Fellow, Ukraine
Olga Oliynyk
Ukraine
Table of Contents
1. Lesson Plans
1.1. My Lesson Plans
1.1.1. Lessons Observed
1.1.2. Lessons Conducted
1.2. Shared Lesson Plans
1.2.1. Lessons Observed
1.2.2. Lessons Conducted
1.3. Lesson Plans, English 11.
2. Strategies
2.1. My strategies
2.2. Shared Strategies
3. Technology in American School:
3.1. Some Snaps and Comments
3.2. Library Organization
4. Fieldwork Reflections: Some Snaps and Comments
5. Classroom Management: Some Rules and Regulations
6. National/ State/ Local Standards
6.1. English 11.
6.2. English 12.
6.3. Examples of Tests.
7. Summer Schools
7.1. Concept of Summer School
7.2. Sample of Summer School Syllabus
8. Action Research Plan
9. Action Plan
10. My CV
Section I: Lesson Plans
1.1. My Lesson Plans
-1-
Olga Oliynyk
Ukraine
1.1.1. Lessons Observed
Lesson Plan 1.
Teacher: Kimberley Hale
Grade Level: English 11
Title: Steven Crane “A Mystery of Heroism” Date: 07.25.07 Time: 7.30 a.m.-10.05 a.m.
I. Performance Objectives:
SWAT
 Understand situational irony (literary skills)
 Identify theme (reading skills)
 Understand ambiguity (review skills)\
II. Material for Learning Activities
 Elements of Literature, Fifth Course, The Holt Reader
 Whiteboard, markers, paper, pencils
National/State/Local Standards
 High School Standards of Learning (SOL) Strengthening Course
III. TEACHING PHASE
Introduction: ( 30 min)
 Teacher elicits from the students the definitions of verbal and dramatic irony, which were
discussed at the previous lessons
 Using the background knowledge teacher and students discuss the notion of a hero
 Teacher and students define the notion of situational irony
Instructional strategies: (45 min)
 Discussing the definitions and writing them on the board
 Teacher reads the story and comments on its content with references to the personal
experience
 Teacher explains the vocabulary of the text which is not clear to the students
 Sts make margin notes along the reading and discussion
 Teacher asks questions, e.g.:
 What’s the atmosphere like here?
 Is this stupidity or heroism?
 Do heroes act childishly?
Summary: (15 min)
-2-
Olga Oliynyk
Ukraine

Sts identify the theme of the story. They fill in the chart below with details from the story
that illustrate the elements in the left-hand column. Then they review their chart entries and
state the story’s theme at the bottom of the chart.
Main events in the
story
What
characters
discover
Significance of title
Key details
Statement of theme

Sts give the definition of ambiguity
Ambiguity is a technique by which a writer deliberately suggests 2 or more different, and
sometimes conflicting, meanings in a work
IV. Assessment (45 min)
 Sts answer questions given as margin notes and hand in their papers.
Questions fall into several categories such as:
 CLARIFY, e.g. Re-read lines 17-24. What has happened to the burglar?
 COMPARE AND CONTRAST, e.g. Re-read lines 25-41. How does the
narrator describe the natural setting?
 WORD STUDY, e.g. Lines 34-36 contain a metaphor and simile. Underline
the metaphor (a comparison that does not use the words like or as) and circle
the simile (a comparison that uses the words like or as)
 IDENTIFY, e.g. pause at line 76. Why wouldn’t it be difficult for Collins to
get a drink of water from the old well?
 PARAPHRASE, e.g. The narrator uses vivid, eloquent language to describe
the events of the battle. What has happened in lines 80-85? Restate the
events in your own word.
 AUTHOR’S PURPOSE, e.g. Re-read lines 89-100. Which is more
understandable: the human’s behavior or the animals’ behavior? What might
the purpose of this passage be?
 IDENTIFY CAUSE AND EFFECT, e.g. Why does Collins ask to get some
water from the well across the meadow?
 INTERPRET e.g. What do the words of the soldiers reveal about Collins’
actions (lines 186-195)?
 ANALYZE e.g. re-read lines 216-231. Does Collins think of himself as a
hero? Circle the two phrases that make the answer to this question
ambiguous, or open to interpretation.
V. Differentiation
 Some students can be allowed to finish their papers as home assignment
-3-
Olga Oliynyk
Ukraine
VI. Reflection
The teacher’s reading was very good and the explanations were excellent. The personal references
were of great use and helped to clarify a lot of things. I would just add some video material with a
battle scene for the better understanding of the situation described in the story.
Lesson Plan 2.
Teacher: Kimberley Hale
Grade Level: English 11
Title: Grammar
Date:
07.26.07
I.
Objectives
SWAT: - to review grammar discussed at the previous lessons
- to practice writing skills
II.
Materials for Learning Activities
 Whiteboard, markers, paper, pencils
 OHP
National/State/Local Standards
 High School Standards of Learning (SOL) Strengthening Course
III.
TEACHING PHASE
Introduction: (20 min)
1. Reviewing the patterns
Instructional strategies: (45 min)
1) Teacher gives patterns on the board.
a)
b)
c)
d)
e)
f)
Subject (pronoun)
Verb
Object (noun)
Subject (common noun) Verb
Object (pronoun)
Subject (noun)
Linking Verb Substantive complement (noun)
Subject (pronoun)
Linking Verb
Adjective Pronoun
Subject (indefinite pronoun) Verb (Future)
Subject (proper noun)
Verb (Past Progressive) Object (common noun)
2) Teacher instructs sts
3) Sts review what nouns, pronouns, verbs, subjects are.
4) Sts work individually writing sentences according to the patterns on the individual
worksheets.
5) Teacher and sts check and discuss sts’ answers with the help of OHP
IV.
Assessment
Sts’ are given a test on the material discussed at the next lesson.
V.
Differentiation
Stronger students can be given some extra patterns, which can be more complicated.
VI.
Reflection
-4-
Olga Oliynyk
Ukraine
The lesson went well. The students were active and gave many funny sentences which were bright
and vivid and could be a great way to memorize certain grammar patterns.
Lesson Plan 3.
Teacher: Kimberley Hale
Grade Level: English 11
Title:”The Tide Rises, the Tide Falls”, by Henry W. Longfellow
Date:
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



07.19.07
III.
TEACHING PHASE
Introduction: (20 min)
6) What is meter.
7) Why meter matters
8) 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
paraphrased:
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.
-5-
Olga Oliynyk
Ukraine

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
St 1
St 2
St3
Paraphrase
V.
Differentiation
Stronger students can work with all five stanzas and weaker ones can be given one or two stanzas
to work on.
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.
-6-
Olga Oliynyk
Ukraine
1.1.2. Lessons Conducted.
Lesson Plan 1.
Teacher: Olga Oliynyk
Title: Britney Spears
“Baby One More Time”
I.
Objectives
SWAT: - to practice listening skills
- to practice asking and answering Wh-questions
- to practice speaking skills
- to practice reading skills
II.



Materials for Learning Activities
Tape recorder, recorded song
Hand-outs
Role play cards

National/State/Local Standards
National Ukrainian Standards
III.
TEACHING PHASE
Introduction: (10 min)
9) Teacher plays the song
Instructional strategies: (45 min)
 Sts read the text and working in pairs fill in the gaps asking and answering
questions.
Student A.
Britney Jean Spears was born in rural ____a)______ (Kentwood) on December 2, 1981, to Jamie
and Lynne Spears. As a child, Britney attended ____b)__ classes, and she was great at gymnastics,
winning many competitions and the like. But, most of all, Britney loved to __c)__. At the age of
__d)_, Britney tried out for "MMC" , but was turned down due to her young age. This directed her
to an off-Broadway show, "Ruthless", for a 2-year run as the title character. At the age of 11, she
again tried for “__e)__” and this time made it as a mouseketeer along side many stars of today
(Justin Timberlake and Ryan Gosling). Her big ____f)___, however, came when she was signed as
a Jive Recording Artist in the late 90s. With the release of her debut album,
"..._______g)________" in early 1999, Britney became an international success, selling 13 million
copies of "Baby" and __h)_ million (as of July 2001) of her sophomore album, "Oops!...I Did It
Again," released in __i)__ of 2000.
-7-
Olga Oliynyk
Ukraine
Student B.
Britney Jean Spears was born in rural Louisiana (Kentwood) on December 2, __1)__, to Jamie and
Lynne Spears. ___2)____, Britney attended dance classes, and she was great at _____3)___,
winning many competitions and the like. But, most of all, Britney loved to sing. At age of 8,
Britney tried out for "MMC" , but was turned down due to her ___4)__. This directed her to an offBroadway show, "___5)___", for a 2-year run as the title character. At the age of 11, she again
tried for "MMC" and this time made it as a _____6)_____ along side many stars of today (Justin
Timberlake and Ryan Gosling). Her big break, however, came when she was signed as a Jive
Recording Artist in the late 90s. With the release of her debut album, "...Baby One More Time" in
early __7)____, Britney became an international success, selling _8)__ million copies of "Baby"
and 9 million (as of July 2001) of her sophomore album, "Oops!...I Did It Again," released in May
of __9)____.

Sts match the words and their definitions
loneliness
The state of being lonely
Reason
A basis or circumstance explaining some
belief, action, fact, or event
To inhale and exhale air in respiration
Breathe
Sign
A motion or gesture used to convey an
idea, command, etc.
To admit or reveal a secret, fault etc.
Confess

There are some lines that aren’t correct. Sts put an X beside the 10 lines that they
think do not belong to the song.
Oh baby baby
In ghosts and hell
Oh baby baby
When I’m not with you I lose my mind
Oh baby baby
My wallet and my keys
Why did you leave me and go
Give me a sign
How was I supposed to know
Remember the car is mine and
That you were in Korea
Hit me baby one more time.
That something wasn’t right here
Oh baby baby
Oh baby baby
The reason to breathe is you
I shouldn’t have let you go
Although I have asma
And now you’re out of sight, yes
Boy you’ve got me blinded
You’ve become invisible
Oh baby baby
There’s nothing that I wouldn’t do
Show me
That’s not they way I planned it
How you want it to be
I wanted all your money
Tell me baby
-8-
Olga Oliynyk
Ukraine
Do you want an ice cream
Cause I need to know now
Because
Show me
How you want it to be
Tell me baby
Cause I need to know now
What’s your real name
My loneliness
Is killing me (and I)
I must confess
I still believe (still believe)
REPEAT: MY LONELINESS…
REPEAT and REPEAT

Sts listen and check their guesses.

After listening. Role Play. PERSUASION. Sts get cards and find their partners.
They should follow instructions given on their cards.
You are Bruce Willis. Find Demi Moore
and persuade her to come back with
you:
“PLEASE, I want to marry you again”
“Forgive me”
etc…
You are Demi Moore. Bruce Willis finds
you and tries to persuade to come back
with him. You still love him but you are
tired of problems in your family life:
“Sorry, I don’t believe you any longer”
“I am tired”
etc…
You are LUIS MIGUEL. Find Britney
You are BRITNEY SPEARS. Luis
Spears and persuade her to marry you.
Miguel wants to talk to you, but you are
Tell her you can record an album
tired of his crazy ideas and you don’t
together!! Luis and Britney is the title
want to discuss them with him. Though
of the album!!
you don’t want to hurt him so you are
trying to be very polite.
You are a journalist. You are interested in You are a journalist. You are interested in
all the gossip about famous people.
all the gossip about famous people.
Listen to the conversations and take
Listen to the conversations and take
notes for your newspaper. You need to
notes for your newspaper. You need to
find the hottest News!!
find the hottest News!!
Move around and create the most
Move around and create the most
important NEWS of the year!!
important NEWS of the year!!
You are a fan of Brad Pitt and you are
You are a fan of Brad Pitt and you are
crazy about him!!!! Find him and tell crazy about him!!!! Find him and tell
about your love. Ask him for a romantic about your love. Ask him to your
date this evening. Do not accept any
birthday party this evening. Do not
excuses!
accept any excuses!!!
You are BRAD PITT and you have a
secret: you are a Homosexual. Don’t tell
your secret but don’t accept any woman.
Give then excuses!!
-9-
Olga Oliynyk
Ukraine
IV.
V.
Assessment
Sts can present their dialogues in front of the group and evaluate each other’s performance.
Extension

Sts can explore what the singer meant in her song. The article presented below is
one of the views on this question. The table gives the paraphrasing of this song
according to this point of view. Sts can read the article and paraphrasing and discuss
it in groups.
Britney Spears' sordid past
Background: prior to her release of "Hit me baby one more time", Britney Spears spent time in
an undisclosed drug rehabilitation clinic, trying to kick her various addictions. Eventually she was
allowed out and got a recording contract with Jive Records, allowing her to start life anew.
However, the drug problem was never far away. She wrote her feelings in a track titled "Hit me
baby one more time", an ironic reference to the feelings she went through when she felt as though
she just needed one more "hit" before quitting.
Originally the record executives were against the song, feeling that it would ruin the "good girl"
persona which had been written for her. However, the song was remarkably reminiscent of the
usual mindless pap churned out by pop stars, and so nobody suspected the truth. Until now.
Following the release of the song, Britney had a relapse and had to return to rehab.
To stop people being suspicious, a false rumour was passed around that Britney was off
having breast implants, which served to distract people from discovering the truth.
Lyric
Meaning
Oh baby baby
How was I
At first she didn't notice the problems that the drugs were causing her - she
supposed to know
didn't know that things weren't right.
that somethin'
wasn't right here
Oh baby baby
I shouldn't have
She feels bad after kicking the drugs the first time - however, the drugs are
let you go
"out of sight" but not out of mind.
And now you're
out of sight, yeah
Chorus
Show me
How you want it
to be
She is letting the drugs take control.
Tell me baby
'cause I need to
know now
Oh, because
My loneliness
She is feeling down, going through withdrawal.
Is killing me (and
I)
- 10 -
Olga Oliynyk
Ukraine
I must confess
I still believe
(still believe)
When I'm not
with you I lose
my mind
Give me a sign
Ambiguous - what does she "still believe"?
Drug withdrawal is causing her to hallucinate.
She feels that she needs someone to tell her that what she is doing is okay.
"Taking a hit" is a drug euphemism; the "one more time" part is reminiscent
Hit me baby one
of the "just one more" mentality of many people when trying to give up an
more time
addiction.
Oh baby baby
The reason I
breathe is you
In the depths of desparation, drugs are the only thing that keeps her going.
Boy you've got
me blinded
Oh baby baby
There's nothin'
She is willing to go to extreme lengths to get drug money.
that I wouldn't do
It's not the way I
She didn't mean to fall into this life.
planned it
Chorus
Oh baby baby
Oh baby baby
Oh baby baby
She didn't realise what the drugs would do to her when she started.
How was I
supposed to know
oh baby baby
I shouldn't have She feels so bad now that she wishes she had never tried to quit.
let you go
Chorus
 Sts can conduct a research on the Internet looking for other interpretations.
VI.
Reflection
This lesson is good for motivation. Practically everybody heard this song at least once and for sure
everybody knows the name Britney Spears. So it appeals to their background knowledge and at
the same time is a great opportunity to practice their listening skills.
Lyrics
When I’m not with you I lose my mind
Give me a sign -- hit me baby one more time.
Oh baby baby
Oh baby baby
Oh baby baby
- 11 -
Olga Oliynyk
Ukraine
Oh baby baby
Oh baby baby
How was I surprised to know
That something wasn’t right here
Oh baby baby
I shouldn’t have let you go
And now you’re out of sight, yes
Oh baby baby
How was I supposed to know
Oh baby baby
I shouldn’t have let you go---
Show me
How you want it to be
Tell me baby
Cause I need to know now
Because
I must confess
That my loneliness
Is killing me now--Don’t you know I still believe
That you will be here
And give me a sign
Hit me baby one more time.
My loneliness
Is killing me (and I)
I must confess
I still believe (still believe)
When I’m not with you I lose my mind
Give me a sign—
Hit me baby one more time.
Oh baby baby
The reason to breathe is you
Boy you’ve got me blinded
Oh baby baby
There’s nothing that I wouldn’t do
That’s not they way I planned it
Show me
How you want it to be
Tell me baby
Cause I need to know now
What’s the cause
My loneliness
Is killing me (and I)
I must confess
I still believe (still believe)
When I’m not with you I lose my mind
Give me a sign
Hit me baby one more time.
I must confess
(my loneliness)
that my loneliness
(is killing me)
Is killing me now
(I must confess)
Don’t you know I still believe
(I still believe)
that you will be here
and give me a sign—
HIT ME BABY ONE MORE TIME.
My loneliness
Is killing me (and I)
I must confess
I still believe (still believe)
- 12 -
Olga Oliynyk
Ukraine
Lesson Plan 2.
Teacher: Olga Oliynyk
Title:
Ukraine
Grade Level: English 11
Date:
July 26
I.
Objectives
SWAT
 know more about Ukraine
 practice asking and answering questions
 share their cultural background
II.
Materials for Learning Activities
 Power Point Presentation
 Quiz
III.
Procedures for Learning Activities
Sts get the quiz on Ukraine.
Teacher collects their answers and starts the presentation.
Sts follow the presentation and find out true answers on the questions in the quiz.
At the end sts have some time for discussion.
IV.
Assessment
Teacher hands out the quizzes and sts are asked to peer review their works, taking into
account the info from the presentation.
V.
Differentiation
Stronger sts are asked to prepare special reports on particular topics:
 Sports in Ukraine
 Cultural Life in Ukraine
 Famous People in Ukraine
 Political System of Ukraine
VI.
Reflection
The lesson went well and the sts were really interested. They asked a lot of interesting
questions and were really engaged in the discussion of similar and different things in the life of
American and Ukrainian young people.
Name ____________________
Date _________________________
- 13 -
Olga Oliynyk
Ukraine
QUIZ
 Ukraine – a mysterious country! 
Let’s find out how much you know about this country!
1. Ukraine is situated in ….
2. The flag of Ukraine is…
3. The capital of Ukraine is…
4. The second largest city of Ukraine is ….
5. The famous Ukrainian boxer is…
6. Crimea is a good place to …
7. The national symbol of Ukraine is…
8. Kyiv is …..
9. The Professional Lyceum is in …
10. Ukrainian school students get grades…
11. Ukrainian national dish is …
a) Africa
b) South America
c) Europe
a) red and blue
b) blue and yellow
c) white and yellow
a) Moscow
b) Kyiv
c) Prague
a) Kharkiv
b) Sevastopol’
c) Dnepropetrovsk
a) Derrick Jefferson
b) Vitaliy Klichko
c) Alexei Lezin
a) go on vacation
b) make one’s career in IT
c) learn more about penguins
a) a trident
b) a horn
c) a fork
a) 100 years old
b) more than 2 000 years old
c) more than 5 000 years old
a) Kyiv
b) Kharkiv
c) Kamyanetz’-Podil’skiy
a) from 1 to 5
b) from 1 to 10
c) from 1 to 12
a) borsch
b) chips and fish
c) pasta
Presented by Olga Oliynyk
TEA-fellow, Ukraine
George Mason University
Yorktown High School
- 14 -
Olga Oliynyk
Ukraine
Arlington, VA
07.26.07
1.2. Shared Lesson Plans
1.2.1.
Lessons Observed
Lesson Plan 1.
Intern: RASHMI MAKHIJA
Grade Level: XII
Title: TO HIS COY MISTRESS BY ANDREW MARVELL Date: July 25, 2007
Prior knowledge:
Students have read poems in Medieval period and Renaissance period. Students are also aware of
figures of speech and other literary devices like rhyme scheme, meter, tone etc
I.
Objectives
1) To enable the students to understand and appreciate the poem
- 15 -
Olga Oliynyk
Ukraine
2) To enable the students to understand the literary concepts like Carpe Deim, imagery etc
3) To introduce the concept of stylistic analysis
4) To enable the students to understand the characteristics of metaphysical poetry.
II.
Materials for Learning Activities
1) Textbook 2) Information about metaphysical poetry, etc downloaded from the internet
III.
Procedures for Learning Activities
1. Introduction about the concept of stylistic analysis. Teacher introduces the notion of
interpreting the poem on the basis of the language used.
(3 Mins)
2. Teacher asks a student to read the poem loudly and asks a general question about the main
theme of the poem. (2mins)
3. Teacher explains the poem line by line by asking appropriate questions and explaining
wherever required.( Through interaction) (8 mins)
4. Teacher writes crucial points on the board to build up the argument of the poem to be
taken as notes in the notebook and to facilitate understanding.
5. Teacher explains the concept of Carpe Diem during explanation.
6. Teacher asks questions about rhyme scheme and figures of speech in the poem.(5mins)
7. Teacher discusses the impact of using these devices in the poem.(2mins)
8. Teacher makes the students discuss the striking features of the poem.(2mins)
9. Teacher revises the concept of stylistic analysis .(2mins)
10. Teacher discusses the characteristics of metaphysical poetry with the help of a sheet, a
copy of which is to be distributed to students.(5mins)
BLACKBOARD WORK
Teacher ensures that important words are written on the board so that students
understand the logical argument depicted by the poet.
3 stanzas
Carpe Diem- seize the hour
1st
Stylistic analysis
IF .. ideal/imagination
2nd But….. Reality
3rd Now….. Solution
Logical argument for persuasion
IV.
Assessment
- 16 -
Olga Oliynyk
Ukraine

Discussion of the textbook questions

Teacher asks some questions to assess the understanding of the students
1. Pick 2 instances of comparison from the poem? Name the literary device used.
2. Explain the last two lines of the poem in your own words
3. Why has the poet used exaggeration in the poem?
4. What is the effect of using these literary devices in the poem?

WRITTEN WORK- Write a paragraph in about 75 to 100 words:
Which aspects of the poem do you find appealing( i.e. opinion about the poem)-?
V.
Differentiation

Teacher asks the students questions of different levels.

Reading opportunity is given to maximum students in the class.
VI.
Reflection

The lesson went well.

The argument was depicted on the board.

Teacher could have made a power point presentation or an OHP transparency for
the characteristics of metaphysical poetry.

Teacher had planned to do so but at the last minute since it was not available a
separate sheet was made available to each student. Teacher can definitely plan
better and keep the transparency available beforehand.
Lesson Plan 2.
Intern: Abdukarimova, Muhabbat
Grade Level: HILT EX A
Title: Literature – Seminar on “ Turning Points in Life” and reading poetry to explore this idea
Date:
I.
Objectives
Sts will learn how imagery is used by a poet to create a picture in the mind of the reader
- 17 -
Olga Oliynyk
Ukraine
Sts will learn how a poet uses symbols to convey the meaning of a poem
Sts will write an essay that analyzes the poem
Sts will interpret poetic meaning and devices used by the poet to express his meaning
Sts will express their own ideas
II.
Materials for Learning Activities
Spotlight on Literature – Collection 4
Ride a Wild Horse by Hannah Kahn, page 20
Cards with scores
III.
Procedures for Learning Activities
Introduction
a) Motivation: Sts are asked to think of some person they know whose life changed due to
having taken a chance to do something different. They are asked to identify what factors
influenced the person’s decision. T asks Sts to evaluate whether taking a chance resulted in
something positive or negative. Then T tells Sts they will read a poem that explores the idea of
“turning points” in life that lead to tremendous change. Furthermore, the students learn that they
will engage in a seminar discussion of the idea of “ turning points in life” and the necessity of
taking at least one great chance in life.
Instructional strategies
b) Presentation: Prior to reading the poem, the T lists key vocabulary on the white board. Each
poetic term is explained and an example is presented by the T. Sts and T sit in a circle. The T reads
the poem, Ride a Wild Horse, by Hannah Kahn, two times, very distinctly and with emphasis on
key ideas or vocabulary.
Sts will:
Read a poem
Orally analyze a poem for its imagery and symbols
Orally analyze words used in the poem and determine their true meanings
Orally engage in discussion on the meaning of imagery and symbols used in the poem
Argue differences of meaning
Orally identify alternative meaning and points of view about the poem
Orally identify synonyms, metaphors
Clarify confusing ideas
Listen carefully to ideas expressed by other Sts
Express and support strong opinions
Explain ideas
Enhance understanding by looking for differences or similarities between St’s ideas and another
St’s ideas
Teacher encourages every St to express himself, elicits the meaning of key words from the Sts,
asks questions on the topic
c) Practice: Each St is given 4 tickets worth 25 points each. After the poem is read, each St must
take at least four significant contributions to the seminar discussion. A contribution includes
analysis or interpretation of poetic meaning, words analysis, application to life, disagreement or
agreement with another Sts’ interpretation, or disagreement or agreement with the author. The T
evaluates whether the St’s contribution merits earning 25 points. If it does, the St will place the
- 18 -
Olga Oliynyk
Ukraine
ticket in a box in the middle of the circle. The number of tickets turned in determines the activity
grade.
Summary
Sts write a short essay that analyzes the symbolism and imagery used in the poem; Sts identify
synonyms, metaphors, and themes present in the poem.
IV.
Assessment
Sts demonstrate comprehension of poetry by their oral participation in a seminar discussion
Sts respond to Socratic questions presented by the T that seek to push the St to clarify complex
ideas or understanding of symbols and imagery.
Sts write an essay that analyzes the poem
V.
Differentiation
T mostly encourages weaker Sts to participate and express their opinions freely
Replies of passive Sts were appreciated greatly
Some Sts allowed to finish their essay at home
VI.
Reflection
I’ve learnt a lot of strategies and methods from my mentor. This was an excellent strategy to
develop all skills and I’ll use it in my lessons and share with my colleagues.
This kind of lesson – “Literature – Seminar” is new for me. It was very interesting, fruitful and
causing for open discussion. T explained the rules and the aims of the lesson very clearly. All the
Sts were involved into the discussion. Even weak Sts could express themselves. T encouraged
every St to participate actively.
Lesson Plan 3.
Intern: Svitlana Rakhmanska
Grade Level: Pre-Intermediate
Title: School Behaviours
Date: August 9, 2007
I.
Objectives:
o
o
o
o
II.
Develop students’ critical reading and thinking skills;
Teach students to ask open-ended questions and predict the development of events;
Explain students how to create a character map;
Help students understand the bad nature of bullying in schools.
Materials for Learning Activities:
- 19 -
Olga Oliynyk
Ukraine
Handouts of the story “Priscilla and the Wimps” by Richard Peck;
Handouts with a sample of a character map;
Dictionaries
III.
Procedures for Learning Activities
Introduction: 5 min.
1. Short discussion about bullying.
2. Examples of bullying behavior in students’ school.
3. Some suggestions how to avoid being bullied
Instructional Strategies: 35 min.
Pre-Reading
All students receive handouts of the story.
Class is divided in three groups. While reading, each group is going to concentrate on
information about each of the three main characters of the story in order to be able to create
character maps of them.
First reading
Students take turns in reading aloud. After each paragraph teacher stops them and asks
to ask one open-ended question to the part read and to predict what is going to happen next.
Second reading
Students read stories in their groups amd mark sentences which describe their
characters.
Post-Reading
Students work in groups. Each group gets a handout with a character map and fills it
in. Students should refer to the text to find support for their ideas.
Speaking. Discussion: 10 min.
Students describe their characters and discuss their behavior using their character
maps.
Summary: 5 min.
Teacher comes back to the discussion about bullying behavior and asks if their attitude
to and understanding of bullying have changed.
Home Assignment
- 20 -
Olga Oliynyk
Ukraine
Students are asked to write a short letter to a person who is constantly bullied at
school.
IV.
Assessment
Students’ character maps will be assessed.
V.
Differentiation
Students are grouped in such a way that every group consists of a ‘stronger’ student and
‘struggling’ students who can get some support.
VI.
Reflection
“Priscilla and the Wimps” is a good example of a text with a strong moral in it. Such texts
make students think and reflect.
1.2.2. Lessons Conducted.
Lesson Plan 1.
Haitov, Tojiddin
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
PROCEDURE:
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)
- 21 -
Olga Oliynyk
Ukraine
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
them.
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.
- 22 -
Olga Oliynyk
Ukraine
Lesson Plan 2.
Intern: Rashmi Diwan
Title:
Grade Level: 9
READING Lesson Plan  Editorials- Comprehending Informational Text
Time 1 hour
I. Objectives
 The students will read and analyze the text
 They will learn to fill up the editorial jot chart.
 The students will identify the following in the text

1. format
2. text structure
3. main idea
The students will present their ideas and opinions during the class discussion and in writing.
II. Materials for Learning Activities



Two editorials on the same topic
Overhead projector and transparencies
Copies of the Editorial Jot Chart, copied on two sides (see next page)
III. Lesson procedure
1.
2.
3.
4.
5.
6.
7.
Provide the class with copies of two editorials from the local paper on the same topic.
Distribute the Editorial Jot Charts.
Have the students read the two editorials
Ask them to complete one side of the chart.
Have the students share with the class the information they used to complete the chart.
Record this information on an Editorial Jot Chart transparency on the overhead.
Have the students write a paragraph about how the writer’s choices of examples and diction
further his/her purpose.
IV. Assessment
Have the students read the second editorial and then complete the other side of the chart.
V. Differentiation
Ask the students to imagine themselves as the writer and make the changes as per their
point of view about the editorial- Conduct a class discussion.
- 23 -
Olga Oliynyk
Ukraine
VI. Home Assignment
Have the students write a letter to the Editor expressing their opinion about the second editorial.
Editorial Jot Chart
Critical Thinking
Questions
Editorial #1
Who is the writer?
Is he or she
qualified?
Is he or she biased?
Is the writer’s
purpose to inform or
persuade?
Write down at least
one statement that is
a fact and one
statement that is an
opinion.
What is the main
idea? Do you agree
with it? What is the
writer’s purpose? (to
inform, persuade,
entertain, etc.)
- 24 -
Editorial #2
Olga Oliynyk
Ukraine
What information or
word choice does the
writer use to further
his/her purpose?
Lesson Plan 3.
Intern: Svitlana Rakhmanska
Grade Level: Pre-Intermediate
Title: Welcome to the Smithsonian.
Date: 13 August, 2007
I.
Objectives
o
o
o
o
II.
Offer students a great opportunity ‘to visit’ this special place in Washington, DC
Practice students’ skills of presenting material in an exciting way
Develop students’ speaking skills
Help students create catching ads of the Smithsonian museums
Materials for Learning Activities
 Photos
 ‘Go Smithsonian’, free visitors guide to the Smithsonian museums
 Computer/ Smithsonian websites
III.
Procedures for Learning Activities
Introduction:
Warm-Up:
Teacher asks students questions:
Have you been to many museums?
What are you interested in?
What museums/exhibition would you like to visit/
- 25 -
Olga Oliynyk
Ukraine
Instructional strategies:
Listening:
Students listen to teacher read letter of Dr. Christian Sampler, Acting Secretary of the
Smithsonian Institution. (From Go Smithsonian, free visitors guide to the Smithsonian museums.)
Students give names of the museums or places mentioned in it.
Group work:
Class is divided into groups of four. Every group of students chooses a place from the
Smithsonian. They are asked to find more detailed information about the ir place of interest. They
are also asked to present information in an exciting way to make other students interested and
eager to see it.
Speaking:
Students present their projects, illustrating them with pictures from the Smithsonian websites.
Writing:
The same groups of students are asked to create an advertisement about their
museums/galleries. It should be short, funny, and catching.
Summary:
Students present their ads and vote for one place they would like to visit first.
IV.
Assessment
Students’ projects and ads are evaluated.
V.
Differentiation
VI.
Reflection
Such types of lessons are popular with students. They can use computers, they use real
information, and they speak about real places.
- 26 -
Olga Oliynyk
Ukraine
1.3. Sample Lesson Plans, English 11.
Washington-Lee High School
Lesson Plans: English 11, Regular
Monday
6
◘ Silent reading: To Kill a
Mockingbird
◘ Reality Project: reading
informational texts – credit
card application, with
questions
◘ Homework: Reality
Project due tomorrow
Tuesday
7
◘ Silent reading: To Kill a
Mockingbird
◘ Study guide for first
quarter examination and
time to study for exam
◘ Reality Project due
NOVEMBER 2006
Teacher: McCreary
Wednesday
Thursday
Friday
1
◘ Gathering information
and facts and statistics: Lab
A -- periods 1,3, and 6
(housing, salaries for job
categories, living expenses
(clothing, food, etc.), car
cost, making a budget, etc.,
etc)
2
◘ Reading with CD: To Kill
a Mockingbird
◘ Drafting individual reports
on findings: introduction,
findings, conclusions, five
quotations, three graphs of
facts, personal
enlightenment statement,
bibliography)
3
◘ Reading with CD: To Kill
a Mockingbird
◘ Study Guide for final
examination
◘ Journal # 7
8
9
◘ Screening: Part I of To
Kill a Mockingbird
◘ Final quarter grades
posted
10
English First Quarter
Examination
- 27 -
No School – Veteran’s Day
Olga Oliynyk
Ukraine
13
14
◘ Silent reading: To Kill a
Mockingbird
◘ Notebook check: papers
stapled and graded
◘ Informational reading:
phone contract, with
associated questions (graded
in class)
15
◘ Silent reading: To Kill a
Mockingbird
◘ Reading: EoL, American
Romanticism period, pp.
156-161: complete content
frame of pages for notes;
followed by discussion and
short quiz
16
◘ Silent reading: To Kill a
Mockingbird
◘ American Romanticism
CRISS content frame
(teacher supplied)
17
◘ Review American
Romanticism and begin
content frame
◘ Journal #7 checked
◘ Journal #8 assigned
20
◘ DVD: American Journey
(4 min.) – viewing only
◘ Reading ½ article:
“American Romanticism”
in EoL, pp. 162-168, with
notes – four category
headings with five notes
each category, completed as
HW
21
HW Collected: 24 notes
◘ Screening: Part II: To Kill
a Mockingbird
22
23
24
27
◘ Silent reading: To Kill a
Mockingbird
◘ HW collected: notes on
part I of American
Romanticism
28
◘ Reading 2nd half of article:
“American Romanticism” in
EoL, pp. 169-173, with
notes – six category
headings, four notes each
(24 total)
◘ completed as HW
Quiz: T/F in teacher edition,
p. 173
◘ Viewing only DVD:
American Journey
29
◘ Reading: To Kill a
Mockingbird
◘ Second Viewing DVD:
American Journey w/viewing worksheet
(graded)
◘ HW due: 2nd half of
article: “American
Romanticism” in EoL, pp.
169-173
‘No school for students –
Teacher Work Day
No School:
Thanksgiving Break
Lesson Plans: English 11, Regular
Monday
◘ Reading: To Kill a
Mockingbird
Tuesday
◘ Background on
No School:
Thanksgiving Break
30
◘ Reading: To Kill a
Mockingbird (whole period)
Note: classes shortened by
half due to early release
Teacher: McCreary
◘ Fine Art Transparency:
Mount of
the Holy Cross
Wednesday
◘ 4 questions introducing
No School:
Thanksgiving Break
DECEMBER 2006
◘ Reading: “The Devil and
Tom Walker”,
part I, pp.
Thursday
176-180
1
Friday
1
◘ Reading: To Kill a
Mockingbird
◘ Journal #8 checked
◘ Journal #9 assigned
◘ Distribute progress reports
4
◘ Reading: To Kill a
Mockingbird
◘ PowerNotes: Introduction
to American Romanticism
and westward expansion
5
◘ Reading: To Kill a
Mockingbird
◘ Reading background on
Washington Irving, pp. 174175
◘ 20 vocabulary words (p.
176) (with added voc .- see
teacher edition)
6
◘ Reading: To Kill a
Mockingbird
◘ American Romanticism
Fine Art Transparency with
worksheet of 4 questions
(from supp. book, p.11) &
four short answer questions
(p.12 of supp. book)
◘
- 28 -
7
◘ Reading: To Kill a
Mockingbird
◘ Essay Test: To Kill a
Mockingbird
8
◘ Test on Romanticism
◘ Vocabulary quiz (re: p.
176)
◘ Journal #9 checked
◘ Journal #10 assigned
◘ New grades posted in
classroom
Olga Oliynyk
Ukraine
11
◘ Author and general
introduction to the new
novel: The Color of Water
◘ Reading: “The Devil and
Tom Walker”, part I, pp.
176-180
◘ Questions from sidebar of
teacher edition, A-H, pp.
177-179
12
◘ Silent reading: The Color
of Water
◘ Complete screening of
film: To Kill a Mockingbird
13
◘ Silent reading: The Color
of Water
◘ Reading: “The Devil and
Tom Walker”, part II, pp.
181-185
◘ “The Devil and Tom
Walker” Questions from
teacher manual, A-F, pp.
180-183
14
◘ Silent reading: The Color
of Water
◘ “The Devil and Tom
Walker” - questions from
teacher’s manual, A-G, pp.
184-185
◘ Essay Test: To Kill a
Mockingbird
◘
◘
15
◘ Silent reading: The Color
of Water
◘ Journal #10 checked
◘ Journal #11 assigned
◘ Progress reports
distributed
18
19
20
21
22
◘ Film: Part I - Last of the
Mohicans
◘ Film: Part I - Last of the
Mohicans
◘ Film: Part I - Last of the
Mohicans
◘ Essay test: The Last of
the Mohicans
◘ Silent reading: The Color
of Water
◘
◘
25
26
27
28
No School:
Christmas Break
No School:
Christmas Break
No School:
Christmas Break
Lesson Plans: English 11, REGULAR
Monday
1
No School:
Christmas Break
8
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Vocabulary: Ralph
Waldo Emerson words
Tuesday
29
No School:
Christmas Break
Teacher: McCreary
Wednesday
No School:
Christmas Break
Thursday
No School:
Christmas Break
January 2007
Friday
2
◘ Silent reading: The Color
of Water
◘ Discussion questions: The
Devil and Tom Walker” p.
186, no. 1-5
◘ “Devil and Tom Walker”
vocabulary
◘ Journal #11 checked
◘ Color of Water readers
journal checked (pp. 21-42)
3
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
Discussion questions: The
Devil and Tom Walker” p.
186, no. 6-10
◘ Journal #11 checked (last
day without late penalty)
4
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Test review worksheet on
“The Devil and Tom
Walker”
5
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Test: “The Devil and Tom
Walker”
◘ Journal #12 collected
◘ Journal # 13 assigned
9
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Reading from Emerson’s
“Nature” excerpt, pp. 106107
10
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Reading from Emerson’s
“Self-Reliance” excerpt
11
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Critical thinking questions
on “Self-Reliance” no. 2-7
12
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Journal #13 collected
◘ Journal #14 assigned
◘ Note: I like be out for
Library of Congress wkshp
◘ Reader’s journal due: pp.
85-125
Vocabulary quiz: Emerson
words
- 29 -
Olga Oliynyk
Ukraine
15
Holiday: Martin
Luther King, Jr.
Day
22
English 2nd
Quarter Exam
29
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
Reading:
◘ Reading: Walden’s
“Economy” section, pp.
217-220
◘ Note: fire drill 10:15
16
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Reading and discussion:
Intro to Henry David
Thoreau, pp. 213-205
17
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Readings from Walden:
“Economy”
◘ Quiz: background info on
Thoreau
◘ Homework: organize
notebook for check in
Friday
18
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Review guidelines
distributed for 2nd quarter
exam
◘ Readings from Walden:
“Where I Lived”
◘ Homework: organize
notebook for check in Friday
19
◘ Silent reading: The Color
of Water
◘ Notebook check
◘ Journal #14 collected
◘ Journal #15 assigned
◘ Progress reports
distributed
Note: 2nd Q exams Jan. 1926; respect testing in other
classes
23
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Note: 2nd Q exams Jan.
19-26; respect testing in
other classes
24
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Distribute progress
reports – reflects 2nd Q
grade
◘ Note: 2nd Q exams Jan.
19-26; respect testing in
other classes
25
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Journal #15 collected
◘ Journal #16 assigned
◘ Note: 2nd Q exams Jan.
19-26; respect testing in
other classes
26
30
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Reading: Walden’s
“Economy” section, pp.
217-220
◘ Note: Period 1 takes
marketing survey, approx.
10 minutes for student store
31
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Reading: Walden’s
“Where I Lived” section,
pp. 220-221
◘ Reading: Walden’s
“Solitude” section, pp. 221222
Lesson Plans: English 11, REGULAR
Monday
5
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Screening: Eyes on the
Prize, Part 1 of 4 (27 min)
Tuesday
6
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Argumentation essay
instructions distributed and
reviewed
Feb. Planning Notes:
-- Reserve computer lab in
Feb. for argumentation
paper
Martin
Luther King, Jr.
Teacher:
McCreary
Wednesday
7
◘ Guidance counselors
register students for 20072008 school year.
◘ Note: lesson plans
altered due to shortened
day (two-hour delayed
opening, snow
- 30 -
Teacher
Work Day
Thursday
February 2007
Friday
1
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Walden Vocabulary quiz
2
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Journal #16 collected
◘ Journal #17 assigned
◘ Note: report cards mailed
◘ SOL vocabulary no. 1-10
8
◘ Silent reading: The Color
of Water
◘ 3 Thoreau questions and
no. 103, pg. 230 (due at end
of class)
◘ Note: Shortened day due
to Early Release
9
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Journal #17 collected
◘ Journal #18 assigned
◘ Reader’s journal due (pp.
209- 242)
◘ Progress reports
distributed
Olga Oliynyk
Ukraine
12
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Viewing argumentation
examples (AP) and
brainstorming idea
◘ SOL Practice release
test, Part I
13
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ SOL Practice release
test, Part II
14
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Screening: Eyes on the
Prize, Part 2 of 4 (27 min)
15
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Thoreau and
transcendentalism test
16
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Journal #18 collected
◘ Journal #19 assigned
◘ CoW Reader’s journal due
◘ Note: Black History
Assembly, period 3
22
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ Test review: The Color of
Water
23
◘ Silent reading: The Color
of Water- COMPLETED
◘ Writing in Readers
journal: Color of Water
◘ Journal #19 collected
◘ Journal #20 assigned
◘ CoW Reader’s journal due
HW: drafting argumentation
paper
Valentine’s Day
19
No School
Veterans Day !!!
26
◘ Silent Reading: A Raisin
in the Sun
◘ Writing in Readers
journal: Color of Water
◘ Screening: Eyes on the
Prize, Part 3 of 4 (27 min)
20
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ SOL Reading release test,
part I
21
◘ Silent reading: The Color
of Water
◘ Writing in Readers
journal: Color of Water
◘ SOL Reading release test,
part II
27
◘ Silent Reading: A Raisin
in the Sun
28
◘ Silent Reading: A Raisin
in the Sun
◘ Writing in Readers
journal: Color of Water
◘ Screening: Eyes on the
Prize, Part 4 of 4 (27 min)
◘ Test: The Color of Water
Lesson Plans: English 11, REGULAR
Monday
Tuesday
March
Spring is in the air
5
◘ Silent Reading: A Raisin
in the Sun
◘ SOL practice writing
prompt
6
◘ Screening: A Raisin in the
Sun
◘ Note: SOL Testing –
Multiple choice, to end of
2nd period
Teacher: McCreary
Wednesday
Thursday
March 2007
Friday
1
◘ Silent Reading: A Raisin
in the Sun
◘ SOL practice writing test,
multiple choice, Part I
2
◘ Silent Reading: A Raisin
in the Sun
◘ Journal #20 due
◘ Journal #21 assigned
◘ SOL practice writing test,
multiple choice, Part II
8
◘ Writing: Pen Pal letters to
Norway and Sweden
◘ Homework: journal #21
◘ Note: SOL Retake –
Direct Writing
9
◘ Journal #21 due
◘ Journal #22 assigned
◘ Note: Heritage Week
Assembly, period 3
◘ Note: SOL Retake –
Multiple Choice
Heritage Week March 5-9
7
◘ Screening: A Raisin in the
Sun
◘ Note: SOL Testing –
Direct Writing, to end of
3rd period
- 31 -
Olga Oliynyk
Ukraine
12
◘ Introduction to poetry:
“Rain” by S. Pettibone,
discussion and worksheet
given
13
◘ Completion of “Rain”
poem and viewing music
video of the poem
◘ Reading, listening, and
discussion of
“Transformation” poem by
Gene Atley
14
◘ Discussion and practice
on 7 parts of speech,
imagery, rhythm, rhyme,
tone, & point of view for
rain worksheet
15
◘ Completion of “Rain”
poetry worksheet
◘ Completion of pen pal
letters
16
◘ Journal #22 due
◘ Journal #23 assigned
◘ Final deadline for pen pal
letters
◘ “Rain” poetry worksheet
due
◘ Progress reports
distributed
◘ Rain poetry worksheet due
19
◘ Reading: Introduction to
Modern period and poetry,
pp. (886-893). part I
◘ Fine Art transparency on
modern literary period with
student response
◘ Note: collect $ to mail
pen pal letters
20
◘ Note: collect $ to mail pen
pal letters
◘ Reading: Introduction to
Modern period and poetry,
pp. 893-900. part II
◘ Introduction to modern
poetry – DVD Visual
connections w/ worksheet
(pp. 69-71 in teacher DVD
book)
21
◘ Reading: Introduction to
Modern period and poetry,
pp. 901-905. part III,
followed by Holt review
assignment
22
◘ Holt review exercise on
Modern Literary period (due
at end of class)
◘ Review for test Modern
Literary Period
23
◘ Test: Modern Literary
period, pp. 886-905
◘ Journal #23 due
◘ Journal #24 assigned
◘ Progress reports
distributed
◘ Third Q exam study guide
distributed
26
◘ Reading, discussion, and
analysis questions: Night
Journey, 1132
diagnostic exercise, no. 110
◘ Note: 3rd Quarter Exams
respect testing in other
classes
27
◘ Reading, discussion, and
analysis questions:
Mushrooms by Sylvia Plath,
1149
◘ Note: 3rd Quarter Exams
respect testing in other
classes
28
◘ Reading, discussion, and
analysis questions: Mirror
by Sylvia Plath, 1146
◘ Note: 3rd Quarter Exams
respect testing in other
classes
29
30
◘ Introduction to new novel:
The Great Gatsby
◘ Journal #24 due
◘ Journal #25 assigned
◘ Progress reports
distributed
◘ Film: The Poetry Hall of
Fame
◘ Note: SCA Olympics /
Sports Pep Rally, Period 7
Lesson Plans: English 11, REGULAR
Monday
2
Tuesday
3
Spring Break!!!
9
Teacher Work
Day !!!
English
Third Quarter
Exam
Teacher: McCreary
Wednesday
4
April 2007
Thursday
5
Friday
6
Spring Break!!!
Spring Break!!!
Spring Break!!!
Spring Break!!!
10
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions: “Night
Journey”, p 1132
11
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions:
“Mirror”, p 1146
12
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions:
“Mushrooms”, p 1149
13
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions: “Bean
Eaters”, p 1158
Note: beginning of 4th nine
weeks
- 32 -
Olga Oliynyk
Ukraine
16
◘ Silent reading: The Great
Gatsby
◘ Class discussion and quiz
on Great Gatsby, to p. 30
Note: Period 3 sees
storyteller Jamal Koram
23
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions: “Ars
Poetica”, p. 1175
◘ Deadline to turn in
Imitation of Walcott
“Elsewhere” poem, 5-6
stanzas, writing prompt p.
1164
17
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions: “In
Honor of My Father”, p
1158
18
◘ Silent reading: The Great
Gatsby
◘ Review of first five
poems in series and quiz:
Night Journey; Mirror;
Mushroom; Bean Eaters; In
Honor of my Father
19
◘ Silent reading: The Great
Gatsby
◘ Reading
◘ Derek Walcott’s
‘Elsewhere” p. 1163 and
class discussion
◘ Class work: analysis
questions: “Elsewhere” p.
1164 no. 1-7 (completed
tomorrow)
20
◘ Silent reading: The Great
Gatsby
◘ Completion of analysis
questions: “Elsewhere” p.
1164 no. 1-7
◘ Class work & homework:
Imitation of Walcott
“Elsewhere” poem, 5-6
stanzas, writing prompt p.
1164
24
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions:
“Testimonial”, p 1179
25
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions:
“Visions”, p 1185
26
◘ Silent reading: The Great
Gatsby
◘ Reading, discussion, and
analysis questions:
“Medusa”, p 1190
27
◘ Silent reading: The Great
Gatsby
◘ Screening Part I of Great
Gatsby film
30
◘ Silent reading: The Great
Gatsby
◘ SOL Practice release test:
no. 1-7 (release 2003)
Lesson Plans: English 11, REGULAR
Monday
7
◘ Silent reading: The Great
Gatsby
◘ SOL Practice release test:
no. 18-25 – note copyright
restrictions for no. 8-17,
(release 2003)
Tuesday
Teacher: McCreary
Wednesday
Thursday
May 2007
Friday
1
◘ Silent reading: The Great
Gatsby
◘ Quiz: Elsewhere; Ars
Poetica; Testimonial;
Visions; and Medusa
2
◘ Silent reading: The Great
Gatsby
◘ Test Review – 10
Contemporary poems
3
◘ Silent reading: The Great
Gatsby
◘ TEST: 10 Contemporary
poems
4
◘ Silent reading: The Great
Gatsby
◘ Screening: documentary
on F. Scott Fitzgerald with
accompanying parallel note
form
8
◘ Silent reading: The Great
Gatsby
◘ SOL Practice release test:
no. 26-30 (release 2003)
9
◘ Silent reading: The Great
Gatsby
◘ Test: poetry vocabulary
test, part II of packet
10
◘ Silent reading: The Great
Gatsby
◘ Gatsby test review game
11
◘ Silent reading: The Great
Gatsby
◘ Gatsby test: to page 160
- 33 -
Olga Oliynyk
Ukraine
14
◘ Silent reading: The Great
Gatsby
◘ part II of contemporary
poems due
◘
15
◘ Silent reading: The Great
Gatsby
◘ SOL Practice release test:
no. 31-34 (release 2003)
16
◘ Silent reading: The Great
Gatsby
◘ Gatsby quiz, last 10 pages
◘ Gatsby open journal
17
◘ Silent reading: The Great
Gatsby
◘ Gatsby readers journal
◘ SOL Practice release test:
no. 35-42 (release 2003)
18
◘ Screening 2nd part of film:
The Great Gatsby
21
◘ Screening 3nd part of
film: The Great Gatsby
◘ Students generate 40
questions based on 10
contemporary poems, the
period, and terminology
(test preparation)
◘ Gatsby open journal due
22
◘ Review game: 10
contemporary poems, the
period, and terminology
23
◘ Test: 10 contemporary
poems, the period, and
terminology
24
◘ Reading along with DVD
audio: Death of a Salesman
◘ SOL release test: practice
on one single section
25
◘ Reading along with DVD
audio: Death of a Salesman
◘ SOL release test: practice
on one single section
28
29
30
31
◘ SOL Testing –
Math Morning testing
block
8:19-11:15
◘ SOL Testing –
History Morning
testing block
8:19-11:15
◘ SOL Testing –
Science Morning
testing block
8:19-11:15
No School
Memorial Day!!!
Note: Only
Note: Only
Note: Only
periods 4 and 1
periods 5 and 2
periods 3 and 6
Lesson Plans:
English
11,
REGULAR
Teacher:
meet
meet
meet McCreary
Monday
Tuesday
Wednesday
June 2007
Thursday
Friday
1
◘ SOL Testing –
English Morning
testing block
8:19-11:15
Note: Only
periods 5 and 7
meet
4
◘ Reading: Death of a
Salesman
◘ Drama Writing Project:
“Thank God You’re Hear”
5
◘ Reading: Death of a
Salesman
◘ Drama Writing Project:
“Thank God You’re Hear”
6
◘ Reading: Death of a
Salesman
◘ Drama Writing Project:
“Thank God You’re Hear”
- 34 -
7
◘ Reading: Death of a
Salesman
◘ Drama Writing Project:
“Thank God You’re Hear”
8
◘ Presentations: Drama
Writing Project: “Thank
God You’re Hear”
◘ Study Guide for final
examination
Olga Oliynyk
Ukraine
11
◘ Presentations: Drama
Writing Project: “Thank
God You’re Hear”
12
◘ Presentations: Drama
Writing Project: “Thank
God You’re Hear”
13
◘ Film: Death of a
Salesman
14
◘ Film: Death of a Salesman
15
(Note: FINAL DAY for
regularly scheduled
classes)
7th period EXAM 1:01 to
3:01
18
1st period Exam 8:1910:19
2nd period Exam10:3412:34
19
3rd period Exam 8:1910:19
4th period Exam 10:3412:34
20
5th period Exam 8:1910:19
6th period Exam 10:3412:34
21
February 6
SENIOR EXPERIENCE - Career Center Orientation
May 3
MUSIC AWARDS CONCERT
GRADUATION •
Constitution Hall,
Washington, D.C.
• 10:00 AM
Swanson Middle School - 6:30 PM
May 4
NEW WORK SUMMER SCHOOL
March 9
May 16-25
SENIOR EXPERIENCE - Eligible Students Notified
SENIOR PROM TICKET SALES
BOTH LUNCH PERIODS • CAFETERIA
Each W-L senior is eligible to purchase a ticket for himself/herself and one guest. Cost of
ticket per senior: TBA.
May 29 –
June 1
May 30
SENIOR EXPERIENCE - Labor, Work, Action Seminar at Washington-Lee
June 4 - 8
June 4- 8
SENIOR EXPERIENCE - Classes at Arlington Career Center or Report to Work Locations
DISTRIBUTION OF CAPS AND GOWNS
IN ENGLISH CLASSES - for students who have paid their dues of $30.00 and met their
obligations.
See the school treasurer, Ms. Bell, in the main office for further information.
ALL LIBRARY BOOKS MUST BE RETURNED
- 35 -
Olga Oliynyk
Ukraine
SIGN-UP for transportation to Constitution Hall
Seating is limited for seniors who wish to ride the school bus to graduation. To obtain a bus
ticket, you must sign up in the main office by June 8.
SPECIAL ARRANGEMENTS – Seating for people with disabilities and families who require
ASL interpretation will be available. Please see Mrs. Cruz or Mrs. Mejia by June 12 for
special arrangements.
June 5
GRADUATION PRACTICE
First of two mandatory practices. All seniors will report to the gym 7th period.
June 7
SPORTS AWARDS BANQUET
6:30 PM - The Commons
June 8
FAREWELL ASSEMBLY
3rd Period
Seniors will be dismissed after assembly
June 8
PROM
Sheraton Crystal City
Jefferson Davis Highway
Arlington, Virginia
8:00 PM - 12:00 AM (Doors close at 10:00 PM)
June 11 - 14
GRADUATION TICKET DISTRIBUTION
Both lunch periods in the cafeteria. Also, available Monday, June 18 from 8:00 AM to 3:30
PM in the main office. Seniors must sign for the tickets.
Ten tickets will be available to each graduating senior. Graduates not needing all of their
tickets are encouraged to share their extras with fellow graduates who may need more than
ten. Any students who might need more than ten tickets should leave their name on a
waiting list with Mrs. Cruz or Mrs. Mejia in the main office by June 15.
June 11- 15
SENIOR EXPERIENCE – Report to work locations
June 11
GRADUATION PRACTICE (Second Practice)
All seniors will report to the gym 7th period. Graduation practice is mandatory.
June 12
ACADEMIC AWARDS ASSEMBLY (Periods 1-3)
Students report to first period, wait for announcement and then proceed with teachers to
assigned seating in the gym.
(PARENTS INVITED)
June 12
SENIOR PICNIC • YEARBOOK SIGNING
Seniors are to report to Quincy Park, after Awards Ceremony, 4th Period, and will be
dismissed at the end of 7th period.
(If it rains Senior Picnic will be on June 13)
June 13
MEMORIES IN WORDS AND MUSIC
7:30 PM – Swanson Auditorium (PARENTS INVITED)
June 15
June 15
If you would like to donate any food or drinks for a brief reception following the program,
please contact Karen Dunlap, 703-532-3769, shakescene@aol.com.
DEADLINE FOR REQUESTING ADDITIONAL GRADUATION TICKETS
Leave your name with Mrs. Mejia in the main office if you need more than 10 tickets.
SUMMER SCHOOL
All students who are interested in make-up and strengthening classes must register with the
appropriate counselor. Summer school will be held at Yorktown from July 9 through August
17, 7:30 AM - 10:05 AM and 10:15 AM – 12:50 PM. Writing SOL courses are from June 28
– July 19. SOL courses are from July 30 – August 17.
- 36 -
Olga Oliynyk
Ukraine
June 15
June 15-20
TEXT BOOKS
If a student has lost or damaged a book/material, he/she will receive an obligation card from
the teacher to take to Ms. Bell to clear the obligation. Ms. Bell will give the student a receipt,
which the student must show to the department secretary so that his/her name can be
removed from the list. This also applies to the library books.
FINAL DAY
For regularly scheduled classes and Career Center classes.
Seventh period exam begins at 1:01 PM.
BUS SCHEDULE
Pick-up from bus stops at regular time and at 9:40 AM. Pick-up from school, 10:19 AM and
12:34 PM.
FINAL EXAMINATION SCHEDULE
June 15
1st Period 8:19-8:55
2nd Period 9:00-9:34
3rd Period 9:39-10:13
4th Period 10:18-10:52
6th Period 10:57 – 11:31
5th period 1st lunch 11:31 12:04 or 5th period 11:36-12:16
5th period 2nd lunch 12:21-12:54 or 5th period 12:14-12:54
7th period EXAM 1:01 to 3:01
June 18
1st period Exam 8:19-10:19
2nd period Exam10:34-12:34
June 19
3rd period Exam 8:19-10:19
4th period Exam 10:34-12:34
June 20
5th period Exam 8:19-10:19
6th period Exam 10:34-12:34
June 15-20
EXEMPTIONS FROM FINAL EXAMS
Exemption slips will be distributed on June 4 and must be returned on June 8. Students
must return books to those classes from which they have been exempted.
Absences from Examinations
Students must be present at the time their examination is scheduled. There will be no
exceptions. In cases of illness, students must present a medical certificate and make
arrangements through the teacher(s) or counselor for making up the examination before
August 3.
June 18
June 19
SENIOR EXPERIENCE – De-Briefing Meeting at Washington-Lee
SENIOR EXPERIENCE – Culminating Seminar at Arlington Career Center
- 37 -
Olga Oliynyk
Ukraine
GRADUATION • Constitution Hall, Washington, D.C. • 10:00 AM
June 21
For details: http://www.washlee.arlington.k12.va.us/students/graduation
BOAT PARTY/BREAKFAST
The W-L PTA and senior parents are sponsoring an all-night, alcohol-free graduation party
for the Class of 2007 on June 21. Graduates will be transported by bus at 9:30 PM to the
Spirit of Washington for a cruise on the Potomac. Graduates will be returned to school at
the conclusion of the cruise. Upon their return to school at 3:30 AM, until the sun rises,
graduates will be treated to a breakfast bonanza in the W-L Commons. There will be hot
and cold food and beverages, videos of their days at W-L, and announcements of the grand
prize raffle winners (who must be present to collect their prizes).
Tickets cost $45 and must be purchased by June 8, 2007. Tickets will be sold during, both
lunch periods, Mondays and Wednesdays, beginning May 2 nd through June 8th. Tickets may
also be ordered using the enclosed form or through the link on the W-L web site.
(www.washlee.arlington.k12.va.us/students/boatparty.html). Download a boat trip
parent permission form and send a check for $45 payable to W-L Graduation Boat Party to
Kathy Vitale, 1639 N. Randolph St., Arlington, VA 22207.
JUNE 28
SUMMER SCHOOL
Late registration for make-up and strengthening courses will be at Kenmore Middle School
from 8:00 AM-8:00 PM. This is the final registration day for summer school.
Section II: Strategies
2.1. My Strategies
Strategy Sheet 1.
1. Name of method or strategy:
“Peer review”
2. When is this method or strategy useful?
- 38 -
Olga Oliynyk
Ukraine
This strategy can be very effective at the beginning of the lesson to go back to the things
discussed at the previous lesson.
3. Why or how is this method or strategy useful?
I observed this strategy at the lesson in the High School Standards of Learning
Strengthening Course in English-11 ( Yorktown High School). As such courses are
designed to assist students in passing the SOL exams by strengthening students’ testtaking skills as well as their understanding of course concepts this method is an excellent
way to review the material and check sts’ understanding of the material. The strategy is
of special interest when the controversial issues are discussed. Everybody is involved and
the weaker sts don’t fall behind as they have the paper in front of them to support their
confidence.
4. What are the steps involved in using this strategy or method?
The teacher hands out sts’ papers. The class goes over the list of questions discussing
every single one and students check the answers on the papers given to them and grade
them. The procedure involves intensive discussion since these are not true/false
questions but mostly Wh-questions based on the discussed novel, poem, essay, etc. The
teacher collects the papers.
5. When would this method or strategy be useful in your setting?
It can be used as a good practice of test-taking skills and just for reviewing the material.
6. What would you like other teachers in your school to know about this method or
strategy?
“Peer-review” can give sts a better understanding of the way the teacher grades their
answers so I would recommend that teachers in my school should use it on a regular
base especially before tests.
Strategy Sheet 2.
1
Name of method or strategy:
“Coat of Arms”
2.
When is this method or strategy useful?
- 39 -
Olga Oliynyk
Ukraine
This strategy can be done at the beginning of the course in a new group for sts to introduce
themselves or at the end when sts already know each other quite well.
3. Why or how is this method or strategy useful?
This strategy is great for a student-centered classroom, as it helps sts to feel at ease and
tell more about themselves.
4. What are the steps involved in using this strategy or method?
Sts are asked to compose their personal coat of arms in such a way:
St’s greatest success
St’s greatest failure
St’s 1-year-plan
St’s 10-year plan
St’s dream
St’s motto
In the centre sts are asked to put a symbol of themselves.

St’s are not required to write anything, but the motto. All the fields are to be filled
with pictures either drawn by the sts or taken from different magazines

Sts are either to present their coat of arms explaining what they meant by this or
that picture or

Their coat of arms is put on board and other sts should guess what they meant.
5. When would this method or strategy be useful in your setting?
This strategy appeals to personalities and encourages sts talk and explain
6. What would you like other teachers in your school to know about this method
or strategy?
I would like them to practice this strategy and maybe we could come up with the
exhibition representing the best coat of arms, initiating in such a way a wider discussion.
Strategy Sheet 3.
1. Name of method or strategy:
Jumbled lyrics (paper and physical arrangements)
- 40 -
Olga Oliynyk
Ukraine
2. When is this method or strategy useful?
This strategy can be used when students are already tired and their attention can go down. This
strategy can be a good change.
3. Why or how is this method or strategy useful?
It makes sts concentrate and move round the classroom.
4. What are the steps involved in using this strategy or method?
Sts get cards with some parts odf the song. They try to fill in the gaps in the lyrics on the board.
E.g.
Cards:
She was as nervous
She was afraid
Tell the people
Yellow polka
An itsy-bitsy,
So in the locker
Stick around,
And so a blanket
And so she sat
Tell the people
Yellow polka
An itsy-bitsy,
So in the blanket
Stick around,
And I wonder
And so the poor
Tell the people
Yellow polka
An itsy-bitsy,
So in the water
From the blanket
Guess, there
as she could be.
that somebody would see.
what she wore.
dot bikini,
teeny-weeny,
she wanted to stay.
we’ll tell you more.
around her she wore.
bundled up on the shore.
what she wore.
dot bikini,
teeny-weeny,
she wanted to stay.
we’ll tell you more.
what she’s gonna do.
little girl’s turning blue.
what she wore.
dot bikini,
teeny-weeny,
she wanted to stay.
to the shore,
isn’t any more.
Lyrics written on the board:
She was afraid to come out of the locker,
-----------------------------------------She was afraid to come out of the locker,
-----------------------------------------Two, three, four,
------------------------------------------
It was an itsy-bitsy, teeny-weeny,
----------------------------------------That she wore for the first time today.
----------------------------------------Yellow polka dot bikini,
-----------------------------------------
- 41 -
Olga Oliynyk
Ukraine
It was an itsy-bitsy, teeny-weeny,
----------------------------------------That she wore for the first time today.
----------------------------------------Yellow polka dot bikini,
----------------------------------------Two, three, four,
----------------------------------------She was afraid to come out in the open,
-----------------------------------------------She was afraid to come out in the open,
-----------------------------------------------Two, three, four,
------------------------------------------------
Two, three, four,
-----------------------------------------Now she’s afraid to come out of the water,
------------------------------------------Now she’s afraid to come out of the water,
------------------------------------------Two, three, four,
------------------------------------------It was an itsy-bitsy, teeny-weeny,
------------------------------------------That she wore for the first time today.
------------------------------------------Yellow polka dot bikini,
------------------------------------------From the locker to the blanket,
------------------------------------------From the shore to the water,
-------------------------------------------
Sts listen and check their guesses, correcting mistakes if any.
5. When would this method or strategy be useful in your setting?
It can be useful at the intermediate level and higher levels when students possess enough language
skills.
6. What would you like other teachers in your school to know about this method
or strategy?
It’s a good way to help sts concentrate and give them a chance to move about the classroom.
Strategy Sheet 4.
1. Name of method or strategy:
Top Three
2. When is this method or strategy useful?
This is a good activity for extension of the topic “Professions” as well as expansion connecting the
language classes with other subjects.
- 42 -
Olga Oliynyk
Ukraine
3. Why or how is this method or strategy useful?
It’s a great opportunity to connect the knowledge gained at school with the real life situations.
4. What are the steps involved in using this strategy or method?
St lists three careers that interest him/her. Then they think of one that is possible but unlikely, one
that they would love to do if it only paid well, and one that seems a very safe choice. Them they
interview someone in each of these careers (family friends, relatives, etc). The final step is to write
a short report and share what they learnt with the class.
5. When would this method or strategy be useful in your setting?
This activity can be used as the final step when studying the topic “Professions. Careers” with
advanced students. Sts can also come up with a wall newspaper as the wrapping up of this
project.
6. What would you like other teachers in your school to know about this method or strategy?
I would like them to practice it and see its advantages and its disadvantages in their own
classroom.
Strategy Sheet 5.
1. Name of method or strategy:
Life in Pieces
2. When is this method or strategy useful?
This is a good way to make a connection with Sciences or Math. Teachers of English and
Science or Math should work out the most appropriate time for this activity.
3. Why or how is this method or strategy useful?
Sts can practice their research skills at the same time they can find out many new
interesting things about some outstanding people of science expanding their knowledge in
this way.
4. What are the steps involved in using this strategy or method?
- 43 -
Olga Oliynyk
Ukraine
Sts choose a famous mathematician or scientist and using their research skills prepare a
biographical poster, drawing or pasting a picture of the person in the center. Around the
picture, they write twelve short factual statements about the person’s life. They write the
name of thei subject at the top of the poster and significant quotation by or about the
subject at the bottom. They should document their sources and be ready with a short oral
presentation.
5. When would this method or strategy be useful in your setting?
This activity is a good expansion and extension at the same time. It can be used as an
individual task or a group project.
6. What would you like other teachers in your school to know about this
method or strategy?
I guess the best way to accept new ideas is through practicing them. So I would like other
teachers to practice this activity and see where it fits in their teaching.
2.2. Shared Strategies
Strategy Sheet 1.
Aamir, Uzma
Choose a method or strategy that you have learned about or observed during field experience.
1. Name of method or strategy:
Millionaire
2. When is this method or strategy useful?
It can be used as a warm up exercise or even as an assessment tool.
3. Why or how is this method or strategy useful?
This method can be used to create an interest among students because they are very
familiar with the game show Millionaire telecast on TV. The students are willing to play
- 44 -
Olga Oliynyk
Ukraine
a game anytime and they participate with enthusiasm without realizing that they are
actually doing a lesson.
4. What are the steps involved in using this strategy or method?
The teacher makes a power-point slide show on the lines of the game show Millionaire.
The questions and their choices are displayed on the screen and the students are given a
score card to answer the questions. They can play as different teams or individually
depending on the teachers instructions.
5. When would this method or strategy be useful in your setting?
This method can be useful to test prior knowledge of the students or even to assess them
after completion of the chapter.
6. What would you like other teachers in your school to know about this method or
strategy?
The teachers should using this method to create an interest among the students and they
can use this strategy to give them a revision exercise on what the students have learnt.
Strategy Sheet 2.
Chadha, Anupama
1. Name of method or strategy:
A Reading Project
2. When is this method or strategy useful?
When students shy away from reading.
To make reading fun and at the same time analyze the novel they are reading.
3. Why or how is this method or strategy useful?
Most useful in inculcating the habit of reading among students.
The children are able to analyze the depth of the novel.
4. What are the steps involved in using this strategy or method?
Character poster ; after selecting the novel by the students the teacher makes the
students draw a picture of the character and bubbles around the picture to write
information about the character.
- 45 -
Olga Oliynyk
Ukraine
Vocabulary; A Dictionary is made by the students by picking up words of their interest
.the student writes the meaning of the words ,illustration and even a simple definition.
Story map: constructed by the teacher by setting characters, problems and events.
5. When would this method or strategy be useful in your setting?
This method would be most useful for a summer vacation reading project.
To inculcate the habit of reading .
6. What would you like other teachers in your school to know about this method or
strategy?
a. this is an in depth study of the story ,with character analysis and also enhances
the students vocabulary.
b. very good to develop interest in reading
c. and recapitulating and summarizing the text.
Strategy Sheet 3.
Nikolayenko, Iryna
1.
Name of method or strategy:
Daily Wrap-up
2.
When is this method or strategy useful?
In my internship school I observed students doing this activity 10 minutes before the end
of the lesson.
3.
Why or how is this method or strategy useful?
This strategy is useful as students review what they have done at the lesson: what
vocabulary they learnt, what text they discussed, what grammar rule they revised or
learnt, etc. Students practice their speaking skills as it’s an oral activity. They also learn
how to summarize.
4. What are the steps involved in using this strategy or method?
- 46 -
Olga Oliynyk
Ukraine
Teacher asks students to give short oral summaries about what they learned that day.
These short oral summaries can be compared to what was listed on the Daily Agenda.
5. When would this method or strategy be useful in your setting?
This activity would be useful before giving and explaining students’ assignment. This
strategy can be used as a feedback.
6. What would you like other teachers in your school to know about this
method or
strategy?
Students are always willing to give comments on what they did at the lesson.
They can evaluate their work at the lesson and the teacher can see what
language material needs revising at the next lesson. This activity leads to
explaining students’ home assignments.
Section III: Technology in American School
3.1. Some Snaps and Comments
The technology is used everywhere in American schools. The teachers have at their
disposal computers with Internet connection; they can print out all the necessary materials, OHP
and LCD equipment, copying machines, etc. The technology is an everyday part of their school
routine. The most impressing thing for me is the ease with which teachers make use of all these
things. Students type in class; they listen to recorded verses, watch movies connected with the
studied subject matter. The attendance was checked electronically in the Summer School I
attended. There was a special program for this and this was very effective.
The staff room is equipped with all necessary things: computers, printers, scanners,
copying machines, etc. The teachers should only register and can go ahead. The Power Point
Presentations are widely used along with OHP strategies.
- 47 -
Olga Oliynyk
Ukraine
Picture 1. Staff room.
Picture 2. Teacher’s workplace in the classroom.
Picture 3. The OVP is ready for use at every lesson
Picture 4. A spare computer in the classroom can be used by sts and teachers.
3.2. Library Organization
Picture 1
Circulation
Books:
3 weeks
Magazines:
3 days (newest issue does not
circulate)
Reference
books:
Overnight only
Laptops for
Loan:
Overnight only(need permission
form signed by parents)
Newspapers:
Do not circulate
Videos:
1 week (teachers only)
- 48 -
Olga Oliynyk
Ukraine
Borrowed items may be renewed (bring item to the
library)
Picture 2
Library Resources











Books, magazines and audio books
Online Subscription Databases (see our Online Databases page)
National and local newspapers
Interlibrary loans from any Arlington Public School
Student copier - 10 cents per page
Computers
Scanner and color printer (one per floor)
Laptop-for-loan program for school projects
Audio-visual equipment for in-school use
Videos for staff use
Clipping magazines for posters and collages
Picture 3
Internet Links
General Reference
News & Current
Events
Government
Resources
Citing Resources
General Reference
Library of Congress "American Memory" Infoplease - Daily
& Thomas:
almanac, atlas and
legislative
more
information
Merriam-Webster
Online - Dictionary
and Thesaurus
- 49 -
Library Spot - An
expansive list of links
to resources
Olga Oliynyk
Ukraine
Internet Public
Librarians' Internet
Library
Index - high-quality
Voice of the Shuttle - CIA World Factbook - evaluated, selected websites selected,
Index of websites for country profiles, flags
and organized
described, and
Humanities research of the world and more
weblinks on a wide
organized by
array of topics
librarians
Refdesk.com Advanced Placement
All Free Dictionaries
indexes and
Digital Library Project - more than
reviews quality,
collection of Internet
120 free dictionaries
credible, and timely resources reviewed
for translating over
reference
for their educational
70 languages
resources
merit for AP classes.
U.S. Dept. of State Background Notes facts about the land,
people, history,
government, political
conditions, and
economy of foreign
countries
Government Resources
USA.gov - links to
Federal, state and
local Government
Agencies
U.S. Supreme Court
Thomas Legislative
information from
the Library of
Congress
U.S. Senate
U.S. House of
Representatives
White House
FedStats - Statistics
from over 100
Federal agencies
Ben's Guide to U.S.
Government - Gr. 9-12
Virginia General
GPO Access - official
Virginia.gov Assembly: Legislative
Cooper Center information from all
Official
Information Service statistical, economic
three branches of the Commonwealth of
search bills &
and demographic data
Federal Government.
VA homepage
resolutions, Code of
on Virginia
VA and more
Picture 4
Online Subscription Databases
Online Encyclopedias
Home access: See a librarian for login
- 50 -
Olga Oliynyk
Ukraine
Sirs Databases--including Leading Issues
Home access: see librarian for login
Wide array of databases (allows Quick Search of multiple databases at once)
Home access: see a librarian for login
Magazines and Newspapers
Home access: See a librarian for login
Enciclopedia en Español
Online Encyclopedias
Selected websites by subject area
Cultures Around the World
Magazines, reference books, newspapers, pictures, & maps
Arlington Public Libraries' Databases
Use public library card (allows Quick Search across multiple databases at once) Access
Newspaper Archive Your gateway to searching and reading historical newspapers
online
Section IV: Fieldwork Reflections: Some Snaps and Comments
Fieldwork reflection 1. (August 17, 2007)
What were the greatest similarities that you noticed during your first fieldwork observation? What
were the greatest differences?
Similarities are the following:
 Sts are given home assignments
 Sts are given tests
 Sts’ presence is very important
 Teaching techniques
- 51 -
Olga Oliynyk
Ukraine



Every paper is graded
Sts raise hands when they want to say smth
Reprimand of teachers on basis of sts’ progress
Differences seem to be like that:
 Sts behavior!!!! a) relaxed
b) can go for a walk around the classroom during the lesson
c) eat in class
 Sts need a pass to go out of the classroom during the lesson
 Casual teacher-student interaction
 Sts can openly show how uninterested they are (e.g. fall asleep)
 Attendance check – computerized system
 Extensive use of technology in class
 Classroom management
 Funds to buy resources
 More space in the classroom
 The concept of summer schools
 Catering for sts needs
 Teachers are very patient and tolerant
 Individualism is encouraged
 More activities fewer lectures
 A lot of self study
 Sts don’t greet formally
 School security system
 Different curricula in different states and counties
Picture 1. The first impression is overwhelming!
Picture 2. The school Gym.
Picture 3. The School Café.
Picture 4. A classroom
- 52 -
Olga Oliynyk
Ukraine
Picture 5. The graduates-2007leaving school!
Picture 6. The graduates-2007 and their school life!
Picture 7. The Staff Room.
Picture 8. Sts works on display in the corridor.
Section V: Classroom Management
Some Rules and Regulations
Picture 1. School Dress Standards. Excellent!!!!!
Picture 2. The timetable for regular school.
- 53 -
Olga Oliynyk
Ukraine
Section VI: National/State/Local Standards
a. English 11
English 11 (21150, Full Year, One Credit)
______________ High School, 2006-2007
Teacher Name, school email
Other available numbers (optional), times
Welcome to English 11! This course should be both challenging and exciting. You have completed two
years of World Literature, and will now focus on American literature: its authors, its themes, its variety, its
richness. I look forward to working with you!
Include personal message
Program of Studies Course Description/Overview
National Perspectives is the central theme at Grade 11.
 Oral language focuses on improving techniques for formal presentations and supporting
ideas with appropriate documentation.
 Grammar focuses on students’ reviewing basic grammar conventions related to parallel
structures and style in paragraph and multi-paragraph writing.
 Literature focuses on students’ learning the general framework of American literature, both
genres and themes. Students will also make connections within and across different
disciplines, experiences, and cultures. Reading process at Grade 11 focuses on students’
applying inferential skills to interpret their reading, particularly in relation to literary
genres. Writing focuses on students writing persuasively about literature. Students will
write technical forms common to business. Students will use the writing process to draft
and revise writing. They will use writing to learn as a basis for learning content and for
developing pieces of writing.
 Vocabulary is taught through reading, writing, and direct instruction. One focus is
specialized language associated with American literature. Personal and reading
vocabularies are expanded.
 Research and technology study focuses on students using the conventions of documenting
primary and secondary sources to support a research paper.
Standards of Learning for Grade 11 English
Oral Language
- 54 -
Olga Oliynyk
Ukraine
11.1
The student will make informative and persuasive presentations
11.2
The student will analyze and evaluate informative and persuasive presentations.
Reading Analysis
11.3 The student will read and analyze relationships among American literature, history, and
culture.
11.4 The student will read and analyze a variety of informational materials
11.5 The student will read and critique a variety of poetry.
11.6
The student will read and critique a variety of dramatic selections.
Writing
11.7
11.8
The student will write in a variety of forms, with an emphasis on persuasion.
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
11.9
The student will write, revise, and edit personal, professional, and informational
correspondence
Research
11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of
sources
We will use a variety of materials, which will include:
Texts: Holt Elements of Literature and Elements of Language
Novels and nonfiction resources
First Quarter: (topics and/or books to be read, tests, papers, etc.)
Second Quarter: (topics and/or books to be read, tests, papers, etc.)
Third Quarter: (topics and/or books to be read, tests, papers, etc.)
Fourth Quarter: (topics and/or books to be read, tests, papers, etc.)
You will receive a calendar of assignments and topics that will be updated as needed. I try to
follow the calendar very closely to let you know what you need to do to be successful in this class.
The calendar also helps me keep on track in order to meet your instructional needs.
Student Expectations – What I expect from you:
Teacher Expectations - What you can expect from me:
Supplies:
Grading Scale (accepted as the standard in APS):
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69

Grading Determinants: indicate breakdown by point value or percentage - Attendance policy,
tests and quizzes, homework, class participation, projects, etc
- 55 -
Olga Oliynyk
Ukraine

Late work - Late work is to be turned in immediately upon your return to class. You have five
(5) days from the date of absence to receive and complete the work. Assume responsibility for
getting the assignment from a friend or from a teacher when you return.
Extra credit: If you complete the assigned work on time, there will be no need for you to pursue
extra credit. You may have the option to complete an extra research paper, recitation, book talk, or
project should you request to do so no later than two (2) weeks before the end of a grading
period.
Academic Integrity (Plagiarism)
b. English 12
English 12 (21160, Full Year, One Credit)
______________ High School, 2006-2007
Teacher Name, school email
Other available numbers (optional), times
Welcome to English 12! You’ve come a long way.
Include personal message
Program of Studies Course Description/Overview
Power is the central theme at Grade 12.
 Oral language focuses on students’ planning and delivering extended oral presentations
reflecting standards for the workplace and higher education.
 Grammar focuses on students’ reviewing basic grammar conventions related to formal
documentation.
 Literature focuses on students’ learning the general framework of both British and World
literature, both genres and themes. Reading process at Grade 12 focuses on students’
making connections among texts of various cultures, time periods, and genres. Students
should bring to their reading a range of knowledge and experience with which to enrich
their analyses and interpretation.
 Writing focuses on students writing analytically about fiction and nonfiction literature.
 Students will use the writing process to draft and revise writing. They will use writing to
learn as a basis for learning content and for developing pieces of writing.
 Vocabulary is taught through reading, writing, and direct instruction. One focus is
specialized language associated with British literature. Personal and reading vocabularies
are expanded.
- 56 -
Olga Oliynyk
Ukraine
 Research and technology study focuses on students using the conventions of documenting
primary and secondary sources to support a research paper.
Standards of Learning for Grade 12 English
Oral Language
12.1
The student will make a 5 to 10 minute formal oral presentation.
12.2 The student will evaluate formal presentations.
Reading Analysis
12.3
12.4
The student will read and analyze the development of British literature and literature of other
cultures.
The student will read and analyze a variety of informational materials, including electronic
resources.
12.5
The student will read and critique a variety of poetry.
12.6
The student will read and critique dramatic selections from a variety of authors.
Writing
12.7 The student will develop expository and informational writings.
Research
12.8 The student will write documented research papers.
In this course we will…
We will use a variety of books which will include:
Holt Elements of Literature and Elements of Language
Novels and nonfiction resources
First Quarter: (topics and/or books to be read, tests, papers, etc.)
Second Quarter: (topics and/or books to be read, tests, papers, etc.)
Third Quarter: (topics and/or books to be read, tests, papers, etc.)
Fourth Quarter: (topics and/or books to be read, tests, papers, etc.)
You will receive a calendar of assignments and topics that will be updated as needed. I try to
follow the calendar very closely to let you know what you need to do to be successful in this class.
The calendar also helps me keep on track in order to meet your instructional needs.
Student Expectations – What I expect from you:
Teacher Expectations - What you can expect from me:
Supplies:
Grading Scale (accepted as the standard in APS):
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69

Grading Determinants: indicate breakdown by point value or percentage - Attendance policy,
tests and quizzes, homework, class participation, projects, etc
- 57 -
Olga Oliynyk
Ukraine

Late work - Late work is to be turned in immediately upon your return to class. You have five
(5) days from the date of absence to receive and complete the work. Assume responsibility for
getting the assignment from a friend or from a teacher when you return.
Extra credit: If you complete the assigned work on time, there will be no need for you to pursue
extra credit. You may have the option to complete an extra research paper, recitation, book talk, or
project should you request to do so no later than two (2) weeks before the end of a grading
period.
Academic Integrity (Plagiarism)
c. Examples of Tests
d. A Sample of Class Syllabus
Course Syllabus English 11
(21150, Full Year, One Credit)
Washington-Lee High School, 2006-2007
Instructor: Mr. McCreary
E-mail: Kenneth_mccreary@apsva.us
Tel: 703 228 6200
Welcome to English 11! This course should be both challenging and exciting. You have completed two
years of World Literature, and will now focus on American literature: its authors, its themes, its variety, its
richness. I look forward to working with you!
Program of Studies Course Description/Overview
National Perspectives is the central theme at Grade 11.
 Oral language focuses on improving techniques for formal presentations and supporting
ideas with appropriate documentation.
 Grammar focuses on students’ reviewing basic grammar conventions related to parallel
structures and style in paragraph and multi-paragraph writing.
- 58 -
Olga Oliynyk
Ukraine
 Literature focuses on students’ learning the general framework of American literature, both
genres and themes. Students will also make connections within and across different
disciplines, experiences, and cultures. Reading process at Grade 11 focuses on students’
applying inferential skills to interpret their reading, particularly in relation to literary
genres. Writing focuses on students writing persuasively about literature. Students will
write technical forms common to business. Students will use the writing process to draft
and revise writing. They will use writing to learn as a basis for learning content and for
developing pieces of writing.
 Vocabulary is taught through reading, writing, and direct instruction. One focus is
specialized language associated with American literature. Personal and reading
vocabularies are expanded.
 Research and technology study focuses on students using the conventions of documenting
primary and secondary sources to support a research paper.
Standards of Learning for Grade 11 English
Oral Language
11.2 The student will make informative and persuasive presentations
11.2
The student will analyze and evaluate informative and persuasive presentations.
Reading Analysis
11.3 The student will read and analyze relationships among American literature, history, and
culture.
11.4 The student will read and analyze a variety of informational materials
11.5 The student will read and critique a variety of poetry.
11.6
The student will read and critique a variety of dramatic selections.
Writing
11.7
11.8
The student will write in a variety of forms, with an emphasis on persuasion.
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
11.9
The student will write, revise, and edit personal, professional, and informational
correspondence
Research
11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of
sources
We will use a variety of materials, which will include:
Holt Elements of Literature
Holt Elements of Language
Novels and nonfiction resources
Two novel per quarter:
Their Eyes Were Watching God
A Lesson Before Dying
A Raisin in the Sun
Huckleberry Finn
The Color of Water
The Great Gatsby
To Kill a Mockingbird
Death of a Salesman
(Please note that the novel selections are subject to change due to availability within the
department in coordination amongst 11th grade teachers.)
- 59 -
Olga Oliynyk
Ukraine
Washington-Lee Examination dates for English:
1st quarter – Wednesday, Nov. 8
2nd quarter – Monday, January 22
3rd quarter – Thursday, March 29
Weekly lesson plans are posted in the classroom and online one week in advance. Project
descriptions and timelines will also be distributed in advance. We will complete one major project
per quarter.
Student Expectations – Students are expected to come to class with appropriate class materials
and a willingness to learn and work. The teacher expects behavior which contributes to optimal
student growth. 1. Golden Rule: Respect your teacher and your fellow students. When you enter
the classroom, you are to be seated and prepared for work. Be proud of your work and turn in
neatly typed or handwritten papers without messy fringes torn out of a tablet.
When you head your paper, you are to include name, date, period, SOL numbers, title of
assignment, assigned notebook item number, and type of assignment (homework, class work, quiz,
test, etc.), like the sample below:
Literary terms List
Class Work
Item #5
John Smith
September 3, 2006, Per. 3
SOL 11.5
Teacher Expectations – Our classroom is a community of learners, and we are supportive of each
other and value the contributions of all members of the class. Lessons are intended to be engaging
and challenging, and I hope to invoke creativity in the design and delivery of all lessons within
each unit of study. Every effort will be made to maintain a calm and organized environment so
every student can learn and thrive.
Supplies:
Folder with two pockets
Journal
Black/blue pens
Pencils
Supply of ruled and punched notebook paper
Grading Scale (accepted as the standard in APS):
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69

Grading Determinants:
- 60 -
Olga Oliynyk
Ukraine
Grades are determined a point system, and the distribution of assignments during a typical quarter
are indicated below:
Class work
20%
Homework
15%
Tests/quizzes 20%
Class participation
Writing
Portfolio/notebook
15%
20%
10%
Homework or class work is not accepted late. If a student has an excused absence, he/she
needs to check the absentee folder in the classroom for makeup assignments. The teacher may
assign alternate make-up assignments when the missed work is based on class activities that
are difficult to replicate outside of the classroom. Students are allowed one day for each day
missed. Zeros are recorded for make-up work not completed after the deadline. Homework is
to be turned into the assignment in-box at the beginning of class and will not be accepted late.
Students are expected to come prepared for class with appropriate materials. Passes will not be
given to retrieve assignments or materials from lockers, and students will not receive credit on
assignments missed for not having needed class materials.
Extra credit: If you complete the assigned work on time, there will be no need for you to pursue
extra credit. Extra credit may be offered at various times to all students to encourage a deeper
exploration of teacher-specified topics. Accordingly, extra credit is an enrichment tool, not a
means of compensating for incomplete or missing assignments.
Academic Integrity
As a sign of respect for myself and others in the Washington-Lee community, students will do
their own work, tell the truth, respect the rights and property of others, and act honorably at all
times. Incidents involving cheating, plagiarism, and/or other academic dishonesty will be taken
seriously and acted upon according to the procedures set forth in the Washington-Lee faculty
handbook.
Please note that this class syllabus is subject to change at the discretion of the teacher during the
course of the school year.
- 61 -
Olga Oliynyk
Ukraine
Receipt of class syllabus
I have received a copy of Mr. McCreary’s class syllabus, and I have read and
understand its contents.
Student signature: _________________________________ Date:
____________________
Section VII: Summer Schools
- 62 -
Olga Oliynyk
Ukraine
7.1.
Concept of Summer School
The very concept of summer school is very unusual for Ukraine. So in my opinion it’s
very interesting to share this experience with my colleagues. Though I guess such a system
should be developed on the national level. Summer schools are oriented both ways: to help
slow learners to catch up and to give an opportunity smart students to go ahead as well as
to improve their grades.
The rules at the summer school are rather strict.
7.2.
Sample Summer School Syllabus
Course Syllabus English 11
(Summer Session – Makeup & Strenthening)
Yorktown High School, 2007
Instructor: Mr. McCreary
E-mail: Kenneth_mccreary@apsva.us
Tel: 703 228 6200
Welcome to English 11 summer session! This course should be both challenging and exciting. You have
completed two years of World Literature, and will now focus on American literature: its authors, its themes,
its variety, its richness. I look forward to working with you!
Program of Studies Course Description/Overview
National Perspectives is the central theme at Grade 11.
 Oral language focuses on improving techniques for formal presentations and supporting
ideas with appropriate documentation.
 Grammar focuses on students’ reviewing basic grammar conventions related to parallel
structures and style in paragraph and multi-paragraph writing.
 Literature focuses on students’ learning the general framework of American literature, both
genres and themes. Students will also make connections within and across different
disciplines, experiences, and cultures. Reading process at Grade 11 focuses on students’
applying inferential skills to interpret their reading, particularly in relation to literary
genres. Writing focuses on students writing persuasively about literature. Students will
write technical forms common to business. Students will use the writing process to draft
and revise writing. They will use writing to learn as a basis for learning content and for
developing pieces of writing.
 Vocabulary is taught through reading, writing, and direct instruction. One focus is
specialized language associated with American literature. Personal and reading
vocabularies are expanded.
 Research and technology study focuses on students using the conventions of documenting
primary and secondary sources to support a research paper.
- 63 -
Olga Oliynyk
Ukraine
Standards of Learning for Grade 11 English
Oral Language
11.3 The student will make informative and persuasive presentations
11.2
The student will analyze and evaluate informative and persuasive presentations.
Reading Analysis
11.3 The student will read and analyze relationships among American literature, history, and
culture.
11.4 The student will read and analyze a variety of informational materials
11.5 The student will read and critique a variety of poetry.
11.6
The student will read and critique a variety of dramatic selections.
Writing
11.7
11.8
The student will write in a variety of forms, with an emphasis on persuasion.
The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence
structure, and paragraphing.
11.9
The student will write, revise, and edit personal, professional, and informational
correspondence
Research
11.10 The student will analyze, evaluate, synthesize, and organize information from a variety of
sources
We will use a variety of materials, which will include:
Holt Elements of Literature
Novels and nonfiction resources
Two novel per three weeks:
1. When I Was Puerto Rican
2. The Things They Carried
Weekly lesson plans and student grades are posted in the classroom. Progress reports are given
weekly and can be signed by parents for 5 points extra credit each week.
Student Expectations – Students are expected to come to class with appropriate class materials
and a willingness to learn and work. The teacher expects behavior which contributes to optimal
student growth. 1. Golden Rule: Respect your teacher and your fellow students. When you enter
the classroom, you are to be seated and prepared for work. Be proud of your work and turn in
neatly typed or handwritten papers without messy fringes torn out of a tablet.
When you head your paper, you are to include name, date, period, SOL numbers, title of
assignment, assigned notebook item number, and type of assignment (homework, class work, quiz,
test, etc.), like the sample below:
John Smith
July 9, 2007
Assignment title
- 64 -
Olga Oliynyk
Ukraine
Teacher Expectations – Our classroom is a community of learners, and we are supportive of each
other and value the contributions of all members of the class. Lessons are intended to be engaging
and challenging, and I hope to invoke creativity in the design and delivery of all lessons within
each unit of study. Every effort will be made to maintain a calm and organized environment so
every student can learn and thrive.
Supplies:
Black/blue pens
Pencils
Supply of ruled and punched notebook paper
Grading Scale (accepted as the standard in APS):
A = 90 – 100
B = 80 – 89
C = 70 – 79
D = 60 – 69
Grades are determined a point system, and the distribution of assignments during a typical quarter
are indicated below:
Class work
20%
Class participation
10%
Homework
15%
Writing
25%
Tests/quizzes 20%
Portfolio/notebook 10%
Class work is not accepted late. If a student has an excused absence, he/she needs to check
the absentee folder in the classroom for makeup assignments. The teacher may assign alternate
make-up assignments when the missed work is based on class activities that are difficult to
replicate outside of the classroom. Students are allowed one day for each day missed. Zeros
are recorded for make-up work not completed after the deadline. Students are expected to
come prepared for class with appropriate materials. According to summer school policy three
tardies equals an absence. Upon three absences, you will be withdrawn from summer school.
Please note that this class syllabus is subject to change at the discretion of the teacher during the
course of the summer session.
Section VIII: Action Research Plan
INTRODUCTION
In Ukraine kids do not read much and I guess it’s not only our problem, this is a kind of a
global problem. All over the world young people are more interested in TV, video, movies, music,
- 65 -
Olga Oliynyk
Ukraine
etc. They hardly read magazines and newspapers. So as a result we have come to the situation
when students simply experience lack of reading practice. Therefore their reading skills are rather
poor, especially in a foreign language.
Motivation is a force that makes people do (or not do) something. If a child's reading
motivation is high, the amount and breadth of reading increases, and if the amount and breadth of
reading increases, a child will achieve more academically. Thus, it is possible to say that
motivation is one of the main determinants of L2 reading achievement.
Context:
The school I will introduce my action research plan in is called “The Professional Lyceum”
and is situated in Kharkov, the second largest city in Ukraine. In fact, the lyceum is not very old, as
it was founded in 1991, which is the year when Ukraine became an independent country, and it
was the first and only private school in the city at that time. The fee was not very high and
admission was highly competitive. At the beginning there were only two departments: IT and
linguistics. The lyceum gave thorough knowledge which was difficult to find anywhere else in
Kharkov then, especially taking into account that it was a time of change.
As the time passed the situation in the country changed, the society changed and the
students changed too. Today the tuition fee is rather high and mostly we deal with children who
are not so keen on studying. Their family are rather well off and there are many opportunities for
them but in most cases they either are not sure how to take an advantage of them or reluctant to do
so.
Statement of Research Purpose and Question:
- 66 -
Olga Oliynyk
Ukraine
So taking into account a variety of opportunities available via Internet and students’ access
to this facility I think I can start work on the following Research Question: How can I use
Internet-based instruction to motivate my 10th grade EFL students in the Kharkiv
Professional Lyceum, Ukraine, to improve their reading skills?
The purpose of my research is to find out what ways can be considered to be effective for
successful performance of my students in particular and all school students in general.
LITERATURE REVIEW
My research mostly lies in the field of application of Internet tools in the classroom, so I
think that I should start reviewing the literature related to this topic online.
Computer-assisted language learning (CALL) is an approach to language teaching and
learning in which computer technology is used as an aid to the presentation, reinforcement and
assessment of material to be learned, usually including a substantial interactive element. This
definition is taken from Free Encyclopedia Wikipedia http://en.wikipedia.org/wiki/Computerassisted_language_learning .
Multimedia computing, the Internet, and the World Wide Web have provided an incredible
boost to Computer Assisted Language Learning (CALL) applications. Once relegated to "novelty"
status, CALL is finally achieving the recognition it deserves thanks in large part to these
developing technologies.
A recent approach has been to see CALL in relation to other technologies in society, and to
stress the possibility that computers may only become fully effective in language teaching and
learning when they have become "normalised". Normalization of CALL, in this analysis, will be
- 67 -
Olga Oliynyk
Ukraine
achieved when we use computers every day in language teaching as we use pens and books,
without excessive expectations and without undue fear. Normalisation could therefore be seen as
potentially a valuable aim and agenda for the profession ( Bax S. (2003) CALL - past, present and
future, System 31: 13-28).
In my search I will use such key words as “CALL” (computer assisted language learning),
“reading skills in CALL”, etc. That will help me to find out the names and addresses of CALL
professional journals, CALL conferences, etc., where I’ll be able to find the latest research on my
topic. E.g. EUROCALL's CALL Bibliography is a list of selected further reading, online and in
print, for those interested in computer assisted language learning. Many of the printed references
have been drawn from resources held in the CALL Library in the EUROCALL office.
http://www.eurocall-languages.org/resources/bibliography/
I will also find reviews on the relevant books, e.g. ‘Internet for English Teaching’, Mark
Warschauer, Heidi Shetzer, Christine Meloni, reviewed by Maggie Sokolik, Ph.D. UC Berkeley,
College Writing Programs. According to her, the text of this book contains a straightforward and
non-jargon-laden style. It presents brief summaries of basic concepts, accompanied by examples
and a wide variety of resource lists. There are also several short case studies showing specific uses
of Internet technology in a variety of ESL and EFL environments, short introductions to relevant
pedagogical principles, and ways that the Internet addresses classroom needs. It emphasizes in
particular a student-centered and project- or task-based pedagogy. Its eight chapters and four
appendices (plus one "supplement" on making web pages), cover resources for teachers, student
research and publishing, distance education, and collaborative work. In addition, it gives excellent
advice on netiquette and e-mail use. Unfortunately, its breadth and stylistic simplicity are mirrored
by a lack of depth and intellectual complexity. Another book Technology-Enhanced Learning
- 68 -
Olga Oliynyk
Ukraine
Environments is an edited volume that is part of the Case Studies in TESOL Practice Series (Jill
Burton, Series Editor).
Most of the individual articles are descriptions of technology used in specific contexts: for
example, one article addresses building a multimedia ESL lab at Cochise College in Arizona. This
is a collection of case studies presented by teachers and researchers in CALL. It provides a variety
of experiences, both from instructional and geographical perspectives. The articles' approaches are
practical in nature, and provide a lot of good "how-to" information. This volume also contains
many examples, diagrams, checklists, and other useful tools for those wanting to design and build
laboratories, teacher training programs, or school curricula. It is also reviewed by Maggie Sokolik,
Ph.D. UC Berkeley, College Writing Programs.
Methods
My study will be quantitative and qualitative at the same time, so I will use mixed methods.
I will conduct surveys and tests at the beginning of my research to have the starting point, and then
I will have a mid-term test and I will finish with the final test and survey. Taking into
consideration all the collected data I will create 4 diagrams to illustrate the achieved results.
In my research I will work with two groups of students of the same grade. They both
follow the same curriculum and should take the same examination at the end of the year. Each
group consists of 12 students and actually they all are one group of 24 students in other classes, but
for languages and IT divided into two subgroups. I will undertake the research in the 10th grade of
the IT department where students have profound knowledge of technology.
- 69 -
Olga Oliynyk
Ukraine
Data Collection:
I will use different methods for data collection. At the beginning of the school year I will
conduct a student survey in both groups. The questionnaire will include such questions as: (It’s a
sample. The list is still to be developed)

Do you like English?

Do you use any specific ways to improve your English proficiency? If yes, which ones?

Do you like reading in English?

How many books in English have you read this summer? (1, 5, 10)

What did you like about the last book you read in English?

Who is your favorite character?

How often do you read newspapers? A) In Russian/Ukrainian. B) In English

Etc.
Then I will give the reading test based on the Ukrainian Olympiads in EFL Standards Format
after the questionnaire to both groups. In such a way I will have the starting point for further
research.
Next week in the focus group I will start giving extensive CALL reading activities, expansive
WEB Quests, correlated with other subjects, such as Math, Sciences, World Literature, etc., while
in the second group I will follow the regular curriculum.
Developing reading habits is a time consuming process so in 6 weeks I will conduct the midterm performance assessment. It will include just the same format of Ukrainian Olympiads in EFL.
Finally in 6 more weeks I will come up with the final survey and the test based on Ukrainian
Olympiads in EFL Standards.
Ethics
- 70 -
Olga Oliynyk
Ukraine
As the 10th grade students are already of 14-15 years old I am sure it’s absolutely necessary
before embarking on my research study to prepare a permission letter which the students are to
read and if they do agree, they should sign it. Then before starting my research I will notify my
principal and the administration of the planned work and go through informed-consent procedures
with them. I also consider it necessary to get in touch with the parents of the kids and make sure
nobody objects the idea that their child will take part in the research. I will send an informedconsent letter to the parents with two forms, one giving permission, and one declining permission,
for the parents to fill out. In such a way I will make sure that the informed-consent letter reached
them.
FINDINGS
As a result I will come out with the diagram, where the results of the tests in both groups
will be reflected: Diagram 1. Two groups and 3 tests correlated.
The second diagram will be the one, where the results of the surveys in both groups are put
together. Diagram 2. Two groups and 10 questions.
The third diagram will include the focus group test (1,2,3) results and their survey (1,2)
results. In such a way I will be able to see academic achievements of the students together with
their motivation level. Diagram 3. The Focus Group.
The fourth diagram will be focused on the results of Group 2 (who worked on the
traditional curriculum). It will show their test survey results. Diagram 4. Group 2.
ACTION PLAN
- 71 -
Olga Oliynyk
Ukraine
The results of my findings I will present at the Foreign Language Department meeting and
then at the Pedagogical Council of the Lyceum. I would also like to make a presentation at the
District Methodological Meeting to share my results with my colleagues from different schools in
the area. If my research results interest them, I hope I will be invited to their schools to their
Professional Community Meetings. I would also like to come up with a short article on the topic in
the Regional Professional Newspaper “English”.
REFERENCES
1. Bax S. (2003) CALL - past, present and future, System 31: 13-28.
2. Chapelle C. (2001). Computer applications in second language acquisition: foundations for
teaching, testing and research, Cambridge: Cambridge University Press.
Section IX: Action Plan
Action Plan:
Introduction of Rating System into the Professional Lyceum Structure:
Tasks
1. To create a core
action group
2. To work out the
principles of
rating
3. To meet as a
group with the
Who’s
responsible
self
By when
The core group
November 1
The core group
November 15
October 1
- 72 -
Resources
needed
A spare room
and some
spare time
Success
signals
4-5 people
ready to work
together as a
core group
The list of
ideas
Draft plan
Agreement of
the principle
Olga Oliynyk
Ukraine
4.
principle to
discuss our
project
To introduce the
idea at the
pedagogical
council
To involve more
people into the
project, including
authorities
To assign duties
within the
initiative group
To create the
computer
program for
developing the
collected data
To make an
announcement
about the
experiment to
students and
parents
to start the
project
The core group
November 30
The core group
December 15
The leader of the
initiative group
December 20
IT specialist
January 10
IT specialist,
computer
software
Ready
program
The leader of the
initiative group
January 15
The questions
for the survey
The conducted
survey of
students,
parents,
teachers on
the planned
action
9. To start the pilot
project
10. To observe and
check the way
the system works
11. To come up with
the final results
of the pilot
program
12. To reward the
top students with
prizes
The initiative
group
The assigned
group within the
initiative group
The assigned
group within the
initiative group
February 1
June 1
Collected data
The report
The assigned
group within the
initiative group
June 15
Certificates
and prizes
The
Certificates
and prizes
13. To study the
outcomes of the
pilot project and
come out with
the suggestions
for changes in
the rating system
14. To compose the
The initiative
group
June 20
Computer, IT
specialist,
round table
Draft list of
changes
The initiative
June 28
5.
6.
7.
8.
Draft plan,
PPP
The creation
of the
initiative
group
Assigned
duties
February-May
- 73 -
Presentation
Monthly
observations
The Revised
Olga Oliynyk
Ukraine
revised rating
system and
present for the
discussion at the
Final Pedagogical
Council in the
lyceum
group
Project
Section X. Samples of Assessment Tools
1. Electronic Essay Feedback
Focus correction points:
1.
2.
Overall success with focus correction points:
Final grade:
+

-
A/B/C/D/E
When turned in:
Comments:

To work on in future essays:
On time? yes/no

To continue to do well:

- 74 -
Olga Oliynyk
Ukraine
Focus
Ideas &
Development
Organization
Support
Word Choice
(diction)
Sentence
Fluency (syntax)
Mechanics &
Presentation
A clearly stated
focus is maintained
throughout the
A
essay.
The thesis is fully
analyzed and
considers the span
of the text(s).
Sentences are
Relevant and
Elaboration
lyrical,
complete support Words and phrases
enhances ideas.
An effective
are precise,
harmonious, and
and
elaboration
are
Insight goes beyond
organizational
evocative, original, well-developed.
class discussion and strategy enhances well-chosen, to the
and ideally suited
Transitions
provides evidence the essay’s message point, and pulled
to the purpose of between ideas and
from
throughout
of thoughtfulness
or topic.
the essay.
paragraphs are
the text(s).
about the work(s).
fluid and clear.
Writing
conventions are
virtually flawless
and used to
enhance meaning.
MLA format is
exact.
Some errors of
The discussion
Words and phrases
Support and
Sentences are fluid convention may be
could go further.
convey the
The organizational
elaboration
and wellpresent, such as
Insight lacks the
intended message
structure supports adequately develop
developed, but
misspellings and
keen perception
naturally,
the writing purpose. ideas, but may be
some transitions
comma misuse.
exhibited in an “A”
effectively, and
overly wordy.
may be missing.
MLA format is
essay.
appropriately.
nearly exact.
B
A clearly stated
focus is
maintained
throughout the
essay.
C
The essay
explores a stated
topic but may
require greater
consideration of
the text(s). The
discussion may
wander off-topic.
Elaboration of ideas
is incomplete,
unclear, or overly
basic. Much more
could be explained,
expressed, or
considered.
Overall structure
may be missing.
Paragraph
restructuring may
be needed.
Mechanical
Words and phrases
Awkward
problems interfere
Related
may be general
constructions and
with the essay’s
information is
and/or may not
limited transitions message. Run-ons
present but may be
convey intended or prevent the writing and fragments may
insufficient or
appropriate
from achieving
be present. MLA
unclear.
meaning.
coherence.
format may be
flawed.
D
Part of the thesis
may be missing,
unclear or
unrelated to the
text(s).
Elaboration of ideas
is incomplete or
unclear. The
writing suggests
little or no insight
into the text(s).
There is no
apparent overall
structure.
Paragraphs are
organized
haphazardly.
Serious
There is
The vocabulary
The writing
mechanical
inadequate
used is limited and
suggests an
problems, like runelaboration or
does not convey
inability to
ons and fragments,
support, especially
intended or
structure sentences. are numerous and
considering what is
appropriate
Transitions are few distracting. MLA
available.
meaning.
or missing.
formatting is
flawed.
E
The development is too limited to evaluate any area.
Suggestions for Improving Your Next Essay
FOCUS




Clearly state focus
Maintain focus throughout the essay
Develop a thesis that fully considers the span of the text
Develop a thesis that conveys your voice
IDEAS & DEVELOPMENT





Develop ideas that indicate thoughtfulness about the work
Develop ideas that go beyond class discussion
Develop ideas that transcend basic requirements/expectations
Develop ideas to the fullest potential
Anticipate counter arguments
ORGANIZATION
 Choose an overall organizational strategy that enhances the essay’s message or topic
 Include a thesis statement in the introduction that clearly states the essay’s full argument
- 75 -
Olga Oliynyk
Ukraine







Include topic sentences that develop the thesis and that state the full intent of the paragraphs that they begin
Utilize concluding sentences at the end of each body paragraph to summarize ideas and transition to the next paragraph
Reiterate the thesis at the start of the conclusion
Choose an effective organizational strategy for the ideas in each body paragraph
Introduce examples with context from the text(s)
Follow each example by explaining how it supports the topic sentence
Integrate language from the thesis to create unity
SUPPORT





Back up every assertion with relevant and complete support
Pull support from throughout the text(s)
Include a mixture of direct quotes, paraphrases, and summaries
Make sure that support and elaboration are well-chosen and to the point
Support historical, societal, and cultural assertions with citations from secondary sources
DICTION (WORD CHOICE)











Use precise language
Use formal language
Use concise language
Use action verbs instead of forms of “be”
Use transitional words between words, phrases, clauses, sentences, and paragraphs
Use active rather than passive voice verbs
Use pre-modifiers rather than relative clauses
Avoid contractions
Avoid personal pronouns
Avoid phrases such as, “In this essay…”; “This quote shows that…”
Avoid general words
SYNTAX (SENTENCE FLUENCY)
 Use a mixture of simple, compound, complex, and compound-complex sentences
 Vary sentence beginnings with introductory words, prepositional phrases, adverb clauses, infinitive phrases, and participial
phrases
 Utilize parallel structure
 Use a variety of punctuation, including dashes, colons, and semicolons
MECHANICS & PRESENTATION







Set margins to 1 inch
Include MLA heading in upper left-hand corner of page one
Include last name and page number in a right-hand header, ½ inch from top of paper
Write a 2-line title with details that indicate the essay’s focus
Double-space entire document
Follow comma rules
Follow semicolon rules
2. Tips on Writing an Argumentation Essay and Rubric for its
Assessment
inspired
“My Turn” Argumentation Essay
- 76 -
Olga Oliynyk
Ukraine
The “My Turn” essay assignment is an argumentation paper and is inspired by the weekly “My Turn” essay
from Newsweek magazine. This form of writing is an important pattern to learn, not only for the AP test,
but also for success in college, as it is a basic and widely used form of academic writing. Argumentation is
a reasoned, logical way of asserting the soundness of a position, belief, or conclusion – and urges readers to
share the writer’s perspective and insights. Unlike a persuasion essay, the writer’s goal is NOT for the
reader to actually adopt/change a belief or follow a specific course of action, but rather, an argumentation
essay’s primary purpose is to demonstrate that certain ideas are valid and worthy of thoughtful
consideration.
Consideration of the audience is very important in an argumentation essay. You must appeal to readers who
are neutral or even hostile to your opinion. Therefore, you should follow the “Rogerian Argument,” as
discussed in class in which the writer enters a cooperative relationship with readers (not an adversarial
relationship).
Grading:
Your paper should also be characterized by the following traits (the major components for grading) from
chapter 12 of the Patterns textbook:
he Rogerian argument
(pp. 541-543): ex: personal attacks,
non sequitur, red herring, sweeping
generalizations, etc.
and self-analysis form with final paper
Parameters:
Typed, single-spaced
Length: 500-600 words
Fully contained on front of ONE 8 ½ x 11 sheet of paper
Include one small photo or drawing as illustration with text wrapped around this graphic
Include name (date, period, SOL not necessary)
Include creative headline in bold that has been spaced properly at the top of the paper
A separate grade will be given for following the writing process: the final paper AND writing process
documentation (two drafts, peer review, and self-analysis form) are required
Due: December Tuesday, December 12
Students will present their essays on December 13,14, & 15 (Wednesday thru Friday) for an
additional oral presentation grade. Students are expected to give written feedback to each presenter
using the teacher-supplied form.
3. Tips on Writing an Essay “This I Believe”
- 77 -
Olga Oliynyk
Ukraine
'This I Believe' Essay-Writing Instructions
We invite you to contribute to this project by writing and submitting your own statement of
personal belief. We understand how challenging this is -- it requires such intimacy that no one else
can do it for you. To guide you through this process, we offer these suggestions:
Tell a story: Be specific. Take your belief out of the ether and ground it in the events of your life.
Consider moments when belief was formed or tested or changed. Think of your own experience,
work and family, and tell of the things you know that no one else does. Your story need not be
heart-warming or gut-wrenching -- it can even be funny -- but it should be real. Make sure your
story ties to the essence of your daily life philosophy and the shaping of your beliefs.
Be brief: Your statement should be between 350 and 500 words. That's about three minutes when
read aloud at your natural pace.
Name your belief: If you can't name it in a sentence or two, your essay might not be about belief.
Also, rather than writing a list, consider focusing on a core belief, because three minutes is a very
short time.
Be positive: Please avoid preaching or editorializing. Tell us what you do believe, not what you
don't believe. Avoid speaking in the editorial "we." Make your essay about you; speak in the first
person.
Be personal: This is radio. Write in words and phrases that are comfortable for you to speak. We
recommend you read your essay aloud to yourself several times, and each time edit it and simplify
it until you find the words, tone and story that truly echo your belief and the way you speak.
For this project, we are also guided by the original This I Believe series and the producers'
invitation to those who wrote essays in the 1950s. Their advice holds up well and we are abiding
by it. Please consider it carefully in writing your piece.
In introducing the original series, host Edward R. Murrow said, "Never has the need for personal
philosophies of this kind been so urgent." We would argue that the need is as great now as it was
50 years ago. We are eager for your contribution.
- 78 -
Olga Oliynyk
Ukraine
4. Sample Essays “This I Believe”
Remembering All the Boys
“I believe that no matter where you came from or what
you believed in, when you die, you want flowers on your
grave.”
Elvia Bautista, 22, lives in Santa Rosa, Calif., where she works as
a caregiver for the elderly and mentally handicapped. A high
school dropout, Bautista now speaks to young people about the
dangers of gang life.
May 8, 2006 · I believe that everyone deserves flowers on their grave. When I go to the cemetery
to visit my brother, it makes me sad to see graves -- just the cold stones -- and no flowers on them.
They look lonely, like nobody loves them. I believe this is the worst thing in the world -- that
loneliness. No one to visit you and brush off the dust from your name and cover you with color. A
grave without any flowers looks like the person has been forgotten. And then what was the point of
even living -- to be forgotten? Almost every day my brother's grave has something new on it:
Flowers from me, or candles from the Dollar Store or an image of the Virgin Maria or shot glasses.
There's even some little Homies, these little toys that look like gangsters.
Once my brother's homies even put a bunch of marijuana on there for him -- I think my mother
took it away. I think she also took away the blue rag someone put there for him one day.
Sometimes, when I bring flowers, I fix the flowers on the graves around my brother's grave. Some
of the headstones have birthdates near my brother's; they are young, too. But many of them, if they
have any little toys or things on them, those are red. All around my brother are boys who grew up
to like red, making them the enemies of my brother. My brother was 16 when he was shot by
someone who liked red, who killed him because he liked blue. And when I go to the cemetery I put
flowers on the graves of the boys who liked red, too.
Sometimes I go to the cemetery with one of my best friends, who had a crush on a boy who liked
red, who was killed at 18 by someone who liked blue. And we will go together and bring a big
bunch of flowers, enough for both of these boys whose families are actually even from the same
state in Mexico. There is no one but me and a few of my friends who go to both graves. Some
people think it's a bad idea. Some people think it's heroic.
I think they're both being silly. I don't go to try and disrespect some special rules or stop any kind
of war. I go because I believe that no matter where you came from or what you believed in, when
you die, you want flowers on your grave and people who visit you and remember you that way. I'm
not any kind of traitor or any kind of hero. I am the sister of Rogelio Bautista, and I say his name
so you will hear it and be one more person that remembers him. I want everyone to remember all
the boys, red and blue, in my cemetery. When we remember, we put flowers on their graves.
- 79 -
Olga Oliynyk
Ukraine
Tomorrow Will Be a Better Day
“I will see things as inconceivable to me today as a moon shot
was to my grandfather when he was 16.”
Josh Rittenberg is a junior at Columbia Grammar and Preparatory
School in Manhattan where he plays baseball and guitar and sings
tenor in an a cappella group. Inspired by Law and Order,
Rittenberg co-founded his school's Mock Trial Club.
February 27, 2006 · I'm 16. On a recent night, while I was busy thinking about important social
issues, like what to do over the weekend and who to do it with, I overheard my parents talking
about my future. My dad was upset -- not the usual stuff that he and Mom and, I guess, a lot of
parents worry about, like which college I'm going to, how far away it is from home and how much
it's going to cost. Instead, he was upset about the world his generation is turning over to mine -- a
world he fears has a dark and difficult future, if it has a future at all. He sounded like this: "There
will be a pandemic that kills millions, a devastating energy crisis, a horrible worldwide depression
and a nuclear explosion set off in anger." As I lay on the living room couch, eavesdropping on
their conversation, starting to worry about the future my father was describing, I found myself
looking at some old family photos. There was a picture of my grandfather in his Citadel uniform.
He was a member of the class of 1942, the war class. Next to his picture were photos of my greatgrandparents, Ellis Island immigrants. Seeing those pictures made me feel a lot better. I believe
tomorrow will be better than today -- that the world my generation grows into is going to get
better, not worse. Those pictures helped me understand why.
I considered some of the awful things my grandparents and great-grandparents had seen in their
lifetimes: two world wars, killer flu, segregation, a nuclear bomb. But they saw other things, too,
better things: the end of two world wars, the polio vaccine, passage of the civil rights laws. They
even saw the Red Sox win the World Series -- twice.
I believe that my generation will see better things, too -- that we will witness the time when AIDS
is cured and cancer is defeated; when the Middle East will find peace and Africa grain, and the
Cubs win the World Series -- probably only once. I will see things as inconceivable to me today as
a moon shot was to my grandfather when he was 16, or the Internet to my father when he was 16.
Ever since I was a little kid, whenever I've had a lousy day, my dad would put his arm around me
and promise me that "tomorrow will be a better day." I challenged my father once, "How do you
know that?" He said, "I just do." I believed him. My great-grandparents believed that, and my
grandparents, and so do I.
As I listened to my Dad talking that night, so worried about what the future holds for me and my
generation, I wanted to put my arm around him, and tell him what he always told me: "Don't worry
Dad, tomorrow will be a better day." This, I believe.
- 80 -
Olga Oliynyk
Ukraine
5. Peer Review Forms
Peer Review Form: Satire Paper
(Two separate reviews are required)
Class Work / Homework
Paper owner: ____________________
Peer reviewer: ____________________
<<Required accompanying documents for: two drafts, two peer reviews, paper guideline sheet, brainstorming sheet
>>
Examples, details, and suggestions
State a brief synopsis of this
essay
Besides the humor, what is
the more serious message
of the paper?
1)
Was this paper humorous?
Give three examples of
humor used in the paper
2)
3)
In your opinion, what are
the main strengths of this
paper?
In your opinion, what are
the main weaknesses of
this paper?
What is the approximate
word count of this paper?
__________ words
- 81 -
Olga Oliynyk
Ukraine
Underline passages that
were weak, off-topic, boring,
or unclear.
XXXXXXXXXXXXXXXXXXXX
Mark all grammatical errors
on the paper
XXXXXXXXXXXXXXXXXXXX
Peer Review Form
Class Work
Paper owner: ____________________
SOL 11.7c,g, 11.8b-c, 11.9b-d
Peer reviewer: ____________________
Examples, details, and suggestions
Read the paper completely.
In your own words, state the
thesis of this paper.
Explain how (if) the author
was successful in getting
your to consider his/her
viewpoint, even if you
disagreed with the thesis.
Is there sufficient evidence
for the writer to reach
his/her conclusion about the
topic? List a summary of the
evidence presented.
Explain how (if) the author
was successful in getting
you to consider his/her
viewpoint, even if you
disagreed with the thesis.
- 82 -
Olga Oliynyk
Ukraine
In your opinion, what are
the main strengths of this
paper?
In your opinion, what are
the main weaknesses of
this paper?
1)
List your main concerns to
improve this paper
2)
3)
Mark in red all grammatical
errors on the paper
XXXXXXXXXXXXXXXXXXXX
Section X: My CV
Olga Vitaliyvna Oliynyk
41 ul. Zhutovskaya, Apt.2
61157, Kharkiv
Ukraine
Phone (home): (38 057) 7838-193
Phone (office): (38 057) 7007697Mobile: +3 8050 6340664
Email: Oliynol@yahoo.com; Oliynol@yandex.ru
PROFESSIONAL EXPERIENCE
Inter-Regional Academy of Personnel Management
Kharkiv Institute
Senior Lecturer
 Teaching “English Language” and “Business English” courses to the 1st-5th year students.
Kharkiv Lyceum “The Professional”
Deputy Head of Foreign Language Department (Sept. 2004 – present)
- 83 -
Olga Oliynyk
Ukraine









Provide training to teachers at school
Handle department documentation
Supervise young teachers
Coordinate department work
Teach Understanding Diversity Course to grade 10
Teach Gender Issues course to grade 11
Teach English and American Literature to grade 8
Teach a Glimpse of Great Britain Video Course to grade 9
Teach The USA; a workshop of Democracy course to grade 11
Kharkiv Center of Foreign Languages "Interlink"
English Language Teacher (Sept.2000 – present)
 Teach students of different ages ( 14-60) and levels (elementary – advanced)
Kharkiv Lyceum “The Professional”
English Language Teacher (Sept. 1996- present)
 Teach General English to grades 8 - 11,
 Teach Speech Practice Aspect to grades 8 - 11,
 Teach American Studies to grades 10 - 11,
 Supervise Course and Diploma Papers of the Students of Foreign Language Department
EDUCATION
Kharkiv State University - Kharkiv, Ukraine
Diplom ( 09/1991 – 06/1996)
Foreign Philology Department
PROFESSIONAL DEVELOPMENT
“English in the 21st Century Ukraine: Research Priorities and Perspectives on Language
Teaching and Learning”, the 11th National TESOL-Ukraine Conference - KamianetsPodilsky, Ukraine - Apr 2006
Participant and presenter at the conference
“Communication in the Global Age: Celebrating Ten Years of Development and Success”,
the 10th Annual National TESOL-Ukraine Convention - Kyiv, Ukraine - Mar 2005
Participant and presenter at the conference
Training of Trainers Course, Regional English Language Office of the U.S. Embassy
Kiyv, Ukraine Mar – May 2005
Participant in the teacher training course in modern teaching methodologies.
- 84 -
-
Olga Oliynyk
Ukraine
“Internet for Language Teaching” Regional English Language Office of the U.S. Embassy
- Kyiv, Ukraine - March 2005
Participant in the intensive seminar on Internet resources for teaching English , conducted by
Ms.Leslie Opp-Beckman, Technology Coordinator University of Oregon, USA.
United States-Ukraine Awards for Excellence in Teaching English and American Studies.
Round One Winner, 2004
Distance Learning Mode - Kharkiv, Ukraine, Sept. - October 2004
Participant in the
course in teaching teachers to work in Distance Learning Mode, conducted by The University
Of Texas at Arlington and Kharkiv Online.
Teacher Training Course, International House Language Center - Kharkiv, Ukraine Oct.2003- April 2004
Participant in the Teacher Training Course on Modern Approaches to Teaching Foreign
Languages.
“Exploring Diversity” - Mykolaiv, Ukraine, June - 2003
Participant in the American Studies Summer Institute
Introduction to Conflict Resolution and Collaborative Problem Solving Kharkiv, Ukraine
Nov, 2002 – June, 2003
Participant in the Intensive training course Introduction to Conflict Resolution and Collaborative
Problem Solving for school teachers.
United States-Ukraine Awards for Excellence in Teaching English and American Studies.
Round Two Winner, 2003
Partners in Education Exchange Program Summer Institutes - Training Workshops,
Semifinalist, 2003
Preparing Teachers for Conflict Resolutions in the Schools - Kharkiv, Ukraine - December
2002
Participant in the Preparing Teachers for Conflict Resolutions in the Schools Conference
United States-Ukraine Awards for Excellence in Teaching English and American Studies.
Round One Winner, 2002
TESOL Leadership-Building Workshop - Kiyv, Ukraine - August 2002 Participant in the
TESOL Leadership-Building Workshop
Diversity Workshop
- Kharkiv, Ukraine, May - 2002
Participant in the Workshop on Diversity, organized by the Kharkiv American Center
- 85 -
Olga Oliynyk
Ukraine
British Council ELT Methodology Course in Innovative Approaches to Teaching Business
English and English for Special Purposes - Kharkiv, Ukraine - Jan-Mar 2002
Participant in the ELT Methodology Course in Innovative Approaches to Teaching Business
English and English for Special Purposes.
Communicative Methods of TFL, International House Language Center, Kharkiv, Ukraine Oct.2001- April 2002
Participant in the Teacher Training Course on Communicative Methods of TFL.
Ukrainian-Americam Community Action Retreat - Zhitomir, Ukraine - July 2001
Participant in theUkrainian-Americam Community Action Retreat and Completed courses of
Environment, Gender Issues, Civics, Diversity, Drama
"The way Forward to English Language and ESP Teaching in the Third Millenium" Kiyv, Ukraine - Jan 2001
Participant and presenter in the 6th National TESOL Conference "The way Forward to English
Language and ESP Teaching in the 3 Millenium"
British Council Realistic Approaches to ESP Course - Kharkiv, Ukraine, Jan. – Feb. 2000
Completed the British Council course of seminars in Realistic Approaches to ESP
The British Council ELT Methodology Course - Kharkiv, Ukraine - Dec.-Mar 1997-98
Completed the British Council course of seminars in ELT Methodology.
COMPUTER SKILLS
Knowledge of Microsoft Word, Internet Explorer, Excel
LANGUAGES
Russian (excellent), Ukrainian (fluent), English (excellent), German (basic)
- 86 -