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CURIOUS PERSPECTIVES 7.3

Skapad 2021-01-19 18:56 i Rödabergsskolan Stockholm Grundskolor
Grundskola 7 Modersmål Engelska
Reading, analysing, discussing, researching, writing... All centered around Mark Haddon's novel "The Curious Incident of the Dog in the Night-Time" and the 2010 movie "Flipped".

Innehåll

CONTENT

This course focuses on theme, message and style in a novel, in this case Mark Haddon's novel "The Curious Incident of the Dog in the Night-Time."

We will practise developing and expressing ideas and opinions about the text in different forms, such as conversation, quick question/answer format, short essay questions, and even poetry. 

We also immerse ourselves into the world of this novel by improving our general knowledge of words and concepts mentioned in the text.

We will also look at perspectives in storytelling, specifically as used in the 2010 movie "Flipped", based on the novel by  Wendelin Van Draanen.

 

TARGET

By the end of the course, you should...

 ...have a good working knowledge of the core text (in order to use it freely and independently in coming tasks).

...recognise a few different types of poetry.

...be able to express a justified opinion on the content, themes, and style of a novel.

...be able to use the target vocabulary from the book correctly.

...be able to summarise, analyse and discuss scenes from the movie and the book.

...be able to identify and relate to today's society the grounds of discrimination addressed in the book.

...be able to express a justified opinion on some of the actions and ideas in the book.

 

ASSESSMENT

The work we do on the book will require you to discuss it in both spoken and written English, and show reading comprehension both on surface and on a deeper level.  

Throughout the course, there will be a number of assignments, tasks and quizzes which serve as learning material in preparation for the final assessment (a written test), but which can also serve as proof of skills and knowledge. The more active you are in class, the greater your chance is of learning and showing that learning.

 

SUCCESS STRATEGIES

 

  • Find your best reading time and place and challenge your reading pace. Read 20-30 minutes at least three times a week. Listen to the audio while you read if you find that it helps.
  • Read assignments carefully and make sure you understand the requirements right away.
  • Ask questions if you need to. 
  • Use the subject chat in Teams to collaborate with your classmates and teacher.
  • Participate actively in class.
  • Hand in assignments on time.
  • Do the homework tasks.
  • Use the given complimentary resources (and your own alternatives) if you want to achieve higher results.

 

RESOURCES

 

Audio of The Curious Incident of the Dog in the Night-Time

Full text:

https://elevstockholm-my.sharepoint.com/:b:/g/personal/claire_mackrory-wrangsjo_edu_stockholm_se/EY43RWoIfC9Pvh2T00BudNABYprwaIFplxQw0AS6bFnZLA?e=JT9P7l

 

*ADVANCED OPTION (MOTHER TONGUE STUDENTS, STUDENTS WHO HAVE READ THE BOOK ALREADY, OR WHO EXPRESS DESIRE TO SWITCH TEXT)

Uppgifter

  • AO: Jeanette Winterson: Task 2: Characters

  • AO: Jeanette Winterson: Task 1: Titles & Covers

  • Compare Characters (SV)

  • TEST: Flipped - group discussion option

  • Story Book

  • Flipped excerpt and questions

  • Flipped questions

  • Flipped test prep

  • Flipped tasks

  • Story Book

  • Flipped

  • TEST: Winterson

  • Essay: Flipped

  • HW: Flipped - test prep

  • HW: meaning and spelling

  • HW: Reading: The Curious Incident of the Dog in the Night-Time

  • AO: Jeanette Winterson: Task 3: Symbolism

  • Poem

  • HW: Peer-editing

  • Study questions of a different kind

  • Study questions of a different kind

  • HW: Self-assessment - Flipped essay

  • The Curious Incident: Themes

  • C.I. Reading Log 1

  • HW: The Monty Hall Problem

  • C.I. Reading Log 2

  • C.I. Reading Log 3

  • C.I. Reading Log 4

  • C.I. Reading Log 5

  • C.I. Reading Log 6

  • C.I. Reading Log 7

  • Movie reviews

  • TEST: Literary Themes

Matriser

En Ml
Flipped - Critical Skills - Analysis and Expression

Yet to attain
Minimum goals attained
Minimum goals exceeded
Higher goals attained
Language
Ability to use correct and appropriate language.
Insufficiently academic and/or too many language errors.
Attemps some use of academic language, with occasional lapses to informal language.
For the most part free of informal language. Uses some subject terminology.
Correct. Academic language, tone and style. Subject terminology mostly used where possible. Din engelska är korrekt. Du använder ett akademiskt språk, med en objektiv ton och konsekvent stil.
Reading
Ability to show a working knowledge of a text and an understanding of its textual and real life relevance.
You have not clearly/accurately explained or you seem to have misunderstood several points.
Your answers show that you understand the basics of the text.
Your answers are clear and correct and provide the right information.
Your answers are clear, correct, provide the right information in an efficient manner. Dina svar är tydliga och korrekta och du ger den information som efterfrågas på ett effektivt sätt (t.ex. utan upprepningar och irrelevanta detaljer).
Analysis
Ability to present ideas using examples, explanations and argumentative skills. Ability to evaluate personal opinions and support them with evidence.
Examples, explanations are missing or unsubstantial or inaccurate. Personal statements are unsupported and sweeping generalisations might exist.
Essay attempts use of the Point-Explanation-Example model and is at least partly accurate and relevant.
At least one content paragraph includes Point-Explanation-Example Includes personal opinion in an academically appropriate way.
Each content paragraph includes Point-Explanation-Example Includes personal opinion in an academically appropriate way.

En Ml
Reading Log

Not yet
Shown for E
Shown for C
Shown for A
Reading - comprehension
Shown ability to understand the big picture as well as details in written text.
  • En  E 9
  • En  C 9
  • En  A 9
Evidence of reading comprehension lacking (insufficient or missing reading journal entries), or displaying significant evidence of not understanding.
Refers to text in general terms, and mostly correctly. Answers questions in a mostly relevant manner. (Slight misunderstandings of question and/or text permissable).
Refers to specifics in text as support. Grasps concepts and identifies details.
Uses text to expand discussion, questioning the content or building on it by comparing and contrasting with other texts or experiences. Example: summarizes the text, grasps themes and atmosphere and relevance. Independently follows written instructions and grasps the aim of tasks.

En Ml
Reception skills - reading comprehension - instruction

Not yet
Meets minimum goals
Surpasses minimum goals
Meets higher goals
Reading - comprehension - activity
Shown ability to work independently following written instructions.
Has not yet shown ability to work efficiently this way.
Sometimes asks for clarification and completes some tasks.
Asks for clarification when necessary and completes a majority of tasks.
Asks for and uses help efficiently. Works mostly independently and completes tasks. Helps others.

En Ml
Close Reading, Theme & Message (Current text: C.I or alt. MLEN)

Not yet
Minimum goals attained
Minimum goals surpassed
Higher goals attained
Relates surface level information from a text clearly and efficiently.
Only partly or occasionally or with well-prepared texts.
Clearly, with unprepared texts. With some instances of efficiency with prepared texts.
Often, with both prepared and unprepared texts.
Clearly, efficiently, consistently.
Connects different parts of a text to other parts, or to real life events and issues.
Only partly or occasionally or with well-prepared texts.
Clearly, with unprepared texts. With some instances of efficiency with prepared texts.
Often, with both prepared and unprepared texts.
Clearly, efficiently, consistently.

En Ml
Story Book

Not yet
Minimum goals attained
Minimum goals surpassed
Format/Multimedia
PowerPoint slides, text boxes, images, audio recorder, layout.
Text
Use of grammar and spelling tools, level of correctness and varied vocabulary.
Content
Clear, logically ordered.
Genre
Use of literary devices such as circular composition, dialogue, imagery (metaphor, simile etc.)
Reading
Pronunciation
Reading
Expression