T: Stand up.
T: Come here.
T: Great. Nice to see you.
T: I hope you are having a nice Friday.
S: Yes.
T: Now we're going to have a Norwegian.
T: Please sit down.
S: Thank you.
T: Yes.
T: Plan for the lesson
T: That's important.
T: Goal and plan.
T: We have two things to do during this lesson.
T: You will get to make some poems.
T: You will get a starting point, a little frame.
T: You will compose inside of it.
T: So, you will compose poems
T: And we start with that.
T: I think we can keep focus on that.
T: And then we take all that and get back the adventure.
T: We take it to the end.
T: I know you are very excited about the characters.
T: But my experience is that it will be best work if you get it at the end.
T: Do you understand?
T: Otherwise many are like this.
T: “Talk, talk, talk, talk.”
T: And then we never get started with the next round.
T: Do you understand the point?
S: Yes.
T: Because I understand, when you will get back the adventure.
T: And the grades.
T: Then it can be like this.
T: Right?
T: A little bit like that.
T: And then it's okay to have done that work section first.
T: That's why we do it like this.
T: So two is then to get back the adventure.
T: Right?
T: The goal for this lesson is then a little bit like that.
T: Two parts.
T: The first goal is that you will try to compose poems.
T: Get a feeling of what that is and play with words.
T: Play with line division.
T: Talk about it.
T: Maybe find some linguistic pictures.
T: Maybe use a metaphor.
T: Whatever that may be?
T: Right?
T: So that and simply try a little bit to compose poems
T: That is one goal.
T: And hopefully when you do that, you will perhaps understand even a little better what these devices are.
T: When you try to use them yourself.
T: Understand the use and manage to use the literacy devices yourself
T: Right?
T: So this is a consequences of this
T: That you understand and can use literacy devices.
T: We have not gone through all the devices.
T: We have gone through some.
T: The goal with this one is really mostly that you should get to see where you stand.
T: There is no very clear learning goal there.
T: Because it is individual.
T: What you individually have achieved and not achieved.
T: So that becomes a little bit of an individual.
T: But that you at least learn something from your own text
T: That is the goal here.
T: We will use a little time on that.
T: You will see what you have done, what you have done well and what you could have done better.
T: Right?
T: That is when we learn something.
T: As I said, it becomes a little bit individual what you learn from it.
T: Because of what you have managed to do.
T: And that is individual.
T: Sigrid?
S: What are we going to write about?
T: The poem yes
T: We will start there
T: First of all I wonder...
S: Should we write or read?
T: You will try to compose a poem
T: you will get a little bit of a frame, I will tell you how this will go.
T: But first of all, what literary devices did you learn about last time?
T: Do you remember that?
T: Sigrun?
S: Repetition and rhyme.
T: Repetition and rhyme.
T: What else?
T: Oh, right?
T: Someone who has come up with something.
T: Yes, Sebastian?
S: I think it was contrast.
T: Correct, contrast.
T: That is correct, contrast.
T: That was black and white, poor and rich, the Carpe Diem song, right?
T: And then we also learned a little bit about...
S: Rhytm.
T: That poems often have a rhythm
Right?
T: It has its own rhythm.
T: That the author tries to convey
T: And how can we convey that?
T: What does a poem look like?
T: Peter?
S: It looks almost like a song
T: Yes.
T: Does it look like a...
T: ...usual text?
S: Hi we are from Norway…
T: Is this a poem?
T: Can you see if this is a poem or not at once?
S: Yes.
T: What is this?
S: short sentences
S: ...a story?
S: (inaud)
T: Yes.
T: And it's maybe...
S: it is often written in a beautiful way
T: Yes, it is.
T: You often express feelings and such.
T: Often.
T: But do you see
T: Is this a poem?
T: No, we see it at once, don't we?
T: We do.
T: Let's see if I had this.
T: Oh, no, I had it here.
T: There we have it.
T: You don't see what's written here, but is this a poem?
S. Yes.
T: How do you see that?
S: It has shorter, what is it called
S: paragraphs
T: Lines?
S: And lines.
T: Yes.
T: Short lines.
T: And line division is a pretty important poem.
T: Often we have... only a few words on each lines
T: And many poems...
T: ...you don't even think about rhyming.
T: It's not so strict about having to rhyme, it's more about conveying what you want.
T: Use some literary images that we have talked about.
T: I think...
T: ...since we... I just want to take...
T: ...one thing from the PowerPoint that we didn't take.
T: And here's someone who logged in, so I have to log in again.
T: Can you find your workbooks?
T: And the Context book, too.
T: Those who haven't done it can do it while I'm finding this.
T: I think that's it.
T: I think that there might be one thing that we should do before you get the task.
T: One thing that I think we should take that we didn't take last time.
T: And these are linguistic images.
T: Does anyone know what a metaphor is?
T: Have you heard this expression before?
T: I'm guessing you have, but do you know what it is?
T: Is there anyone who's wondering if they might know?
T: Anyone who dares to guess?
T: No.
T: A simile?
T: You know what that is.
T: Don't you?
T: What's a simile?
T: I can ask anyone, for example Max. What's a simile?
S: For example, if two things have something in common.
T: Right.
T: And then you'll say that...
T: Yes.
T: If you were to say something about me, what would you compare me to?
T: That's very exciting, what he can compare me to.
T: What would you compare me to?
S; Anders.
S: Just say Anders?
S: Anders?
T: Yes, that's fine, he's the other teacher.
T: That's fine. I can handle that very well, he's much younger and more handsome than me, so that's nice.
T: And then personification is also an expression that we're going talk about now.
T: These are called imagery
T: Now you have to bring your book out so we can note them down.
T: These are called imageries, because they help the reader...
S: Should we note them down?
T: No, we can note them down when we get to the explanation of these, then we can note them down.
T: That was a bit unclear, but when we get to the explanation of these, then we can note them down.
T: But they help the reader to paint images of what they read, right?
T: So the reader gets images in their head.
T: A good text is a text that gives us lots of images in our head.
S: Should we write it down?
T: I'll tell you when you note down.
T: Yes.
T: And then you can say that... Have you heard the expression cliché before?
S: No.
S: Yes.
S: I've heard---.
T: It's a cliché…, somebody said yes?
S: It's something that... It's almost funny that it's a cliché.
T: Yes, it's become a cliché because you've used it so much.
S: Yes.
T: Right?
T: A bit like... Let's take poetry, which has become a cliché.
T: Roses are red, violets are blue, that has become a cliché.
T: If you write that in poetry you try to get a good grade on, then you will have missed the target, right?
T: But if you don't turn it around a bit, then it can be cool.
T: But it's something that's been used so much that it's become a bit worn out.
T: Then a simile,
T: When we compare something to something else. We knew that.
T: Right?
S: Or have something in common
T: Yes, but then we compare it, right? It's to describe a characteristics of something.
T: For example...
T: You could say that life is like a journey.
T: Right? Life is like a journey. You do many different things, and you're on your way all the time.
T: And also life….
T: Our lives, in a longer perspective, develop. We get to new places in life.
T: Even if we live in the same place. Right?
T: Yes.
T: You are dumb as a sheep. You are dumber than a sheep-
T: The comparison is often with ‘like’ or ‘than’
T: We use that.
T: And then if we remove ‘like’ and ‘than’, we get a metaphor.
S: I need a guy with proper balls.
S: Because I have balls myself
T: Yes. Why is this a metaphor?
T: Why is this a metaphor?
T: You think it's very funny. I think it's very funny too.
T: I agree with that.
S: She doesn’t literally have balls.
T: No, she doesn’t
T: What do balls represent?
T: When you say that, if you have balls, what do you have?
T: You have courage. You have guts.
T: You can handle getting a hit and then get straight up again, right?
T: You have to be brave to do it.
T: You won’t break easily.
S: I dare to.
T: Right?
T: And that's why she says that I need a man with proper balls, because I have balls myself.
T: Is it Katy Perry?
S: yes
T: I think it's Katy Perry.
T: And it's clear that she doesn't have balls.
T: She doesn't.
T: It has to be basketball or something like that, but it's not the balls I'm talking about.
S: She can have them if she operates.
T: I don't think you can.
T: There are a lot of things you can operate, but I don't think you can have them.
T: I don't think that's possible.
S: Life with two balls.
T: You can talk to the school nurse. She might know whether that's possible.
S: I'm both smart and good.
T: Here we see some metaphors.
T: I said that life is like a journey, and here it says that life is a journey.
T: And then it suddenly is a metaphor.
T: Or the camel is the ship of the desert.
S: And a heart of the stone.
T: or a heart of the stone.
S: Do we write that too?
T: Or you can say that you're so cold.
T: Right?
T: It does not necessarily mean that someone is very cold and sitting and freezing.
T: It means something completely different, what does it mean?
S: You don't think about other things.
T: No.
T: Right?
T: That's exactly it.
T: If you're cold, we know what that means.
T: If you're a warm person, what are you then?
T: Does that mean you go around and sweat all the time?
S: You're a good person.
T: You have the ability to look at others and care about others.
T: We know what this means.
T: We know what many metaphors actually mean.
T: Many of them are used often.
T: But it's in a transferred meaning as it's called, not literally meant.
T: This is interesting.
T: You probably will be able to use this when you're going to compose poems.
T: And then personification, that is to give something life that doesn't have life.
T: Right?
T: Give nature or dead things human properties.
T: Let's see if we have any good examples here.
T: The wind is rustling my hair.
T: The wind can blow, but rustling someone's hair is like...
T: Sorry Max, I was a bit too close
T: And the sun is smiling in the sky, or the darkness is pressing on.
T: Can the darkness really press?
T: The darkness just comes and goes because the sun is up, or there are clouds.
T: so the darkness is pressing on might mean something more.
T: Or time passes. (Time walks)
T: Time can't just walk.
T: It's actually a personification
T: Other personifications, I remember a student once wrote a scary story.
T: He was so good at describing how the forest leaned over this person who was walking.
T: Deep in the dark forest.
T: It was like the trees leaned after grabbing the person.
T: They didn't do that, of course.
T: But the forest was so personificated so that you could feel goose bumps.
T: Many students can do that when they dare to try.
T: Those things over there...
T: I said I'd tell you when to write notes.
T: Well that you should write down.
T: I'll bring it back to simile.
T: I didn't keep my promise, I didn't say when to write notes.
T: Simile, write down what that is
T: Write one example, then you have something to hang it on
T: Write the explanation and one example.
T: Have you done that? Nice.
T: While you're writing notes...
T: I'll tell you what to do.
T: You get a sheet of paper
T: This is a poem by Einar Øttland.
T: But it's not the whole poem.
T; It's the title, the first line, and the last three lines.
T: The rest of it you have to help Einar Øttland to write.
T: This is a frame. You have a frame, a beginning and an end.
T: And you fill in the middle.
T: Let's see what you can do.
S: Is this graded?
T: You will not be graded on this. It's just an exercise in the lesson.
T: You can write on the sheet.
T: Or you can scribble in your books.
S: How do you start?
T: Find something to put in between.
T: Let's see.
T: I Change the picture to metaphor now.
T: You work alone on this one
T: Like that.
T: And then Emilie and Katrin
T: You have to put it down.
T: Okay, I'll take the next picture.
T: Someone was wondering if we should write in new Norwegian.
T: You can choose.
T: If you want to try, that's fun.
T: But if you think it's in the way of getting something on the paper,
T: we'll rather have a mixed poem.
T: I could have chosen another...
T: But I think it has a good start, so I chose this even though it was in new Norwegian
T: Okay, Ketil?
S: I didn't understand one of the sentences.
T: We can take it one by one.
T: I change the picture to a metaphor,
T: so a metaphor is a simile without this.
T: Write a couple of examples if you haven't yet.
T: Note this down as well.
T: So you know what a metaphor is, and what simile and personification are.
T: I want you to note that down in your book.
T: Right?
T: And you, Emil, I saw that you noted it down. Very good.
S: How should I start this? Once upon a time..
T: It’s not a story
S: Once upon a time there was a boy named Ahmed Ali…
S: He was very busy at home
T: Do you have your sheet here?
T: You just got a sheet
T: There you go.
T: Can I move on?
T: Not quite.
T: It’s my fault that you didn’t write notes before, I forgot to mention it.
S: No, no, you just wrote it down.
T: There was a little detour.
T: And then...
T: One example is enough, right? We'll move on now.
T: Personification, to give something human characteristics.
T: Can you see the screen?
T: Then you look at Sara’s
T: I’ll just let this stay up here
T: The poem..
T: ...begins with ‘think’
T: ‘Think of everything you never see’
T: Sara.
T: It begins with: “think of everything you never see.”
T: And then it's...
T: ...letting the thoughts run free.
T: What is it we don't see, but still happen?
T: That's what this poem is about.
T: It can be so many things.
T: Which way to go, I don't know.
T: It usually takes many different ways.
T: Okay, here.
T: You don't have to rhyme if you don't want to.
T: But it should look like a poem, with line divisions and stuff.
T: That we recognize
T: It should look like a poem.
T: There's no narrative or story here.
T: Then you have misunderstood.
T: You can choose, write on the sheet, but if you need to scribble, you can do that in your book.
T: Right?
T: Have you done this?
T: You have?
T: Are there others who have done this before?
S: I meant I’ve done it now T: I thought you meant another lesson
T: Yes of course
T: Are you hurt?
S: No, I'm fine. T: (tape it with medicine tape)
T: Just as advice
T: Then it gets automatically support by the other (..)
S: I’m so bad at this
T: Think about the starting point. What can it be?
T: What can be an example of things you never see but still is there?
T: you can write it like that yes, it’s not wrong, it’s fine
T: Good
T: Wow, you are good at this
T: Look at that, you wrote a lot, very good
T: Actually you can’t do that during the lesson, you have to try hold out
T: I think you can do it unless it is total crisis
T: If you are done and just sit and wait for the others… S: Why do you have that?
T: It’s because we are filming
T: Let’s talk about this instead
T: What is a poem? It can be anything
S: How many sentences do I have to write?
T: Do you have to write sentences?
S: how long should it be?
T: I dont have an answer to that, this is just a small practice, there are no strict requirements
T: Yes, that’s more than some others
T: You dont need to repeat «think about everything you never see”
T: OK!
T: I want to know: did anyone have a go at using similes, metaphors, and such?
T: Nobody? … Did you try?
S: Yes, but I don't want to say it out loud
T: Can you just say the simile or metaphor you used? S: noo
T: No ok if it’s too private it’s fine, but could someone read what they wrote?
T: We have to remember: this was done in 5 minutes. You haven't had a lot of time to ponder these lines
T: A, can you please sit down. You need to sit down now
T: Does anyone want to read their poem?
T: Come on now, Johannes you dare to read, come on now, I see that you smile, you dare to read
S: S: Think of everything you never see. Think of everything you never see. Think that you have never seen (inaudible) think about day and night and day. Time goes so fast. Think of everything you cannot see when time goes so fast
T: And then the last part
S: Shall I read that too?
T: yes, since that is the frame of the poem
S: Think of everything you never see. It is there. All of it.
T: Right? Very good!
T: You need to remember to include the last part, as that is the frame for our poem, right? It is in between here that we write. Now I have the “facit” [the original poem] that he made, we are going to hear this too, but I would like to hear a few more from you.
T: K, Would you like to? Is there anyone of the girls who dare?
T: A, do you want to read? What about Emilia?
T: Very cool if you do it. Ok, great
S: Think of everything you never see. Think of what you want to see, not about what you do not want to see. I think, you think, everybody thinks. Think of what you always see. The sun is thinking, the moon is thinking (,..) just think. Think of everything you never see. It is there. All of it. (clapping)
T: Very good! Is it someone who feels like maybe they want to read after all? Now two have dared.
T: Ok, Leander, wonderful!
S: Think about everything you never see. Think about what you see, think about what you can see, but that blind cannot see. Think about what blind (people) can see but what you cannot see
S: Think about what you never see. It is there. All of it.
T: Good! (clapping)
T: What is it that a blind person see? How do they see?
S: they feel
T: Right, use their hearing, other senses
T: In another way, they see things in a totally different way
T: Nice touch. Should I read what Einar Øtteland wrote?
S: yes
T: Would you like to hear that?It is not the ‘correct’ one, your poems are equally good, but it is his original poem
T: Think. Think of everything you never see
T: Trees grow, the fish move. The frog sleeps in the sun during frost
T: A little spot in the sky (…) and the moss crawls under the fence
T: Somewhere a man sits with a screwdriver. Think about everything you never see. It is there. All of it
(clapping) thank you
T: Ok. Then we have some time for..
T: I don’t know we haven’t had any evaluation, but we could do that now first
T: Is there anyone who felt that they could use any of the literary devices we talked about?
T: Sigrid? S: Rhyme
T: You used rhyme, yes! Good. Anyone else?
S: Rhyme T: Rhyme here too, S?
S: What is it called again… Contrast
T: Contrast, good, P? S Metaphor
T: Metaphor, that’s what you said? Great so we tried a little bit, we will do this more.
T: The goal is not only that you can recognize these devices in poems and such
T: It is also so you can use them yourselves, right? To use them yourselves.
T: Good. Then I will show you something totally different.
T: We are now switching to the returning of your adventures
T: Don’t panic
T: Remember that.. remember that this is the first step towards the Olympics final at the end of tenth grade, right
T: So you don’t.. We have a long way to go, and we will learn a lot, and practice a lot
T: Some of you have managed well, others have had less success.
T: But everyone has managed something, right? I can say that
T: I’m missing… I never got it in from you, your adventure
T: I couldn’t find it, did you email it? Ok, I will check one more time
T: Oh. That was long
T: Take a look at it, but in peace and quiet
(student names)
T: It is a bit scary, I get that
(student names)
T: No, no don’t do that. We will use this
(student names)
T: just a second, I will hand these out first, the I can answer
(student names)
T: I will check if I can find yours then
T: And you never did it, ok
T: It’s between (inaudible), so it is very good
T: Ok. Can I show you something, you can look at the comments
T: We got this kind of atmosphere, I knew it
T: But look at the comments, some are like ok and others oh that was too bad, and something was good
T: And I have tried to comment on both good and bad things and especially in the last comment I have pointed at strengths
T: At the same time I have tried to point out what you can do better
T: Comments throughout the text, often it is that if you make one mistake it repeats itself, and I have not pointed at all times it is repeated
T: I might have highlighted examples, here you need to check this and that
T: and then I have referred to pages in the Context book, as in the book it says everything about for example comma rules
T: and small and big letters, single or double consonant
T: o and å, right, so you can try to find it yourselves
T: and if you cannot do that, you need to of course ask me, right?
T: Then you ask me. And for your grade, language counts quite a lot.
T: you don’t get away from that. You might have had a great idea and done a good job, but language counts a lot
T: that’s how it is. There is a connection between those two things. We evaluate both
T: Ok? Leander? Hmm?
T: oh yes ok I understand, that’s true. But there is no point in relation to the actual story, there’s not three episodes, you understand?
T: I get that. But it doesn’t matter much for the story
S: Is 5- good? T: yes it is very good
S: Did anyone get 6? T: No S: Anyone get 5+?
T: Yes
T: Ok
T: 5+ is a strong 5
(students talk about grades)
T: I would like to show you something now, can you sit down, sit down and try to be quiet
T: You can’t take that if he doesn’t…
T: Listen now. This is in the folder where you submitted, the feedback is there-
T: With corrections so you can go back and see, next time you write
T: what was it I did last time, what did I miss then, I shall not do that again
T: Right? So you can go in, I will show you, go in and click on my subject, Norwegain
T: the same way you did when you submitted is, final version, right
T: I have everyone, you only have yourselves. I use Max as an example so you know where to find it
T: This arrow here, see that? Can everyone see it? Then you get a long list and go down to ‘comment’
T: we should do this once in the computer room when we have time, but you can go in on ‘comment’
T: There you can find, oh no here was the grade, ouuuu
T: And then, sorry Max. S: It’s ok
T: There you will find, evaluated, Max and here you get the evaluation with corrections and everything
T: Many of you have mistakes, like after vacation mistakes, some mistakes you might not have done before summer vacation
T: mistakes that shows it’s been a while since you wrote a long text
T: remember that this is the first text, we will write many texts during this year, this is not the end it is the beginning
T: If you feel like you didn’t quite do so well, and some might feel that they did a good job
T: I hope, many of you wrote really good texts, good ideas and many who write well
T: So we just need to weed away some of the mistakes you make
T: You understood? Where to find this? The arrow on the side, ‘comment. And then you find it.
T: Yes, what I want us to do now, is that we use the time we have left, a few minutes still
T: take the Context book, if you find comments on the side where it says page number in the Context book
T: I want you to look up at least something you got feedback on and see if you understand, “ok that’s how I should have done it”
T: If you don’t understand it immediately, ok? Use some time on that so don’t put away your adventure
(inaudible about grades…)
T: (…) we will practice and it will get better
T: (…) Why do you think that I think that?
T: I’ll come to you and explain
T: (…) it’s just the way it is said, we understand what you mean but ‘fortalt’ is not the workd use (..)
T (..) too much commas, it drowns a bit, it will become much clearer if it can stand alone as its own sentence
T; This is the intro (..) he kills the dragon (..) stand alone in its own sentence, it will be more exciting (..)
T: Now it is the fourth part of the sentence (…) it will be clearer standing alone as it is such dramatic (..) not as a side sentence
T: Let’s see. Now boys sit down. Did you have a question for me?
T: yes you write well, but there are some mistakes also that you need to work on
T: I will let you know Emilie if I don’t find it now in the break
T: You need to sit down now
T: The others have looked at their comments and some places I have written check this page in the book
T: Did I do that for you? No, yes, here. The rule bout (…), page 367 in the book
T: Find that page and read about this rule, because you have some errors on that. Next time we you write a text you will know this and might improve
T: Ok everyone, listen up. J, sit down, sit down, take off your hat
S: Why is that not allowed? T: That’s the dress code at school