EN2: Teaching Sequence

20th of December

Teaching sequence


Frist 2 Lessons (Ditte)

Thoughts on the first of 2 lessons (Ditte)

First of all this is an introductory lesson to historical hero and working with nonfiction. I decided to change the golds point of view from the teacher to the students point of view when I introduced it to the students. I hope that it makes the goal more tangible for them and that they better can see them selv doing it in the future.

When speaking about grammar we take a non-interventionist position in general. I decided to mention, but not to go into depth, that in the texts we work with is in parts tense, to make them aware that the events happen in the past and in the hope that they also might use the past tense.

I tried to have some different methods to make it more interesting for the students and try to appeal to different learner types. I would have like to have some more movement, but it didn’t work with what i wanted to do, with the class. I haven’t differentiated much i thought about heading out harder the texts to the good table groups, but that is all. I don’t think it is strictly necessary in this first part of the sequence because it is very introductory.

Second 2 Lessons (Ali)

Thoughts on the second two lessons: (Ali)
After having been through how to find important facts in a nonfiction text, we thought it would be a good idea to teach the students some tips on how to find non-fiction text about the given subject.
We decided that teaching them google tools and advanced search were best suited, since we believe that the internet is the most common source of information the students use, and google being the most used search engine.
we decided that we wanted the students to try to find an article immediately after to evaluate whether they’ve learned some tools to find an a non-fiction and informative article, and to provide feedback and guidance after to improve this ability.
To follow up on Mandela and Apartheid, we’ve chosen to select Martin Luther King Jr. as the historical hero for these lessons. Also for the students to see the similarities but also know the difference between apartheid and segregation.
we believe that the text of the short extract of the “I have a dream” speech, is quite difficult so we thought it would be a good idea to have listen to the speech but with english subtitles before reading the text together.
Since the speech is quite an influential part of his legacy, we would also like the students to fully understand the text, so the text will be divided in sentences for the students to rotate reading, and then  to translate, along with the help of the other students and teachers if deemed necessary.

Last 2 Lessons (Fie)

Thoughts about this lesson: (Fie)

In these two lessons we combine what we learned in previous lessons, to reach the goal about ”writing about your own historical hero”

Firstly we activate the students memory and make them remember what they learned the previous lessons by doing the cocktail party.

The cocktail party gets the students moving, talking to a lot of different faces and learning from each other. This is a good way to start a lesson and also students who maybe missed one of the previous lessons will get updated.

I included some fun and personal questions to create a fun and good atmosphere that motivates the children and also contributes to a good social environment.

I make a presentation about Gloria Steinem to show them an example of how a poster could look like and what I expect from them. Also I choose a women as my historical hero to create gender variety, which I find very important. Children are just about to create their awareness about sexuality and I want them to have role models of different genders, nationalities etc.

Grammar teaching

In general we take a non-interventionist position. Therefore we in this sequence decided not to make an explicit grammar exercise. In the sequence we are going to be aware of their past tense form and if we notice a general mistake used by a lot of the students we would use the reactive method to make them aware of the grammar rule.

In conversation with the students we would use an implicit approach.

FFM for 5 klasse

Læsning Læsning Skrivning Skrivning
Eleven kan forstå hovedindholdet af enkle fag- tekster Eleven har viden om hyppige fagord i forhold til det faglige emne Eleven kan skrive enkle, informerende tekster Eleven har viden om sprogbrug i enkle informerende tekster

Appendix 1

Appendix 2: Brainstorm: What is a historical hero?


Appendix 3: Texts about Nelson Mandela

Source her:

Text 1: All of the class: Why is Nelson Mandela famous?

Text 2: group 1: The young Mandela

Text 3: group 2: Problems in South Africa

Text 4: group 3: Struggle for Freedom

Text 5: group 4: President Mandela

Text 6: group 5: World Statesman

Appendix 4

Ask Yourself, “What Am I Looking At?”

Is it news, opinon, a personal blog gossip? Advertising? Propaganda? How can you tell the difference?

Think Critically about News and information.

Who created the reports and editorials? For what purpose? Is the information verified? If so, how? What is the documentation? is it presented in a way that is fair?

Learn to Spot Bias

Watch for loaded or inflammatory words. Does the author have an agenda? Is more than one side of a story presented? Did the subject respond?

Beware of Information Found on sites like Wikipedia

Entries can be changed by anyone at any time. This calls into question the accuacy of the information at any given moment. That said, the primary sources linked in the entries can be a rich trove of reliable information.

Don’t Allow Yourself to be Fooled

Nobody likes to be duped. If something sounds incredible, it probably is. Fact check unreliable information.

Appendix 5

Links for the text and videos used for introducing Martin Luther King Jr.

National Geographic Kids, Article of Martin Luther King Jr.

Short Video about Martin Luther King Jr. Time: 2 M. 34 S.


Appendix 6.

Short Extract from Martin Luther king Jr’s speech in Washington 1963.
Link for the youtube video of the speech.

The dream

I have a dream that one day this nation will rise up and live out the true meaning of its creed – we hold these truths to be self-evident: that all men are created equal.

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at a table of brotherhood.

I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama little black boys and little black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith that I will go back to the South with. With this faith, we will be able to hew out of the mountain of despair a stone of hope.

With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day, this will be the day when all of God’s children will be able to sing with a new meaning: “My country, ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountainside, let freedom ring.” And if America is to be a great nation, this must become true.

And so, let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous peaks of California.

But not only that.

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and every molehill of Mississippi, from every mountainside, let freedom ring!

And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: “Free at last! Free at last! thank God Almighty, we are free at last!”