English 5 pamphlet

English Department Vivian M. Cassel

Meeting the Goals in
English 5: Our Model for
Success

By the English teachers of Östra Gymnasiet

Vivian M. Cassel, Marit Wikström, Petra Andersson, Mike Bercoff, and Helene
Heurlin

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Table of Contents

INTRODUCTION ................................................................................................................................. 4

Our Goals and Grading ..................................................................................................................................... 4

Our Pedagogical Style....................................................................................................................................... 4
Assessment ........................................................................................................................................................ 4
Lecture ................................................................................................................................................................ 4
Workshop ........................................................................................................................................................... 4
Co-operative Learning ........................................................................................................................................ 5
Rubric .................................................................................................................................................................. 5
Peer-review......................................................................................................................................................... 5
Predicted Grade .................................................................................................................................................. 5
Proposal .............................................................................................................................................................. 5

THE FOUR ASSESSMENTS ............................................................................................................... 6

EXPECTATIONS, ABSENCES, TARDINESS, LATE WORK, ETC… ........................................... 6
Overall expectations ........................................................................................................................................... 6
Absences ............................................................................................................................................................. 7
Tardiness ............................................................................................................................................................. 7
Late work ............................................................................................................................................................ 7
Missed National Tests ......................................................................................................................................... 7

LECTURES AND WORKSHOPS ....................................................................................................... 7

ENGLISH 5 CURRICULUM FROM SKOLVERKET ....................................................................... 9

Ämnesplan för ämnet Engelska ........................................................................................................................ 9

Ämnets syfte .................................................................................................................................................... 9

Kurser i ämnet .................................................................................................................................................. 9

Engelska 5 ...................................................................................................................................................... 10

Centralt innehåll ............................................................................................................................................ 10
Kommunikationens innehåll ............................................................................................................................. 10
Reception .......................................................................................................................................................... 10
Produktion och interaktion ............................................................................................................................... 10

Kunskapskrav ................................................................................................................................................. 11
Betyget E ........................................................................................................................................................... 11
Betyget C ........................................................................................................................................................... 11
Betyget A .......................................................................................................................................................... 11

ASSESSMENT 1: TRIP TO AN ANGLOPHONIC COMMUNITY ............................................. 13

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Goals .............................................................................................................................................................. 13

Resources Needed.......................................................................................................................................... 13

Time Frame .................................................................................................................................................... 13

Assignment .................................................................................................................................................... 16

ASSESSMENT 2: NEWS STORY – FIVE PARAGRAPH ESSAY STRUCTURE ..................... 17

Goals .............................................................................................................................................................. 17


Time Frame .................................................................................................................................................... 17

Assignment .................................................................................................................................................... 19

ASSESSMENT 3: ARGUMENTATIVE ESSAY ............................................................................. 20

Goals .............................................................................................................................................................. 20


Time Frame .................................................................................................................................................... 20

Assignment .................................................................................................................................................... 21

ASSESSMENT 4: ARGUMENTATIVE DISCUSSION ................................................................. 22

Goals .............................................................................................................................................................. 22


Time Frame .................................................................................................................................................... 22

Assignment .................................................................................................................................................... 24

PROPOSAL TEMPLATE ................................................................................................................. 25

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Introduction
Our Goals and Grading
Our first goal in English 5 is to give students, who have and who have not been preparedfor this
curriculum1, the opportunity to achieve all the goals available.In other words, students who actively
participate in Östra Gymnasium’s English 5 courses should have the opportunity to show that they
have 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 National
Test standardizes the grades across all classes. In other words, it is not only your course teacher who
looks at the Writing part of your National Test. Other teachers are responsible for the grading of that
test as well. The same procedure functions for all of the writing assessments for the course, so that
all students are graded under the same criteria and objectively.This ensures thatall students follow
equal procedures in order to achieve their goals in English. Throughout the school year, your course
teacher will be able to provide you with feedback and an assessment of your work according to the
criteria, but not with a grade. The first time you will know of a grade in connection to your work is
after 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 be
capable of passing and even excelling on the National Test.

Our Pedagogical Style
Since the new system works toward assisting students in the transition from compulsory school to
university and work life, we have set up a structure that simulates the structure most commonly
used in studies after Upper Secondary School. The different methods of approach and items that you
will encounter in this courseare as follows:

Assessment
An assessment is the work to be assessed against the grading criteria. Although the student does not
receive a grade until after the National Test, the student receives knowledge of where he/she stands
against 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.

Lecture
A lecture is a lesson in which a large number of students receive information from a speaker. This is
what 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 next
assessment to be evaluated and teach methods for obtaining good results. Missing lectures can
create confusion, so make sure you have a buddy to fill you in later on the details if unavoidable
absence occurs.

Workshop
A workshop is a lesson in which a smaller number of students work in groups on the tools needed to
complete 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 prepared
for the curriculum established before 2011. A student who has not even been prepared to the standards
expected before the reform might have trouble in the course and need to consider receiving extra support in
English.

4


This requires skill and motivation, but includes social activities that students are familiar with from
compulsory school. The teachers will place you in a group to work with until the assessment is
complete. Sometimes classes are interrupted during the school year due to other school activities. If
this is the case, the workshops will be either an individual or group homework assignment placed on
Fronter. In that case, you will have to schedule a homework time to meet with individuals in your
group. Absence or school activities do not serve as an excuse for not participating in workshop
activities, because workshop activities will always be available on Fronter for all students to work
with.

Co-operative Learning
Co-operative Learning can be described in many ways. Here at Östra, a small group of students
actively participate in the completion of workshop work together and receive feedback from the
teacher as a group. This allows the teacher to give feedback of higher quality and allows the students
to discuss the feedback with each other for a better understanding of the teacher’s feedback. It also
allows the students to feel more open to asking questions when they do not understand, since they
can both learn from each other’s understanding and approach the teacher as a group with their
questions.

Rubric
Rubrics are commonly made with the assistance of the criteria and the students. It is our highest
ambition to make sure that the students are involved in the creation of rubrics. However, in some
cases where time maybe lost, the teachers may create it and make sure that the students use it and
understand it. A rubric will be created for each assessment to assist the student with evaluation of
his/her assessment work and for peer review.

Peer-review
The students will use the rubrics to evaluate their peers on each assessment. Why? Because this is
included in the new curriculum. Also, the peer review assists the students who review and who are
being reviewed to understand where they stand in relation to the criteria. The student will also
receive the teacher’s rubric assessment. Peer-review must be completed whether done during class
time or for homework.

Predicted Grade
Once the National Test is complete, the students receive a predicted grade. The predicted grade is
decided as follows. If the student has completed all of the assessments, the predicted grade will
match the score the student receives on the National Test. If the student has not completed all of the
assessments, the student will receive an IG on his/her predicted grade. The reason for this is that the
National Test only tests part of the course criteria. Other criteria, such as cultural criteria are not
tested.

Proposal
Once the predicted grade has been set, students who have done all four assessments may write a
proposal in order to improve his/her grade. Students who have not done all four assessments may
complete those assessments to receive the National Test grade. Proposals are often written at the
university level and for other reasons in adult life. If not written, proposals are made. There is an
effective and an ineffective way to make a proposal. We at Östra have created a template for a

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simplified proposal to assist the student in the composition of the proposal. Only serious proposals2
will be accepted, sometimes with adjustments, however.

The Four Assessments
The “Central Content” for the subject has been used to create the basic structure for creating all four
assessments. Skolverket’s publication of English 5 is appended to this document. There are two
speaking assessments and two writing assessments. They all require stimuli in reading and/or
listening. The students must learn certain techniques or have certain tools to complete each
assessment. The techniques will be introduced during the lectures, but will be practiced during the
workshops or for homework. The four assessments are explained in detail in the appendix of this
document. They are named as follows:

1. Trip to an Anglophonic Community
2. News Article: Five-paragraph Essay structure
3. Argumentative Essay
4. Argumentative Discussion

Expectations, absences, tardiness, late work,
etc…
Overall expectations
First of all, we expect students to use this pamphlet as a first resource for answering all questions
concerning English 5. This handbook will always be related to matters concerning English 5. We
expect 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 (note
taking, recording lectures, etc…). If the student is not able to use technological devices only for
purposes related to that which is relevant at the time of the lesson, then the student is expected not
to use the device in class at all. We also expect students to always come to class with necessary
materials.It is up to the student to keep up with the assignments and whether or not a copy should
be brought to class. Use the checklist below to know what you should have with you in class. Items
listed 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 student
passes the National Test, because the National Test does not test all the criteria set out for the
course.

2
We consider a proposal to be serious whenwell structured, well written (in English), and convincing.Also, a
serious proposal considers the amount of time the teacher has to assess the work before the grading deadline.

6


Absences
Students should not be absent more than 18% of the period. If a student is absent, the student
should make it his/her responsibility to check all modes of information available before consulting
the teacher. First of all, what we do in class is detailed in this document in this Appendix. A more
detailed plan has been created for the year. If we miss a class due to an interruption in the School
Year Plan (Läsårsplanering), then you should check on Fronter what you should do, because the
course must move accordingly in spite of missed days due to schedule breaking activities.

Tardiness
Students are expected to always be on time for class. If a teacher is not there for some reason (very
uncommon, but can happen), students are expected to wait at the door for at least 15 minutes
before going to the reception to find out if the teacher is missing for some reason that has not yet
been reported.

Late work
Students must meet all deadlines for the four assessments and should meet all deadlines for
workshop assignments. If the student misses a deadline for an assessment, the student will not have
the opportunity to improve his/her grade with a proposal, but should complete the assessment while
the other students are working on proposals to improve grades after the National Tests have been
completed.

Missed National Tests
There is only one legal way for a student to make up a National Test. That is to contact the school
principle and ask for a new date to take the test. The principle may only comply due to extreme
circumstances (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 be
taken before the test date and no students may take the test home to take it on the test date due to
vacation. Vacation is never authorized during National Test dates, so always have your parents to
check those dates before making plans.

Lectures and Workshops
Below is the overall timeframe for the course. You will receive more detailed information from your
teacher.

Week Lesson 1 Lesson 2 Homework
34 Grammar Marathon
35 “
36 “
37 “
38 “
39 Anglophonic
Community
40 “
41 “
42 “
43 “

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44 FALL BREAK FALL BREAK
45 “
46 “
47 Five-paragraph Essay
48 “
49 “
50 “
51 ” CHRISTMAS BREAK IS
ON THURSDAY AND
FRIDAY.
52 CHRISTMAS BREAK CHRISMAS BREAK
1 CHRISTMAS BREAK CHRISMAS BREAK
2 “
3 “
4 Argumentative Essay
5 “
6 “
7 “ Argumentative
Discussion
8 “ “
9 SPORTS HOLIDAY SPORTS HOLIDAY
10 “ “
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
FRIDAY
15 EASTER HOLIDAY EASTER HOLIDAY
16 National Test Practice
17 “
18 “ Friday is time for Part I MONDAY IS A HALF
of the National Test. DAY AND TUESDAY IS
MAY 1
19 “
20 “ Wednesday is time for THURSDAY IS
Part II of the National ACENSION DAY AND
Test. FRIDAY IS A HOLIDAY
21 Proposal
22 “
23 “ WEDNESDAY IS
SWEDEN’S NATIONAL
DAY.

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Appendix 1:

English 5 Curriculum from Skolverket
Ämnesplan för ämnet Engelska
Det 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 sociala
och kulturella sammanhang och att delta i ett globaliserat studie- och arbetsliv. Kunskaper i
engelska kan dessutom ge nya perspektiv på omvärlden, ökade möjligheter till kontakter och
större förståelse för olika sätt att leva.

Ämnets syfte
Undervisningen i ämnet engelska ska syfta till att eleverna utvecklar språk- och
omvärldskunskaper så att de kan, vill och vågar använda engelska i olika situationer och för skilda
syften. Eleverna ska ges möjlighet att, genom språkanvändning i funktionella och meningsfulla
sammanhang, utveckla en allsidig kommunikativ förmåga. Denna förmåga innefattar dels
reception, som innebär att förstå talat språk och texter, dels produktion och interaktion, som
innebär att formulera sig och samspela med andra i tal och skrift samt att anpassa sitt språk till
olika situationer, syften och mottagare. Genom undervisningen ska eleverna även ges möjlighet
att utveckla språklig säkerhet i tal och skrift samt förmåga att uttrycka sig med variation och
komplexitet. Dessutom ska eleverna ges möjlighet att utveckla förmåga att använda olika
strategier för att stödja kommunikationen och för att lösa problem när språkkunskaperna inte
räcker till.
Eleverna ska ges möjlighet att utveckla kunskaper om livsvillkor, samhällsfrågor och kulturella
företeelser i olika sammanhang och delar av världen där engelska används. Undervisningen ska
stimulera elevernas nyfikenhet på språk och kultur samt ge dem möjlighet att utveckla
flerspråkighet där kunskaper i olika språk samverkar och stödjer varandra. Undervisningen ska
dessutom bidra till att eleverna utvecklar språklig medvetenhet och kunskaper om hur man lär sig
språk i och utanför undervisningen.
Undervisningen ska i allt väsentligt bedrivas på engelska. I undervisningen ska eleverna få möta
talad och skriven engelska av olika slag samt få sätta innehållet i relation till egna erfarenheter och
kunskaper. Eleverna ska ges möjlighet att interagera i tal och skrift samt producera talat språk och
olika texter, på egen hand och tillsammans med andra, och med stöd av olika hjälpmedel och
medier. Undervisningen ska dra nytta av omvärlden som en resurs för kontakter, information och
lärande samt bidra till att eleverna utvecklar förståelse av hur man söker, värderar, väljer och
tillägnar sig innehåll från olika källor för information, kunskaper och upplevelser. Undervisningen
i 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 eller
motsvarande.

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. Engelska 6, 100 poäng, som bygger på kursen engelska 5.
. Engelska 7, 100 poäng, som bygger på kursen engelska 6.

Engelska 5
Kursen engelska 5 omfattar punkterna 1–5 under rubriken Ämnets syfte.

Centralt innehåll
Undervisningen 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 och
kulturella förhållanden i olika sammanhang och delar av världen där engelska används. Engelska
språkets 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 via
film 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, populärvetenskapliga
texter 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 och
sammanhang genom att tydliggöra inledning, orsakssammanhang, tidsaspekt och slutsats.

Produktion och interaktion
Muntlig och skriftlig produktion och interaktion av olika slag, även i mer formella
sammanhang, 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 till
samhälls- 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 detta
ingår användning av ord och fraser som tydliggör orsakssammanhang och tidsaspekter.

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Kunskapskrav
Betyget E
Eleven kan förstå huvudsakligt innehåll och uppfatta tydliga detaljer i talad engelska i
varierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sin
förståelse genom att översiktligt redogöra för, diskutera och kommentera innehåll och detaljer
samt 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 kritiskt
granska innehållet i talad och skriven engelska.
Eleven väljer texter och talat språk från olika medier och kan på ett relevant sätt använda det
valda 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 i
någon mån anpassat till syfte, mottagare och situation. Eleven bearbetar, och gör förbättringar
av, egna framställningar.
I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sig
tydligt och med visst flyt samt med vissanpassning till syfte, mottagare och situation. Dessutom
kan eleven välja och använda i huvudsak fungerande strategier som i viss mån löser problem i
och förbättrar interaktionen.
Eleven diskuterar översiktligt några företeelser i olika sammanhang och delar av världen där
engelska 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 C
Eleven kan förstå huvudsakligt innehåll och uppfatta väsentliga detaljer i talad engelska i
varierande tempo och i tydligt formulerad skriven engelska, i olika genrer. Eleven visar sin
förståelse genom att välgrundat redogöra för, diskutera och kommentera innehåll och detaljer
samt genom att med tillfredsställande resultat agera utifrån budskap och instruktioner i
innehållet.
Eleven kan välja och med viss säkerhet använda strategier för att tillgodogöra sig och kritiskt
granska innehållet i talad och skriven engelska.
Eleven väljer texter och talat språk från olika medier och använder på ett relevant och effektivt
sätt 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 och
viss anpassning till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade
förbättringar av, egna framställningar.
I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang kan eleven uttrycka sig
tydligt och med flyt samt med viss anpassning till syfte, mottagare och situation. Dessutom kan
eleven välja och använda fungerande strategier som löser problem i och förbättrar interaktionen.

Eleven diskuterar utförligt några företeelser i olika sammanhang och delar av världen där
engelska används, och kan då också göra välutvecklade jämförelser med egna erfarenheter och
kunskaper.
Betyget B innebär att kunskapskraven för C och till övervägande del för A är uppfyllda.

Betyget A
Eleven kan förstå såväl helhet som detaljer i talad engelska i varierande tempo och i tydligt
formulerad skriven engelska, i olika genrer. Eleven visar sin förståelse genom att välgrundat och
nyanserat redogöra för, diskutera och kommentera innehåll och detaljer samt genom att med gott
resultat agera utifrån budskap och instruktioner i innehållet.

11


Eleven kan välja och med säkerhet använda strategier för att tillgodogöra sig och kritiskt granska
innehållet i talad och skriven engelska.
Eleven väljer texter och talat språk från olika medier och använder på ett relevant, effektivt och
kritiskt 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 anpassning
till syfte, mottagare och situation. Eleven bearbetar, och gör välgrundade och nyanserade
förbättringar av, egna framställningar.
I muntlig och skriftlig interaktion i olika, även mer formella, sammanhang uttrycker sig eleven
tydligt, 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 och
förbättrar interaktionen och för den framåt på ett konstruktivt sätt.
Eleven diskuterar utförligt och nyanserat några företeelser i olika sammanhang och delar av
världen där engelska används, och kan då också göra välutvecklade och nyanserade jämförelser
med egna erfarenheter och kunskaper.3

3
Utbildningsdepartementet. ”Förordning om ämnesplaner för de gymnasiegemensamma ämnena.” (December
2, 2010). http://www.skolverket.se/content/1/c6/02/33/57/Gymgemensamma.pdf (accessed May 26, 2011).

12


Appendix 2

Assessment 1: Trip to an Anglophonic
Community
Goals
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 group

Time Frame
Fourteen lessons
Lesson What? Possible Teaching Method Homework
1 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


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


“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 paper
11 Be prepared to give your

15


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.
Review continued.
Review continued.
Review continued.

Assignment
You are a travel agency working to attract tourists to your English-speaking country. You are
meeting different groups of travellers and trying to convince them that your country is the best
to visit. You are asked by your boss to prepare a PowerPoint presentation that gives the
following 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 your
presentation 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


Appendix 3

Assessment 2: News Story – Five Paragraph Essay
Structure
Goals
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.
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
References: Dictionary and a computer.
Listening skills, a desire to learn something new, and the ability to work with others.

Time Frame
Fourteen lessons
1 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


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


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
review
13 Peer review with rubrics in
groups of three.
14 Improve essay according to Finish essay and put it on
rubrics. Fronter.

Assignment
Choose 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 and
place it on Fronter. Use all the knowledge and tools gained from your lessons to create your story.

19


Appendix 4

Assessment 3: Argumentative Essay
Goals
To express yourself formally in writing.
To learn how to expand on the basic structure of writing.
Anglophoniccommunity.
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
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 Frame
Seven lessons
1 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


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.

Assignment
Choose from a variety of topics related to the living conditions, attitudes, and traditions in the
Anglophonic community, writing an argumentative essay on your topic of choice. You should use all
the tools you have gained from other lessons and assessments in order to meet your goals. Citing
your sources properly is also necessary to pass this assignment.

21


Appendix 5

Assessment 4: Argumentative Discussion
Goals
To express yourself verbally and formally.
Anglophonic community.
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
References: Dictionary, the internet, reference materials from library.
Knowledge gained from the first term.
Good research skills
Ability to work well in a group

Time Frame
Ninelessons
1 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


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


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.

Assignment
You are a person with a particular stance on a particular issue. You feel that abortion should be illegal
or maybe you think that kids should be spanked for bad behavior. You are in a group of four where
two individuals feel that abortion should be legal or that kids should never be spanked. Whatever
your stance is on the subject of your choice, you should be well-researched on the reasons for certain
beliefs and values, as well as the reasons for being against certain beliefs and values. You should be
able 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. You
are not going to actually give a speech, but you are going to use your notecards to participate in the
discussion. 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 your
ability to communicate in English, as well as your understanding of the Anglophonic community.

24


Appendix 6

Proposal Template
Objective: 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 at
my suggestions for improvement. If you need to work on reading, listening, speaking, and
writing, then you need to find a project that will show that you can meet all the knowledge
requirements needed for the grade level you wish to achieve. By the time you have finished
your work, you should be able to know whether or not you have met your knowledge
requirements. Place the knowledge requirements from “Skolverket” that you wish to show
that you have achieved here, explaining the level of that knowledge as well. Start with your
grade 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 your
own article with your own conclusions citing the articles you have used. This can show
knowledge requirements for reading and writing. Will you listen to a number of news
broadcasts, take notes, and then create your own news broadcast about the news you have
received. This will show an improvement in listening and speaking. Decide your method for
showing you have met your knowledge requirements according to your objective and then tell
me 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 to
evaluate it? How will I know the results of your evaluation? You can always write a one-page
evaluation of how you feel that you have done on the task or tasks you have assigned yourself
to do. How do you expect me to evaluate your task or tasks?

Qualifications
How will you ensure that you are qualified to meet the knowledge requirements you wish to
achieve for your grade?

Timetable
The 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 sure
that your teacher receives it by that date in order to improve your final grade.

25

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