Task about Global English (in accordance with the new competence aims) / Oppgave om global engelsk (i samsvar med den nye læreplan i engelsk)

Here is a task that fulfills the following competence aims. Assessment criteria are included:

1 1) to discuss the growth of the English language as a universal world language 

 2)   write different types of texts with good writing structure and coherence that are adapted to a specific purpose and situation.

 3)   use standard forms of grammatical structures, spellings, conjugation patterns, varied sentence structure and varied cohesive devices.

4)   assess various sources and use content from these sources independently, critically and in a way that the content can be verified.

The above aims have been translated to English by me from the Norwegian version since Udir has still to upload the English version of the new curriculum. 

Her er en oppgave som oppfyller følgende kompetansemål. Vurderingskriterier er inkludert: 

   1)  drøfte framveksten av engelsk som et verdensspråk

·         2) skrive ulike typer tekster med struktur og sammenheng, tilpasset formål og situasjon

·         3) bruke mønstre for rettskriving, ordbøying og variert setnings- og tekstbygging i produksjon av tekst

·         4) vurdere forskjellige kilder og bruke innhold fra kildene på en selvstendig, kritisk og etterprøvbar måte

Assessment Form, Task and Assessment Criteria for a Short Story about Indigenous Peoples / Vurderingsskjema samt Oppgave og Kriterier til en Novelle om Urfolk

Elevene våre på Studisepesialiserende Vg1 har skrevet en novelle om urfolk.
Her finner dere oppgaven samt kriteriene og her finner dere vurderingskjema. Kriteriene for innholdet er laget i samarbeid med mine kollegaer Hanne Bjerke Vasshaug og Linn Therese Jostem. Her finner dere et annent skjema med vurderingskriterier som jeg utviklet tidligere om å skrive en novelle som ikke har med urfolk å gjøre.

Pupils taking general studies at my school have been writing a short story about the Indigenous Peoples. Here is a document where you will find the task along with the assessment criteria. Here is the assessment form we used to correct the short stories. The assessment criteria for the content of the task have been developed with critical input from my colleagues Hanne Bjerke Vasshaug og Linn Therese Jostem. Here you can see another form with assessment criteria which I had developed earlier and which can be used for writing any kind of short story. 

The Victorian Period/The Strange Case of Dr. Jekyll and Mr. Hyde/Oral Conversations

My students just had an oral conversation with me about the book The Strange Case of Dr. Jekyll and Mr. Hyde and the Victorian Period. These conversations give me a real good insight into what they have learnt. Here is the task and here is the handout they got in order to work with this task. 

For mye bruk av verb + ing / When not to use verb + ing or the Present Progressive Tense

Mange norske elever som lærer engelsk som ESL bruker ofte for mye "ing". Her har jeg skrevet ned noen regler for når vi IKKE skal bruke verb+ing. 

Many Norwegian ESL learners use the Present Progressive where they actually should be using the Simple Present. Here are some rules for when NOT to use the Present Progressive. 

Indirect Speech or Reported Speech

Here is a prezi which explains how to convert direct speech to indirect speech or reported speech. The prezi also contains a video.

The rules for the reported speech are important for students to know if they are writing a short story like mine have been doing. 

Working with It/There

Formative Assessment does not just stop at pointing out what the pupils need to work with, but also guiding them to find the resources they can use to improve their writing. Pupils who need to work with the correct use of "it" and "there", can start in the following way:

1. Check out this animation here from NDLA to learn the rules. 
2. Here is a hand out with some quick rules. 
3. Read about the Anticipatory "It" or "There" here: 
4. After that the learners can work with extra exercises here: 
1. Excercises 
2. Excercises 2

Good luck!

Jaspreet

Working with Comma Splice / Overuse of Comma

Formative Assessment does not just stop at pointing out what the pupils need to work with, but also guiding them to find the resources they can use to improve their writing. 

Some pupils overuse the comma and use it to connect two independent sentences. 
This grammatical error is called a comma splice. 

Here is an example:
The movie is excellent, it shows us how the aboriginals lived, first of all the movie is based on a true story. It is told by aboriginals who escaped the camp and still live today, everything that happened there must be true, we get an impression of how the settlers were treated through the eyes of the aboriginals.  

Pupils who need to work with comma splice can check out this document here and work with exercises here. 
Here is the source for the picture used above..