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Lidiya Cherepynska, Ukraine
My Portfolio
Table of Contents
1. Section 1: My resume
2. Section2: Lesson plans
· Given lessons
· Observed lessons
· Shared lessons
3. Section 3: Strategy sheets
· My strategy sheets
· Shared strategy sheets
4. Section 4: Fieldwork reflection
· My fieldwork reflection
· Shared fieldwork reflection
5. Section 5: Action Research Proposal
6. Section 6: Assessment Design Project
7. Section 7: Action Planning Worksheet
Section 1. Resume
Lydia Cherepynska
176 Shevchenko St.
Zaporizhia, 69039
(0612)17-46-52
PROFESSIONAL EXPERIENCE
Zaporizhia Classical Lyceum
Teacher of English (10/1990-present)
· Teach English Elementary to grades 3
· Teach English Pre-Intermediate to grade 8
· Teach English Upper-Intermediate to grade 11
· Deputy Head of Foreign Language Department
· Coaching University students at their fieldwork time at school
· Responsible for developing curriculum units in English
EDUCATION
Zaporizhia State Pedagogical Institute-Zaporizhia, Ukraine
Diploma (09/1980-06/1985)
Faculty ofForeign Languages
PROFESSIONAL DEVELOPMENT
· 2004 Kherson Summer School
· 2004 TEA (United States-Ukrainian Awards for Excellence in Teaching English and American Studies) Regional Finalist
· 2005 Scholarship holder (Zaporizhia Town Council for outstanding contribution to teaching of English)
Participant and presenter at the conference
· Participation in 2002 IATEFL Ukraine National Conference in Kyiv
· Presenting in 2003 English for Special Purposes SIG in Dnepropetrovsk
· Participation in 2006 National IATEFL Conference in Donetsk
Publications
· “English in charts, tables and fact files”, national newspaper English Language and Culture, #40(280), 2005.
· Lesson materials, #21-22(309-310) June, 2006.
Computer Skills
Microsoft Word, Internet Explore
Languages
Russian(fluent), Ukrainian(fluent), German (basic), English(excellent).
Section 2
Lesson Plans
1. Observed Lessons
LESSON PLAN FORMAT
PLANNING PHASE
Identify Performance Objectives
1. Students will understand how to use object pronouns
2. Students will learn about the Underground Railroad.
3. Students will practice listening skills through a dictation
Lesson Outline
1 .Warm up: Monday lesson
2. Daily massages objectives.
3. Grammar test
4. Share animal stories.
5. KWL: Underground Railroad
6. Video
7. Grammar lesson.
8. Poetry project
9. Wrap up.
Content
Students will work in small groups to read and study a novel
Students will review grammar.
Students will follow a rubric to complete a poetry project
National/State/Local Standards
“Standards of Learning Reading and writing”
TEACHING PHASE
Preparation
Warm-up activity
KWL: what do we already know about the Underground?
Prior knowledge
Students have a grammar test on past and future tenses.
Language Goals (vocabulary/structure/communicative language/functional language)
Students will write about their weekends with the past tense & using topic sentences
Presentation
Begin Poetry elements project (poster project/Internet use, also)
a. Each group assigned an element of poetry
b. Simile: Zak, Jose L, Catherine
c. Metaphor: Lourdes, Ali, Jose O.
d. Personification: Micke, Ibrahim.
e. Tone/Voice: Patricia, Edwin.
f. Rhyme: Sandy,German, Miguel.
Activities – Days 1-5
Four skills: listening, speaking, reading, writing
Practice
1. The students practiced adverbs always, usually, often, never, seldom/really.
2. They shared animal stories.
Evaluation
1. The teacher checked students’ knowledge by mea of grammar test.
2. Students filled in the KWL chart.
Expansion/Extension
1.
2.
Methods/Approaches/Strategies
Other Activities:
Follow-up
Assessment
Homework assignments
Students are to make the book with blank white paper and construction paper.
Students will write about their weekends with the past tense & using topic sentences.
Use of technology
Internet use
Materials used
The book The Drinking Gourd
KWL chart
Lap top
OHP
Hand outs with a questionnaire on the video
Internet
Closure
Lesson Plan Format
Intern: Lidiya Cherepyns’ka Grade Level: 11
Title: American Literature Date: Tuesday, 7/18
I. Objectives
-students will discuss American literature as if reflects traditional and contemporary themes, universal characters, genres;
-they will describe how to use context and language structures convey an author’s intent;
-the students will be assessed and evaluated on the novel Fahrenheit 451.
II. Materials for Learning Activities
Blackboard, books, sheets of paper, felt pens, hand outs.
III. Procedures for Learning Activities
1. Journal: Ray Bradbury once said,” After all, a computer is a book and a long playing record is a book- they just have different types.” What do you think he meant by this? Do you agree or disagree?
2. Discussion journal.
3. Define utopia and dystopia- in pairs have students made a list of 15 things for each utopia and dystopia on giant paper. Discuss as class.
4. Read first 15 pages on Part 2 and take notes.
5. Vocabulary review.
6. Vocabulary quiz tomorrow.
IV. Assessment
While doing brainstorming activity the teacher only gave directions, kept timing and helped the students with spelling problems. She didn’t’ criticize students’ ideas but displayed their ready-made posters on the blackboard. The teacher observed, listened and didn’t judge. It was a formative kind of evaluation.
V. Differentiation
In each group there was a group leader who encouraged the students to participate in discussion.
VI. Reflection
While discussing the context of the book by Ray Bradbury the teacher offered a group work activity to decide which things students consider to be utopia and dystopia. The teacher provided the students with giant paper and coloured felt pens. Students brainstormed their ideas on the task. They were so different and embarrassing but the teacher did not interfere. Later they voted for having in their list two best ideas.
2. Given Lessons
Lesson Plan Format
Intern: Lidiya Cherepynska Grade Level: 11
Title: Known and Unknown Ukraine Date: 25 June
I. Objectives
-Students will develop their cultural awareness of Ukraine;
-They will get to know about geographical position, some facts from history, national traditions and everyday life of Ukrainian people;
-They will watch a video about school life and extra-curricular activities of Ukrainian students;
- They will do a quiz on the materials learned.
II. Materials for Learning Activities
The map of Europe, the portrait of Ukrainian President, A flag of Ukraine, National Ukrainian costume, some items of handicraft work, pictures of Ukrainian students, a video film, quiz hand outs.
III. Procedures for Learning Activities
1. The teacher gets the students acquainted with the topic and objectives.
2. The students learn how to pronounce some words written on the blackboard that mean some Ukrainian food, instruments, etc.
3. The teacher presents the students the information on geographical position, some facts from history, national traditions and everyday life of Ukrainian people;
4. The teacher tells the students about national traditions and everyday life of Ukrainian people;
5. Students watch the video and the teacher comments on the film.
6. Students are asked to write a quiz on the learned material.
7. The teacher chooses the best work and students do self- checking.
IV. Assessment
- The teacher didn’t grade the students. Everyone who did the quiz was given an award. The winner got a special prize.
V. Differentiation
- the teacher gives some students a possibility to have more time on doing the quiz;
- the students can individually train how to pronounce some new words;
- They can ask “yes” and “no” questions on the new materials.
VI. Reflection
It was a lesson presentation with some elements of interaction. The presentation was accompanied by demonstration of Ukrainian national costumes and embroidered towel. Students could try it on, touch and try to perform some ritual traditions. While presenting the information the teacher encouraged the students to make comparisons, to draw parallels, to come to the conclusions about similarities that unite all people of the world. The quiz wais not difficult at all and the students felt very proud of their results. The information they were to learn was authentic and very close to the students’ needs and expectations.
Lesson Plan Format
Intern: Lidiya Cherepynska Grade Level: 3
Title: Animals Date: 08.01.07
I. Objectives
-Students will practice new vocabulary;
-Students will develop speaking and listening skills;
-Students will consolidate Present Simple structures;
-Students will practice possessive case structures.
II. Materials for Learning Activities
Pictures with parts of animal body, pictures of different animals, a tape recorder, pieces of music and animal sounds.
III. Procedures for Learning Activities
1. A warm up activity (students are given different pictures of animal body. They are to decide whom it belong. E.g. this is a bear’s paw.)
2. Puzzling (students are given a task to find some other students with required picture to puzzle an animal).
3. Group work. (The students stay in groups and describe the animal they have puzzled).
4. Presentation. (Each group present to the others the animal).
5. Personal experience (The students are given an option of tasks. They can share their experience how they take care at home as a pet; they can draw their pet or their favorite animal or they can draw the animal that doesn’t exist).
6. Listening. a. The students are to listen to different pieces of music and try to associate it with animal or their habitats (Jungles, dessert, sea etc.).
b. The students are to recognize animal sounds.
7. Arranging. (Students are given picture of different animals; they are to arrange them: a. according to their size; b. according to their length of living.)
8. Miming and imitation. (Students are to mime and imitate different animals in groups and other students are to guess these animals).
9. Home task: students are to write a story about an animal or simply describe a pet or a favorite animal.
IV. Assessment
It was mainly informative.
V. Differentiation
The teacher all the time gives the students options of task to differentiate between more advanced students and the students who need help or more time for preparation of the task. Students can choose the group they would like to work in, where they can feel comfortable and relaxed.
VI. Reflection
Each activity at this lesson was aimed to develop different student intelligences. The warm up activity was supposed to develop spatial one; puzzling-bodily-kinesthetic intelligence; group work- interpersonal one; listening- musical intelligence; arranging pictures activity was supposed to develop logical-mathematical one; listening to animal sounds-naturalistic one; presentation- interpersonal and linguistic ones; and sharing personal experience was supposed to develop intrapersonal intelligence.
Lesson Plan Format
Intern: Lidiya Cherepyns’ka Grade Level: 11
Title: The Right to Be Left Date: 08.01.07
I. Objectives
- Students will know how left-eyed/footed/handed they are;
- They will try to experience how it is to be left-handed in a right-handed world;
- They would learn new vocabulary on the topic;
- Students will try to reflect on the topic, “how to help a left-handed child to succeed at school”
II. Materials for Learning Activities
A tape recorder, hand outs, a tin opener, scissors, paper.
III. Procedures for Learning Activities
1. Students are offered to answer a questionnaire and count their points. Then they can see that some of them are left-eyed or left-footed or ambidextrous.
2. On the hand outs they have a list of vocabulary and definitions. They are to match a word with the definition.
3. Listening comprehension. Students are to listen to the tape fill in the chart. Then they discuss the answers.
4. A left-handed pupil is asked to cut some paper with scissors and open a tin with a tin-opener. The students are supposed to observe and reflect on difficulties a left-handed person can have.
5. Students are to speak on the situations when the use one hand and how their left-handed friends, family, neighbors succeeded in doing these.
6. Students are asked to find different interesting information on the topic and inform other student at the following lesson.
IV. Assessment
-The teacher provides positive supportive feedback to students;
- The teacher encourages active participation and student self-appraisal to foster lifelong learning.
V. Differentiation
Less advanced students have a possibility to observe and express their ideas after more advanced ones. They can have more time on doing questionnaire. They can be assisted by a teacher or other students in doing their vocabulary.
VI. Reflection
Most of all I like the topics related to the life of my students. There are 3 left-handed students in my 9-B grade. The students are rather smart but they experience a lot of difficulties in learning foreign languages. I want other students to think over the problems of left handed people, be more patient and thoughtful to other people needs and at the same time practice them in informing and reflecting writing.
3. Shared Lessons
Teacher’s Lesson Plan
Topic: Presentation of Tajikistan
Aim: to review/develop geographical knowledge of students, improve speaking skills, enlarge vocabulary.
Materials: Information on the topic, posters, world map, chalk-board and other class equipments
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)
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 _____________________.