Skolbanken – inspiration och utveckling från hela landet
Eng 7: Literature unit 3 NA17
Innehåll
|
Week |
In class |
Assignments |
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40
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Literature: · Introduce Literature. · Choose your book and group. · Start reading. |
· Read your book. |
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41 Orosanmälningar fre |
Literature: · Read your book. |
· Read your book. · Prepare for book club discussion.
|
|
42 |
Literature: · Wednesday + Friday (depending on which day you signed up for): Book club discussion using the Book Analysis document + own questions. |
· Read your book. · Write your draft. |
|
43 |
Literature: · Friday: Hand in draft 1 (teacher feedback). |
· Read your book. · Write your draft. |
|
45 Tis u-samtal |
Literature: · Rewrite your draft. · Read your book. |
· Read your book. · Write your draft. |
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46
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Literature: · Friday: Hand in draft 2 (peer feedback). · Work with the peer draft and give feedback. · Rewrite your own draft. · Read your book. · Prepare for book club discussion. |
· Read your book. · Write your draft. · Prepare for book club discussion. |
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47
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Literature: · Wednesday + Friday (depending on which day you signed up for): Book club discussion using the Book Analysis document + own questions. |
· Write your draft.
|
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48
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Literature: · Friday: Hand in finished book analysis (3-4 pages). |
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·
DEADLINES
Boo Book club discussion 1 w. 42. (You should have read at least 80 pages.)
· Hand in draft 1 (teacher) w. 43. (You should have read at least 160 pages.)
· Hand in draft 2 (peer) w. 46. (You should have read at least 240 pages.)
· Book club discussion w. 47. (You should have finished reading the whole book.)
· Hand in finished book analysis w. 48.
Uppgifter
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Instruction and Presentation Literature
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Book analysis instructions
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Instructions peer response
Kopplingar till läroplanen
- Centralt innehåll
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Samtida och äldre skönlitteratur och annan fiktion inom olika genrer, till exempel dramatik.Eng -
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Texter av olika slag och med olika syften, till exempel avtalstexter, fördjupande artiklar och vetenskapliga texter.Eng -
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Strategier för att överblicka och strukturera information i större textmängder eller längre sekvenser av talat språk.Eng -
-
Strategier för att dra slutsatser om talat språk och texter när det gäller attityder, perspektiv, syfte och värderingar samt för att uppfatta underförstådd betydelse.Eng -
-
Hur muntliga och skriftliga framställningar i olika genrer är uppbyggda. Hur stilistiska och retoriska grepp används för olika syften samt hur språk används som maktmedel.Eng -
-
Muntlig och skriftlig produktion och interaktion i olika situationer och med olika syften, där eleverna argumenterar ur olika perspektiv, ansöker, resonerar, värderar, utreder, förhandlar och motiverar sina åsikter.Eng -
-
Muntlig och skriftlig framställning inom valt fördjupningsområde.Eng -
-
Strategier för användning av olika typer av källor, med källkritisk medvetenhet och vedertagna sätt att ange källor, inom valt fördjupningsområde och inom andra områden.Eng -
-
Strategier och modern teknik för att medverka i, leda och dokumentera samtal och skriftlig kommunikation i olika medier, till exempel i arbetsprocesser och förhandlingssituationer med anknytning till samhälls- och arbetslivet.Eng -
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Bearbetning av språk och struktur i egna och andras framställningar, i formella och komplexa sammanhang, och för att skapa anpassning till genre, stilnivå och syfte.Eng -
Matriser
Eng 7: Literature unit 3 NA17
| Grade E | Grade C | Grade A | |||
|---|---|---|---|---|---|
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LISTENING
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Students can understand the main content and essential details, and with some certainty, also implied meaning, of English spoken at a relatively rapid pace.
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Students can understand the main content and essential details, and with some certainty, also implied meaning, of English spoken at a relatively rapid pace.
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Students can understand both the whole details, and also implied meaning, of English spoken at a rapid pace.
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Students show their understanding by in basic terms giving an account of, discussing, commenting, and drawing conclusions on content and details, and with acceptable results act on the basis of the message and instructions in the content.
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Students show their understanding by in a well grounded way giving an account of, discussing, commenting, and drawing conclusions on content and details, and with satisfactory results act on the basis of the message and instructions in the content.
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Students show their understanding by in a well grounded and balanced way giving an account of, discussing, commenting, and drawing conclusions on content and details, and with good results act on the basis of the message and instructions in the content.
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READING
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Students can understand the main content and essential details, and with some certainty, also implied meaning in written English in various genres of an advanced nature.
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Students can understand the main content and essential details, and with some certainty, also implied meaning in written English in various genres of an advanced nature.
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Students can understand the both the whole and details, also implied meaning in written English in various genres of an advanced nature.
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Students show their understanding by in basic terms giving an account of, discussing, commenting, and drawing conclusions on content and details, and with acceptable results act on the basis of the message and instructions in the content.
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Students show their understanding by in a well grounded way giving an account of, discussing, commenting, and drawing conclusions on content and details, and with satisfactory results act on the basis of the message and instructions in the content.
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Students show their understanding by in a well grounded and balanced way giving an account of, discussing, commenting, and drawing conclusions on content and details, and with good results act on the basis of the message and instructions in the content.
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SPEAKING
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In oral
communications of various genres, students can express themselves in ways that are varied, clear, and structured.
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In oral
communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured.
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In oral
communications of various genres, students can express themselves with good precision, in ways that are varied, balanced, clear and well structured.
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In oral interaction in various, and more formal and complex contexts, students can express themselves clearly, relatively freely and with fluency, and with adaptation to purpose, recipient and situation.
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In oral interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation.
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In oral interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with flexible and effective adaptation to purpose, recipient and situation.
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WRITING
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In written communications of various genres, students can express themselves in ways that are varied, clear, and structured.
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In written communications of various genres, students can express themselves in ways that are varied, balanced, clear and structured.
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In written communications of various genres, students can express themselves with good precision, in ways that are varied, balanced, clear and well structured.
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Students work on and make well grounded improvements to their own communications.
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Students work on and make well grounded and balanced improvements to their own communications.
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Students work on and make well grounded and balanced improvements to their own communications.
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In written interaction in various, and more formal and complex contexts, students can express themselves clearly, relatively freely and with fluency, and with adaptation to purpose, recipient and situation.
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In written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with adaptation to purpose, recipient and situation.
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In written interaction in various, and more formal and complex contexts, students can express themselves clearly, freely and with fluency, and with flexible and effective adaptation to purpose, recipient and situation.
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STRATEGIES FOR UNDERSTANDING AND COMMUNICATION
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In addition, students can choose and use essentially functional strategies which to some extent solve problems and improve their interaction.
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In addition, students can choose and use functional strategies to solve problems and improve their interaction.
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In addition, students can choose and use well functioning strategies to solve problems and improve their interaction, and take it forward in a constructive way.
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Students can also express themselves with fluency and some adaptation to purpose, recipient and situation.
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Students can also express themselves with fluency and some adaptation to purpose, recipient and situation.
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Students can also express themselves with fluency and good adaptation to purpose, recipient and situation.
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