cehd.gmu.educehd.gmu.edu/assets/docs/cie/fall07_portfolios/mdanwarho... · web viewlesson plan- #5...

George Mason University, College of Education and Human Development, Center of International Education,

Teaching Excellent and Achievement Project, Funded by IREX- US Dept. of State/ECA

STRUCTURE REFLECTION ON

PROFESSIONAL DEVELOPMENT

MD. ANWAR HOSSAIN

FAIRFAX, VIRGINIA, USA.

Md. Anwar Hossain Final Portfolio 2007



1. INTRODUCTION……………………………………………………….3

2. WHY I AM UNIQUE AS A TEACHER…………………………..4

3. REFLECTION OF MY SCHOOL VISIT…………………………..5

4. ESL – 1…....................................................................7

5. STRATEGY SHEETS………………………………………………….11

6. MODIFIED LESSON PLANS……………..........................18

7. RESOURCES FROM MENTOR TEACHER………………….27

8. PERSONAL FEELINGS…………………………………………….76

9. CONCLUSION……………………………………………………….77




Portfolio is a record of works. It is a combination of past & present work

and a guideline for the work of future. As a teacher everyone should have

a portfolio to synthesize material and reflect both formatively and

summatively on professional practice and students learning. It is required

for professional and pedagogical knowledge and connected to students

learning outcomes. In my professional arena, it will show, who I am &

how I am working. One can easily evaluate me observing my Portfolio.




I feel very much proud to say that I am a teacher of a High School. I enjoy teaching. There were some professions in which I had access but I have chosen my career as a teacher as I feel that I have some duties towards mankind. I am a teacher and I am performing some duties through teaching.

As a teacher I am aware of my duties and responsibilities. I prepare Lesson Plan and take preparation for conducting my respective classes. I know the needs and requirements of my students. I prepare myself accordingly. I reach to school at 9.30 a.m. and start my class at 10 a.m.

I am an English teacher. I engage my students in Pair work, Group work, Chain drill, Choral drill during their lessons. I make them busy all the time. Sometime I tell stories to them so that they may not feel bored.

I always encourage them to speak English. For developing their Listening skill I speak English in the classroom and help them outside the classrooms also. I make them understand if they can speak English fluently they will be able to write it easily. By being in the school they are learning academically and preparing themselves for their future life. For this reason I create English environment in my the class . I teach Grammar Contextually so that they may not feel pressure upon them and do not forget it.

I love my students and they love me very much; this is why I think that I am Unique as a Teacher.

Md. Anwar Hossain

Bangladesh




I am lucky that I have got an opportunity to visit an American School named J.E.B Stuart High School in Virginia. My visit starts from September 25, 2007. This is a new experience for me. My mentor teacher, Ms. Anne Nowrouz, is an excellent teacher. Every teacher is helpful and cooperative. They are very much generous and dedicated to their profession. I am going to write below what I have observed there.

Differences:

I am a teacher from a rural area of Banladesh. My classrooms are not well equipped. But the American school is well equipped with modern facilities and technology.

Teachers in American school are more cooperative They are free They are well educated They are friendly with their students Their teaching is livelier

Similarities:

Students are eager to learn

What I can apply in my school:

Bell workPair workGroup work




Chain drill

I really feel proud to visit the school. I observed the classes there. After visiting some days I have conducted class which is a great experience for me. I have learnt many techniques for conducting a good class. I must try to implement those techniques in my classroom.

Seminar on Educational Leadership




By Dr. Shahrokhi

SESSION # 2Thusday,October 09, 2007

Theme: Life Styles Inventory LSI 1.Topic: Self-Improvement PlanParticipant’s Name: Md. Anwar Hossain (Rajendrapur High School, Sreepur, Gazipur, Bangladesh) Step 1: Looking at your completed LSI profile, you will notice that each style’s extension from the center of the Circumflex varies in length. The further extensions from the center indicate styles that are predominant in your profile. Your two longest style extensions have the greatest influence on your behavior, and are called your primary and backup styles. List them below.

Primary Achievement(39) (11 o’clock position)

Backup Oppsitional (05) (07o’clock position)

Step 2: Using the style interpretations in this guide, decide which styles are working for you (your strengths), and which styles might be working against you (styles that may be reducing your effectiveness). Based on what you learn, choose one style from those you’ve listed to start with first. Select one behavior associated with this style that you would like to change. You may choose to eliminate a characteristic you feel is self-defeating, or to strengthen something about yourself that you see as positive and effective.

The style I have chosen to work on is Achievement (11 o’clock position)

What does this style mean to you?

My score for the Achievement style means I tend to believe that:




I enjoy challenge.

I am enthusiastic.

I am a good decision maker.

I face problems boldly.

I am a realistic person.

Step 3: We think and behave as we do because we have been influenced by significant people and situations in our lives. Consider your life: try to identify and isolate the influences you’ve experienced that may be associated with this style.

Significant Person (or situation) Ideas/Behaviors You Might Have Learned

Language Movement

Kazi Nazrul Islam

Sheikh Mujibur Rahaman

Sonia Gandhi

How to face danger.

How to organize people.

How to influence people.

How to lead people.

How to prepare for supreme sacrifice.

Step 4: Consider the consequences of using this style and list them as indicated below.

PersonallyMd. Anwar Hossain Final Portfolio 2007



Positive Consequences Self-Defeating Consequences

Practical in thinking

Planning by myself

Considering surroundings before planning.

Far-sighted.

Realistic

Negative criticism

Misunderstanding with other people.

Professionally

Positive Consequences Self-Defeating Consequences

To become a good teacher.

Innovator

To be friendly with the students.

Open minded

Eagerness in new things.

To prepare the students for future.

To think pioneer.

To dominate the teacher.

To be hurt when neglected.

Step 5: Consider how your life would be different if you changed your behavior in this area.




Some positive differences: I should think my surroundings well so that I can understand every situation & can work accordingly. In this way I can be a good person in the society.

Some negative differences:

I may lose something in me. It may be difficult to tackle every situation in my own way.

Portfolio Strategy Sheet -- 1




Choose a method or strategy that you have learned about or observed during field experience.

1. Name of method or strategy:

No “Yes/No” Question.

2. When is this method or strategy useful?

Up to the end of the lesson.

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

When a teacher wants to justify himself/herself that his/her lesson is

successful or not he/she asks students questions. If a teacher asks YES/NO

Question a student may answer “YES” without understanding. It may happen

every day which will make a room for him/ her to lose many things

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

Teacher will discuss something

He will ask

Will have feedback

Will take necessary action

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

At convenient time of my lesson

6. What would you like other teachers in your school to know about this

method or strategy?




I must share this experience with my colleagues in my school.

Younger students feel interested to say “Yes” without understanding

anything. They cannot understand they are doing harm of themselves. To get

rid of this problem I will discuss about this strategy with my colleagues.

Portfolio Strategy Sheet -- 2



Bell Work

2. hen is this method or strategy useful?

For improving any weak area of the students.


When a teacher will find any weak area of the students he will start his

lesson (in that class) with that activity. So the students will get practiced

everyday for being up to the mark.





At the beginning of the class teacher will start it. He will engage every

student in this activity.


When I will find the students weak in specific task I will I will use “Bell

Work” strategy.


method or strategy?

I will let them know about this strategy because in every class we find

many students are weak in the same area. For improving their quality this

strategy is very useful.

Portfolio Strategy Sheet --3






Pair Work


For picture description, guessing something, Dialogue making etc.


Two heads are better than one. When students will be engaged in Pair

work they will share their opinions and learn from each other. They will

be confident.


Teacher will make pair

Students will discuss

Teacher will ask and check their answers.


To remove the shyness of the students and making them confident I will

set it in my lesson.





method or strategy?

I will clarify the strategy to my colleagues and show them how this

strategy is useful. I will urge them to implement it in the classroom.




Group Work


Group work is useful in a large class. Students have more opportunity to

engage themselves in a lesson. For any freer discussion teacher engages

students in group work.


Students feel free to discuss

Share their ideas and views

Shy students take part




They learn from one another

They feel more confident


Teacher engage students in group work

They discuss freely in the group

They show argument

Group presentation

Feedback by the teacher


Larger activities like paragraph, composition, letter writing I will engage

my students in group work.

6. What would you like other teachers in your school to know about

this method or strategy?

I would like to discuss it with other teachers of my school as it will create

an ample opportunity for the students to practice difficult things.




Chain Drill





For developing listening and speaking skill of the students.


Every student is to listen the question carefully as they are asked to provide

the answer. In this way they can develop their listening & Speaking skill.


Teacher will give them task

Students will get prepared

Teacher will ask one of the students

The student will provide the answer & select another student

Teacher will coordinate.


For active participation of the students I will set this strategy in my lesson

so that my students can develop themselves in speaking & listening skill.

6. What would you like other teachers in your school to know about

this method or strategy?

I will discuss with the teachers about the importance of this strategy. Then

I would request them to implement this.




Lesson Plan- #1

Lesson Information: Time: 40 Minutes

Unit -15

Lesson- 1

Grade-9

English Paper-1.

Date:10/15/2007

Objectives: By the end of the lesson the learners will be able to……

fill in a questionnaire (Linguistic) calculate scores according to a scheme (Mathematical) discuss different types of hand writing (Spatial) read out the appropriate learner type tick the true statement (Linguistic)

Focus:

Skills Functions Grammar/Structure Vocabulary

Reading, writing evaluating Yes/no question Accurate, effective

Activities:

A. (3 mins)




Ask SS to seethe different handwriting. Ask them to discuss with their partner why they think one is different from other. Ask them to read two clues given.(Interpersonal)

B. (12 mins)

Ask SS to see the questionnaire. Then ask them to sit in pair. Ask one partner toget the information from another partner. SS should give tick mark to the appropriate answer.(Interpersonal)

C. (5 mins)

Ask SS to calculate the score using the scheme given. (Intrapersonal)

D. (10 mins)

Ask SS to read out the text of appropriate learners type. Then see what type of learner SS are.

E. (10 mins)

Ask SS which of the statements are true. Ask them to tick the correct answer. Then ask them to provide the correct information for the wrong statements. The answers are:

1. Incorrect2. Correct3. Incorrect4. Incorrect5. Incorrect6. Correct

Ending: Appreciate and giving thanks to the students.




Lesson Plan- #2

Intern: Md. Anwar Hossain Grade Level: Nine & Ten Title: Meena Date: October 25 ,2007 I. Objectives: By the end of the lesson learners will have--

Asked and answered question. Read a story and filled in blanks(Linguistic) Read a story and arranged pictures in right order(Linguistic) Writing about work they and another member of their family

II. Materials for Learning Activities: English For Today & Pictures. III. Procedures for Learning Activities:

Ask students to look at the pictures. Tell them that pictures are of Meena, a popular character who fights for the causes of girl child.

Ask them whether they know about her or not. Ask students to ask the questions to their partners.(Interpersonal)

Ask students to read the text. tell them that the text is a story about a day in Meena's life.(Intrapersonal)

Tell them to complete the sentences in the speech bubbles. Tell them that they have to write the correct form of the words in brackets.

Ask students to read the rest of the story. Tell them to look at the pictures. Tell them that the pictures are not in the

right order. Ask them to arrange the pictures in the right order. Ask students to make a list of what Raju and Meena did in the story. Tell

them to imagine that they have to do the work. Ask them to tell their partners which of the work they would like to do. Ask students to read the list of work normally boys and girls do in

Bangladesh. Tell the boys to think about the work girls do and tell the girls




to think about the work boys do. Now ask them to tell their partners what their feelings would be if they had to do each other's work.

IV. Assessment:

Ask students to ask the questions to their partners (Speaking) Tell them to complete the sentences (Writing) Ask students to read the story (Reading)

VI. Reflection:

They can ask and answer. By reading a story they can fill in blanks. They can write about what they do in a day.

Lesson Plan- #3

Intern: Md. Anwar Hossain Grade Level: Nine & Ten Title: Feroza's Tale Date: October 25 2007 I. Objectives: By the end of the lesson the learners have--

Looked at pictures and answered questions.(Spatial) Read a passage and matched sentence parts.(Linguistic) Read a passage and answered questions. Written about a person from given cues.

II. Materials for Learning Activities: English For Today & Pictures. III. Procedures for Learning Activities:




Ask students to look at the picture and by taking turns ask and answer the question.(Interpersonal)

Ask students to read the passage and match the parts of sentences from column A with those in column B. (Intrapersonal)

Now ask them to read the passage . Form pairs and ask them to ask and answer questions by taking turns. Tell students to discuss the answers and then write them down. Ask them to exchange their copies and compare. Elicit answers from students and write them on black board or white board. Make the class compare their answers with the ones elecited. Invite suggestions from students.

Now ask students to read the information about Amina. Tell them that they have to build up a story from the given information

IV. Assessment:

Ask students to look at the picture and by taking turns ask and answer the question ( Speaking )

Ask students to read and match the parts of sentences (Reading & writing )

Tell them to build up a story from the given information ( Writing from model

V. Reflection:

Looking at the picture students can answer question. Read a passage and answer question. Write about a person from given cues.




Lesson Plan- #4

Lesson Information:

Topic: Your Day Time: 40 Minutes

Unit -15

Lesson- 2

Grade-9

English Paper-1.


Look at the pictures of clocks & discuss daily routine (Spatial &Linguistic)

Ask & fill in a questionnaire(Linguistic) Match sentence part (Linguistic)

Focus:


Reading, writing, speaking

Talking about present habit

Present simple, If+ present+ will/can

_

Activities:

A. (3 min)

Ask SS to look at the pictures of the clocks. Tell them they are showing what Mukul does in a day & when. Then ask them to discuss in pair how their days are different from Mukul’s.(Interpersonal)




B. (7 min)

Ask SS to read the questionnaire & then ask them to tick the right answer for their partner. Ask SS to match with theirs. (Intrapersonal)

C. (10 min)

Ask SS if their daily routine remain the same when they have exam. Ask SS to tell their partner what changes they make in such situations.(Interpersonal)

D. (10 min)

Ask SS to look at the persons in the pictures. Tell them that they are different professions. Ask them to guess about their daily life and answer the questions. (Intrapersonal)

E. (10 Min)

Ask SS to use if you with the sentence parts in column A and match them with the sentence parts in columns B. Use will, can or other necessary words with sentence parts in column B. Ask them to read the example.(Intrapersonal)

Ending: Appreciate and thanks the students for their hard working.




Lesson Plan- #5

Lesson Information:

Topic: Admission Test Time: 40 Minutes

Unit -15

Lesson- 5

Grade-9/10

English, Paper-1.


Talk about advertisements.(linguistic) Complete an admission form(Linguistic) Fill in gaps (Linguistic) Write a letter informing the procedure for admission test

Focus:


Reading, writing, Giving opinions, filling in forms

Present perfect Competent, convinced, option

Activities:

A. (5 min)

Ask SS to read the advertisements on admission. Ask them to answer the questions. ((Intrapersonal/Individual work)




B. (10 min)

Ask SS to read the admission form. Then ask them to fill the form for their partner.(Interpersonal)

C. (10 min)

Ask SS to read the conversation carefully and then ask to complete the gaps in the box. (Intrapersonal)

D. (15 min)

Ask SS to write a letter to his/her cousin informing him/her of the procedures to take admission in a college.(Intrapersonal)

Ending: Appreciate and thanks the students for their hard working.




PLATO Web Learning Network Quick Reference Copyright © 2005 PLATO Learning, Inc. All rights reserved. ® PLATO is a registered trademark of PLATO Learning, Inc. For administrators and teachers

Getting Started

1. Log on to your workstation with administrator privileges.

2. Launch your web browser to connect to the Internet.

3. Go to the URL (web address) for your PLATO Web Learning Network account:

• If your account number begins with "00-" URL: http://www.platoweb.com

• If your account number begins with "01-" or "1-" URL: http://www.platoweb01.com

• If your account number begins with "02-" or "2-" URL: http://www.pwln2.platoweb.com.

4. Accept any plug-ins you are prompted to install. PLATO courseware requires the plug-ins to run.

5. Enter your account #, PLATO name, group name, and password.




How to Create a Class

1. Click Class Tools > Create a Class.

2. Name your class. (It is not case sensitive.)

3. Click Send.

4. From the “Edit Class” page that displays, you can:

• Change the class assignment

• Change group coordinator access

• View member of the class

• Move members to another class

• Delete the class

• Create a user in the class

• Edit the class information

How to Create a New Learner Within a Class

1. Click Create a user in this class.

2. Enter the user’s PLATO Name/Signon Name (it is not case sensitive).

3. Tab to Role; for students, select Learner.

4. Tab to First Name > type user’s first name. Md. Anwar Hossain Final Portfolio 2007



5. Tab to Last Name > type user’s last name. TIP: You do not have to enter a password at this time. Users can create their own passwords when they log on.

6. Click Send.

7. From the “Edit User” page that displays, you can:

• Give the user an individual assignment (change assignment) that is unrelated to the class assignment

• Reset the user’s password

• Review learner performance

• Review learner progress

• Review learner attendance data

• Copy the user

• Delete the user

• Edit the user’s information

How to Add an Existing Learner to a Class

1. Click Class Tools > click the class you want.

2. Click Class Members > Add User to Class.

3. Check the box beside the student you want to add. Md. Anwar Hossain Final Portfolio 2007



4. Click Send.

How to Change an Individual Learner’s Assignment

1. Click Class Tools > click the class you want.

2. Click Class Members > choose student.

3. Click Change Assignment.

4. Check boxes to select curricula.

5. To assign specific courses, modules, or skill activities, click Sub Activities next to the curriculum title.

6. Check the box for any courses you want to select.

7. Click Assign Selected Activities. (To remove an assignment, uncheck the box net to the assignment and click Update Assignment.)

TIP: The steps to create a Class Assignment are similar. A Class Assignment gives all learners in the Class the same assignment.

How to Change a Class Assignment

1. Click Class Tools > locate the class you want.

2. Click Edit this class > Edit Assignment.

3. Scroll down and check boxes for curricula.

4. Click Sub Activities to select courses or modules.




5. Click Assign Selected Activities.

How to Preview PLATO courseware

1. Click Learning Resource Tools > Create a New Learning Path.

2. Click the”+” next to curriculum to view a course.

3. Click the”+” next to a course to view a module.

4. Click the”+” next to a module to view a tutorial, drill, mastery test, or elementary skill activities

5. Click Exit Learning Resource Tools (left menu) when finished.

How to Create a Customized Learning Structure

1. Click Learning Resource Tools > Create a New Learning Path.

2. Enter a title and choose your options.

3. Choose the activity you want to add to the learning path: click the”+” next to a curriculum, course,, and module. Click the “+” next to a module to choose a tutorial, practice, mastery test, or elementary skill activity.

4. Click Add to Learning Path.

5. To add more activities, repeat all of the above steps.

6. When finished, select Click here when complete.

How to Generate Reports




1. Click Reports > select a group OR a class

2. Select a report from the menu.

3. Click Send.

4. Choose a date range and select your options.

5. Click Send.

6. To edit your selections, select Click here to go back or click your browser’s “Back” button.

PLATO® Support Center: http://support.plato.comDownload the PWLN Administrator's User Guide(http://support.plato.com > PLATO Web Learning Network > User Documentation > Administrator’s User Guide)

VOCABULARY 9

Chapter 1

WORD DEFINITION SYNONYMSANYTONYM

SOTHER FORMS




Acknowledge (v.)

to admit or confess

accept, admit, confess

deny, contradict,

reject

acknowledgement (n.)

Alternative (n.) a choice optionalternatively (adv.), alternativeness

(n.)

Anecdote (n.)

an entertaining short story

about

story, tale, narrative (short)

anecdotical (adj.), anecdotic (adj.)

Appropriate (adj.)proper; suitable to the situation

well-suited, fitting, belonging

inappropriate, improper, ill-

suited, unbefitting

appropriately (adv.), appropriateness (n.)

Avert (v.)to prevent; to

avoiddeter, forestall,

precludeallow, permit

Candid (adj.) very honestblunt,

straightforward, direct, forthright

flattering, complimentary, kind, subtle

candidly (adv.), candidness (n.)

Compel (v.) to forcerequire,

necessitate, oblige

stop, deter,

hinder, revent

compellable (adj.)

Comply (v.)to do as

commanded or asked

obey, fulfill, satisfy, consent

disobey, disregard,

ignore

Concise (adj.)saying much in a few clear words

terse, succinct, condensed, brief,

short, abbreviated

rambling, wordy, verbose

concisely (adj.), conciseness (n.)

Drastic (adj.)extreme; harsh

or intenseradical weak drastically (adv.)




Parallel Structure

Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as "and" or "or.".

1. Words and Phrases

With the -ing form (gerund) of words:

Parallel: Mary likes hiking, swimming, and bicycling.

Do not mix forms.

Example 1

Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.

Parallel: Mary likes hiking, swimming, and riding a bicycle.

Example 2

Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner.

Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly.




2. Clauses

A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.

Example 1

Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.

Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.

-- or --

Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.

Proofreading Strategies to try:

Skim your paper, pausing at the words "and" and "or." Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.

If you have several items in a list, put them in a column to see if they are parallel.

Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of "-ing" words beginning each item? Or do your hear a rhythm being




repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.

How to Read a Poem

1. Who is the speaker in this poem? What kind of person is he or she?

To whom is he/she speaking? In other words, describe the speaker’s audience.

What is the situation and srtting in time and place?

What is the purpose of the poem?

State the poem’s central idea or theme in a single sentence.

Indicate and explain any illusions. Do the allusions share a common idea?

Describe the structure of the poem. What is its meter and form?

Unit Test: The Elements of a Short Story




Part I—Plot Diagram

Directions: For numbers 1-4, match the letter that corresponds to each definition.

1. the high point of the dramatic conflict – often the turning point in the action

2. the part of the plot in which the conflict and complications develop

3. the part of the plot that introduces characters and their situation

4. the way that the central conflict ends or is resolved

5. events that follow the turning point and deal with the results of the turning point

Part II—Literary elements

Directions: Please read the attached story entitled “The Smuggler” by Victor Canning. Answer the following questions based upon your reading. Please put your answers on your scantron.

6. What is “The Smuggler” mainly about?

a. the difficult life of a hard-working fisherman

b. how a fisherman smuggles goods onto an island


A.

B. D..

C.

E.



c. an encounter between a man and a fisherman

d. the struggles a fisherman and his wife go through

7. Since Tasso had not been carefully searched, what did he have in his possession?

a. a gun

b. a knife

c. a small radio

d. a razor

8. Tasso said that he had spent the previous twenty-four hours

a. alone at sea

b. at sea with his son

c. at home with his wife

d. smuggling criminals

9. The Great Man knew that Tasso was lying because the fisherman

a. had a very guilty look on his face

b. could not look the Great Man in the eye

c. had confessed earlier to the Chief of Police




d. revealed information he should not have known

10. Of the following events, which happened last in the plot of the story?

a. Tasso tossed an artificial rose on the Great Man’s desk.

b. The Great Man told Tasso he was free to go.

c. The Great Man accused Tasso of being a smuggler.

d. The Chief of Police stated that he liked Tasso.

11. “If you had been at sea twenty-four hours without a radio you could not have known the result.” (12) is a quotation from the story’s

a. climax

b. exposition

c. resolution

d. rising action

12. Tasso was wearing a shabby jacket, but the Great Man looked, as always, resplendent. Which of the following best defines the word “resplendent”?

a. sloppy or untidy

b. short but powerful

c. magnificent in appearance

d. dirty and smelly

13. The Great Man said that Tasso managed to jettison his goods before the ship came into port. Define the word “jettison.”




a. to give to the poor

b. to sell for a very low price

c. to give to friends

d. to throw overboard

14. Which sentence best characterizes both the Great Man and Tasso?

a. They were extremely powerful and important political figures.

b. Although they were intelligent, they lacked imagination

c. They were clever and shrewd.

d. They were family men, who always put in an honest day’s work.

15. The main conflict of “The Smuggler” is between

a, The Great Man and the Chief of Police

b. The Great Man and Tasso

c. Tasso and the sea

d. Tasso and his wife

16. Which of the following best describes the type of conflict in “The Smuggler”?

a. internal conflict—man vs. self

b. internal conflict—man vs. society

c. external conflict—man vs. nature

d. external conflict—man vs. man




17. What is the setting of the story?

a. an office in a palace

b. a fishing boat

c. a courtyard near a castle

d. Tasso’s house

18. From what point of view is the story told?

a. first person

b. second person

c. third person limited

d. third person omniscient

19. What does the rose Tasso wears symbolize?

a. His affair with another woman

b. The wealth he has gained from smuggling criminals

c. His sentimental feelings about the war

d. His love for his wife.

20. What is the theme of “The Smuggler”?

a. Those who do wrong should be punished.

b. A life of crime pays.

c. Show others compassion just in case you need their help later.




d. Always keep a watchful eye.

21. Evidence in the story indicates that Tasso was

a. a popular person among those on the island

b. hated and feared by many people on the island

c. unknown to almost everyone on the island

d. a greedy, rich man

22. We may infer that the Great Man was

a. kind to people he thought had committed a crime.

b. secretly fearful of Tasso.

c. a dictator figure of very great authority.

d. secretly fearful of the Chief of Police.

23. The ending of the story indicates that the Great Man thought that Tasso

a. would be a good person to blackmail later on.

b. would be useful in a situation that required a quick escape.

c. was not so smart after all.

d. could not be trusted.

24. In “The Smuggler” the Great Man remains nameless because

a. the author was unable to think of a name for the character.

b. he does not want anyone to know who he is.




c. Americans would have too much trouble pronouncing it.

d. he is a symbol of power.

25. “Across the paved courtyard, beyond the long sweep of ornamental railings and the still line of gray-uniformed guards, lay the wide bowl of the only harbor the island possessed.” This is an example of

a. dramatic irony

b. personification

c. sensory imagery

d. simile

26. “He will be proud when you are shot for smuggling.” (11) is an example of

a. direct characterization

b. indirect characterization

c. situational irony

d. verbal irony

27. “From the back of his coat he pulled a knife and placed it on the desk. ‘The Chief of police is a conscientious man, but your presence here flusters him. He was so anxious to get me up here that he made a bad job of searching me.’” (11) is an example of

a. direct characterization of the Great Man

b. direct characterization of Tasso

c. indirect characterization of the Great Man




d. indirect characterization of Tasso

28. The first paragraph of the “The Smuggler” gives information about the story’s

a. theme

b. plot

c. setting

d. conflict

29. “’Denunciation?’ The word was harsh and bitter.

‘Yes.’

‘Anonymous?’

‘Yes’

‘You have suspected him?’

‘He and every other fisherman on the island, but until now I would have said that he was the last man…’” (9)

This quotation comes from the story’s

a. climax

b. denouement

c. exposition

d. falling action

30. Tasso is a ____________ character.




a. flat and static

b. round and static

c. flat and dynamic

d. round and dynamic

English 9 Final Exam Study Guide

Figurative Language and Meaning

1. Allusion

2. Hyperbole

3. Imagery




4. Irony

5. Metaphor

6. Oxymoron

7. Paradox

8. Personification

9. Simile

10. Symbol

11. Tone

12. Voice

Poetry Terms12. Blank verse

13. Couplet

14. Free verse

15. Internal rhyme

16. Line

17. Rhyme scheme

18. StanzaMd. Anwar Hossain Final Portfolio 2007



The Writing Process and Research

19. Prewriting

20. Rough draft

21. Editing

22. Revising

23. Final draft

24. Elaboration

25. Clarity

26. Organization

27. Thesis Statement

28. Repetition (avoiding it)

29. Choosing the proper source

30. Evidence

31. Paraphrase

32. Direct quotation

Elements of Narrative (stories and plays)




Finding meaning from context clues

Tall tale

Editorial

Satire

Mythology

Plot

Exposition

Rising Action / Complication

Internal Conflict

External Conflict

Climax

Falling Action

Resolution

Characterization

Round

Flat

Dynamic




Static

Protagonist

Antagonist

Archetype

Other Terms

Aside

Flashback

Foreshadowing

Setting

Theme

Mechanics, Usage, & Grammar

Run-on

Fragment

Complete Sentence

Capitalization

Spelling

Punctuation (apostrophe, comma, etc.)




Subject/verb Agreement

Adverb/Adjective Form

Homonyms (Using the Right Word)

Pronoun/Antecedent Agreement

Parallel Structure

Using Commas (in a series, with coordinating conjunctions, with subordinating conjunctions)

ENGLISH (113000)

Grades: 9 Credit: one Prerequisite: English 8

Students read a variety of literature, exploring the characteristics of different forms and relating life situations to literary themes. Language study includes spelling, vocabulary, and learning about language history and structure. Through varied and frequent writing assignments, students build on their understanding of writing as a process of prewriting, drafting, revising, and publishing. They also practice discussion skills, and they observe and practice oral presentations to develop poise and confidence. (This is a Standards of Learning aligned course which is tested in 11th grade).

Grade 9

First 9 weeks

August 22 – October 28

Second 9 weeks

October 31 – January 20

Third 9 weeks

January 23 –March 24




SOLs

9.3 a) Identify format, text structure, and main idea.

9.3 c) Use literary terms in describing and analyzing selections.

9.3 d) Explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme.

9.3 f) Describe the use of images and sounds to elicit the reader’s emotions.


9.3 b) Identify the characteristics that distinguish literary forms.

9.3 c) Use literary terms in describing and analyzing selections.


9.3 e) Explain the relationship between the author’s style and literary effect.

9.1 The student will plan, present, and critique dramatic readings of literary selections.a) Choose a literary form for

presentation, such as a poem, monologue, scene from a play, or story.

b) Adapt presentation techniques to fit literary form.

c) Use verbal and nonverbal techniques for presentation.

d) Evaluate impact of presentation.

9.2 The student will make planned oral presentations.a) Include definitions to

increase clarity.b) Use relevant details to

support main ideas.c) Illustrate main ideas

through anecdotes and examples.

d) Cite information sources.e) Make impromptu

responses to questions about presentation.

f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.




9.3 f) Describe the use of images and sounds to elicit the reader’s emotions.

9.3 g) Explain the influence of historical context on the form, style, and point of view of a written work.



9.3 g) Explain the influence of historical context on the form, style, and point of view of a written work.

9.5 a) Identify the two basic parts of drama: staging and scripting.

9.5 b) Compare and contrast the elements of character, setting, and plot in one-act plays and full-length plays.




9.5 c) Describe how stage directions help the reader understand a play’s setting, mood, characters, plot, and theme.

Unassigned SOLs (These SOLs need to be covered. Where should we put them?)

9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.a) Identify a position/argument to be confirmed, disproved, or modified.b) Evaluate clarity and accuracy of information.c) Synthesize information from sources and apply it in written and oral presentations.d) Identify questions not answered by a selected text.e) Extend general and specialized vocabulary through speaking, reading, and writing.f) Read and follow instructions to complete an assigned project or task.

9.6 The student will develop narrative, expository, and informational writings to inform, explain, analyze, or entertain.a) Generate, gather, and organize ideas for writing.b) Plan and organize writing to address a specific audience and purpose.c) Communicate clearly the purpose of the writing.d) Write clear, varied sentences.e) Use specific vocabulary and information.f) Arrange paragraphs into a logical progression.g) Revise writing for clarity.h) Proofread and prepare final product for intended audience and purpose.

9.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.a) Use and apply rules for the parts of a sentence, including subject/verb, direct/indirect object, and




predicate nominative/predicate adjective.b) Use parallel structures across sentences and paragraphs.c) Use appositives, main clauses, and subordinate clauses.d) Use commas and semicolons to distinguish and divide main and subordinate clauses.

9.8 The student will credit the sources of both quoted and paraphrased ideas.a) Define the meaning and consequences of plagiarism.b) Distinguish one’s own ideas from information created or discovered by others.c) Use a style sheet, such as that of the Modern Language Association (MLA) or the American

Psychological Association (APA), for citing sources.

9.9 The student will use print, electronic databases, and online resources to access information.a) Identify key terms specific to research tools and processes.b) Narrow the focus of a search.c) Scan and select resources.d) Distinguish between reliable and questionable Internet sources and apply responsible use of

technology.

Reading Skills

Short Story Unit selections from text

Skills/elements Covered:

speaker narrator protagonist theme plot setting point of view—

Novel To Kill A MockingbirdSkills/elements Covered:

literary forms—novel

dialogue dialect speaker narrator protagonist theme

Drama Romeo and JulietSkills/elements Covered:

comedy/tragedy dialogue soliloquy monologue aside dialect pun staging—lighting

design/cues, costume design, set design, set




first, third limited, third omniscient

tone main idea literary forms—

short story, anecdote, character sketch

simile metaphor personification analogy symbolism apostrophe allusion imagery paradox oxymoron foreshadowing flashback irony—dramatic,

situational, verbal characterization

—direct exposition, character’s actions, character’s thoughts

character types—dynamic, static,

plot setting point of view—

first, third limited, third omniscient

tone main idea simile metaphor personification analogy symbolism apostrophe allusion imagery paradox oxymoron foreshadowing flashback irony—dramatic,

situational, verbal characterization

—direct exposition, character’s actions, character’s thoughts

character types—dynamic, static, round, flat,

decoration: props, stage movement (blocking), voice (tone, pitch, inflection, emotion), facial expression, make-up, curtain cues, music/sound effects

scripting—dramatic structure

one-act vs. full-length play dramatic structure:

exposition/initiating event, rising action, complication/conflict, climax, falling action, resolution/denouement




round, flat, stereotype, caricature

stereotype, caricature

Unassigned Skills (Where should we put them?)

literary forms—fable, legend, myth, tall tale, allegory, biography, autobiography literary foms—essay (editorial, journal.diary entry, informative/explanatory essay, analytical essay,

speech) rhetorical question cliché connotation/denotation hyperbole understatement evaluate clarity/accuracy of information in manuals, textbooks, newspapers, business letters,

brochures, reports, etc. plagiarism MLA format use print, electronic databases, and online resources to access information (identify search terms,

narrow a search, evaluate resources for reliability/accuracy/relevance)

Writing Skills

plan and develop written products that demonstrate understanding of composing, written expression, and usage/mechanics

use prewriting strategies and organize writing communicate the purpose of writing write clear, varied sentences use specific vocabulary and information arrange paragraphs into a logical progression revise writing for clarity proofread materials for intended audience and purpose

Common

What should go here? What should go here? What should go here?




Writing Assessment

Grammar and editing

sentence development—subject/verb, direct object, indirect object, predicate nominative, predicate adjective

parallel structure correlative conjunctions subordinate clauses using commas and semicolons passive/active voice edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

paragraphing appositives main clauses

Vocabulary

Unit 1 chap 1-5: Vocabulary may also be derived from essential and academic word lists from non-fiction readings

Unit 1/2 chap 6-10: Vocabulary may also be derived from essential and academic word lists from non-fiction readings

Unit2/3 chap 10-15: Vocabulary may also be derived from essential and academic word lists from non-fiction readings

Plato

Students will work with Plato Lab to develop reading

Students will work with Plato Lab to develop reading

Students will work with Plato Lab to develop reading comprehension skills.




Lab comprehension skills. comprehension skills.

World History I

(for your reference)

9/7 – 9/10: Paleolithic and Neolithic Ages

9/11 – 9/28: Eight Aspects of Civilization / Sumer/ Fertile Crescent / Egypt / Zoroastrianism

9/29 – 10/11: Ancient China and India / Empires of China and India / Buddhism / Hinduism

10/12 – 11/14: Greece and Alexander the Great

11/04 – 11/14 Greece and Alexander the Great (cont’d)

11/15 – 12/20 Rome / Christianity

1/3 – 1/16 Byzantine Empire / Greek Orthodox / Mongols / Russia

1/20 – 2/2 Islam and Comparative Religions

2/3 – 2/27 The Middle Ages 3/1 – 3/8 Renaissance 3/9 – 3/22 Americas (Mayas,

Aztecs, Incas 3/23 – 4/1 Africa and Japan

Revised 11/8/05


Unit Test: The Elements of a Short Story

Part I—Plot Diagram

Directions: For numbers 1-4, match the letter that corresponds to each definition.

1. the high point of the dramatic conflict – often the turning point in the action

2. the part of the plot in which the conflict and complications develop

3. the part of the plot that introduces characters and their situation

4. the way that the central conflict ends or is resolved

5. events that follow the turning point and deal with the results of the turning point

Part II—Literary elements

A.

B. D..

C.

E.

Directions: Please read the attached story entitled “The Smuggler” by Victor Canning. Answer the following questions based upon your reading. Please put your answers on your scantron.

6. What is “The Smuggler” mainly about?

a. the difficult life of a hard-working fisherman

b. how a fisherman smuggles goods onto an island

c. an encounter between a man and a fisherman

d. the struggles a fisherman and his wife go through

7. Since Tasso had not been carefully searched, what did he have in his possession?

a. a gun

b. a knife

c. a small radio

d. a razor

8. Tasso said that he had spent the previous twenty-four hours

a. alone at sea

b. at sea with his son

c. at home with his wife

d. smuggling criminals

9. The Great Man knew that Tasso was lying because the fisherman

a. had a very guilty look on his face

b. could not look the Great Man in the eye

c. had confessed earlier to the Chief of Police

d. revealed information he should not have known

10. Of the following events, which happened last in the plot of the story?

a. Tasso tossed an artificial rose on the Great Man’s desk.

b. The Great Man told Tasso he was free to go.

c. The Great Man accused Tasso of being a smuggler.

d. The Chief of Police stated that he liked Tasso.

11. “If you had been at sea twenty-four hours without a radio you could not have known the result.” (12) is a quotation from the story’s

a. climax

b. exposition

c. resolution

d. rising action

12. Tasso was wearing a shabby jacket, but the Great Man looked, as always, resplendent. Which of the following best defines the word “resplendent”?

a. sloppy or untidy

b. short but powerful

c. magnificent in appearance

d. dirty and smelly

13. The Great Man said that Tasso managed to jettison his goods before the ship came into port. Define the word “jettison.”

a. to give to the poor

b. to sell for a very low price

c. to give to friends

d. to throw overboard

14. Which sentence best characterizes both the Great Man and Tasso?

a. They were extremely powerful and important political figures.

b. Although they were intelligent, they lacked imagination

c. They were clever and shrewd.

d. They were family men, who always put in an honest day’s work.

15. The main conflict of “The Smuggler” is between

a, The Great Man and the Chief of Police

b. The Great Man and Tasso

c. Tasso and the sea

d. Tasso and his wife

16. Which of the following best describes the type of conflict in “The Smuggler”?

a. internal conflict—man vs. self

b. internal conflict—man vs. society

c. external conflict—man vs. nature

d. external conflict—man vs. man

17. What is the setting of the story?

a. an office in a palace

b. a fishing boat

c. a courtyard near a castle

d. Tasso’s house

18. From what point of view is the story told?

a. first person

b. second person

c. third person limited

d. third person omniscient

19. What does the rose Tasso wears symbolize?

a. His affair with another woman

b. The wealth he has gained from smuggling criminals

c. His sentimental feelings about the war

d. His love for his wife.

20. What is the theme of “The Smuggler”?

a. Those who do wrong should be punished.

b. A life of crime pays.

c. Show others compassion just in case you need their help later.

d. Always keep a watchful eye.

21. Evidence in the story indicates that Tasso was

a. a popular person among those on the island

b. hated and feared by many people on the island

c. unknown to almost everyone on the island

d. a greedy, rich man

22. We may infer that the Great Man was

a. kind to people he thought had committed a crime.

b. secretly fearful of Tasso.

c. a dictator figure of very great authority.

d. secretly fearful of the Chief of Police.

23. The ending of the story indicates that the Great Man thought that Tasso

a. would be a good person to blackmail later on.

b. would be useful in a situation that required a quick escape.

c. was not so smart after all.

d. could not be trusted.

24. In “The Smuggler” the Great Man remains nameless because

a. the author was unable to think of a name for the character.

b. he does not want anyone to know who he is.

c. Americans would have too much trouble pronouncing it.

d. he is a symbol of power.

25. “Across the paved courtyard, beyond the long sweep of ornamental railings and the still line of gray-uniformed guards, lay the wide bowl of the only harbor the island possessed.” This is an example of

a. dramatic irony

b. personification

c. sensory imagery

d. simile

26. “He will be proud when you are shot for smuggling.” (11) is an example of

a. direct characterization

b. indirect characterization

c. situational irony

d. verbal irony

27. “From the back of his coat he pulled a knife and placed it on the desk. ‘The Chief of police is a conscientious man, but your presence here flusters him. He was so anxious to get me up here that he made a bad job of searching me.’” (11) is an example of

a. direct characterization of the Great Man

b. direct characterization of Tasso

c. indirect characterization of the Great Man

d. indirect characterization of Tasso

28. The first paragraph of the “The Smuggler” gives information about the story’s

a. theme

b. plot

c. setting

d. conflict

29. “’Denunciation?’ The word was harsh and bitter.

‘Yes.’

‘Anonymous?’

‘Yes’

‘You have suspected him?’

‘He and every other fisherman on the island, but until now I would have said that he was the last man…’” (9)

This quotation comes from the story’s

a. climax

b. denouement

c. exposition

d. falling action

30. Tasso is a ____________ character.

a. flat and static

b. round and static

c. flat and dynamic

d. round and dynamic

Virginia SOL Writing Rubric

Composing

4 3 2 1

Features

Consistent Control (but not perfect)

Reasonable Control (some features better controlled than others

Inconsistent

Control (control of some features but not of others)

Little or No Control

Central Idea

Sharply focused; narrowed by elaboration

Clearly focused

Central idea may be present, or several ideas may compete

Lacking, usually

Elaboration

Full: details in sentences; illustrations, examples, reasons, and/or events within paragraphs

Purposeful with key details, examples, illustrations, reasons. (There may be some thinness of elaboration)

Little or no elaboration; or a few brief details; or chunks of irrelevant material.

Sparse or not purposeful elaboration.

Organiz Strong; lapses

Reasonable; minor

List of general

Often not present;

ation don’t detract; careful logic and order; sophisticated lead and closure; appropriate and fluid transitions

lapses don’t detract significantly; occasional lapses in coherence(logic) and cohesiveness(connections); skilled opening and closing

statements; hints of organization; underdeveloped or untransitional skeleton of a narrative or explanation

writing skips from point to point.

Unity All parts contribute to the dominant impression or idea of the paper; consistent point of view; no digressions

Few if any digressions; few if any point of view shifts; transitions are appropriate; introduction and closing are full and fit the paper

Opening and closing may be present but are artificial, scant, or undeveloped; transitions may be lacking in many places or inappropriate; point

Lack of elaboration often prevents unity from emerging; some functional transitions or no digressions may exist, but unity is never

well. of view may shift or there may be significant digressions.

created.

Grade Conversion Scale – English 9

12 – 100% (A+)

11 – 95% (A)

10 – 93% (B+)

9 – 90% (B+)

8 – 85% (B)

7 – 82% (C+)

6 – 78% (C)

5 – 74% (C)

4 – 67% (D)

3 – 63% (F)

2 – 59% (F)

Written Expression

Features

4


3


2

Inconsistent


1


Vocabulary

Precise: chooses words carefully, avoiding vague or anemic words

Specific, but a few vague or anemic words may be present

Imprecise, bland vocabulary

Imprecise, bland, vague, or repetitive vocabulary

Information

Precise and even information presented

Specific information, but there may be some general statements.

Uneven information presentation, or tells “everything” –too much

Imprecise, bland, vague or repetitive information

Voice Strong; enhanced by the word choice and information given

Easily discernible, except when general, functional vocabulary is used.

Discernible only when occasional vocabulary and specific information amplify it.

Doesn’t emerge because specific vocabulary and information are not present.

Tone Purposeful Flattens when information and

Rarely emerges due to lack of specific

Rarely emerges.

Usage / Mechanics

Features

4


3


2

Inconsistent


1


Sentence Formation

Mechanics

Usage

Demonstrates awareness and control over all areas of usage and mechanics

Demonstrates reasonable control over some but not all areas. Errors do not seriously affect meaning.

Demonstrates some control in some areas but little on others. Some difficulty in following writer’s ideas.

High density and variety of errors in most areas. Errors affect meaning and make writing difficult to understand.

Sentence Formation Mechanics Usage

Completeness formatting inflections Avoid comma splices spelling

agreement Avoid run-ons capitalization

conventions

Avoid dangling modifiers end punctuationword meaning

Internal punctuation

At the time of my departure from my home country I was excited. After being here I got a new environment- I got an excellent chance to observe many things from my own eyes. I went out for sightseeing. I entered into my classroom for having some new ideas and thoughts. I was really surprised to have a nice environment everywhere.

About the Teachers: It’s my luck that I have got some excellent teachers in the George Mason University. I never forget the names of Dr. Farnoosh, Dr. Steeley, Dr. Scott Bauer, George Flowers. I have learnt a lot of from them. They are hard-working, cooperative, generous and very kind. I enjoyed all the sessions with all the teachers.

About other countries Participants: I have developed friendly relationship with other countries participants. I learnt a lot about their culture and about themselves. I am very much happy to have my new friends.

About Sightseeing: I visited many places by being in the USA. It’s a new chapter in my life to visit the important places of this great country. I went to visit The Washington Monument, The Smithsonian Space Museum, Baltimore, Annapolis, the old town Alexandria. All the places and museums have widened my knowledge and outlook. I was really charmed to visit the new places and things. In this regard I would like to give thanks to IREX from my heart for creating such opportunity for me.

Before receiving training I was not aware of my portfolio but now I can understand the importance of it. My portfolio will show how successful as a teacher I am. I think that I am a responsible person in my society. So I think that it is my sacred duty to develop my portfolio for the betterment my own as well as the students. As it is a continuous process I will develop my portfolio accordingly.

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