1. February-May 2012

2. LONG TERM GOAL Adopt 21 st century teaching approaches to enhance students’ language and comprehending skills.

3. SHORT-TERM GOALS By the end of the session the students will be able to:  Better understanding between students and teachers.  Evaluate students’ language proficiency by giving them Monthly and class test.  To make them aware of the classical writing in the nineteenth century.  Highlight the key facts and main characters through power point presentation.

4. USE OF BLOOM’S TAXONOMY AND 21 st CENTURY APPROACHES IN THE TOPIC

5. TIMELINE February-May 2012 Novel: A Tale Of Two Cities by Charles Dickens Book II chapters 23-24 and Book III complete. Oxford Progressive English 8 Grammar: Direct and indirect speech, prepositional phrases, subject verb agreement, tenses, infinitives, articles, Active and passive voice, idioms. Composition: paragraph, argumentative and summary writing. Poems: I miss you Palestine, Home thoughts from abroad, human heart.

6. INSTRUCTIONAL STRATEGIES AND TASKS  Students will be encourage to adopt 21 st century learning aids.  I will conduct worksheets and encourage them to participate in group discussions.  Students will be emphasized to follow the iterative cycle i.e. plan, do, review and share to ensure a better end product.  Students will be shown a movie via YouTube in order to provoke higher order thinking.

7. SOLUTIONS TO ANTICIPATED CHALLENGES PROBLEMS  Few students are interested in visiting the olcsn website  Some students complain that they are unable to open the password through their ID.  Students and parents will notice that grammar is not being focused in the new session. SOLUTIONS  Those worksheets should be marked for the term marks.  As the information or worksheet is the same for all the students, they can access the site through a friend’s password.  More emphasis will be laid on comprehension and creative writing.

8. Bloom’s Taxonomy Application  Remembering: After reading Book 2 and 3 of the novel students will be able to remember the plot, main characters and events of the novel.  Understanding: Better understanding of the French Revolution and it’s causes.  Applying: Peer discussion about the novel and summary writing.  Analyzing: To compare the circumstances of French Revolution with present era e.g. Egypt, Yemen, Bahrain and Libya.  Evaluating: Group discussion and morning assembly presentation.  Creating: Students will present Skit on Novel.

9. RESOURCES Other teacher who teaches same grades and subject Reference books, curriculum dictionary http://www.google.com/images/ htp://youtube.com Word processing, multimedia and spreadsheets application. http://www.englishpage.com/grammar

10. Acknowledgment From the depth of my heart I would like to thank my family, heads, management, INTEL master trainers and my colleagues for the continuous support and guidelines throughout the period.

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