1. Mrs. Huma Kirmani The City School Gulshan Boys Campus Prep 2

2. Long Term Goals To adopt new teaching skills to enhance and create students’ skills in English Language and to motivate students to read ; thus proficient in speaking and writing

3. Short Term Goals To alter on and off the method of asking questions; sometimes analytical and to promote critical thinking about text. Encourage collaborative work among students when they have been given creative or critical writing. To be skilled in the usage of grammar ; reinforcement exercises

4. BLOOM’S TAXONOMY The hierarchy of Bloom's Taxonomy is the widely accepted framework through which all teachers should guide their students through the cognitive learning process. You can think of Bloom's Taxonomy as a pyramid, with simple knowledge-based recall questions at the base. Building up through this foundation, you can ask your students increasingly challenging questions to test their comprehension of a given material.Bloom's Taxonomya pyramid I like to keep this flip chart handy while I'm teaching to remind me of the tasks I should ask my students to perform in response to the lesson at hand.this flip chart

5. Here are the 6 levels of Bloom's Taxonomy and the corresponding verb examples: Remembering: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state. Understanding: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select, translate, Applying: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write. Analyzing: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating:appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate Creating: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up, write.

6. Instructional Strategies and Tasks  Emphasize more on thorough reading to answer the analytical questions and to manifest critical opinion  To enable students to read between the lines; to comprehend the given related questions Usage of grammar and reinforcement exercise as to improve their writing skills Groups will be made in order to build confidence and creativity. Public speaking will be encouraged in the class-room

7. StrategiesApproachMode Emphasize more on thorough reading to answer the analytical questions and to manifest critical opinion Questioning skills Brainstorming through pictures Written task (Worksheets) To enable students to read between the lines; to comprehend the given related questions Intervening skills Questioning skills Brainstorming Written task.(Comprehension Passages) Usage of grammar and reinforcement exercise as to improve their writing skills Listening & speaking skills Intervening skills Questioning skills Brainstorming through pictures Question preparation (Group work) Interview Written Task Groups will be made in order to build confidence and creativity. Intervening skills Presentations and Quiz. Public speaking will be encouraged in the class-room Listening & speaking skills Intervening skills Questioning skills Interviews and Role Plays

8. Solution to Anticipated Challenges Challenges Solutions  To paraphrase the long description.  Students and parents may not be helpful in case of main story –line.  Some students who do not want to work or complete their assignments. Use of good English and thorough views of the theme. Students should be given a complete introduction by providing synopsis. Talk to them; motivate them, sit back with them to help in the completion of their work.

9. Newsletter Sample.

10. Timeline Aug: focus on grammar skills Sep: I will focus on speaking Oct: I WILL WORK ON COLLABO RATIVE GROUPS Nov: I will adopt all modern forms of teaching English Language Dec: Public speaking and reading books outside course will be encourage

11. APPLICATION OF BLOOM’S TAXONOMY: VERBAL-LINGUISTICS ActivityLearning Objectives Draw Chart listing all characters in the story with description (aim for at least five descriptive words for each character). Show knowledge and comprehension of the characters in the tale. Choose one character from list and, to a partner, describe that character- without giving name. Partner has to draw the character and, for a bonus point, guess which character is being described. Analyse the characters. Using the character each student has drawn from their partner's description - write three sentences on their background (e.g. where they were born, what their hobbies are and what music they like). Apply their knowledge to an extension of the characters.

12. ActivityLearning Objectives Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale. Use their knowledge, understanding and analysis of the character to entertain and amuse! Display the cartoons of each character in a separate area and hand out voting slips to each student. Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale.

13. RESOURCES Other teacher who teaches same grades and subjects Internet Reference books, curriculum dictionary Word processing, multimedia, worksheets, spread sheets applications Intel teaching program getting started course getting manual

14. Conclusion By implementing my newly acquired teaching styles students will be empowered and will appreciate and gain better knowledge at English