English 5 pamphlet

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English 5 pamphlet

  1. 1. English Department Vivian M. Cassel Meeting the Goals inEnglish 5: Our Model for Success By the English teachers of Östra Gymnasiet Vivian M. Cassel, Marit Wikström, Petra Andersson, Mike Bercoff, and Helene Heurlin 1
  2. 2. English Department Vivian M. CasselTable of ContentsINTRODUCTION ................................................................................................................................. 4Our Goals and Grading ..................................................................................................................................... 4Our Pedagogical Style....................................................................................................................................... 4 Assessment ........................................................................................................................................................ 4 Lecture ................................................................................................................................................................ 4 Workshop ........................................................................................................................................................... 4 Co-operative Learning ........................................................................................................................................ 5 Rubric .................................................................................................................................................................. 5 Peer-review......................................................................................................................................................... 5 Predicted Grade .................................................................................................................................................. 5 Proposal .............................................................................................................................................................. 5THE FOUR ASSESSMENTS ............................................................................................................... 6EXPECTATIONS, ABSENCES, TARDINESS, LATE WORK, ETC… ........................................... 6 Overall expectations ........................................................................................................................................... 6 Absences ............................................................................................................................................................. 7 Tardiness ............................................................................................................................................................. 7 Late work ............................................................................................................................................................ 7 Missed National Tests ......................................................................................................................................... 7LECTURES AND WORKSHOPS ....................................................................................................... 7ENGLISH 5 CURRICULUM FROM SKOLVERKET ....................................................................... 9Ämnesplan för ämnet Engelska ........................................................................................................................ 9Ämnets syfte .................................................................................................................................................... 9Kurser i ämnet .................................................................................................................................................. 9Engelska 5 ...................................................................................................................................................... 10Centralt innehåll ............................................................................................................................................ 10 Kommunikationens innehåll ............................................................................................................................. 10 Reception .......................................................................................................................................................... 10 Produktion och interaktion ............................................................................................................................... 10Kunskapskrav ................................................................................................................................................. 11 Betyget E ........................................................................................................................................................... 11 Betyget C ........................................................................................................................................................... 11 Betyget A .......................................................................................................................................................... 11ASSESSMENT 1: TRIP TO AN ANGLOPHONIC COMMUNITY ............................................. 13 2
  3. 3. English Department Vivian M. CasselGoals .............................................................................................................................................................. 13Resources Needed.......................................................................................................................................... 13Time Frame .................................................................................................................................................... 13Assignment .................................................................................................................................................... 16ASSESSMENT 2: NEWS STORY – FIVE PARAGRAPH ESSAY STRUCTURE ..................... 17Goals .............................................................................................................................................................. 17Resources Needed.......................................................................................................................................... 17Time Frame .................................................................................................................................................... 17Assignment .................................................................................................................................................... 19ASSESSMENT 3: ARGUMENTATIVE ESSAY ............................................................................. 20Goals .............................................................................................................................................................. 20Resources Needed.......................................................................................................................................... 20Time Frame .................................................................................................................................................... 20Assignment .................................................................................................................................................... 21ASSESSMENT 4: ARGUMENTATIVE DISCUSSION ................................................................. 22Goals .............................................................................................................................................................. 22Resources Needed.......................................................................................................................................... 22Time Frame .................................................................................................................................................... 22Assignment .................................................................................................................................................... 24PROPOSAL TEMPLATE ................................................................................................................. 25 3
  4. 4. English Department Vivian M. CasselIntroductionOur Goals and GradingOur first goal in English 5 is to give students, who have and who have not been preparedfor thiscurriculum1, the opportunity to achieve all the goals available.In other words, students who activelyparticipate in Östra Gymnasium’s English 5 courses should have the opportunity to show that theyhave achieved English 5 goals on the National Test. Here at Östra Gymnasiet, the English teachers’standards are constantly monitored by each other, and the overall system for grading the NationalTest standardizes the grades across all classes. In other words, it is not only your course teacher wholooks at the Writing part of your National Test. Other teachers are responsible for the grading of thattest as well. The same procedure functions for all of the writing assessments for the course, so thatall students are graded under the same criteria and objectively.This ensures thatall students followequal procedures in order to achieve their goals in English. Throughout the school year, your courseteacher will be able to provide you with feedback and an assessment of your work according to thecriteria, but not with a grade. The first time you will know of a grade in connection to your work isafter the National Test. Therefore, the course is set up so that students who do all of the work,attend all the classes, and complete all of the assessments according to instructions should becapable of passing and even excelling on the National Test.Our Pedagogical StyleSince the new system works toward assisting students in the transition from compulsory school touniversity and work life, we have set up a structure that simulates the structure most commonlyused in studies after Upper Secondary School. The different methods of approach and items that youwill encounter in this courseare as follows:AssessmentAn assessment is the work to be assessed against the grading criteria. Although the student does notreceive a grade until after the National Test, the student receives knowledge of where he/she standsagainst the grading criteria through these assessments. Teachers have used the “Central Content”(Central Innehål) from the English 5 Curriculum to create four assessments for the course.LectureA lecture is a lesson in which a large number of students receive information from a speaker. This iswhat most adult education consists of. To sit and listen to a lecture requires skill and motivation.Therefore, there are few of these types of lessons. Each lecture will inform the student on the nextassessment to be evaluated and teach methods for obtaining good results. Missing lectures cancreate confusion, so make sure you have a buddy to fill you in later on the details if unavoidableabsence occurs.WorkshopA workshop is a lesson in which a smaller number of students work in groups on the tools needed tocomplete an assessment that was introduced in the lecture. This is also common in adult education.1 By ”students who have not been prepared for this curriculum”, we mean students who have been preparedfor the curriculum established before 2011. A student who has not even been prepared to the standardsexpected before the reform might have trouble in the course and need to consider receiving extra support inEnglish. 4
  5. 5. English Department Vivian M. CasselThis requires skill and motivation, but includes social activities that students are familiar with fromcompulsory school. The teachers will place you in a group to work with until the assessment iscomplete. Sometimes classes are interrupted during the school year due to other school activities. Ifthis is the case, the workshops will be either an individual or group homework assignment placed onFronter. In that case, you will have to schedule a homework time to meet with individuals in yourgroup. Absence or school activities do not serve as an excuse for not participating in workshopactivities, because workshop activities will always be available on Fronter for all students to workwith.Co-operative LearningCo-operative Learning can be described in many ways. Here at Östra, a small group of studentsactively participate in the completion of workshop work together and receive feedback from theteacher as a group. This allows the teacher to give feedback of higher quality and allows the studentsto discuss the feedback with each other for a better understanding of the teacher’s feedback. It alsoallows the students to feel more open to asking questions when they do not understand, since theycan both learn from each other’s understanding and approach the teacher as a group with theirquestions.RubricRubrics are commonly made with the assistance of the criteria and the students. It is our highestambition to make sure that the students are involved in the creation of rubrics. However, in somecases where time maybe lost, the teachers may create it and make sure that the students use it andunderstand it. A rubric will be created for each assessment to assist the student with evaluation ofhis/her assessment work and for peer review.Peer-reviewThe students will use the rubrics to evaluate their peers on each assessment. Why? Because this isincluded in the new curriculum. Also, the peer review assists the students who review and who arebeing reviewed to understand where they stand in relation to the criteria. The student will alsoreceive the teacher’s rubric assessment. Peer-review must be completed whether done during classtime or for homework.Predicted GradeOnce the National Test is complete, the students receive a predicted grade. The predicted grade isdecided as follows. If the student has completed all of the assessments, the predicted grade willmatch the score the student receives on the National Test. If the student has not completed all of theassessments, the student will receive an IG on his/her predicted grade. The reason for this is that theNational Test only tests part of the course criteria. Other criteria, such as cultural criteria are nottested.ProposalOnce the predicted grade has been set, students who have done all four assessments may write aproposal in order to improve his/her grade. Students who have not done all four assessments maycomplete those assessments to receive the National Test grade. Proposals are often written at theuniversity level and for other reasons in adult life. If not written, proposals are made. There is aneffective and an ineffective way to make a proposal. We at Östra have created a template for a 5
  6. 6. English Department Vivian M. Casselsimplified proposal to assist the student in the composition of the proposal. Only serious proposals2will be accepted, sometimes with adjustments, however.The Four AssessmentsThe “Central Content” for the subject has been used to create the basic structure for creating all fourassessments. Skolverket’s publication of English 5 is appended to this document. There are twospeaking assessments and two writing assessments. They all require stimuli in reading and/orlistening. The students must learn certain techniques or have certain tools to complete eachassessment. The techniques will be introduced during the lectures, but will be practiced during theworkshops or for homework. The four assessments are explained in detail in the appendix of thisdocument. They are named as follows: 1. Trip to an Anglophonic Community 2. News Article: Five-paragraph Essay structure 3. Argumentative Essay 4. Argumentative DiscussionExpectations, absences, tardiness, late work,etc…Overall expectationsFirst of all, we expect students to use this pamphlet as a first resource for answering all questionsconcerning English 5. This handbook will always be related to matters concerning English 5. Weexpect students to show a sense of maturity concerning modern technology (cell phone, iPod, iPad,etc…). Modern technology in the classroom should only be used to assist you in your studies (notetaking, recording lectures, etc…). If the student is not able to use technological devices only forpurposes related to that which is relevant at the time of the lesson, then the student is expected notto use the device in class at all. We also expect students to always come to class with necessarymaterials.It is up to the student to keep up with the assignments and whether or not a copy shouldbe brought to class. Use the checklist below to know what you should have with you in class. Itemslisted as “basic” are items that one always brings to class under all circumstances: 1. Pen and/or pencil +pencil sharpener+eraser (basic) 2. Notebook (basic) 3. Folder for storing loose paper and all handouts, including this handbook.(basic) 4. Homework (according to lesson plan.)All four assessments must be completed in order for students to pass the course, even if the studentpasses the National Test, because the National Test does not test all the criteria set out for thecourse.2 We consider a proposal to be serious whenwell structured, well written (in English), and convincing.Also, aserious proposal considers the amount of time the teacher has to assess the work before the grading deadline. 6
  7. 7. English Department Vivian M. CasselAbsencesStudents should not be absent more than 18% of the period. If a student is absent, the studentshould make it his/her responsibility to check all modes of information available before consultingthe teacher. First of all, what we do in class is detailed in this document in this Appendix. A moredetailed plan has been created for the year. If we miss a class due to an interruption in the SchoolYear Plan (Läsårsplanering), then you should check on Fronter what you should do, because thecourse must move accordingly in spite of missed days due to schedule breaking activities.TardinessStudents are expected to always be on time for class. If a teacher is not there for some reason (veryuncommon, but can happen), students are expected to wait at the door for at least 15 minutesbefore going to the reception to find out if the teacher is missing for some reason that has not yetbeen reported.Late workStudents must meet all deadlines for the four assessments and should meet all deadlines forworkshop assignments. If the student misses a deadline for an assessment, the student will not havethe opportunity to improve his/her grade with a proposal, but should complete the assessment whilethe other students are working on proposals to improve grades after the National Tests have beencompleted.Missed National TestsThere is only one legal way for a student to make up a National Test. That is to contact the schoolprinciple and ask for a new date to take the test. The principle may only comply due to extremecircumstances (a car accident, a death in the family, possibly depression with a doctor’s note, etc…).Therefore, it is smart to attend all National Tests on time in spite of all circumstances. No tests can betaken before the test date and no students may take the test home to take it on the test date due tovacation. Vacation is never authorized during National Test dates, so always have your parents tocheck those dates before making plans.Lectures and WorkshopsBelow is the overall timeframe for the course. You will receive more detailed information from yourteacher.Week Lesson 1 Lesson 2 Homework34 Grammar Marathon35 “36 “37 “38 “39 Anglophonic Community40 “41 “42 “43 “ 7
  8. 8. English Department Vivian M. Cassel44 FALL BREAK FALL BREAK45 “46 “47 Five-paragraph Essay48 “49 “50 “51 ” CHRISTMAS BREAK IS ON THURSDAY AND FRIDAY.52 CHRISTMAS BREAK CHRISMAS BREAK1 CHRISTMAS BREAK CHRISMAS BREAK2 “3 “4 Argumentative Essay5 “6 “7 “ Argumentative Discussion8 “ “9 SPORTS HOLIDAY SPORTS HOLIDAY10 “ “11 Break to pair up and Break to pair up and practice for Speaking practice for Speaking part of NT. part of NT.12 Speaking NT usually Speaking NT usually occurs now occurs now.13 “ “14 “ “ FRIDAY IS LONG FRIDAY15 EASTER HOLIDAY EASTER HOLIDAY16 National Test Practice17 “18 “ Friday is time for Part I MONDAY IS A HALF of the National Test. DAY AND TUESDAY IS MAY 119 “20 “ Wednesday is time for THURSDAY IS Part II of the National ACENSION DAY AND Test. FRIDAY IS A HOLIDAY21 Proposal22 “23 “ WEDNESDAY IS SWEDEN’S NATIONAL DAY. 8
  9. 9. English Department Vivian M. CasselAppendix 1:English 5 Curriculum from SkolverketÄmnesplan för ämnet EngelskaDet engelska språket omger oss i vardagen och används inom skilda områden som kultur, politik,utbildning och ekonomi. Kunskaper i engelska ökar individens möjligheter att ingå i olika socialaoch kulturella sammanhang och att delta i ett globaliserat studie- och arbetsliv. Kunskaper iengelska kan dessutom ge nya perspektiv på omvärlden, ökade möjligheter till kontakter ochstörre förståelse för olika sätt att leva.Ämnets syfteUndervisningen i ämnet engelska ska syfta till att eleverna utvecklar språk- ochomvärldskunskaper så att de kan, vill och vågar använda engelska i olika situationer och för skildasyften. Eleverna ska ges möjlighet att, genom språkanvändning i funktionella och meningsfullasammanhang, utveckla en allsidig kommunikativ förmåga. Denna förmåga innefattar delsreception, som innebär att förstå talat språk och texter, dels produktion och interaktion, sominnebär att formulera sig och samspela med andra i tal och skrift samt att anpassa sitt språk tillolika situationer, syften och mottagare. Genom undervisningen ska eleverna även ges möjlighetatt utveckla språklig säkerhet i tal och skrift samt förmåga att uttrycka sig med variation ochkomplexitet. Dessutom ska eleverna ges möjlighet att utveckla förmåga att använda olikastrategier för att stödja kommunikationen och för att lösa problem när språkkunskaperna interäcker till.Eleverna ska ges möjlighet att utveckla kunskaper om livsvillkor, samhällsfrågor och kulturellaföreteelser i olika sammanhang och delar av världen där engelska används. Undervisningen skastimulera elevernas nyfikenhet på språk och kultur samt ge dem möjlighet att utvecklaflerspråkighet där kunskaper i olika språk samverkar och stödjer varandra. Undervisningen skadessutom bidra till att eleverna utvecklar språklig medvetenhet och kunskaper om hur man lär sigspråk i och utanför undervisningen.Undervisningen ska i allt väsentligt bedrivas på engelska. I undervisningen ska eleverna få mötatalad och skriven engelska av olika slag samt få sätta innehållet i relation till egna erfarenheter ochkunskaper. Eleverna ska ges möjlighet att interagera i tal och skrift samt producera talat språk ocholika texter, på egen hand och tillsammans med andra, och med stöd av olika hjälpmedel ochmedier. Undervisningen ska dra nytta av omvärlden som en resurs för kontakter, information ochlärande samt bidra till att eleverna utvecklar förståelse av hur man söker, värderar, väljer ochtillägnar sig innehåll från olika källor för information, kunskaper och upplevelser. Undervisningeni ämnet engelska ska ge eleverna förutsättningar att utveckla följande: 1. Förståelse av talad och skriven engelska samt förmåga att tolka innehållet. 2. Förmåga att formulera sig och kommunicera på engelska i tal och skrift. 3. Förmåga att använda språkliga strategier i olika sammanhang. 4. Förmåga att anpassa språket efter olika syften, mottagare och situationer. 5. Förmåga att diskutera och reflektera över livsvillkor, samhällsfrågor och kulturella företeelser i olika sammanhang och delar av världen där engelska används.Kurser i ämnet. Engelska 5, 100 poäng, som bygger på de kunskaper grundskolan ger ellermotsvarande. 9
  10. 10. English Department Vivian M. Cassel. Engelska 6, 100 poäng, som bygger på kursen engelska 5.. Engelska 7, 100 poäng, som bygger på kursen engelska 6.Engelska 5Kursen engelska 5 omfattar punkterna 1–5 under rubriken Ämnets syfte.Centralt innehållUndervisningen i kursen ska behandla följande centrala innehåll:Kommunikationens innehåll. Ämnesområden med anknytning till elevernas utbildning samt samhälls- och arbetsliv;aktuella områden; händelser och händelseförlopp; tankar, åsikter, idéer, erfarenheter och känslor;relationer och etiska frågor.. Innehåll och form i olika typer av fiktion.. Levnadsvillkor, attityder, värderingar och traditioner samt sociala, politiska ochkulturella förhållanden i olika sammanhang och delar av världen där engelska används. Engelskaspråkets utbredning och ställning i världen.Reception. Talat språk, även med viss social och dialektal färgning, och texter som är instruerande,berättande, sammanfattande, förklarande, diskuterande, rapporterande och argumenterande, även viafilm och andra medier.. Sammanhängande talat språk och samtal av olika slag, till exempel intervjuer.. Skönlitteratur och annan fiktion. Texter av olika slag och med olika syften, till exempel manualer, populärvetenskapligatexter och reportage. Strategier för att lyssna och läsa på olika sätt och med olika syften. Olika sätt att söka, välja och kritiskt granska texter och talat språk. Hur ord och fraser i muntliga och skriftliga framställningar skapar struktur ochsammanhang genom att tydliggöra inledning, orsakssammanhang, tidsaspekt och slutsats.Produktion och interaktion Muntlig och skriftlig produktion och interaktion av olika slag, även i mer formellasammanhang, där eleverna instruerar, berättar, sammanfattar, förklarar, kommenterar, värderar,motiverar sina åsikter, diskuterar och argumenterar. Strategier för att bidra till och aktivt medverka i diskussioner med anknytning tillsamhälls- och arbetslivet. Bearbetning av egna och andras muntliga och skriftliga framställningar för att variera,tydliggöra och precisera samt för att skapa struktur och anpassa till syftet och situationen. I dettaingår användning av ord och fraser som tydliggör orsakssammanhang och tidsaspekter. 10
  11. 11. English Department Vivian M. CasselKunskapskravBetyget EEleven kan förstå huvudsakligt innehåll och uppfatta tydliga detaljer i talad engelska ivarierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sinförståelse genom att översiktligt redogöra för, diskutera och kommentera innehåll och detaljersamt genom att med godtagbart resultat agera utifrån budskap och instruktioner i innehållet.Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritisktgranska innehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda detvalda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat,relativt tydligt och relativt sammanhängande. Eleven kan formulera sig med visst flyt och inågon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringarav, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sigtydligt och med visst flyt samt med vissanpassning till syfte, mottagare och situation. Dessutomkan eleven välja och använda i huvudsak fungerande strategier som i viss mån löser problem ioch förbättrar interaktionen.Eleven diskuterar översiktligt några företeelser i olika sammanhang och delar av världen därengelska används, och kan då också göra enkla jämförelser med egna erfarenheter och kunskaper.Betyget D innebär att kunskapskraven för E och till övervägande del för C är uppfyllda.Betyget CEleven kan förstå huvudsakligt innehåll och uppfatta väsentliga detaljer i talad engelska ivarierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sinförståelse genom att välgrundat redogöra för, diskutera och kommentera innehåll och detaljersamt genom att med tillfredsställande resultat agera utifrån budskap och instruktioner iinnehållet.Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritisktgranska innehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivtsätt det valda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig relativt varierat,tydligt, sammanhängande och relativt strukturerat. Eleven kan även formulera sig med flyt ochviss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundadeförbättringar av, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sigtydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kaneleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.Eleven diskuterar utförligt några företeelser i olika sammanhang och delar av världen därengelska används, och kan då också göra välutvecklade jämförelser med egna erfarenheter ochkunskaper.Betyget B innebär att kunskapskraven för C och till övervägande del för A är uppfyllda.Betyget AEleven kan förstå såväl helhet som detaljer i talad engelska i varierande tempo och i tydligtformulerad skriven engelska, i olika genrer. Eleven visar sin förståelse genom att välgrundat ochnyanserat redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med gottresultat agera utifrån budskap och instruktioner i innehållet. 11
  12. 12. English Department Vivian M. CasselEleven kan välja och med säkerhet använda strategier för att tillgodogöra sig och kritiskt granskainnehållet i talad och skriven engelska.Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt ochkritiskt sätt det valda materialet i sin egen produktion och interaktion.I muntliga och skriftliga framställningar i olika genrer kan eleven formulera sig varierat, tydligt,sammanhängande och strukturerat. Eleven kan även formulera sig med flyt och viss anpassningtill syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanseradeförbättringar av, egna framställningar.I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleventydligt, relativt ledigt och med flyt samt med anpassning till syfte, mottagare och situation.Dessutom kan eleven välja och använda väl fungerande strategier som löser problem i ochförbättrar interaktionen och för den framåt på ett konstruktivt sätt.Eleven diskuterar utförligt och nyanserat några företeelser i olika sammanhang och delar avvärlden där engelska används, och kan då också göra välutvecklade och nyanserade jämförelsermed egna erfarenheter och kunskaper.33 Utbildningsdepartementet. ”Förordning om ämnesplaner för de gymnasiegemensamma ämnena.” (December2, 2010). http://www.skolverket.se/content/1/c6/02/33/57/Gymgemensamma.pdf (accessed May 26, 2011). 12
  13. 13. English Department Vivian M. CasselAppendix 2Assessment 1: Trip to an AnglophonicCommunityGoals To express yourself verbally and formally To gain knowledge of different countries where English is spoken and be able to compare it to your own country. To become familiar with the social, political and cultural relationships in different contexts and parts of the world where English is spoken. To take your own responsibility in planning, researching, and presenting your own material. To receive and give information To retrieve information connected to your own interest and tell, describe, and explain the information retrieved, as well as to add your own opinion. To retrieve the English spoken of a different dialect and comment upon the details of that English.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary, the internet, reference materials from library. PowerPoint and skills using it. Good research skills A choice of English-speaking countries (Canada, USA, England, Ireland, Australia, New Zealand, South Africa, India, etc…). Ability to work well in a groupTime FrameFourteen lessonsLesson What? Possible Teaching Method Homework1 Introduce assessment and tell about the rubric writing process. Show the empty rubric.2 and 3 Analysis of different Find YouTube clips that dialects in different exemplify the accent from countries: Material can each country. Work with the easily be retrieved from students to try and transcribe YouTube. Student can what the individuals are write reflections over the saying. Afterwards, try to differences they here and describe the differences. discuss in groups.4 and 5 Review lessons two and Play 1-2-4: 1 - Have the three and fill in some of students read individually to 13
  14. 14. English Department Vivian M. Cassel the rubric with the underline words that they students. Listen to songs don’t understand and words from the different or phrases that might offer a countries. Analyze the clue to what the culture in lyrics in relation to the that community is like. 2 - music with the students. Then, have the individuals to Research how words, work in pairs, sharing what phrases, geographic they had questions about and locations, setting, etc… to help each other understand, might tell us something if possible. 4 – Put the pairs about the culture. with another pair to createmore questions and draw more conclusions. The students can then share the questions they have and the clues they found. After this students can be placed into groups that investigate the questions for one of the songs in order to come to conclusions that they present to the rest of the students. Although all students have a copy of all the songs to investigate together, more can be accomplished in a qualitative fashion if the groups work with different songs.6 and 7 Review lessons four and Find examples of five and fill in some of instructions, motivations the rubric with the (such as Advertising) and students. arguments (not too large; Writing/speaking something that projects the workshops on how to language). Analyze the instruct, motivate, and language and grammar used argue. Work on with the students. Keep in examples of how these mind that students may have techniques might be used not studied grammar. in the student’s Therefore, you have the summative assessment. opportunity, for example, to Start by teaching teach them what an something about imperative is when you teach considering one’s about instruction writing. audience and style in You also may get to teach a relation one’s audience. little rhetoric for motivation and argumentation (logos, ethos, and pathos). You may also discuss the overused 14
  15. 15. English Department Vivian M. Cassel “you” in essay and writing and that now is when it is okay --- in advertising. Students practice on writing short instructions, motivations and arguments. Peers review the work and offer advice.8 Review lessons six and Do your part of the seven and fill in some of research and create your the rubric with the part of the PowerPoint students. Students are presentation. placed in groups by teacher and given different countries. Choose a group leader. Read the assignment and delegate out homework for each participant in the group. Leave nicely written notes on who does what to the teacher. Every person in the group must be involved in the preparation process.9 Put the presentation Practice on presentation together, so that it looks alone and find group time like one person had done to practice. it. Make sure that your spelling and grammar is as correct as possible and don’t forget to entertain us with pictures and practice. Delegate out any homework that must be done. Leave homework plan in to teacher.10 Check rubric one last . time before dress rehearsal. Dress rehearsal. Be able to speak and convince, using the techniques you have learned during your lessons. You should be able to speak without reading from a paper11 Be prepared to give your 15
  16. 16. English Department Vivian M. Cassel presentation --- Names will be drawn from a hat. Those who do not give presentations will be filling in a rubric for peer review.12 Presentations and Peer Review continued.13 Presentations and Peer Review continued.14 Presentations and Peer Review continued.15 Presentations and Peer Review continued.AssignmentYou are a travel agency working to attract tourists to your English-speaking country. You aremeeting different groups of travellers and trying to convince them that your country is the bestto visit. You are asked by your boss to prepare a PowerPoint presentation that gives thefollowing information in an exciting way: a. Cultural Aspects (Food, language -- sample of language, drinks, architecture, places to visit, sports, some other information that is connected to your own personal desires and interest). b. Geography --- What’s the weather, landscapes, etc. like and how does it affect the people’s way of life.The key to doing a good job is to choose techniques practiced in class to make yourpresentation as exiting, entertaining, and as convincing as possible. It should not be too long,but should be fun and informative. We expect high quality work here. 16
  17. 17. English Department Vivian M. CasselAppendix 3Assessment 2: News Story – Five Paragraph EssayStructureGoals To express yourself formally in writing. To learn the basic structure of writing. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophoniccommunity through the reading and the co-operative sharing of novels. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community through the reading of extracts. To review the writing of your peers and of yourself. To learn to summarize and make reference to other discourse.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary and a computer. Listening skills, a desire to learn something new, and the ability to work with others.Time FrameFourteen lessonsLesson What? Possible Teaching Method Homework1 Present the assignment. Make a reading plan Lecture: structure of news for your teacher and article. put it on Fronter to be Lecture: Summary- accepted. response Go with individual teacher to choose a novel to start reading.2 Read articles (notice The articles will be used Place summary- structure) on specific later for the argumentative response paper on subjects related to the essay and discussion. Fronter. living conditions, attitudes, and traditions found in the Choose one article per Anglophonic community group. (e.g. Capital Punishment, Corporal Punishment, Cloning, Stem Cell Research, Pollution, Drugs, Poverty, Gender Issues, School Uniforms, Universal Healthcare) + prepare and write 17
  18. 18. English Department Vivian M. Cassel summary-response.3 Groups review each other’s Place articles on articles. Improve according Fronter after review. to group review and place on Fronter.4 Teacher gives feedback. Students meet book club to discuss book and write a blog for what they have read.5 Lecture: Five-paragraph essay and Creating transition in essays Go with course teachers to create groups.6 Groups plan essays (Groups of only 3 or 4). Teacher gives feedback to groups. Book club meets and writes blog.7 Groups write paragraph A, B, and C. Teacher gives feedback on paragraph A for each group. Students improve A according to feedback and write or improve B and C according to feedback.8 Students write introduction Finish groups essays and conclusion. Teacher for homework, if gives feedback on necessary. Introduction and conclusions. Students put the whole essay together and place on Fronter in correct format. Book clubs meets and write on blog.9 Feedback on overall essay. Teacher creates an overhead of the best examples for feedback and offers feedback on the overhead for the essays.10 Teacher continues giving Leave summary of feedback, if necessary. novel on Fronter. Students write summaries 18
  19. 19. English Department Vivian M. Cassel of their novels and put them on Fronter.11 Book clubs meet and create a common summary of the novel to quickly tell the rest of the class.12 Look at criteria with . Write your essay teacher and create a rubric (Assessment 2: News for your assessment. Story – five paragraph essay structure) and bring about three copies to class for peer review13 Peer review with rubrics in groups of three.14 Improve essay according to Finish essay and put it on rubrics. Fronter.AssignmentChoose an event from one of the novels you read in class as the basis for your news article7544.Follow the structure of writing a news story in five-paragraph essay format to write a news story andplace it on Fronter. Use all the knowledge and tools gained from your lessons to create your story. 19
  20. 20. English Department Vivian M. CasselAppendix 4Assessment 3: Argumentative EssayGoals To express yourself formally in writing. To learn how to expand on the basic structure of writing. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophoniccommunity. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community. To review the writing of your peers and of yourself. To work with skills learned in other areas of behavioral development in language, such as to tell, explain, comment, value, motivate your own opinions, and to argue.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary and a computer. Listening skills, a desire to learn something new, and the ability to work with others. Knowledge from the other lessons and assessments.Time FrameSeven lessonsLesson What? Possible Teaching Method Homework1 Introduce assessment. Lecture: Writing an Argumentative Essay – How is it different from a five-paragraph essay and why are we learning to write different types of essays. Lecture: Quoting sources effectively, giving the source credit, and writing a Works Cited page properly.2 Read articles on specific Place the students in 10 Put summary-responses subjects related to the groups (groups of 3). on Fronter. living conditions, Choose one article per attitudes, and traditions group.Have the students found in the Anglophonic write a summary-response community (e.g. Capital for each article to share Punishment, Corporal with the rest of the group. Punishment, Cloning, Students should put their 20
  21. 21. English Department Vivian M. Cassel Stem Cell Research, articles and their summary- Pollution, Drugs, Poverty, responses up on Fronter Gender Issues, School when finished. Uniforms, Universal Healthcare). Write summary-responses for your articles in groups and put them on Fronter.3 Groups edit each other’s Put summary-response summary-responses. on Fronter. Groups edit according to peer review and place on Fronter.4 Teacher gives feedback of Teacher chooses examples summary-responses on to place on overhead and Fronter. offer feedback for.5 Teachers and students Students choose one of work on creating a rubric the topics that articles for the assignment have been read for. together. Students create a thesis statement and an outline. Place it on Fronter.6 Students sit in groups of Students work on essay, three and receive feedback choosing at least two from their peers. other sources for their topic. Teacher goes around looking and giving Students who have not feedback to one student received feedback on per group, while the their outline and need others listen and receive extra help may consult indirect feedback. with the teacher for feedback via e-mail or Fronter. Finish essay and place it on Fronter.7 Peer review in groups of Improve essay three. according to peer review and place it on Fronter.AssignmentChoose from a variety of topics related to the living conditions, attitudes, and traditions in theAnglophonic community, writing an argumentative essay on your topic of choice. You should use allthe tools you have gained from other lessons and assessments in order to meet your goals. Citingyour sources properly is also necessary to pass this assignment. 21
  22. 22. English Department Vivian M. CasselAppendix 5Assessment 4: Argumentative DiscussionGoals To express yourself verbally and formally. To become familiar with the living conditions, attitudes, values, and traditions in the Anglophonic community. To become familiar with the social, political and cultural relationships in different contexts within the Anglophonic community. To take your own responsibility in planning, researching, and presenting your own material. To receive and give information To retrieve information connected to your own interest and tell, describe, and explain the information retrieved, as well as to add your own opinion. To work with skills learned in other areas of behavioral development in language, such as to instruct, tell, explain, comment, value, motivate your own opinions, and to argue. To realize that essay structure is closely related to the structure of speech. To develop strategies for contributing to and actively taking part in discussions connected to social and work environments.Resources Needed Good planning skills and knowledge of the English language. References: Dictionary, the internet, reference materials from library. Knowledge gained from the first term. Good research skills Ability to work well in a groupTime FrameNinelessonsLesson What? Possible Teaching Method Homework1 Introduce assessment. Lecture: The structure of speech/argumentative speech. Lecture: Participating in a discussion – Etiquette and useful phrases. Students go back to room with teacher and choose the subject for their group discussion (Groups of four). Topics 22
  23. 23. English Department Vivian M. Cassel are inspired by topics from the last assignment. Same topic or something new may have come up while reading or writing. Two of the students should choose to take one stance, while the other group of students chooses to take another stance.2 Students collect articles Teacher can help by giving that already have been examples of subjective vs. used for their topic and objective writing and by consider the balance of reminding the students of the material. For example, stances taken in some of the all the articles the other articles. student has may have arguments against the death penalty, but none for the death penalty. The students should then find articles that are positive toward the death penalty in order to have a balanced judgment. Students may also assess that they need more objective articles, because the ones they have are too subjective.3 Argumentative Possibly in the auditorium Put summary of Discussions shown from with everyone. discussion on Fronter. TV… maybe from BBC. Teachers create a list of Students discuss the questions for the students to main content of the help them with their analysis discussion, but attempt of the discussion and with to analyze the attitudes understanding the content. and style of the participants. Students Students may receive summarize their manuscript after the viewing, discussion and put it on if available. Fronter.4 Students research Students should write a different sources that log of what they have may provide them with done and place it on insight and information Fronter. Each student for their discussion. should write summary- (documentaries, films, responses for the articles 23
  24. 24. English Department Vivian M. Cassel articles, etc…). All that they were given to information work must read and/or be cited in some way. documentaries they were asked to view on Students delegate the Fronter. reading of articles and the viewing of films that have been chosen out to different members of the group.5 Students discuss the work they have viewed for homework, etc…6 Students and teachers Prepare and practice for create a rubric for the Argumentative discussion. assessment.7 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.8 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.9 Argumentative discussion - -- three - four groups pulled out of a hat. Peers review with a rubric.AssignmentYou are a person with a particular stance on a particular issue. You feel that abortion should be illegalor maybe you think that kids should be spanked for bad behavior. You are in a group of four wheretwo individuals feel that abortion should be legal or that kids should never be spanked. Whateveryour stance is on the subject of your choice, you should be well-researched on the reasons for certainbeliefs and values, as well as the reasons for being against certain beliefs and values. You should beable to show that you have done your research in an argumentative discussion.Create the basis for an argumentative speech, with lots of information to back up your points. Youare not going to actually give a speech, but you are going to use your notecards to participate in thediscussion. You should be prepared to be spontaneous.The teacher will ask one student to start the discussion. The rest of you will chime in, showing yourability to communicate in English, as well as your understanding of the Anglophonic community. 24
  25. 25. English Department Vivian M. CasselAppendix 6Proposal TemplateObjective: Indicate the expected outcome of your work: what grade level you wish to achieve.Look at the knowledge requirements for the level of English you are studying and then look atmy suggestions for improvement. If you need to work on reading, listening, speaking, andwriting, then you need to find a project that will show that you can meet all the knowledgerequirements needed for the grade level you wish to achieve. By the time you have finishedyour work, you should be able to know whether or not you have met your knowledgerequirements. Place the knowledge requirements from “Skolverket” that you wish to showthat you have achieved here, explaining the level of that knowledge as well. Start with yourgrade to make a decision about what to write here.Methods: How do you plan to show that you have achieved your knowledge requirements?Will you read a number of news articles in English about a specific event and then write yourown article with your own conclusions citing the articles you have used. This can showknowledge requirements for reading and writing. Will you listen to a number of newsbroadcasts, take notes, and then create your own news broadcast about the news you havereceived. This will show an improvement in listening and speaking. Decide your method forshowing you have met your knowledge requirements according to your objective and then tellme here. What will you do and how will you do it?Evaluation: How will you evaluate the quality of your own work before giving it to me toevaluate it? How will I know the results of your evaluation? You can always write a one-pageevaluation of how you feel that you have done on the task or tasks you have assigned yourselfto do. How do you expect me to evaluate your task or tasks?QualificationsHow will you ensure that you are qualified to meet the knowledge requirements you wish toachieve for your grade?TimetableThe final due date for you to turn in your work is Wednesday of Week 22, the 2 of June.Create a timetable, explaining how you intend to finish your work by this date and make surethat your teacher receives it by that date in order to improve your final grade. 25

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