1 ) Lesson a, pre-reading activities4
1 . 1 . Presentation and brainstorming4
1 ) 2 . Watching a short film4
1 . several. Homework5
2 . Lesson w, while-reading activities6
2 . 1 . Presentation6
2 . 2 . Workstations7
2 . several. Homework8
3. Lesson c, post-reading activities9
3. 1 ) Day of implementation9
I chose to base 3 lessons as being a project on the rhyme Snow-White and the seven dwarfs by Revolting Rhymes by Roald Dahl, aiming at the eighth grade. The written text is genuine, suitable and relevant for youngsters at this age group. It will charm to a broad variety of pupils, and is a tool to get differentiation. I also think that the learners can appreciate the humor in the text by simply experiencing a surprising new circumstance in a well-known text. This type of RSCG, however , is picked also as being a tool to build on previous skills that pupils have got of the unique fairytale (i+1). This particular RSCG is based on a global fairytale and pupils may recognize that and use it being a base for new knowledge and competences relating to Krashen (1982) referred in Drew & Sørheim (2009). Furthermore, the task is also designed as cross-curricular with the Norwegian literature subject, while dealing with fairytales being a genre first, and applying the subject sooner or later in British class. We intend to introduce the rhyme in different forms, for variance and difference. In the initial part Let me perform an introduction and a brainstorming within the fairytale genre. The second approach will be a film of the vocally mimic eachother from YouTube. In the third part the pupils will be reading and processing the text. Eventually, your class will execute a play throughout the 8th grade. The project comes with 3 lessons over three weeks, plus homework/group work/workstations. Varying the teaching strategies is considered at all lessons and in do it yourself study. Difference is achieved by various instructing approaches, both equally visual and oral.
1 . Lesson a, pre-reading activities
1 . 1 . Presentation and thinking
The instructor and the class discuss fairytales as a genre, using clear words and " tease” with the perform that is going to end up being planned in lesson 2 . Presenting the subject is necessary so you can get acquainted with the theme and how the students will method it later. The teacher uses the blackboard pertaining to visualization of vocabulary and ideas from the subject fairytales, and this rhyme in particular. The game invites to both oral exercise and TPR for some pupils (app. 15-20 min. ) Brainstorming used like a pre-reading activity, eliciting vocabulary from previously knowledge of the piece in Norwegian, and acquiring fresh vocabulary by simply listening and watching the two teacher and other pupils since an audio-lingual activity (Drew & Sørheim, 2009).
1 . 2 . Watching a quick film
The film Revolting Rhymes " Snow White and the eight dwarfs” (app. 7 min. ) Website link: http://www.youtube.com/watch?v=zulq2oa_z0m The film is definitely the first section of the visualizing from the fairytale. The pupils will be acquainted with the rhyme which will facilitate examining and control the text later on. Visualizing will also help to cater for the different requirements in class, as well as the funny photos and sounds will vitalize and help students enjoy the text as well. Several studies support Krashen because a textual content that is exciting is easier to understand and new vocabulary will probably be easier to bear in mind, and use later (Drew & Sørheim, 2009)
1 . three or more. Homework
Read through homework upon smartboard. Make clear that the duties are understood. Answer questions (app. 10-15 min. ) Homework on it can learning (for 1 week):
•Use the web link to the Vimeo version in the rhyme and watch it once again. •Read two times the fairytale in Revolting Rhymes " Snow White and the seven dwarfs” •Record your self reading 1 page from the rhyme and post it in it's learning. •Write a review of the fairytale.
•Write your individual opinion about this kind of version of " Snow White and the...
References: Dahl, Roald. (2008) Revolting Rhymes. Great britain. Puffin literature.
Munden, Juliet & Myhre, Astrid. (2007) Twinkle Shine. Norway. Høyskoleforlaget. Norwegian academic press.
Came, Ion & Sørheim, Bjørn. (2009) English language teaching approaches. Norway. E norske samlaget.
Trivselsleder TL (2010) Tittel: Trivselsleder. http://www.trivselsleder.no/c-260-programinformasjon.aspx
Sunnmørsposten. (2010) Tittel: Mer trivsel i friminuttene. http://www.smp.no/nyheter/article262311.ece?ref=nf
Skolenettet (2010) Tittel: Undervisningsopplegg grunnskole. http://www.skolenettet.no/Web/Veiledninger/Templates/Pages/Area2Dim.aspx?id=68000&epslanguage=NO
Kunnskapsløftet (2006) Tittel: Kunnskapsløftet. http://www.regjeringen.no/nb/dep/kd/tema/grunnopplaring/kunnskapsloeftet.html?id=1411