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Storytelling 9.1

Skapad 2018-10-28 20:15 i Rödabergsskolan Stockholm Grundskolor
Grundskola 7 – 9 Engelska Modersmål
Storytelling, so compelling... The core texts are J.D. Salinger's classic 'The Catcher in the Rye' and John Steinbeck's brilliant novella 'Of Mice and Men' and its Foote/Sinise film adaptation from 1992. This unit also touches on some common grounds of discrimination, the idea of historical revision in literature, as well as what it means to enter adulthood and to be a compassionate human being. Above all, we consider storytelling as a means of survival.



We will...

  • work with writing expressive pieces/short stories.
  • refresh our knowledge of literary devices.
  • practise critical skills.
  • work with text editing.
  • read "Of Mice and Men" by John Steinbeck
  • read "The Catcher in the Rye" by J.D. Salinger
  • work with vocabulary and reading comprehension and expansion tasks, both individually and collaboratively.
  • study the set-up of shorter stories (novella/short story) in preparation for the coming writing course (The Short Story)
  • learn new textual strategies such as pace, circular composition, intertextuality and snapshots.
  • explore descriptive writing in the core text and other stories and work to develop your own writing skills in this area.
  • watch a movie and compare it to the book.



After the course, you (and I) should be confident in your ability to...

  • produce expressive texts.
  • proof-read and critique texts.
  • use a correct and varied language, adapted to purpose.
  • explain the set-up of a short story and create your own, using the same style of plot development.
  • take a short text and enhance it, using devices learnt in the poetry course as well as new strategies studied in this course.
  • compare scenes from the movie and the book.
  • identify and relate to today's society the grounds of discrimination addressed in the book.
  • express a justified opinion on some of the actions and ideas in the book.
  • argue for and use storytelling as a tool for change; for the individual and for society as a whole.
















  • Stay on track with the weekly reading and writing (check PoBen).
  • Have a good working knowledge of the core text (in order to use it freely and independently in coming tasks).
  • Be sure to click "se hela uppgiften" so that you don't miss part of an instruction.
  • Always hand in assignments, even if they are not completely finished, in order to get feedback.
  • Go to Teams English channel to find out what you missed if you are absent from class. If you are unsure whether you need to catch up, message your teacher on Team chat for a quick response.
  • Use Teams chat to ask questions (just make sure you really can't find the answer in the posted information first). 



The grounds for assessment will be:

  • Language quality and expressiveness in the written texts.
  • Ability to give quality feedback on texts, and solve language problems efficiently.
  • knowledge of and ability to use literary devices and idiomatic expressions.

Assessment will be given as outlined in the task matrix, with additional verbal or written comments


  • HW: Reading: CitR ch.1-3

  • HW: Reading: CitR ch.4-7

  • HW: Reading: CitR: ch. 11-15

  • HW: Editing: Read & Compare "Leah"

  • HW: Reading: CitR ch. 21-24

  • HW: Reading: CitR ch.16-20

  • Test prep: Analysis: CitR ch.16 and/or 24

  • Discussion: The Catcher in the Rye Exam prep

  • HW: Reading: finish the book

  • Group Discussion: The Nobel Prize & Sweden

  • TEST: Literature, Symbolism and 'The Catcher in the Rye'

  • HW: Reading: CitR ch.8-10

  • HW/LÄXA: Creative Writing: Triple writing

  • My Short Story - submit text & audio

  • "TEST" Preparing for your short story

  • CitR: Reading Log 1

  • Discussion 1: Catcher 1-3

  • HW: Reading: CitR ch.8-10


En Ml
The Short Story

Minimum goals not yet attained
Minimum goals attained
Minimum goals surpassed
Higher goals attained and full expectations met
Storyline, information, description.
The story is unclear e.g. because pieces of information are lacking or given too late, and/or characters and places are not described enough.
Storyline mostly clear. No major points of information missing. Setting and characterisation present on a basic level.
Storyline clear and easy to follow. Necessary information revealed appropriately. Setting and characterisation intertwined.
Clear storyline that may also have multiple layers. Just the right amount and timing of information enhances interest - the reader still has to infer a little. Multi-level descriptions of setting and character.
Composition, structure.
Structure is unclear or unsuccessful, e.g. because shifts in time are not signalled, paragraphing needs significant improvement, or beginning-middle-end feel too abrupt or unbalanced.
The text has identifiable exposition, rise, climax and resolution.
Circular composition used. Paragraphing is functional. Clear set-up, build-up, climax, resolution.
Circular composition used. Sectioning aids legibility. Clear set-up, build-up, climax, resolution. Variations from the standard plot diagram have been justified.
Use of literary devices (that we have studied)
Not enough devices attempted or used correctly.
Mostly correct use of dialogue, sensory words, metaphor, simile, foreshadowing.
Use of all studied literary devices in a mostly efficient manner.
Efficient and appropriate use of literary devices throughout the text.
Correctness, fluency, level, variation, richness.
Too many disturbing errors of grammar (e.g. subject/verb agreement or verb tense consistency) or vocabulary (e.g. Swenglish, false friends, formality problems, wrong word).
Mostly correct grammar and vocabulary. Attempts at variation, such as avoiding repetition and using sentences of different lengths.
Fluent, rich and varied. Some evidence of native English language expression, such as idioms and other word or style choices that are commonly used by native speakers.
Uses, with accuracy, efficiency and fluency, a varied and appropriately advanced vocabulary and sentence structure, style-shifting to character and situation.
Giving and receiving language feedback. Using correction tools. Evaluating and making use of feedback.
No changes made or justifications given. Insufficient feedback participation and/or evaluation (process tasks).
Your work process shows some evidence of at least two of the following: considering suggestions, using correction tools, reading/listening and adjusting text. Your editing of peers includes comments for improvement, and identification and/or questioning of some key elements and devices.
Your work process shows evidence of considered post-feedback work, including assessing the validity of feedback comments. Your editing of peers shows evidence of identifying the key elements and devices, and some suggestions for improvement.
In addition to having shown a methodical and efficient approach to feedback work, you have shown initiative and engaged in editing discussion, considering responses and asking questions and/or making comments that push the process forward.
Clarity, variation, drama, adaptation to purpose and audience.
Monotonous and contains too many pronunciation mistakes, making it hard to follow.
Clear, mainly correct pronunciation, attempts to avoid monotony.
Clear and correct. Some added drama. Dialogue parts enhanced.
Dramatic, varied, adapted to purpose and audience.