|
| Grade level |
Subject |
Curriculum
plan |
| Grade 1 |
Listen and talk |
express through games and playing, participate in role playing and use
the language actively in various kinds of games.
(Lesson 2) |
|
|
get used to wait for their turn, take the floor and let others
take it in larger groups, participate in meetings, carry out instructions.
(Lesson 4) |
|
|
make themselves be seen and heard in the regular story times. Get practice
in retelling something coherently, give an account of, explain and describe.
(Lesson 5) |
|
Read and write |
meet and experience a wide variety of books, picture books and other
texts where both boys and girls play important parts. They will talk about
the texts they hear, and what they see in the picture books (use texts written
by other children in the Who-am-I? program.) |
|
|
participate in role playing that stimulates use of written language.
(Lesson 2) |
|
|
write about something they have either seen or heard, and experience
the relationship between speech and writing (creating a text), talk about
the texts they have made and what they like in other texts (use texts written
by other children in the Who-am-I? program). |
|
Knowledge of language and culture |
talk about language, what it can be used for, how different it can be,
and how their own language has developed since they were little (use texts
written by other children in the Who-am-I? program). |
|
|
experience the rules for talking in different situations, and why listening
to each other is so important.
(Lesson 4) |
| Grade 2 |
Listen and talk |
perform simple role playing or dramatizations in the class or in front
of the parents. (Lesson
2) |
|
|
every day, through reading aloud, learn about fairytales, stories or
other texts such as Sámi fairytale collections and fairytales from
minority cultures, .
(Lesson 5) |
|
|
tell each other about what their interests and get positive feedback.
(Lesson 1) |
|
|
participate
in conversations, give their own opinions, and be encouraged to ask
about what they wonder about or don't understand. They shall receive and
pass on messages (the entire module). |
|
Read and write |
use the letters and gradually conquer the art of reading and writing.
They should start using connected letters when they automatically make the
connection between sound and letter and it feels natural to them. (the
entire module). |
|
|
draw and fashion the subject matter in texts they hear or read. Give
positive and well founded feedback on the other's drawings and texts (the
entire module). |
|
|
make texts in genres such as letters, various factual prose texts, poetry
and stories, with the help of an adult or other capable person to write it
down, or write it themselves. Make “books”, bulletin boards
and posters. (the entire module). |
|
|
play on a computer, write and draw (the entire module). |
|
Knowledge of language and culture |
work with parts and lines in a theatrical text, assess the value of voice
timbre and body language, gain some experience with simple props.
(Lesson 2) |
|
|
talk about differences between the genres they are working with, learn
something about the sad and the funny and about the tragedy and comedy genres.
(lessons 1,
3 and
5). |
|
|
learn to express acceptance and appreciation of what others say and write.
Find out how to express questions and wonderment, why do we use various
utterances and words, such as in questions and statements (the entire
module). |
| Grade 3 |
Listen and talk |
tell and perform texts they have made themselves, act in a play, make
lines and take part in performances with themselves or dolls as characters.
Learn through games, song, dance, role play and dramatization.
(Lesson 2) |
|
|
formulate their own point of view, express agreement or disagreement
with others and work on building tolerance for other's point of view..
(all lessons) |
|
|
listen to each other with concentration and respond with questions, and
recount the main content of something they have read or heard.
(all lessons) |
|
Read and write |
find inspiration and models for their own writing in what they read,
hear, see. Write in different genres, such as poetry, and experiment with
linguistic devices such as repetitions, comparisons and imagery.
(all lessons) |
|
|
talk about each other's texts and give positive and well founded feedback
on drawings and texts. (all
lessons) |
|
|
gain experience in corresponding with pupils at other schools or other
recipients. (all
lessons) |
|
|
work on developing a handwriting of connected letters, get further experience
in reading and writing, for example on computers, and work on punctuation
in their own texts. (all
lessons) |
|
knowledge of language and culture |
talk about the interaction between listening and talking, experience
and explore how voice timbre and body language are important for what is
being said or performed. (all
lessons) |
|
|
start working with different kinds of main clauses and punctuation such
as full stop, exclamation mark, question mark, and to work on categories
of speech and their functions in the language.
(all lessons) |
| Grade 4 |
Listen and talk |
work with texts about conflicts that the pupils can relate to. Explore
friendship and enmity, justice and injustice, quarrel and reconciliation
through discussion, improvisation and role playing.
(Lesson 2) |
|
|
practice giving simple speeches and present lessons in the class.
(all lessons) |
|
Knowledge of language and culture |
learn more about categories of speech and their functions while working
with texts, such as verb as a linguistic device in creating a text and pronoun
to create connections. (all
lessons) |
|
|
talk about and explore what makes oral performances good, and assess
the language we use in discussions.
(Lesson 2) |
| Grade 5 |
Knowledge of language and culture |
* observe and discuss the spoken language and
the body language that is used in different situations such as discussions,
quarrels, bullying and reconciliation.
(Lesson 2) |
|
|
explore how we can vary the language through our choice of words and syntax,
examine some features of the sentence structure, compare how we put things
in writing and orally, as in interviews, and be aware of how we can
read in different ways for different purposes. (Lessons
2,
3,
4,
5) |
|
|
talk about the origin of old folk songs, their use and how important they
are (Lesson 4,
5). |
|
Listen and talk |
use role play and improvisation to put oneself in the other's situation and
learn how to express themselves by using theatrical activities such as acting
an mime. Further develop language games with jokes, “tongue twisters”
and such. (Lesson
2) |
|
|
present their own thoughts, lessons and news in a way that makes the audience
interested in what is being said.
(all lessons) |
|
|
make an interview, using a tape recorder is fine (Lesson
5). |
|
Read and write |
write a poem and use linguistic devices such as verse lines, images,
comparisons and repetitions.
(Lesson 3) |
|
|
gain experience in writing oneself into a subject. Work consciously to
learn what is in the text books. Write factual prose on different subjects,
can be related to interdisciplinary subjects. Learn word processing as part
of writing own texts and typing practice on the keyboard. (Lesson
4,
5). |
| Grade 6 |
Read and write |
write a story, work with environment, social setting and people, conflicts
and solving conflicts. Emphasis on choice of words, nuances and variation
in the language. The pupils shall work together on making scripts for film.
(Lesson 2) |
|
|
gain experience in the different stages of working with a text, all the
way from vague ideas to the finished product. Give positive and constructive
feedback.. (all
lessons) |
|
Knowledge of language and culture |
explore and discuss composition and linguistic devices in some oral genres
such as interview and lecture.
(Lesson 4) |
|
|
explore and discuss how paragraphs work in a written text. Work with
punctuation, such as separating main clauses and subordinate clauses. Explore
how various categories of speech can be used to express functions such as
cause/effect and comparison/contrast.
(all lessons) |
| Grade 7 |
Listen and talk |
use body and voice in different acting situations and explore and develop
the personal dramatic ability of expression. Experiment with exploring a
text in various ways, such as by using video. Put on a cabaret, revue or
theatre performance for others, for example
parents, with self made material.
(Lesson 2) |
|
|
gain experience in speaking at large meetings and discover that they
are up to it. Sum up a discussion in the class. Present work on a subject
or project. |
|
Read and write |
write to people from outside the class, work thoroughly with a text with
emphasis on the aesthetic aspect of one's own phrasing and on spelling and
punctuation. (Lesson
5) |
|
|
use electronic media to produce and publish texts.
(all lessons) |
|
Knowledge of language and culture |
Find out something about how the language
changes over time, depending on place, situation and participants. They will
observe some distinctive features in other languages/dialects, group languages
and how girls and boys use the language. Furthermore, they shall find words
of other languages origin in their own language, and synonyms in their own
language for the same words and expressions.
(Lesson 2) |
| Grade 8 |
Listen and talk |
use the language for probing conversations, about -among other things-
responsibility and freedom, honesty and betrayal, about conflicts and about
being unbiased and biased. They shall work on empathic and critical listening,
improvisation and role play.
(Lesson 2) |
|
|
gain experience in taking an active part in formal meetings and discussions,
learn the concepts of speech and reply, take notes and write minutes from
discussions. (all
lessons) |
|
|
note body language, atmosphere and so forth.
(Lesson 2) |
|
Read and write |
write studies, contributions and articles to various recipients. Take
an active part in finding interesting subjects to write about. Experience
that reading and writing complement each other in school work, and experience
the value of brainstorming, keywords, idea-maps, questions and such.
(all lessons) |
|
|
use the computer and Internet to stay in touch with pupils in other
countries, participate in discussion groups. Use it to search for information,
systematize and save collected material.
(all lessons) |
| Grade 9 |
Read and write |
read and work with reasoning texts, try out different ways to structure
a text, specify, generalize and experiment with devices.
(Lesson 2) |
|
|
use the computer-net for collecting, saving and processing information.
Use electronic mail for communication with pupils from their own and other
countries. (all
lessons) |
|
Listen and talk |
bring up current topics and other subjects they are interested in for critical
and analytical discussion. Develop an idea, give your reasons and defend
a point of view. (all
lessons) |
| Grade 10 |
Read and write |
write informative and reasoning texts and gain some experience in writing
fapplications, formal letters and other genres they will need, work together
on making project plans, keep a diary in connection with a project and write
evaluations of the progress, product and learning. Do tutoring together on
age-mixed writing days. (Lesson
2) |
|
|
read and discuss translated texts from other cultures, participate in
and listen to presentations and gain insight in life experience, standards
and values in other country's cultures. Meet the written language of immigrant
languages or minority languages
(all lessons) |
|
|
work on achieving good phrasing and formal language skills in standard
English and rural English while working with their own texts.
(all lessons) |
|
Listen and talk |
experience theatrical performances or video recordings, discuss content
and performance. Play theatre and perform/dramatize/play theatrical texts
by playwrights or texts they have made themselves. Create parts and lines,
work with the voice, pauses and body language. Gain experience with real
and imaginary props. (Lesson
2) |
|
|
discuss requirements for oral performance.
(all lessons) |
|
Knowledge of language and culture |
work with theatrical genres, devices in theatrical texts, performance
and theatre. Gain some knowledge of theatrical history, assess devices in
film, manner of storytelling, interaction between picture, sound and speech,
and compare book and film.
(Lesson 2) |
|
|
work with the main features of grammar. Use lists of words, dictionaries,
and other reference books. (all
lessons) |
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