Focus: Creating

Subject: Norwegian

Grade:8

Topic: Fairytales by Asbjørnsen og Moe

From Norwegian curriculum after year 10:

Norsk: “planlegge, utforme og bearbeide egne tekster manuelt og digitalt, og vurdere dem underveis i prosessen ved hjelp av kunnskap om språk og tekst”(Utdanningsdirektoratet, 2013).

Engelsk: “bruke ulike situasjoner, arbeidsmåter og læringsstrategier for å utvikle egne ferdigheter i engelsk”(Utdanningsdirektoratet, 2013).

Objectives Norwegian:  Be able to use their knowledge of fairytales to produce a film based on a traditional Norwegian fairytale.

Objectives English: Be able to dramatize a fairytale in English

Into In the  into activity the students will get an access code and log into flinga.fi, there the students will brainstorm and write down what they know about Norwegian folk tales . Flinga is a useful tool for collaborative thinking,  where all students can see their collective knowledge on a topic.

Through: In this activity the students will get to choose one fairytale by Asbjørnsen and Moe  and dramatize and film a modern version. Students will be divided into groups of five. Then they will have to decide which fairytale they will dramatize. They will get to choose from two fairytales translated into English. “Three billy goats gruff” or “Boots and his brothers”.Then they have to discuss who will play which role and who will be in charge of camera and editing. After this, they all have to discuss and plan how they want to modernize the fairytale and which clothing and props they need, in addition to discussing film location. All groups will be required to create a storyboard, which shows the detailed plans for each scene, They can e.g use imovie to create this and it's also fine to just use cardboard and add post-it notes for each scene. When the storyboard is done and approved by the teacher, the students are ready to film the actual scenes. After the raw footage is done, the students have to edit it. The students can use either windows moviemaker or imovie to do do this, becaise these are fairly easy video-editing tools to use. When the groups are done, all the films will be shown in class.

Beyond: In the beyond stage, each group will look closer at another groups and discuss how the traditional elements have been kept and also how the dramatization has been modernized. Each group will briefly present their findings out loud in class.

Reflection: In this activity it`s vital that the teacher has knowledge about film and video editing and specifically how to use the recommended video editing tools like imovie and windows moviemaker. Many students might be tech-savvy and familiar with these tools, but not all. It is also important the teacher makes sure that the groups consist of 5 people who work together well, because this project depends on good student cooperation and planning.

Assessment: To assess if the learning objectives are met the teacher will look at their finished movies.


Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i norsk (NOR1-05). Accessed from:
https://www.udir.no/kl06/NOR1-05/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Focus: evaluating

Grade:10

Subject: social science

Topic: politics

From Norwegian curriculum after year 10:

Social science:“gjere greie for korleis ulike politiske parti fremjar ulike verdiar og interesser, knyte dette til aktuelle samfunnsspørsmål og argumentere for eige syn”(Utdanningsdirektoratet, 2013).

English: "uttrykke og begrunne egen mening om forskjellige emne" (Utdanningsdirektoratet, 2013).

Specific objective, English: “Be able to justify one`s opinions when debating politics in English.”

Specific objective, social science:” Be able to evaluate the politics of a Norwegian political party.”

Into: In the into stage the students will do a newspaper activity. The students will work in groups of three and each get a small poster. Each group will be assigned different newspapers to look for headlines related to Norwegian politics. Some groups will get physical newpapers the teacher brought and some groups will be assigned electronic newpapers. The students will write down the headlines they find on their posters.By looking at current political news, the student activate their prior knowledge about Norwegian politics. After this the teacher will briefly discuss the most important headlines with the class to get an overview over how up to date the class is with Norwegian politics.

Through: In this activity students will work in pairs and be assigned a Norwegian political party by the teacher. Then, the students have to read about this political party`s politics on their website. Then, they will make a podcast where they evaluate the party's politics and debate what they agree with/ don`t agree with and why.  The podcast will be made using: https://online-voice-recorder.com/. This is because it is a very simple audio recording tool to use where you simply save the file to your computer when your recording is done.

Beyond: In the beyond activity, the students will work in pairs again  and create their own political parties. They have to think about and preferably write down the politics of their imagined political party and give their party a name. When they have a good idea of their party's politics, they will make a 5 minute video where they discuss their political ideas. They can use their phones or PC`s to record the videos. After this, all the videos will be presented in class and the students will have an election where they vote for the party they liked the most by writing down their favorite party on a note.

Assessment:  The teacher will assess if the learning objectives are met by listening to the podcasts and looking at their videos.

Reflection: It might be easier to work individually when creating their own party because two students might have very different opinions concerning politics. But then again politicians have to compromise all the time and find a middle-ground. It can also be scary to make a video alone that will be presented to the class. So, working in pairs can make the beyond task less unnerving.

Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i samfunnsfag (SAF1-03). Accessed from:

https://www.udir.no/kl06/SAF1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arssteget

Focus: Analysing

Grade: 10

Topic: Social science, Geography (demography)

From Norwegian curriculum after grade 10:

Samfunnsfag: “samanlikne storleik, struktur og vekst i befolkningar og analysere befolkningsutvikling, urbanisering og flytting i nyare tid” (Utdanningsdirektoratet, 2013).

Engelsk: “uttrykke seg med flyt og sammenheng tilpasset formål og situasjon”(Utdanningsdirektoratet, 2013).

Specific objectives social science:

Be able to compare two countries demographically

Specific objective English: Be able to use a vocabulary suited to discuss demography (e.g birth rate, death rate,urbanization,  life expectancy, mortality).

Into: In the into activity the students will work in groups of 4 and be given notes with different English words related to demography. They will first discuss the words in the groups and after they will explain their understanding of the words to the teacher. The teacher will help if they are struggling or need correction.

Through: In this activity students will work in pairs and compare two countries demographically, one industrialized country and one developing country. They can choose any two countries in the world and do independent research. Afterwards, they will use powerpoint or prezi to present their findings to the rest of the class. The reason why they will use these tools, is because they are user-friendly and makes it easy to create elegant presentations. Also many students are probably familiar with these tools from before. In the presentation the students are required to to include information about: population, birth rate, death rate, infant mortality rate, poverty, life expectancy and literacy for both countries.

Beyond:

In the beyond activity there will be a class discussion about the consequences of the huge global population growth in the future.The students will first discuss this in their groups of four and then the groups will one by one tell the teacher what they have discussed.

Assessment: The teacher will assess the if the learning objectives are met by watching the presentations.

Reflection: It`s important that the teacher knows how to use prezi, since it can be more difficult to use compared to powerpoint. The teacher also has to  combine pairs of students that work well together and can cooperate well. The teacher also has to help the students find reliable sources if they search the web.

Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i samfunnsfag (SAF1-03). Accessed from:

https://www.udir.no/kl06/SAF1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arssteget

Focus: applying

Grade: 9

Subject: Science

Topic: endangered animals

Norwegian curriculum after 10th grade:

Science:“observere og gi eksempler på hvordan menneskelig aktivitet har påvirket et naturområde, undersøke ulike interessegruppers syn på påvirkningen og foreslå tiltak som kan verne naturen for framtidige generasjoner “ (Utdanningsdirektoratet, 2013).

English:” uttrykke seg med flyt og sammenheng tilpasset formål og situasjon.” (Utdanningsdirektoratet, 2013)

Specific objectives Science: Be able to understand the reasons why some animals are endangered.

Be able to apply knowledge about endangered animals to find solutions to the problem

Specific objective English: Be able to orally present information about an endangered animal in English.

Into- In the into activity the students will use a KWL (know, want, learn) grid where the topic is “endangered animals”. They will fill in what they already know about the topic and what they want to learn about the topic. The teacher will also ask the students out loud in class  what they wrote in the “know” section, so the he/she can get an overview over what the students already know about the topic

Through- The students will work in pairs and go to https://www.worldwildlife.org to choose one endangered animal they want to learn more about. After this, they make a poster online about the one of the animals with a picture of it, a map of where it lives and general information about it.  The poster will also contain information about why the animal is threatened by extinction. They will use https://www.postermywall.com to make the poster. This is because this tool is easy to use and for a small presentation it can be nice to just make a poster online as opposed to a powerpoint presentation or a physical poster which requires more material. After the posters are done, each group will hold a 5 minute presentation about their chosen animal.

Beyond- In the beyond activity, the students will discuss in their pairs what society can do do avoid their chosen animal going extinct, and make a mind map on mindmup.com to find organize their ideas. The reason for using mindmup is because it`s easy to use and is a great tool for organizing many ideas. This is where the students will apply their knowledge about their endangered animal to find a solution. The teacher will, at the end of the lesson make each group briefly explain what they have discussed for the rest of the class.

Assessment: The students will fill in the last column in the KWL grid writing down what they have learned and the teacher will collect them to assess if the objectives have been met.

Reflection: Some students might be unfamiliar with the posterwall or mindmup tool, so it's important that the teacher has good knowledge on how to use it. Also, a 5 minute presentation might be a bit too short to present the animal, so it could have been a longer presentation.

Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i naturfag (NAT1-03). Accessed from:

https://www.udir.no/kl06/NAT1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Grade 10

Focus: Understanding

Subject: Social science, Geography

Topic: Global poverty   

From Norwegian curriculum after year 10:

Social science:

“kartleggje variasjonar i levekår i ulike delar av verda, forklare dei store skilnadene mellom fattige og rike og drøfte tiltak for jamnare fordeling” (Utdanningsdirektoratet, 2013).

English: "lese, forstå og vurdere ulike typer tekster av varierende omfang om forskjellige emner" (Utdanningsdirektoratet, 2013)

Specific objectives:

1.Be able to explain the main causes of global poverty in the world.

2.Be able to understand texts about global poverty and summarize the main ideas in English.

Into: To activate the students prior knowledge about the topic the teacher will make a mind map on the board and ask the students what they know about global poverty and its causes and write it down.

Through: In this activity the students will be learning about global poverty and its causes, and write blog posts. The students will at first read articles about poverty from reliable sources on bibsonomy.org added by the teacher. After the reading the student will create their own blogs on blogger.com and write a blog post about at least three causes of global poverty. So, they have to be able to use their own words to write summaries about what causes global poverty. The reason why the student`s will use blogger.com to make a blog is because it`s very easy to create your own blog there and write posts. Also, it can feel more personal to write blog posts, so the students might feel more of an ownership to the topic they are writing about,                 

Beyond: In the beyond activity the students will write a  hypothetical letter to editor of a opinion section of a newspaper and  use their newly acquired knowledge to write about the importance of reducing poverty and the different ways global poverty can be reduced.                

                         

Assessment: To assess the work of the students, the teacher will access all the blogs of the students and read their summaries and comment on them.

Reflection: When the students write blog posts, a problem might be that some might be tempted to copy paste their summaries from somewhere on the web, so the the teacher has to be weary of that. The teacher also need to be very familiar with this specific blogging site and how to use it, since students might encounter difficulties with how to write blog posts and formatting. Also, as a teacher one could have made the students find information purely by themselves without adding articles for them to read on bibsonomy. But at the same time, some students might struggle to find reliable information on the internet, therefore it can be beneficial to help the students out so they don't spend too much time on finding relevant information.

Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i samfunnsfag (SAF1-03)

Grade: 7

Focus: Remembering

Subject: Social science, Geography

Topic: Countries and capitals

From the Norwegian curriculum after year 7:

Social science:

“Bruke atlas, hente ut informasjon frå papirbaserte temakart og digitale karttenester og plassere nabokommunane, fylka i Noreg, dei tradisjonelle samiske områda og dei største landa i verda på kart”.(Utdanningsdirektoratet, 2013)

English: “forstå og bruke et ordforråd knyttet til kjente emner”. (Utdanningsdirektoratet, 2013)

Specific Objectives:

1: "Be able to know many of the countries and capitals in the world."

2: "Know the English names for many countries and cities."

Into: In my into stage the teacher will have the student guess what the lesson is about. The teacher write down keywords related to the countries and capitals on the board, like: Sweden, India, Beijing, Stockholm, and the class will try and guess based on previous knowledge. The teacher will start with the more difficult key words first and and then write down easier ones if they are not able to guess.

Through: In the through stage, the students will first get time to study atlases and learn new world capitals and countries. After this, the students will go to Flinga.fi and write in as many boxes with country and capital they know, everyone`s answers will be visible to the whole class. The students will be told that if a country+capital is already written, there's no need to write more times. Everything must be written in English.The reason to use flinga.fi is that everything the students write is visible to the whole class. It can be fun and motivating for the students to see the collective knowledge of the whole class and then it can be viewed as a form of team work.

Beyond: In the beyond the stage students will go in pairs and use their new knowledge to quiz another student on capitals and countries they know, e.g “Where is Vienna the capital?”.

Assessment: To assess if the learning objectives are met, the teacher will look at what the students write in flinga and listen to the students quiz each other in the beyond stage.

Reflection: A challenge might be that some students might write down non-subject related things when using flinga. Flinga is anonymous, so some students might be tempted to joke around. But a positive thing is that the teacher is able to be moderator and delete inappropriate answers.                   

Literature:

Utdanningsdirektoratet. (2013). Læreplan i engelsk (ENG1-03). Accessed from:

https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/kompetansemal-etter-10.-arstrinn

Utdanningsdirektoratet. (2013). Læreplan i samfunnsfag (SAF1-03). Accessed from: https://www.udir.no/kl06/SAF1-03/Hele/Kompetansemaal/kompetansemal-etter-7.-arssteget