Olga Oliynyk Ukraine

Olga Oliynyk

TEA-Fellow, 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 AmericanSchool:

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

1.1.1. 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)

  • Sts identify the theme of the story. They fill in the chart below with details from the story that illustrate the elements in the left-hand column. Then they review their chart entries and state the story’s theme at the bottom of the chart.

Main events in the story
What characters discover
Significance of title
Key details
Statement of theme
  • Sts give the definition of ambiguity

Ambiguity is a technique by which a writer deliberately suggests 2 or more different, and sometimes conflicting, meanings in a work

IV. Assessment(45 min)

  • Sts answer questions given as margin notes and hand in their papers.

Questions fall into several categories such as:

  • CLARIFY, e.g. Re-read lines 17-24. What has happened to the burglar?
  • COMPARE AND CONTRAST, e.g. Re-read lines 25-41. How does the narrator describe the natural setting?
  • WORD STUDY, e.g. Lines 34-36 contain a metaphor and simile. Underline the metaphor (a comparison that does not use the words like or as) and circle the simile (a comparison that uses the words like or as)
  • IDENTIFY, e.g. pause at line 76. Why wouldn’t it be difficult for Collins to get a drink of water from the old well?
  • PARAPHRASE, e.g. The narrator uses vivid, eloquent language to describe the events of the battle. What has happened in lines 80-85? Restate the events in your own word.
  • AUTHOR’S PURPOSE, e.g. Re-read lines 89-100. Which is more understandable: the human’s behavior or the animals’ behavior? What might the purpose of this passage be?
  • IDENTIFY CAUSE AND EFFECT, e.g. Why does Collins ask to get some water from the well across the meadow?
  • INTERPRET e.g. What do the words of the soldiers reveal about Collins’ actions (lines 186-195)?
  • ANALYZE e.g. re-read lines 216-231. Does Collins think of himself as a hero? Circle the two phrases that make the answer to this question ambiguous, or open to interpretation.

V. Differentiation

  • Some students can be allowed to finish their papers as home assignment

VI. Reflection

The teacher’s reading was very good and the explanations were excellent. The personal references were of great use and helped to clarify a lot of things. I would just add some video material with a battle scene for the better understanding of the situation described in the story.

  • Lesson Plan 2.

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)Subject (pronoun) Verb Object (noun)

b)Subject (common noun) Verb Object (pronoun)

c)Subject (noun) Linking Verb Substantive complement (noun)

d)Subject (pronoun) Linking Verb Adjective Pronoun

e)Subject (indefinite pronoun) Verb (Future)

f)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

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: 07.19.07

I.Objectives

SWAT: - to understand meter (literary skills)

- to paraphrase to clarify text (reading skills)

II.Materials for Learning Activities

  • Elements of Literature, Fifth Course, The Holt Reader
  • Whiteboard, markers, paper, pencils

National/State/Local Standards

  • High School Standards of Learning (SOL) Strengthening Course

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.
  • Sts explain figures of speech to be sure they understand what is being compared with what.

IV.Assessment

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

Stanzas from poem / Paraphrase
St 1
St 2
St3

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 TideFalls

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.

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.

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 off-Broadway 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
Breathe / To inhale and exhale air in respiration
Sign / A motion or gesture used to convey an idea, command, etc.
Confess / To admit or reveal a secret, fault etc.
  • There are some lines that aren’t correct. Sts put an X beside the 10 lines that theythink do not belong to the song.

Oh baby baby
Oh baby baby
Oh baby baby
Why did you leave me and go
How was I supposed to know
That you were in Korea
That something wasn’t right here
Oh baby baby
I shouldn’t have let you go
And now you’re out of sight, yes
You’ve become invisible
Show me
How you want it to be
Tell me baby
Do you want an ice cream
Cause I need to know now
Because
My loneliness
Is killing me (and I)
I must confess
I still believe (still believe) / In ghosts and hell
When I’m not with you I lose my mind
My wallet and my keys
Give me a sign
Remember the car is mine and
Hit me baby one more time.
Oh baby baby
The reason to breathe is you
Although I have asma
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
I wanted all your money
Show me
How you want it to be
Tell me baby
Cause I need to know now
What’s your real name
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 Spears and persuade her to marry you. Tell her you can record an album together!! Luis and Britney is the title of the album!! / You are BRITNEY SPEARS. Luis Miguel wants to talk to you, but you are tired of his crazy ideas and you don’t want to discuss them with him. Though you don’t want to hurt him so you are trying to be very polite.
You are a journalist. You are interested in all the gossip about famous people. Listen to the conversations and take notes for your newspaper. You need to find the hottest News!!
Move around and create the most important NEWS of the year!! / You are a journalist. You are interested in all the gossip about famous people. Listen to the conversations and take notes for your newspaper. You need to find the hottest News!!
Move around and create the most important NEWS of the year!!
You are a fan of Brad Pitt and you are crazy about him!!!! Find him and tell about your love. Ask him for a romantic date this evening. Do not accept any excuses! / You are a fan of Brad Pitt and you are crazy about him!!!! Find him and tell about your love. Ask him to your birthday party this evening. Do not 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!!

IV.Assessment

Sts can present their dialogues in front of the group and evaluate each other’s performance.

V. 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 supposed to know
that somethin' wasn't right here / At first she didn't notice the problems that the drugs were causing her - she didn't know that things weren't right.
Oh baby baby
I shouldn't have let you go
And now you're out of sight, yeah / She feels bad after kicking the drugs the first time - however, the drugs are "out of sight" but not out of mind.
Chorus
Show me
How you want it to be
Tell me baby
'cause I need to know now / She is letting the drugs take control.
Oh, because
My loneliness
Is killing me (and I) / She is feeling down, going through withdrawal.
I must confess
I still believe (still believe) / Ambiguous - what does she "still believe"?
When I'm not with you I lose my mind / Drug withdrawal is causing her to hallucinate.
Give me a sign / She feels that she needs someone to tell her that what she is doing is okay.
Hit me baby one more time / "Taking a hit" is a drug euphemism; the "one more time" part is reminiscent of the "just one more" mentality of many people when trying to give up an addiction.
Oh baby baby
The reason I breathe is you
Boy you've got me blinded / In the depths of desparation, drugs are the only thing that keeps her going.
Oh baby baby
There's nothin' that I wouldn't do / She is willing to go to extreme lengths to get drug money.
It's not the way I planned it / She didn't mean to fall into this life.
Chorus
Oh baby baby
Oh baby baby
Oh baby baby
How was I supposed to know / She didn't realise what the drugs would do to her when she started.
oh baby baby
I shouldn't have let you go / She feels so bad now that she wishes she had never tried to quit.
Chorus
  • Sts can conduct a research on the Internet looking for other interpretations.
  1. 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.