{"id":12022,"date":"2025-09-08T09:58:15","date_gmt":"2025-09-08T07:58:15","guid":{"rendered":"https:\/\/leselop.usn.no\/?page_id=12022"},"modified":"2025-10-15T11:14:36","modified_gmt":"2025-10-15T09:14:36","slug":"22-multiple-reading","status":"publish","type":"page","link":"https:\/\/leselop.usn.no\/?page_id=12022","title":{"rendered":"22. Multiple reading"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; _builder_version=&#8221;4.27.0&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; da_disable_devices=&#8221;off|off|off&#8221; global_colors_info=&#8221;{}&#8221; da_is_popup=&#8221;off&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_is_singular=&#8221;off&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.0&#8243; _module_preset=&#8221;default&#8221; width_tablet=&#8221;85%&#8221; width_phone=&#8221;85%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h2>\u00c5 lese multiple tekster i engelsk. Sakprosa- og fiksjonstekster i engelsk.<\/h2>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1>\u00c5 lese multiple tekster i engelsk. Sakprosa- og fiksjonstekster i engelsk.<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; header_line_height=&#8221;1.4em&#8221; header_2_line_height=&#8221;1.4em&#8221; header_font_size_tablet=&#8221;&#8221; header_font_size_phone=&#8221;25px&#8221; header_font_size_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1>\u00c5 lese multiple tekster i engelsk. Sakprosa- og fiksjonstekster i engelsk.<\/h1>\n<p>[\/et_pb_text][et_pb_code disabled_on=&#8221;off|off|off&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"custom-row\"><!-- [et_pb_line_break_holder] -->  <\/p>\n<div class=\"image-column\"><!-- [et_pb_line_break_holder] -->    <!-- Bilde for desktop og tablet --><!-- [et_pb_line_break_holder] -->    <img decoding=\"async\" src=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/hovedbilde-leselop22-2.jpg\" class=\"image-desktop\" \/><!-- [et_pb_line_break_holder] -->    <!-- Bilde for mobil --><!-- [et_pb_line_break_holder] -->    <img decoding=\"async\" src=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/okt1-wrapup2.jpg\" alt=\"Mobil bilde\" class=\"image-mobile\" \/><!-- [et_pb_line_break_holder] -->  <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->  <\/p>\n<div class=\"text-column\"><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"text-box-1\"><!-- [et_pb_line_break_holder] -->      <pee>\u201cJeg visste ikke at man kunne l\u00e6re noe av \u00e5 lese Harry Potter.\u201d (Jente, 15)<\/pee><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"text-box-2\"><!-- [et_pb_line_break_holder] -->      <pee>Leseproblem:<!-- [et_pb_line_break_holder] -->\u00e5 lese varierte tekstsjangre, tematisk knyttet, og evne \u00e5 trekke ut informasjon og<!-- [et_pb_line_break_holder] -->        se sammenhenger.<\/br><!-- [et_pb_line_break_holder] -->\tFag:\t\t\tengelsk (mulig \u00e5 knytte til samfunnsfag)<\/br><!-- [et_pb_line_break_holder] -->\tTverrfaglig tema: \tdemokrati, medborgerskap, folkehelse og livsmestring<\/br><!-- [et_pb_line_break_holder] -->\tTrinn:\t\t\t5. til 10. trinn. Eksemplene er fra 10. trinn.<\/br><!-- [et_pb_line_break_holder] -->\tTidsramme:\t\t120\u2013360 minutter. Gjennomf\u00f8rt forl\u00f8p: 360 minutter<\/br><!-- [et_pb_line_break_holder] -->Tekst:\tsakprosa-, fiksjons-, rap- og multimodale tekster p\u00e5 engelsk<!-- [et_pb_line_break_holder] --><\/pee><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] -->  <\/div>\n<p><!-- [et_pb_line_break_holder] --><\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/p>\n<style><!-- [et_pb_line_break_holder] -->  .custom-row {<!-- [et_pb_line_break_holder] -->    display: flex;<!-- [et_pb_line_break_holder] -->    flex-wrap: wrap;<!-- [et_pb_line_break_holder] -->    align-items: stretch; <!-- [et_pb_line_break_holder] -->    justify-content: space-between;<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->.image-column {<!-- [et_pb_line_break_holder] -->    flex: 1 1 18%;<!-- [et_pb_line_break_holder] -->    display: flex;<!-- [et_pb_line_break_holder] -->    align-items: stretch; 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<!-- [et_pb_line_break_holder] -->    height: 100%; <!-- [et_pb_line_break_holder] -->    object-fit: cover; <!-- [et_pb_line_break_holder] -->    display: none; <!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Desktop (1024px og st\u00f8rre) *\/<!-- [et_pb_line_break_holder] -->@media only screen and (min-width: 1024px) {<!-- [et_pb_line_break_holder] -->    .image-desktop {<!-- [et_pb_line_break_holder] -->        display: block; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->    .image-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 25%; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .text-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 68%; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Tablet-visning (768px til 1023px) *\/<!-- [et_pb_line_break_holder] -->@media only screen and (min-width: 768px) and (max-width: 1023px) {<!-- [et_pb_line_break_holder] -->    .image-desktop {<!-- [et_pb_line_break_holder] -->        display: block; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .image-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 40%; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .text-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 55%; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .text-box-1{<!-- [et_pb_line_break_holder] -->        font-size: 16px; <!-- [et_pb_line_break_holder] -->        line-height: 1.7;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->      .text-box-2 {<!-- [et_pb_line_break_holder] -->        font-size: 16px;<!-- [et_pb_line_break_holder] -->        line-height: 1.7;<!-- [et_pb_line_break_holder] -->           padding-left: 34px;<!-- [et_pb_line_break_holder] -->    padding-right: 34px;<!-- [et_pb_line_break_holder] -->    padding-top: 34px;<!-- [et_pb_line_break_holder] -->    padding-bottom: 34px;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Mobil-visning (767px og mindre) *\/<!-- [et_pb_line_break_holder] -->@media only screen and (max-width: 767px) {<!-- [et_pb_line_break_holder] -->    .custom-row {<!-- [et_pb_line_break_holder] -->        flex-direction: column;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .image-mobile {<!-- [et_pb_line_break_holder] -->        display: block; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .image-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 100%;<!-- [et_pb_line_break_holder] -->        margin-bottom: 20px; <!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->    .text-column {<!-- [et_pb_line_break_holder] -->        flex: 1 1 100%;<!-- [et_pb_line_break_holder] -->        margin-left: 0; <!-- [et_pb_line_break_holder] -->      padding-top:45px;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .text-box-1 {<!-- [et_pb_line_break_holder] -->        border-left: 5px solid #82c8ae;<!-- [et_pb_line_break_holder] -->        margin-top: 30px;<!-- [et_pb_line_break_holder] -->        margin-bottom: 30px; <!-- [et_pb_line_break_holder] -->        padding-left: 25px;<!-- [et_pb_line_break_holder] -->        padding-right: 20px;<!-- [et_pb_line_break_holder] -->        padding-top: 7px;<!-- [et_pb_line_break_holder] -->        padding-bottom: 7px;<!-- [et_pb_line_break_holder] -->        font-size: 15px;<!-- [et_pb_line_break_holder] -->        font-style: italic;<!-- [et_pb_line_break_holder] -->        line-height: 1.7;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    .text-box-2 {<!-- [et_pb_line_break_holder] -->        font-size: 15px;<!-- [et_pb_line_break_holder] -->        line-height: 1.7;<!-- [et_pb_line_break_holder] -->        padding: 30px;<!-- [et_pb_line_break_holder] -->    }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/style>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|phone&#8221; disabled_on=&#8221;off|off|off&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;30px||0px||false|false&#8221; custom_padding_tablet=&#8221;||0px||false|false&#8221; custom_padding_phone=&#8221;||0px||false|false&#8221; da_disable_devices=&#8221;off|off|off&#8221; global_colors_info=&#8221;{}&#8221; da_is_popup=&#8221;off&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_is_singular=&#8221;off&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row custom_padding_last_edited=&#8221;on|tablet&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width_tablet=&#8221;85%&#8221; width_phone=&#8221;80%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||0px||false|false&#8221; custom_padding=&#8221;||0px||false|false&#8221; custom_padding_tablet=&#8221;&#8221; custom_padding_phone=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h3>Forl\u00f8pet kort fortalt<\/h3>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h3>Forl\u00f8pet kort fortalt<\/h3>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; text_font_size=&#8221;17px&#8221; text_line_height=&#8221;1.6em&#8221; custom_margin=&#8221;2px||||false|false&#8221; custom_margin_tablet=&#8221;-25px||||false|false&#8221; custom_margin_phone=&#8221;-25px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; text_font_size_tablet=&#8221;15.5px&#8221; text_font_size_phone=&#8221;15px&#8221; text_font_size_last_edited=&#8221;on|desktop&#8221; text_line_height_tablet=&#8221;1.6em&#8221; text_line_height_phone=&#8221;1.6em&#8221; text_line_height_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h3>Forl\u00f8pet kort fortalt<\/h3>\n<p>[\/et_pb_text][et_pb_code _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<!-- === LES MER \/ LES MINDRE \u2013 INLINE, \"LES MINDRE\" NEDERST === --><!-- [et_pb_line_break_holder] --><\/p>\n<style><!-- [et_pb_line_break_holder] -->.lesmer-widget { position: relative; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Synlig\/skjult del *\/<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-skjult { display: none; }<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold.aapen .lm-skjult { display: block; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Lenker som ser ut som tekst (fet, uten understrek) *\/<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-toggle {<!-- [et_pb_line_break_holder] -->  font-weight: 700;<!-- [et_pb_line_break_holder] -->  text-decoration: none;<!-- [et_pb_line_break_holder] -->  color: inherit;<!-- [et_pb_line_break_holder] -->  cursor: pointer;<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Vis\/Skjul topp- og bunn-lenke etter tilstand *\/<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-toggle-bottom { display: none; }<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold.aapen .lm-toggle-top { display: none; }<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold.aapen .lm-toggle-bottom { display: inline; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Avsnittspacing og typografi (direkte verdier) *\/<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold p { <!-- [et_pb_line_break_holder] -->  font-size: 18px; <!-- [et_pb_line_break_holder] -->  line-height: 1.7; <!-- [et_pb_line_break_holder] -->  margin: 0 0 1em;<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold p:last-child { margin-bottom: 0; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Overskrifter (valgfritt) *\/<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold h2 { font-size: 25px; line-height: 1.3; margin: 0.6em 0 0.4em; }<!-- [et_pb_line_break_holder] -->.lesmer-widget .lm-innhold h3 { font-size: 22.5px; line-height: 1.35; margin: 0.6em 0 0.4em; }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->\/* Nettbrett *\/<!-- [et_pb_line_break_holder] -->@media (max-width: 980px) {<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold p { font-size: 17px; line-height: 1.7; }<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold h2 { font-size: 24px; }<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold h3 { font-size: 21px; }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] -->\/* Mobil *\/<!-- [et_pb_line_break_holder] -->@media (max-width: 767px) {<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold p { font-size: 16px; line-height: 1.75; }<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold h2 { font-size: 22px; }<!-- [et_pb_line_break_holder] -->  .lesmer-widget .lm-innhold h3 { font-size: 20px; }<!-- [et_pb_line_break_holder] -->}<!-- [et_pb_line_break_holder] --><\/style>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/p>\n<div class=\"lesmer-widget\"><!-- [et_pb_line_break_holder] -->  <\/p>\n<div class=\"lm-innhold\" id=\"lm-innhold-1\"><!-- [et_pb_line_break_holder] -->    <!-- SYNlig del (med \"\u2026les mer\" som del av teksten) --><!-- [et_pb_line_break_holder] -->    <pee><!-- [et_pb_line_break_holder] -->      Tidslinjen visualiserer lesel\u00f8pet i engelsk. Hele forl\u00f8pet strekker seg her over 360 minutter,men kan med enkle grep forkortes og forlenges. Forl\u00f8pet rommer ogs\u00e5 mulighet for \u00e5 koble p\u00e5 kompetansem\u00e5l fra andre fag, som samfunnsfag eller norsk.<!-- [et_pb_line_break_holder] -->      <a href=\"#\" class=\"lm-toggle lm-toggle-top\" role=\"button\" aria-expanded=\"false\" aria-controls=\"lm-innhold-1\">\u2026les mer<\/a><!-- [et_pb_line_break_holder] -->    <\/pee><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->    <!-- SKJULT del (kommer frem etter klikk) --><!-- [et_pb_line_break_holder] -->    <\/p>\n<div class=\"lm-skjult\"><!-- [et_pb_line_break_holder] -->      <pee><strong>\u00d8kt 1:<\/strong> Elevene varmer opp med \u00e5 studere tekster som adresserer stereotypier, fordommer, maktut\u00f8velse overfor minoriteter og f\u00e5r gjennom dette en bred tiln\u00e6rming til tema. Se \u00f8ktforslag. For \u00e5 vekke interesse begynner lesel\u00f8pet med en raptekst som for noen er kjent, men sjelden i skreven form. Klassen studerer rappen f\u00f8rst og utfordres p\u00e5 egne stereotypiske oppfatninger gjennom \u00e5 skulle markere linjer i teksten etter gitt lesebestilling. Elevene f\u00e5r s\u00e5 se rappen og f\u00e5r nye refleksjonssp\u00f8rsm\u00e5l i etterkant. Noen ord krever antakelig oversettelse eller forklaring her, som postnummeret 303.<\/pee><!-- [et_pb_line_break_holder] -->      <pee><strong>\u00d8kt 2:<\/strong> I denne \u00f8kten m\u00f8ter elevene samme tematikk som forrige \u00f8kt, men denne gangen gjennom et utdrag fra en skj\u00f8nnlitter\u00e6r roman. Romanen er kjent for mange, og det i seg selv gj\u00f8r den b\u00e5de interessant og ufarlig. Samtidig er den n\u00e5 noen \u00e5r, og flere av elevene har kun sett filmadaptasjonene. L\u00e6reren begynner med \u00e5 vise en snutt som forklarer karakterorkesteret, og s\u00e5 h\u00f8ytleses hele utdraget med lyttebestilling. Elevene f\u00e5r oppgaver til tekstutdraget etterp\u00e5 som omhandler tematikken, ikke litter\u00e6re virkemiddel og analyse. <!-- [et_pb_line_break_holder] -->Etter \u00e5 ha sett tekster, studert en rap og lyttet til en fiksjonstekst gis elevene to ulike lenker til nettsteder som definerer rasisme. Begge sakprosassidene er noe avanserte i vokabular. Her snakker elevene f\u00f8rst om nyansene i ordvalg og spr\u00e5kstil, f\u00f8r de utfordres p\u00e5 \u00e5 skrive sin egen definisjon, med egne ord, p\u00e5 rasisme.  <!-- [et_pb_line_break_holder] --><\/pee><!-- [et_pb_line_break_holder] -->      <pee><strong>\u00d8kt 3:<\/strong> I tredje \u00f8kt varmer elevene f\u00f8rst opp med refleksjonssp\u00f8rsm\u00e5l som utfordrer dem p\u00e5 ansvar, rollemodeller og hvem de selv ser opp til. F\u00f8r de bidrar i klassesamtalen ser de en kampanjefilm. Etter dette gis elevene en sakprosatekst om en fotballspiller. Teksten er ikke kort, men spr\u00e5klig ikke for krevende. Innholdsmessig passer den inn med forl\u00f8pets tekster, men tilf\u00f8rer nye perspektiv. Avslutningsvis i \u00f8kta vurderer elevene hvordan denne teksten passer inn med tidligere tekster og deres egen definisjon p\u00e5 rasisme.<\/pee><!-- [et_pb_line_break_holder] -->      <pee><strong>\u00d8kt 4:<\/strong> I den fjerde \u00f8kten f\u00f8lger elevene et TedTalk-manus mens den fremf\u00f8res for dem. Digitalt kan elevene f\u00f8lge teksten hvor progresjonen markeres underveis, samtidig er utskrevet versjon muligens enda lettere \u00e5 jobbe med senere n\u00e5r oppgaver skal besvares. Om tid er en siste filmadaptasjon av en bildebok foresl\u00e5tt, som en siste tematisk knyttet tekst. Avslutningsvis summeres alle tekstene med refleksjon rundt etnosentrisme og kulturrelativisme. <\/pee><!-- [et_pb_line_break_holder] -->      <pee><strong>\u00d8kt 5 og 6:<\/strong> De to siste \u00f8ktene jobber elevene med \u00e5 lage et multimodalt produkt som svarer opp tildelt oppgave. Oppgaven legger til rette for at elevene f\u00e5r vist opparbeidet kompetanse i tema de n\u00e5 har jobbet med, og at de benytter seg b\u00e5de av muntlige-, skriftlige og digitale ferdigheter. Avslutningsvis presenterer elevene produktene sine for klassen og leverer ogs\u00e5 inn \u2026 <!-- [et_pb_line_break_holder] -->        <!-- \"LES MINDRE\" nederst, som del av siste avsnitt --><!-- [et_pb_line_break_holder] -->        <a href=\"#\" class=\"lm-toggle lm-toggle-bottom\" role=\"button\" aria-expanded=\"true\" aria-controls=\"lm-innhold-1\">\u2026les mindre<\/a><!-- [et_pb_line_break_holder] -->      <\/pee><!-- [et_pb_line_break_holder] -->    <\/div>\n<p><!-- [et_pb_line_break_holder] -->  <\/div>\n<p><!-- [et_pb_line_break_holder] --><\/div>\n<p><!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><script><!-- [et_pb_line_break_holder] -->(function(){<!-- [et_pb_line_break_holder] -->  function initLesMer(scope){<!-- [et_pb_line_break_holder] -->    scope.querySelectorAll('.lesmer-widget .lm-innhold').forEach(function(container){<!-- [et_pb_line_break_holder] -->      const top = container.querySelector('.lm-toggle-top');<!-- [et_pb_line_break_holder] -->      const bottom = container.querySelector('.lm-toggle-bottom');<!-- [et_pb_line_break_holder] -->      if(!top || !bottom) return;<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->      function open(){<!-- [et_pb_line_break_holder] -->        container.classList.add('aapen');<!-- [et_pb_line_break_holder] -->        top.setAttribute('aria-expanded','true');<!-- [et_pb_line_break_holder] -->        bottom.setAttribute('aria-expanded','true');<!-- [et_pb_line_break_holder] -->      }<!-- [et_pb_line_break_holder] -->      function close(){<!-- [et_pb_line_break_holder] -->        container.classList.remove('aapen');<!-- [et_pb_line_break_holder] -->        top.setAttribute('aria-expanded','false');<!-- [et_pb_line_break_holder] -->        bottom.setAttribute('aria-expanded','false');<!-- [et_pb_line_break_holder] -->      }<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->      \/\/ start lukket<!-- [et_pb_line_break_holder] -->      close();<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] -->      top.addEventListener('click', function(e){ e.preventDefault(); 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_module_preset=&#8221;default&#8221; custom_padding=&#8221;0px|0px|0px|0px|false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row disabled_on=&#8221;off|off|off&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width_tablet=&#8221;85%&#8221; width_phone=&#8221;85%&#8221; width_last_edited=&#8221;on|tablet&#8221; custom_padding=&#8221;10px|||||&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion icon_color=&#8221;#0C71C3&#8243; use_icon_font_size=&#8221;on&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; toggle_font_size=&#8221;16px&#8221; closed_toggle_line_height=&#8221;1.8em&#8221; toggle_font_size_tablet=&#8221;15.5px&#8221; toggle_font_size_phone=&#8221;15px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; closed_toggle_font_size_tablet=&#8221;15.5px&#8221; closed_toggle_font_size_phone=&#8221;15px&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; body_font_size_tablet=&#8221;&#8221; body_font_size_phone=&#8221;&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_accordion_item title=&#8221;Mer om lesel\u00f8pet&#8221; open=&#8221;on&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221;]<\/p>\n<p>I dette engelskfaglige forl\u00f8pet er tanken at elevene skal m\u00f8te det samme overordnede temaet gjennom \u00e5 studere mange ulike tekstsjangre, men at hver tekst likevel ogs\u00e5 tilf\u00f8rer en ny tiln\u00e6rming til tema. Forl\u00f8pet kan kortes ned til \u00e5 kun omhandle to tekster og bli et kort forl\u00f8p, men ogs\u00e5 bygges ut til \u00e5 inneha flere tekster enn de foresl\u00e5tte.<\/p>\n<p>Ingen av refleksjonsoppgavene i forl\u00f8pet tar for seg sjanger eller spesifikke virkemiddel slik tradisjonelle tekststudier ofte gj\u00f8r. Her fokuserer man heller p\u00e5 \u00e5 lese og trekke ut informasjon og reflektere over synspunkt og hendelser som tekstene tar for seg. Dette vil naturlig nok kreve tolkningskompetanse av elevene, men denne kommer ikke her som et resultat av litter\u00e6r analyse. En av begrunnelsene for dette er at en mindre instrumentell tiln\u00e6rming til tekst kan skape mer leselyst.<\/p>\n<p>Hver time starter med oppvarmings\u00f8velser som skal hjelpe elevene \u00e5 hente fram tidligere kunnskap om tema de jobber med, huske aktiviteter og refleksjoner de har gjort, og \u2013 det som er ekstra viktig i fremmedspr\u00e5k \u2013 snakke p\u00e5 m\u00e5lspr\u00e5ket.<\/p>\n<p>M\u00e5let hver time er \u00e5 legge til rette for at elevene snakker, lytter, skriver og reflekterer b\u00e5de muntlig og skriftlig p\u00e5 engelsk, og at tekstene skal skape engasjement. Oppvarmings\u00f8velsene leder elevene inn p\u00e5 sporet av hva timen skal omhandle, mens avrundingen av timene lander dagens tekst og setter den i sammenheng med andre tekster de hittil har anvendt. Alle aktivitetene legger til rette for forberedt muntlighet da elevene til enhver tid f\u00e5r muligheten til \u00e5 tenke individuelt og sammen i par eller grupper f\u00f8r de deler tankene sine i fullklassesamtale. Ofte gj\u00f8res oppgavene ogs\u00e5 skriftlig i OneNote slik at l\u00e6reren kan spore elevenes kompetanse der.<\/p>\n<p>Gjennom timene m\u00f8ter elevene korte digitale klipp hvor anerkjente personer ytrer meninger om tema, en raptekst, en sakprosatekst, et romanutdrag, en kortfilm, en TedTalk og korte nettbaserte tekster. Sammen skaper tekstene variasjon i spr\u00e5kstil, uttrykk, komposisjon og tiln\u00e6rming til tema og gir elevene mulighet til \u00e5 trene ulike modi, men ogs\u00e5 ha st\u00f8rre mulighet for \u00e5 m\u00f8te en teksttype som fenger dem.<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Teksten lesel\u00f8pet tar for seg &#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; open=&#8221;off&#8221;]<\/p>\n<p>Dette engelskfaglige forl\u00f8pet tar m\u00e5l av seg \u00e5 trene elevene i multippel lesing, samtidig som det \u00f8nsker \u00e5 legge til rette for et m\u00f8te med lesing i engelskfaget som skal gi elevene en mestringsf\u00f8lelse. Lesing st\u00e5r overfor et imageproblem, et kondisproblem og et ferdighetsproblem. Midt i dette er det viktigere enn noen gang at elevenes literacy er sterk. Tekstene som omgir dem trenger \u00e5 bli m\u00f8tt med kompetente og kritiske hoder som kan navigere form, innhold og budskap klokt.<\/p>\n<p>Alle tekstene elevene m\u00f8ter er p\u00e5 m\u00e5lspr\u00e5ket, engelsk. N\u00e5r multimodale tekster som Iram Haqs <em>Skylappjenta<\/em>, Deeyah Khans Ted talk eller Eminems rap benyttes har de alltid ogs\u00e5 verbaltekst tilgjengelig. Dette gj\u00f8r elevenes for- og etterarbeid med tekstene b\u00e5de lettere og mer kvalitativt.<\/p>\n<p>Det fins utallige gode tekster som tar for seg medborgerskap og demokrati som passer ungdom n\u00e5, og forl\u00f8pet kunne v\u00e6rt betydelig lenger om man \u00f8nsket det. Samtidig er det allerede et langt forl\u00f8p. Tekstene som benyttes her er lagt opp i en rekkef\u00f8lge hvor man antar at de f\u00f8rste kortere tekstene vil fungere som en hook. De er korte, har referanser elevene har h\u00f8rt om og er noe rampete i spr\u00e5kstil. Dette kan skape engasjement og litt temperatur i klasserommet. De lengre tekstene utover i forl\u00f8pet vil inneha noe som elevene kjenner igjen, for eksempel J. K. Rowlings Harry Potter-univers, eller navnet p\u00e5 en verdenskjent fotballspiller. N\u00e5r disse tekstene tas med inn i klasserommet er tanken at det \u00e5 lese skal fremst\u00e5 noe mindre krevende, at man er mer motivert for \u00e5 ta fatt p\u00e5 oppgaven og ogs\u00e5 kan bli noe nysgjerrig.<\/p>\n<p>Alle tekstene er lett tilgjengelige og flere av dem kan bygges ut ved at man leser st\u00f8rre utdrag eller forenkles om man \u00f8nsker \u00e5 gj\u00f8re de lengre tekstene kortere.<\/p>\n<p>Lenker:<\/p>\n<ul>\n<li><a href=\"https:\/\/www.theplayerstribune.com\/articles\/romelu-lukaku-ive-got-some-things-to-say\">Romelu Lukaku<\/a><\/li>\n<li><a href=\"https:\/\/vimeo.com\/59147477\">Little Miss Eyeflap<\/a><\/li>\n<li><a href=\"https:\/\/www.ted.com\/talks\/deeyah_khan_what_we_don_t_know_about_europe_s_muslim_kids\">Deeyah Khan<\/a><\/li>\n<li><a href=\"https:\/\/www.youtube.com\/watch?v=WVUHntJ7FCY\">Meryl Streep<\/a><\/li>\n<li><a href=\"https:\/\/genius.com\/Eminem-8-mile-b-rabbit-vs-papa-doc-lyrics\">Eminem<\/a><\/li>\n<\/ul>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Begrunnelse for forl\u00f8pet&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Engelskfaget har over tid st\u00e5tt overfor nye og st\u00f8rre utfordringer. Ofte har elevene et bredt vokabular muntlig p\u00e5 grunn av den \u00f8kte eksponeringen for spr\u00e5ket, samtidig som avviket til kompetanseniv\u00e5et deres i skriftlig engelsk bare vokser. P\u00e5 godt og vondt skriver elevene i dag med digitale hjelpemidler, som selvsagt er et speilbilde av samfunnet v\u00e5rt, men som i sin tur gj\u00f8r vekstpunktene de har, mindre synlige for dem. Inntoget av ulike KI-tjenester, ogs\u00e5 innebygget i elevenes programvare p\u00e5 skolen, som \u00abredakt\u00f8r\u00bb-funksjonen i Word, gir heller ikke elevene trening i \u00e5 jobbe med egen spr\u00e5kkompetanse. Spr\u00e5kvasken er n\u00e5 bare ett klikk unna.<\/p>\n<p>En velkjent metode for \u00e5 \u00f8ke den skriftlige kompetansen er \u00e5 lese p\u00e5 m\u00e5lspr\u00e5ket. Lesingen, og spesielt da av skj\u00f8nnlitteratur, har en stabilt lav status blant mange unge i norske skoler. P\u00e5 nasjonalt niv\u00e5 ser man lesekampanjer, lesekonkurranser og at ogs\u00e5 regjeringen retter s\u00f8kelyset mot lesing gjennom <em>Sammen for lesing \u2013 Leselyststrategien 2024\u20132030<\/em>.<\/p>\n<p>Ordet \u00ableselyst\u00bb er et krevende ord \u00e5 forholde seg til i skolen. Leselyst m\u00e5 komme innenfra, en skal velge \u00e5 lese og gjerne da oppleve at lesingen var nyttig, underholdende og noe en gjerne gj\u00f8r igjen. Akkurat som idretten snakker om antall touch en m\u00e5 ha for \u00e5 bli god, gjelder dette ogs\u00e5 lesingen \u2013 jo flere m\u00f8ter med tekst, jo mer du leser \u2013 dess sterkere leser blir du, og dess bedre lesekondis f\u00e5r du.<\/p>\n<p>Lesing er en grunnleggende ferdighet som danner fundamentet for l\u00e6ring, kritisk refleksjon og aktiv deltakelse i samfunnet. Likevel viser b\u00e5de forskning og erfaring at mange norske ungdommer i dag mangler leselyst og s\u00e5kalt <em>lesekondis<\/em>, det vil si evnen til \u00e5 lese lengre og mer komplekse tekster uten \u00e5 miste konsentrasjon og forst\u00e5else. Denne utviklingen er bekymringsfull, fordi et velfungerende voksenliv, b\u00e5de i arbeidsliv og studier, forutsetter gode leseferdigheter. S\u00e6rlig viktig er det \u00e5 mestre lesing p\u00e5 engelsk, ettersom store deler av h\u00f8yere utdanning, arbeidsliv og kulturproduksjon er tett knyttet til engelskspr\u00e5klige tekster.<\/p>\n<p>\u00c5 utvikle ungdoms <em>literacy<\/em>, alts\u00e5 evnen til \u00e5 forst\u00e5, tolke og bruke tekster p\u00e5 en reflektert m\u00e5te, krever en systematisk innsats. En sentral dimensjon i denne sammenhengen er sjangervariasjon. Dersom ungdom kun eksponeres for korte tekster p\u00e5 skjerm, som nyhetsglimt eller innlegg i sosiale medier, f\u00e5r de ikke erfaring med de ulike m\u00e5tene spr\u00e5k kan brukes p\u00e5. \u00c5 lese b\u00e5de fagartikler, skj\u00f8nnlitteratur, sammensatte og digitale tekster gir et bredt register av erfaringer, og dette styrker evnen til \u00e5 m\u00f8te de mange teksttypene som preger b\u00e5de akademia og arbeidsliv. Variasjon gj\u00f8r ogs\u00e5 lesingen mer engasjerende, og kan bidra til \u00e5 motvirke opplevelsen av at lesing prim\u00e6rt er en skolsk, monoton og kjedelig aktivitet. \u00abGood readers are active readers\u00bb skriver \u00d8revik (2020, s. 40). \u00abAn active reader finds reading useful and worthwhile and considers it natural to explore topics through reading. %91\u2026%93 To help students become active readers of English the teacher can provide or direct attention to a varied selection of reading matter (cartoons, short stories, poems, song lyrics, news reports) and set aside time (\u2026) (ibid). Multippel lesing, som dette forl\u00f8pet, fasiliteter nettopp for dette.<\/p>\n<p>Like viktig er det at tekstene ungdom m\u00f8ter oppleves virkelighetsn\u00e6re. Tekster som speiler aktuelle samfunnssp\u00f8rsm\u00e5l, unges egne erfaringer eller globale utfordringer, har st\u00f8rre sjanse til \u00e5 vekke interesse og motivasjon. N\u00e5r ungdom opplever at tekstene de leser p\u00e5 engelsk faktisk speiler deres hverdag eller fremtid, \u00f8ker sannsynligheten for at de investerer tid og krefter i \u00e5 forst\u00e5 og reflektere over innholdet. Dette skaper en bro mellom skolens lesing og det livet elevene lever utenfor klasserommet, og bidrar til \u00e5 gi lesingen relevans. Av denne grunn er de aktuelle tekstene tatt med inn i dette forl\u00f8pet. Det er fantasylitteratur, raptekster, sakprosa om fotballspillere og snutter om kjente politikere og skuespillere som danner tekstgrunnlaget for elevene. Det at tekstene er aktuelle og gjenkjennbare trenger ikke bety at tekstenes kvalitet er svakere enn tradisjonelle tekster. Her er det bare l\u00e6rerens jakt p\u00e5 nye, gode tekster og forarbeid som er avgj\u00f8rende.<\/p>\n<p>Et tredje viktig prinsipp er betydningen av <em>multippel lesing<\/em>, alts\u00e5 \u00e5 lese flere ulike tekster innenfor samme tema over tid. Denne arbeidsm\u00e5ten fremmer dybdel\u00e6ring og varig kunnskap. Ved \u00e5 m\u00f8te et tema fra ulike vinkler og i ulike sjangre \u2013 for eksempel b\u00e5de en vitenskapelig artikkel, en skj\u00f8nnlitter\u00e6r tekst og en aktuell hendelse \u2013 f\u00e5r elevene et rikere og mer nyansert begrepsapparat. De l\u00e6rer \u00e5 trekke sammenhenger, sammenligne perspektiver og utvikle et kritisk blikk. I m\u00f8te med engelskspr\u00e5klige tekster kan denne metoden dessuten styrke b\u00e5de ordforr\u00e5d og tekstforst\u00e5else, f\u00e5 elevene engasjert i samtaler og derfor trene muntlighet og lettere gi dem muligheten til \u00e5 vise forberedt muntlighet enn hva enkeltst\u00e5ende lesinger sjelden oppn\u00e5r.<\/p>\n<p>Oppsummert er lesing p\u00e5 engelsk en helt n\u00f8dvendig ferdighet for norske ungdommer, b\u00e5de som fremtidige studenter, arbeidstakere og samfunnsborgere. For \u00e5 m\u00f8te dagens utfordringer med sviktende leselyst og lesekondis m\u00e5 vi satse p\u00e5 variert, relevant og systematisk lesing som bygger opp under ungdoms <em>literacy<\/em>. Sjangervariasjon, virkelighetsn\u00e6re tekster og multippel lesing er tre avgj\u00f8rende strategier i dette arbeidet. Bare ved \u00e5 ta lesingen p\u00e5 alvor kan vi sikre at ungdom utvikler de ferdighetene de trenger for \u00e5 navigere i et engelskspr\u00e5klig samfunn i stadig endring.<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Leselop22-kilder.docx%22>Se kilder<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Engelskfaget har over tid st\u00e5tt overfor nye og st\u00f8rre utfordringer. Ofte har elevene et bredt vokabular muntlig p\u00e5 grunn av den \u00f8kte eksponeringen for spr\u00e5ket, samtidig som avviket til kompetanseniv\u00e5et deres i skriftlig engelsk bare vokser. P\u00e5 godt og vondt skriver elevene i dag med digitale hjelpemidler, som selvsagt er et speilbilde av samfunnet v\u00e5rt, men som i sin tur gj\u00f8r vekstpunktene de har, mindre synlige for dem. Inntoget av ulike KI-tjenester, ogs\u00e5 innebygget i elevenes programvare p\u00e5 skolen, som \u00abredakt\u00f8r\u00bb-funksjonen i Word, gir heller ikke elevene trening i \u00e5 jobbe med egen spr\u00e5kkompetanse. Spr\u00e5kvasken er n\u00e5 bare ett klikk unna.<\/p>\n<p>En velkjent metode for \u00e5 \u00f8ke den skriftlige kompetansen er \u00e5 lese p\u00e5 m\u00e5lspr\u00e5ket. Lesingen, og spesielt da av skj\u00f8nnlitteratur, har en stabilt lav status blant mange unge i norske skoler. P\u00e5 nasjonalt niv\u00e5 ser man lesekampanjer, lesekonkurranser og at ogs\u00e5 regjeringen retter s\u00f8kelyset mot lesing gjennom <em>Sammen for lesing \u2013 Leselyststrategien 2024\u20132030<\/em>.<\/p>\n<p>Ordet \u00ableselyst\u00bb er et krevende ord \u00e5 forholde seg til i skolen. Leselyst m\u00e5 komme innenfra, en skal velge \u00e5 lese og gjerne da oppleve at lesingen var nyttig, underholdende og noe en gjerne gj\u00f8r igjen. Akkurat som idretten snakker om antall touch en m\u00e5 ha for \u00e5 bli god, gjelder dette ogs\u00e5 lesingen \u2013 jo flere m\u00f8ter med tekst, jo mer du leser \u2013 dess sterkere leser blir du, og dess bedre lesekondis f\u00e5r du.<\/p>\n<p>Lesing er en grunnleggende ferdighet som danner fundamentet for l\u00e6ring, kritisk refleksjon og aktiv deltakelse i samfunnet. Likevel viser b\u00e5de forskning og erfaring at mange norske ungdommer i dag mangler leselyst og s\u00e5kalt <em>lesekondis<\/em>, det vil si evnen til \u00e5 lese lengre og mer komplekse tekster uten \u00e5 miste konsentrasjon og forst\u00e5else. Denne utviklingen er bekymringsfull, fordi et velfungerende voksenliv, b\u00e5de i arbeidsliv og studier, forutsetter gode leseferdigheter. S\u00e6rlig viktig er det \u00e5 mestre lesing p\u00e5 engelsk, ettersom store deler av h\u00f8yere utdanning, arbeidsliv og kulturproduksjon er tett knyttet til engelskspr\u00e5klige tekster.<\/p>\n<p>\u00c5 utvikle ungdoms <em>literacy<\/em>, alts\u00e5 evnen til \u00e5 forst\u00e5, tolke og bruke tekster p\u00e5 en reflektert m\u00e5te, krever en systematisk innsats. En sentral dimensjon i denne sammenhengen er sjangervariasjon. Dersom ungdom kun eksponeres for korte tekster p\u00e5 skjerm, som nyhetsglimt eller innlegg i sosiale medier, f\u00e5r de ikke erfaring med de ulike m\u00e5tene spr\u00e5k kan brukes p\u00e5. \u00c5 lese b\u00e5de fagartikler, skj\u00f8nnlitteratur, sammensatte og digitale tekster gir et bredt register av erfaringer, og dette styrker evnen til \u00e5 m\u00f8te de mange teksttypene som preger b\u00e5de akademia og arbeidsliv. Variasjon gj\u00f8r ogs\u00e5 lesingen mer engasjerende, og kan bidra til \u00e5 motvirke opplevelsen av at lesing prim\u00e6rt er en skolsk, monoton og kjedelig aktivitet. \u00abGood readers are active readers\u00bb skriver \u00d8revik (2020, s. 40). \u00abAn active reader finds reading useful and worthwhile and considers it natural to explore topics through reading. %91\u2026%93 To help students become active readers of English the teacher can provide or direct attention to a varied selection of reading matter (cartoons, short stories, poems, song lyrics, news reports) and set aside time (\u2026) (ibid). Multippel lesing, som dette forl\u00f8pet, fasiliteter nettopp for dette.<\/p>\n<p>Like viktig er det at tekstene ungdom m\u00f8ter oppleves virkelighetsn\u00e6re. Tekster som speiler aktuelle samfunnssp\u00f8rsm\u00e5l, unges egne erfaringer eller globale utfordringer, har st\u00f8rre sjanse til \u00e5 vekke interesse og motivasjon. N\u00e5r ungdom opplever at tekstene de leser p\u00e5 engelsk faktisk speiler deres hverdag eller fremtid, \u00f8ker sannsynligheten for at de investerer tid og krefter i \u00e5 forst\u00e5 og reflektere over innholdet. Dette skaper en bro mellom skolens lesing og det livet elevene lever utenfor klasserommet, og bidrar til \u00e5 gi lesingen relevans. Av denne grunn er de aktuelle tekstene tatt med inn i dette forl\u00f8pet. Det er fantasylitteratur, raptekster, sakprosa om fotballspillere og snutter om kjente politikere og skuespillere som danner tekstgrunnlaget for elevene. Det at tekstene er aktuelle og gjenkjennbare trenger ikke bety at tekstenes kvalitet er svakere enn tradisjonelle tekster. Her er det bare l\u00e6rerens jakt p\u00e5 nye, gode tekster og forarbeid som er avgj\u00f8rende.<\/p>\n<p>Et tredje viktig prinsipp er betydningen av <em>multippel lesing<\/em>, alts\u00e5 \u00e5 lese flere ulike tekster innenfor samme tema over tid. Denne arbeidsm\u00e5ten fremmer dybdel\u00e6ring og varig kunnskap. Ved \u00e5 m\u00f8te et tema fra ulike vinkler og i ulike sjangre \u2013 for eksempel b\u00e5de en vitenskapelig artikkel, en skj\u00f8nnlitter\u00e6r tekst og en aktuell hendelse \u2013 f\u00e5r elevene et rikere og mer nyansert begrepsapparat. De l\u00e6rer \u00e5 trekke sammenhenger, sammenligne perspektiver og utvikle et kritisk blikk. I m\u00f8te med engelskspr\u00e5klige tekster kan denne metoden dessuten styrke b\u00e5de ordforr\u00e5d og tekstforst\u00e5else, f\u00e5 elevene engasjert i samtaler og derfor trene muntlighet og lettere gi dem muligheten til \u00e5 vise forberedt muntlighet enn hva enkeltst\u00e5ende lesinger sjelden oppn\u00e5r.<\/p>\n<p>Oppsummert er lesing p\u00e5 engelsk en helt n\u00f8dvendig ferdighet for norske ungdommer, b\u00e5de som fremtidige studenter, arbeidstakere og samfunnsborgere. For \u00e5 m\u00f8te dagens utfordringer med sviktende leselyst og lesekondis m\u00e5 vi satse p\u00e5 variert, relevant og systematisk lesing som bygger opp under ungdoms <em>literacy<\/em>. Sjangervariasjon, virkelighetsn\u00e6re tekster og multippel lesing er tre avgj\u00f8rende strategier i dette arbeidet. Bare ved \u00e5 ta lesingen p\u00e5 alvor kan vi sikre at ungdom utvikler de ferdighetene de trenger for \u00e5 navigere i et engelskspr\u00e5klig samfunn i stadig endring.<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Leselop22-kilder.docx%22>Se kilder<\/a><\/p>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; open=&#8221;off&#8221;]<\/p>\n<p>Engelskfaget har over tid st\u00e5tt overfor nye og st\u00f8rre utfordringer. Ofte har elevene et bredt vokabular muntlig p\u00e5 grunn av den \u00f8kte eksponeringen for spr\u00e5ket, samtidig som avviket til kompetanseniv\u00e5et deres i skriftlig engelsk bare vokser. P\u00e5 godt og vondt skriver elevene i dag med digitale hjelpemidler, som selvsagt er et speilbilde av samfunnet v\u00e5rt, men som i sin tur gj\u00f8r vekstpunktene de har, mindre synlige for dem. Inntoget av ulike KI-tjenester, ogs\u00e5 innebygget i elevenes programvare p\u00e5 skolen, som \u00abredakt\u00f8r\u00bb-funksjonen i Word, gir heller ikke elevene trening i \u00e5 jobbe med egen spr\u00e5kkompetanse. Spr\u00e5kvasken er n\u00e5 bare ett\u00a0klikk unna.<\/p>\n<p>En velkjent metode for \u00e5 \u00f8ke den skriftlige kompetansen er \u00e5 lese p\u00e5 m\u00e5lspr\u00e5ket. Lesingen, og spesielt da av skj\u00f8nnlitteratur, har en stabilt lav status blant mange unge i norske skoler. P\u00e5 nasjonalt niv\u00e5 ser man lesekampanjer, lesekonkurranser og at ogs\u00e5 regjeringen retter s\u00f8kelyset mot lesing gjennom <em>Sammen for lesing \u2013 Leselyststrategien 2024\u20132030<\/em>.<\/p>\n<p>Ordet \u00ableselyst\u00bb er et krevende ord \u00e5 forholde seg til i skolen. Leselyst m\u00e5 komme innenfra, en skal velge \u00e5 lese og gjerne da oppleve at lesingen var nyttig, underholdende og noe en gjerne gj\u00f8r igjen. Akkurat som idretten snakker om antall touch en m\u00e5 ha for \u00e5 bli god, gjelder dette ogs\u00e5 lesingen \u2013 jo flere m\u00f8ter med tekst, jo mer du leser \u2013 dess sterkere leser blir du, og dess bedre lesekondis f\u00e5r du.<\/p>\n<p>Lesing er en grunnleggende ferdighet som danner fundamentet for l\u00e6ring, kritisk refleksjon og aktiv deltakelse i samfunnet. Likevel viser b\u00e5de forskning og erfaring at mange norske ungdommer i dag mangler leselyst og s\u00e5kalt <em>lesekondis<\/em>, det vil si evnen til \u00e5 lese lengre og mer komplekse tekster uten \u00e5 miste konsentrasjon og forst\u00e5else. Denne utviklingen er bekymringsfull, fordi et velfungerende voksenliv, b\u00e5de i arbeidsliv og studier, forutsetter gode leseferdigheter. S\u00e6rlig viktig er det \u00e5 mestre lesing p\u00e5 engelsk, ettersom store deler av h\u00f8yere utdanning, arbeidsliv og kulturproduksjon er tett knyttet til engelskspr\u00e5klige tekster.<\/p>\n<p>\u00c5 utvikle ungdoms <em>literacy<\/em>, alts\u00e5 evnen til \u00e5 forst\u00e5, tolke og bruke tekster p\u00e5 en reflektert m\u00e5te, krever en systematisk innsats. En sentral dimensjon i denne sammenhengen er sjangervariasjon. Dersom ungdom kun eksponeres for korte tekster p\u00e5 skjerm, som nyhetsglimt eller innlegg i sosiale medier, f\u00e5r de ikke erfaring med de ulike m\u00e5tene spr\u00e5k kan brukes p\u00e5. \u00c5 lese b\u00e5de fagartikler, skj\u00f8nnlitteratur, sammensatte og digitale tekster gir et bredt register av erfaringer, og dette styrker evnen til \u00e5 m\u00f8te de mange teksttypene som preger b\u00e5de akademia og arbeidsliv. Variasjon gj\u00f8r ogs\u00e5 lesingen mer engasjerende, og kan bidra til \u00e5 motvirke opplevelsen av at lesing prim\u00e6rt er en skolsk, monoton og kjedelig aktivitet. \u00abGood readers are active readers\u00bb skriver \u00d8revik (2020, s. 40). \u00abAn active reader finds reading useful and worthwhile and considers it natural to explore topics through reading. [\u2026] To help students become active readers of English the teacher can provide or direct attention to a varied selection of reading matter (cartoons, short stories, poems, song lyrics, news reports) and set aside time (\u2026) (ibid). Multippel lesing, som dette forl\u00f8pet, fasiliteter nettopp for dette.<\/p>\n<p>Like viktig er det at tekstene ungdom m\u00f8ter oppleves virkelighetsn\u00e6re. Tekster som speiler aktuelle samfunnssp\u00f8rsm\u00e5l, unges egne erfaringer eller globale utfordringer, har st\u00f8rre sjanse til \u00e5 vekke interesse og motivasjon. N\u00e5r ungdom opplever at tekstene de leser p\u00e5 engelsk faktisk speiler deres hverdag eller fremtid, \u00f8ker sannsynligheten for at de investerer tid og krefter i \u00e5 forst\u00e5 og reflektere over innholdet. Dette skaper en bro mellom skolens lesing og det livet elevene lever utenfor klasserommet, og bidrar til \u00e5 gi lesingen relevans. Av denne grunn er de aktuelle tekstene tatt med inn i dette forl\u00f8pet. Det er fantasylitteratur, raptekster, sakprosa om fotballspillere og snutter om kjente politikere og skuespillere som danner tekstgrunnlaget for elevene. Det at tekstene er aktuelle og gjenkjennbare trenger ikke bety at tekstenes kvalitet er svakere enn tradisjonelle tekster. Her er det bare l\u00e6rerens jakt p\u00e5 nye, gode tekster og forarbeid som er avgj\u00f8rende.<\/p>\n<p>Et tredje viktig prinsipp er betydningen av <em>multippel lesing<\/em>, alts\u00e5 \u00e5 lese flere ulike tekster innenfor samme tema over tid. Denne arbeidsm\u00e5ten fremmer dybdel\u00e6ring og varig kunnskap. Ved \u00e5 m\u00f8te et tema fra ulike vinkler og i ulike sjangre \u2013 for eksempel b\u00e5de en vitenskapelig artikkel, en skj\u00f8nnlitter\u00e6r tekst og en aktuell hendelse \u2013 f\u00e5r elevene et rikere og mer nyansert begrepsapparat. De l\u00e6rer \u00e5 trekke sammenhenger, sammenligne perspektiver og utvikle et kritisk blikk. I m\u00f8te med engelskspr\u00e5klige tekster kan denne metoden dessuten styrke b\u00e5de ordforr\u00e5d og tekstforst\u00e5else, f\u00e5 elevene engasjert i samtaler og derfor trene muntlighet og lettere gi dem muligheten til \u00e5 vise forberedt muntlighet enn hva enkeltst\u00e5ende lesinger sjelden oppn\u00e5r.<\/p>\n<p>Oppsummert er lesing p\u00e5 engelsk en helt n\u00f8dvendig ferdighet for norske ungdommer, b\u00e5de som fremtidige studenter, arbeidstakere og samfunnsborgere. For \u00e5 m\u00f8te dagens utfordringer med sviktende leselyst og lesekondis m\u00e5 vi satse p\u00e5 variert, relevant og systematisk lesing som bygger opp under ungdoms <em>literacy<\/em>. Sjangervariasjon, virkelighetsn\u00e6re tekster og multippel lesing er tre avgj\u00f8rende strategier i dette arbeidet. Bare ved \u00e5 ta lesingen p\u00e5 alvor kan vi sikre at ungdom utvikler de ferdighetene de trenger for \u00e5 navigere i et engelskspr\u00e5klig samfunn i stadig endring.<\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Leselop22-kilder.docx\">Se kilder<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;L\u00e6replanm\u00e5l&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; open=&#8221;off&#8221;]<\/p>\n<p>11\/12 kompetansem\u00e5l er representert i forl\u00f8pet<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><span>bruke <\/span><span>varierte strategier i spr\u00e5kl\u00e6ring, tekstskaping og kommunikasjon<\/span><\/li>\n<li><span>bruke <\/span><span>ulike digitale ressurser og andre hjelpemidler i spr\u00e5kl\u00e6ring, tekstskaping og samhandling<\/span><\/li>\n<li><span>bruke <\/span><span>sentrale m\u00f8nstre for uttale i kommunikasjon<\/span><\/li>\n<li><span>uttrykke seg med flyt og sammenheng med et variert ordforr\u00e5d og idiomatiske uttrykk tilpasset form\u00e5l, mottaker og situasjon<\/span><\/li>\n<li><span>stille sp\u00f8rsm\u00e5l og f\u00f8lge opp innspill i samtaler om ulike emner tilpasset ulike form\u00e5l, mottakere og situasjoner<\/span><\/li>\n<li><span>f\u00f8lge regler for rettskriving, ordb\u00f8yning, setningsstruktur og tekststruktur<\/span><\/li>\n<li><span>lese, diskutere og videreformidle innhold fra ulike typer tekster, inkludert selvvalgte tekster<\/span><\/li>\n<li><span>lese,\u00a0<\/span><span>tolke<\/span><span>og\u00a0<\/span><span>reflektere<\/span><span>\u00a0over engelskspr\u00e5klig skj\u00f8nnlitteratur, inkludert ungdomslitteratur<\/span><\/li>\n<li><span>lese sakprosatekster og\u00a0<\/span><span>vurdere<\/span><span>hvor p\u00e5litelige kildene er<\/span><\/li>\n<li><span>bruke <\/span><span>kilder p\u00e5 en kritisk og etterrettelig m\u00e5te<\/span><\/li>\n<li><span>skrive formelle og uformelle tekster, inkludert sammensatte, med struktur og sammenheng som beskriver, forteller og reflekterer tilpasset form\u00e5l, mottaker og situasjon<\/span><\/li>\n<\/ul>\n<p><span style=\"color: #666699;\"><strong><\/strong><\/span><\/p>\n<h4><span style=\"color: #666699;\"><strong>Tverrfaglig tema<\/strong><\/span><\/h4>\n<p>Livsmestring og folkehelse og Demokrati og medborgerskap<\/p>\n<p>Ved \u00e5 studere menneskers liv, l\u00e6re om utfordringer de m\u00f8ter, bli kjent med familiehistorier og hindre andre mennesker m\u00f8ter i livet retter man p\u00e5 naturlig vis oppmerksomheten mot demokrati og medborgerskap. I dette forl\u00f8pet er det mange skjebner i tekstene elevene leser. Disse tekstene gir dem innsikt og setter dem i stand til \u00e5 ta fornuftige valg i eget liv \u2013 ogs\u00e5 i framtida..<\/p>\n<p>Hos Udir kan vi lese at aktuelle omr\u00e5der \u00e5 jobbe tverrfaglig med innenfor livsmestring og folkehelse er<\/p>\n<p>[\u2026] fysisk og psykisk helse, levevaner, seksualitet og kj\u00f8nn, rusmidler, mediebruk, og forbruk og personlig \u00f8konomi. Verdivalg og betydningen av mening i livet, mellommenneskelige relasjoner, \u00e5 kunne sette grenser og respektere andres, og \u00e5 kunne h\u00e5ndtere tanker, f\u00f8lelser og relasjoner h\u00f8rer ogs\u00e5 hjemme under dette temaet. (LK 20, Overordnet del, kapittel 2.5.1)<\/p>\n<p>Dette forl\u00f8pet i engelsk treffer mange av disse grunntankene. Personene elevene blir kjent med i tekstene skaper rom for \u00e5 samtale om og reflektere over tematikk som psykisk helse, levevaner, personlig \u00f8konomi, verdivalg, mening med livet, medmenneskelige relasjoner og ikke minst \u00e5 kunne h\u00e5ndtere tanker og f\u00f8lelser.<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Sammendrag til l\u00e6reren&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.docx%22>Last ned word-dokument<\/a><\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.pdf%22>Last ned PDF<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.docx%22>Last ned word-dokument<\/a><\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.pdf%22>Last ned PDF<\/a><\/p>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|phone&#8221; closed_toggle_font_size_tablet=&#8221;&#8221; closed_toggle_font_size_phone=&#8221;&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;]<\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.docx\">Last ned word-dokument<\/a><\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Sammendrag-til-laereren-leselop-22.pdf\">Last ned PDF<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Oppgaver til elevene&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<ul>\n<li>P\u00e5 hvilken m\u00e5te legger forl\u00f8pet opp til at elevene f\u00e5r trent og vist muntlig kompetanse?<\/li>\n<li>L\u00e6replanen har tydelige forventninger om at du skal vurdere elevenes spr\u00e5kutvikling, deres vokabular og situasjonstilpassede spr\u00e5kbruk b\u00e5de muntlig og skriftlig. P\u00e5 hvilken m\u00e5te legger ulik didaktikk og produkt du ettersp\u00f8r til rette for nettopp dette?<\/li>\n<li>Differensiering skal forekomme i klasserommet. Reflekter over hvordan man kan legge til rette for god differensiert undervisning for elever i dette forl\u00f8pet.<\/li>\n<li>P\u00e5 hvilken m\u00e5te f\u00e5r du vurdert elevenes forst\u00e5else og opparbeidede kompetanse i tema gjennom produktene de lager avslutningsvis?<\/li>\n<li>Hvilke vurderingskriterier ville du benyttet i et forl\u00f8p som dette og hvordan ville du nyansert de ulike kompetanseniv\u00e5ene?<\/li>\n<\/ul>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Assignments-for-students.docx%22>Last ned %22Assignments for students%22<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<ul>\n<li>P\u00e5 hvilken m\u00e5te legger forl\u00f8pet opp til at elevene f\u00e5r trent og vist muntlig kompetanse?<\/li>\n<li>L\u00e6replanen har tydelige forventninger om at du skal vurdere elevenes spr\u00e5kutvikling, deres vokabular og situasjonstilpassede spr\u00e5kbruk b\u00e5de muntlig og skriftlig. P\u00e5 hvilken m\u00e5te legger ulik didaktikk og produkt du ettersp\u00f8r til rette for nettopp dette?<\/li>\n<li>Differensiering skal forekomme i klasserommet. Reflekter over hvordan man kan legge til rette for god differensiert undervisning for elever i dette forl\u00f8pet.<\/li>\n<li>P\u00e5 hvilken m\u00e5te f\u00e5r du vurdert elevenes forst\u00e5else og opparbeidede kompetanse i tema gjennom produktene de lager avslutningsvis?<\/li>\n<li>Hvilke vurderingskriterier ville du benyttet i et forl\u00f8p som dette og hvordan ville du nyansert de ulike kompetanseniv\u00e5ene?<\/li>\n<\/ul>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Assignments-for-students.docx%22>Last ned %22Assignments for students%22<\/a><\/p>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;]<\/p>\n<ul>\n<li>P\u00e5 hvilken m\u00e5te legger forl\u00f8pet opp til at elevene f\u00e5r trent og vist muntlig kompetanse?<\/li>\n<li>L\u00e6replanen har tydelige forventninger om at du skal vurdere elevenes spr\u00e5kutvikling, deres vokabular og situasjonstilpassede spr\u00e5kbruk b\u00e5de muntlig og skriftlig. P\u00e5 hvilken m\u00e5te legger ulik didaktikk og produkt du ettersp\u00f8r til rette for nettopp dette?<\/li>\n<li>Differensiering skal forekomme i klasserommet. Reflekter over hvordan man kan legge til rette for god differensiert undervisning for elever i dette forl\u00f8pet.<\/li>\n<li>P\u00e5 hvilken m\u00e5te f\u00e5r du vurdert elevenes forst\u00e5else og opparbeidede kompetanse i tema gjennom produktene de lager avslutningsvis?<\/li>\n<li>Hvilke vurderingskriterier ville du benyttet i et forl\u00f8p som dette og hvordan ville du nyansert de ulike kompetanseniv\u00e5ene?<\/li>\n<\/ul>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Assignments-for-students.docx\">Last ned &#8220;Assignments for students&#8221;<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Oppgaver til studentene&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;&#8221; content_phone=&#8221;&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; closed_toggle_font_size_tablet=&#8221;&#8221; closed_toggle_font_size_phone=&#8221;&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;][\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Hvorfor er lesel\u00f8pet komponert akkurat slik?&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|phone&#8221; closed_toggle_font_size_tablet=&#8221;&#8221; closed_toggle_font_size_phone=&#8221;&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;][\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Refleksjoner om lesel\u00f8pet&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; closed_toggle_font_size_tablet=&#8221;&#8221; closed_toggle_font_size_phone=&#8221;&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;]<\/p>\n<p><span style=\"color: #666699;\"><strong>Elevstemmen<\/strong><\/span><\/p>\n<p>Elevene uttalte at det var enklere \u00e5 bli motivert for \u00e5 lese om de hadde forkunnskaper om temaet. N\u00e5r de kjente til fotballspilleren Romelu Lukaku \u00f8nsket de mer og lese om han. Videre uttrykte flere at det \u00e5 jobbe med ett tema over tid skapte ro og varig l\u00e6ring. Elevene sa ogs\u00e5 at arbeidsvariasjonen og det at de jobbet mye muntlig engasjerte dem. \u00a0Underveis benyttet elevene ulike lese- og l\u00e6ringsstrategier for \u00e5 bevisstgj\u00f8re dem rundt innholdet. I all hovedsak meldte elevene positivt tilbake p\u00e5 dette, men det er verdt \u00e5 nevne at sterke lesere sa at veldig tydelige bestillinger til lesingen kan ta bort gleden av \u00e5 lese en fullverdig tekst. Dette forteller oss kanskje at differensiering rundt lesebestillinger ogs\u00e5 er en viktig del av undervisningen, som m\u00e5 ivaretas.<\/p>\n<p><span style=\"color: #666699;\"><strong><\/strong><\/span><\/p>\n<p><span style=\"color: #666699;\"><strong>L\u00e6rerstemmen<\/strong><\/span><\/p>\n<p>Engelskl\u00e6reren var positiv til \u00e5 jobbe med ulike tekstsjangre i undervisningen og ogs\u00e5 ta med autentiske sakprosatekster. Elevene hennes var vant med h\u00f8yt faglig og effektivt trykk i timene, de var vant med \u00e5 bruke m\u00e5lspr\u00e5ket i timene, og selv snakket hun ogs\u00e5 konsekvent p\u00e5 engelsk med dem. Dette ga elevene et godt utgangspunkt for samhandling b\u00e5de skriftlig og muntlig.<\/p>\n<p>\u00c5 f\u00e5 innsikt i elevenes kompetanse, hva de har forst\u00e5tt gjennom blant annet lesing, kreative \u00f8velser som \u00e5 skrive og snakke mens de spilte ulike rollefigurer, og til slutt lage multimodale produkter var didaktiske metoder l\u00e6reren \u00f8nsket \u00e5 utforske og benytte. De mindre oppgavene og oppdragene rommet alle mange muligheter til spore forst\u00e5else og trene engelsk. Elevene jobbet i OneNote hele perioden og alle oppgaver ble l\u00f8st her.<\/p>\n<p>L\u00e6reren rapporterte om en vellykket periode selv, som skulle benyttes p\u00e5 neste kull. Noen av de mer vanskelige tekstene, som fagtekstene og ordb\u00f8kene \u00e5 tilby dem. Derfor falt det bort. Det var ogs\u00e5 rom for \u00e5 v\u00e6re i disse aktivitetene betydelig lenger og koble p\u00e5 flere ferdighetsm\u00e5l, for eksempel, og ogs\u00e5 koble p\u00e5 ytterlige flere tekster. Det var tilstrekkelig med 60 minutter p\u00e5 det multimodale produktet elevene laget til slutt i denne gjennomf\u00f8ringen, men ogs\u00e5 dette kan man jo velge \u00e5 utvide.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><span style=\"color: #666699;\">Forskerstemmen<\/span><\/strong><\/p>\n<p>For \u00e5 opp\u00f8ve ytterligere kompetanse i spr\u00e5k er det avgj\u00f8rende \u00e5 <em>bruke<\/em> spr\u00e5ket. Elever skal helst snakke selv, lytte, respondere, skrive og lese s\u00e5 mye som mulig. I dette forl\u00f8pet m\u00f8ter elevene ulike tekstsjangre som utfordrer dem p\u00e5 vokabular, lengde og dekoding. Multippel lesing legger til rette for forutsigbarhet for elevene i form av tema de skal lese om, men samtidig skape nysgjerrighet gjennom \u00e5 introdusere dem for ulike sjangre, ulike avsendere og ulike perspektiv. Variasjon i lengde, spr\u00e5kstil og avsendere gj\u00f8r at de fleste elevene vil finne noen tekster de finner interessante og som de kan ta med seg inn i videre arbeid.<\/p>\n<p>Dette engelskforl\u00f8pet har multippel lesing som hovedagenda, men hvordan elevenes nyervervede kompetanse samles og vises fram p\u00e5 slutten av perioden er ogs\u00e5 et viktig didaktisk grep. Her er det ikke en langsvarsvurdering som venter til slutt, men et multimodalt produkt. Det i seg selv kan ogs\u00e5 bidra til \u00e5 gj\u00f8re elevene mer motiverte til \u00e5 jobbe med tekstene. \u00abFor dei yngste skriverane kan vektlegging av ferdigheiter og produkt knytast til ei utbreidd oppfatning av at skriftspr\u00e5ket s\u00e5 raskt som mogleg skal bli den prim\u00f8re uttrykksforma, mens teikning og andre uttrykksformer gjerne blir reduserte til tidtr\u00f8ytee, illustrasjonar eller st\u00f8tte for skrivinga\u00bb skriver Randi Solem, Vivi Nilssen og Arne Johannes Aasen (Solheim et.al. 2022). Elever skal selvsagt trenes i \u00e5 bli gode skrivere, men metodevariasjon ogs\u00e5 rundt vurdering av opparbeidet kompetanse kan skape en \u00f8kt interesse for perioden i seg sj\u00f8lv.<\/p>\n<p>Siden norsk ungdom leser f\u00e6rre skj\u00f8nnlitter\u00e6re tekster, f\u00e6rre redaksjonsgjennomarbeidede nyheter og lengre tekster med avansert register, blir det enda viktigere at skolen tar disse tekstene inn i klasserommet. \u00c5 observere at elevene b\u00e5de syns tema og utvalg av tekster var interessant, og tydelig deltok i undervisning b\u00e5de gjennom muntlig og skriftlig aktiviteter p\u00e5 m\u00e5lspr\u00e5ket ga god tilbakemelding p\u00e5 at dette kan legge til rette for langvarig l\u00e6ring, \u00f8kt lesekondis og sterkere engelskbrukere.<\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/10\/Leselop22-refleksjon-kilder.docx\">Kilder<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Flere ressurser&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><span style=%22color: #666699;%22><strong>Suggested additional\/other texts:<\/strong><\/span><\/p>\n<ul>\n<li><em>American Son <\/em>(film)<\/li>\n<li><em>Race<\/em> (film)<\/li>\n<li><em>13 <\/em>(film)<\/li>\n<li><em>Selma <\/em>(film)<\/li>\n<li>Documentary:<em> Et m\u00f8te med fienden\/ White Right: Meeting the Enemy <\/em>by Deeyah Khan<\/li>\n<li><em>My Next Guest is\u2026 <\/em>(Netflix episode, guest Obama)<\/li>\n<li><em>Same Love <\/em>by Macklemore (song lyrics)<\/li>\n<li><em>The Hate You Give<\/em> (novel) by Angie Thomas<\/li>\n<li><em>The true diary of a Part-time Indian<\/em> (novel) by Sherman Alexie<\/li>\n<li><em>Divergent<\/em> (or other dystopian works of fiction, dividing people into groups) (novel) by Veronica Roth<\/li>\n<li>A speech upon diversity by King Harald: <a href=%22https:\/\/www.royalcourt.no\/tale.html?tid=137662&#038;sek=28409&#038;scope=27248%22>Garden party in the Palace Park: welcoming speech &#8211; The Royal House of Norway (royalcourt.no)<\/a><\/li>\n<li><a href=%22https:\/\/www.theguardian.com\/world\/2019\/mar\/29\/jacinda-arderns-speech-at-christchurch-memorial-full-transcrip%22>A speech including minorities in a country by former PM, Jacinda Ardern<\/a> <\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>If reading fiction as faction:<\/strong><\/span><\/p>\n<p><strong><\/strong><\/p>\n<ul>\n<li><em>The Kite Runner<\/em> (novel) by Khaled Hosseini<\/li>\n<li><em>Sea Prayer<\/em> (picture book) by Khaled Hosseini<\/li>\n<li><em>Skylappjenta<\/em> by Iram Haq<\/li>\n<li><em>Kiss <\/em>(short story) by Elizabeth Baines<\/li>\n<\/ul>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><span style=%22color: #666699;%22><strong>Suggested additional\/other texts:<\/strong><\/span><\/p>\n<ul>\n<li><em>American Son <\/em>(film)<\/li>\n<li><em>Race<\/em> (film)<\/li>\n<li><em>13 <\/em>(film)<\/li>\n<li><em>Selma <\/em>(film)<\/li>\n<li>Documentary:<em> Et m\u00f8te med fienden\/ White Right: Meeting the Enemy <\/em>by Deeyah Khan<\/li>\n<li><em>My Next Guest is\u2026 <\/em>(Netflix episode, guest Obama)<\/li>\n<li><em>Same Love <\/em>by Macklemore (song lyrics)<\/li>\n<li><em>The Hate You Give<\/em> (novel) by Angie Thomas<\/li>\n<li><em>The true diary of a Part-time Indian<\/em> (novel) by Sherman Alexie<\/li>\n<li><em>Divergent<\/em> (or other dystopian works of fiction, dividing people into groups) (novel) by Veronica Roth<\/li>\n<li>A speech upon diversity by King Harald: <a href=%22https:\/\/www.royalcourt.no\/tale.html?tid=137662&#038;sek=28409&#038;scope=27248%22>Garden party in the Palace Park: welcoming speech &#8211; The Royal House of Norway (royalcourt.no)<\/a><\/li>\n<li><a href=%22https:\/\/www.theguardian.com\/world\/2019\/mar\/29\/jacinda-arderns-speech-at-christchurch-memorial-full-transcrip%22>A speech including minorities in a country by former PM, Jacinda Ardern<\/a> <\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>If reading fiction as faction:<\/strong><\/span><\/p>\n<p><strong><\/strong><\/p>\n<ul>\n<li><em>The Kite Runner<\/em> (novel) by Khaled Hosseini<\/li>\n<li><em>Sea Prayer<\/em> (picture book) by Khaled Hosseini<\/li>\n<li><em>Skylappjenta<\/em> by Iram Haq<\/li>\n<li><em>Kiss <\/em>(short story) by Elizabeth Baines<\/li>\n<\/ul>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; body_font_size=&#8221;16px&#8221; body_line_height=&#8221;1em&#8221; custom_margin=&#8221;0px||||false|false&#8221; body_font_size_tablet=&#8221;15.5px&#8221; body_font_size_phone=&#8221;15px&#8221; body_font_size_last_edited=&#8221;on|desktop&#8221; global_colors_info=&#8221;{}&#8221; toggle_font_size=&#8221;16px&#8221; toggle_font_size_tablet=&#8221;16px&#8221; toggle_font_size_phone=&#8221;16px&#8221; toggle_font_size_last_edited=&#8221;on|desktop&#8221; closed_toggle_font_size_tablet=&#8221;&#8221; closed_toggle_font_size_phone=&#8221;&#8221; closed_toggle_font_size_last_edited=&#8221;on|phone&#8221; open=&#8221;off&#8221;]<\/p>\n<p><span style=\"color: #666699;\"><strong>Suggested additional\/other texts:<\/strong><\/span><\/p>\n<ul>\n<li><em>American Son <\/em>(film)<\/li>\n<li><em>Race<\/em> (film)<\/li>\n<li><em>13 <\/em>(film)<\/li>\n<li><em>Selma <\/em>(film)<\/li>\n<li>Documentary:<em> Et m\u00f8te med fienden\/ White Right: Meeting the Enemy <\/em>by Deeyah Khan<\/li>\n<li><em>My Next Guest is\u2026 <\/em>(Netflix episode, guest Obama)<\/li>\n<li><em>Same Love <\/em>by Macklemore (song lyrics)<\/li>\n<li><em>The Hate You Give<\/em> (novel) by Angie Thomas<\/li>\n<li><em>The true diary of a Part-time Indian<\/em> (novel) by Sherman Alexie<\/li>\n<li><em>Divergent<\/em> (or other dystopian works of fiction, dividing people into groups) (novel) by Veronica Roth<\/li>\n<li>A speech upon diversity by King Harald: <a href=\"https:\/\/www.royalcourt.no\/tale.html?tid=137662&amp;sek=28409&amp;scope=27248\">Garden party in the Palace Park: welcoming speech &#8211; The Royal House of Norway (royalcourt.no)<\/a><\/li>\n<li><a href=\"https:\/\/www.theguardian.com\/world\/2019\/mar\/29\/jacinda-arderns-speech-at-christchurch-memorial-full-transcrip\">A speech including minorities in a country by former PM, Jacinda Ardern<\/a>\u00a0<\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=\"color: #666699;\"><strong>If reading fiction as faction:<\/strong><\/span><\/p>\n<p><strong><\/strong><\/p>\n<ul>\n<li><em>The Kite Runner<\/em> (novel) by Khaled Hosseini<\/li>\n<li><em>Sea Prayer<\/em> (picture book) by Khaled Hosseini<\/li>\n<li><em>Skylappjenta<\/em> by Iram Haq<\/li>\n<li><em>Kiss <\/em>(short story) by Elizabeth Baines<\/li>\n<\/ul>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Leseteam&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]<\/p>\n<p>Jana Oreskovic Larsen, Varden ungdomsskole<\/p>\n<p>Thya Therese Heide, Varden ungdomsskole<\/p>\n<p>Kristine Ohrem Bakke, USN\/Thor Heyerdahl videreg\u00e5ende skole<\/p>\n<p>[\/et_pb_accordion_item][\/et_pb_accordion][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt1-warming-up&#8221; module_id=&#8221;okt1-warming-up&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;500px&#8221; max_width_tablet=&#8221;500px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;okt1-warming-up&#8221; da_is_singular=&#8221;on&#8221; da_disable_devices=&#8221;off|off|off&#8221; border_width_all=&#8221;7px&#8221; border_color_all=&#8221;#8dcfb7&#8243; global_colors_info=&#8221;{}&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 1:<\/h1>\n<h1 style=\"text-align: center;\">Warming up<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; 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content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 2:<\/h1>\n<h1 style=\"text-align: center;\">Close-read<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;-20px||||false|false&#8221; custom_margin_phone=&#8221;-30px||5px||false|false&#8221; 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_module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][et_pb_text content_tablet=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Film<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Film<\/h4>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;20px||||false|false&#8221; custom_margin_tablet=&#8221;10px||||false|false&#8221; custom_margin_phone=&#8221;||40px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; link_option_url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMjY2In19@&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|hover&#8221; transform_scale__hover_enabled=&#8221;on|hover&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;]<\/p>\n<h4 style=\"text-align: center;\">Novel extract<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt2-wrap-up&#8221; module_id=&#8221;okt2-wrap-up&#8221; 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url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMjc4In19@&#8221; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; transform_scale_tablet=&#8221;&#8221; transform_scale_phone=&#8221;&#8221; transform_scale_last_edited=&#8221;on|desktop&#8221; transform_translate_tablet=&#8221;&#8221; transform_translate_phone=&#8221;&#8221; transform_translate_last_edited=&#8221;on|desktop&#8221; transform_rotate_tablet=&#8221;&#8221; transform_rotate_phone=&#8221;&#8221; transform_rotate_last_edited=&#8221;on|desktop&#8221; transform_skew_tablet=&#8221;&#8221; transform_skew_phone=&#8221;&#8221; transform_skew_last_edited=&#8221;on|desktop&#8221; transform_origin_tablet=&#8221;&#8221; transform_origin_phone=&#8221;&#8221; transform_origin_last_edited=&#8221;on|desktop&#8221; transform_styles_last_edited=&#8221;on|desktop&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; transform_styles_tablet=&#8221;&#8221; transform_styles_phone=&#8221;&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][et_pb_text content_tablet=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Film<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Film<\/h4>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;20px||||false|false&#8221; custom_margin_tablet=&#8221;10px||||false|false&#8221; custom_margin_phone=&#8221;||40px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; link_option_url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMjc4In19@&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|hover&#8221; transform_scale__hover_enabled=&#8221;on|hover&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;]<\/p>\n<h4 style=\"text-align: center;\">Poster<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt3-warming-up&#8221; 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_builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 3:<\/h1>\n<h1 style=\"text-align: center;\">Warming up<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; 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title_text=&#8221;Leselop-clapboard-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMjg0In19@&#8221; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; 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admin_label=&#8221;Popup &#8211; #okt4-close-read&#8221; module_id=&#8221;okt4-close-read&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;500px&#8221; max_width_tablet=&#8221;500px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;okt4-close-read&#8221; da_is_singular=&#8221;on&#8221; da_disable_devices=&#8221;off|off|off&#8221; border_width_all=&#8221;7px&#8221; border_color_all=&#8221;#8dcfb7&#8243; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 4:<\/h1>\n<h1 style=\"text-align: center;\">Close-read<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;-20px||||false|false&#8221; custom_margin_phone=&#8221;-30px||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;0px|70px||70px|false|false&#8221; custom_padding_tablet=&#8221;|0px||0px|false|false&#8221; custom_padding_phone=&#8221;|0px||0px|false|false&#8221; global_colors_info=&#8221;{}&#8221; custom_css_main_element_last_edited=&#8221;on|tablet&#8221; custom_css_main_element_tablet=&#8221;display:flex;&#8221; custom_css_main_element_phone=&#8221;display: flex;||flex-direction: column;&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-clapboard-green.png&#8221; title_text=&#8221;Leselop-clapboard-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMzE4In19@&#8221; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt4-wrap-up&#8221; module_id=&#8221;okt4-wrap-up&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;500px&#8221; max_width_tablet=&#8221;500px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;okt4-wrap-up&#8221; da_is_singular=&#8221;on&#8221; da_disable_devices=&#8221;off|off|off&#8221; border_width_all=&#8221;7px&#8221; border_color_all=&#8221;#8dcfb7&#8243; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 4:<\/h1>\n<h1 style=\"text-align: center;\">Wrap up<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;-20px||||false|false&#8221; custom_margin_phone=&#8221;-30px||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;0px|70px||70px|false|false&#8221; custom_padding_tablet=&#8221;|0px||0px|false|false&#8221; custom_padding_phone=&#8221;|0px||0px|false|false&#8221; global_colors_info=&#8221;{}&#8221; custom_css_main_element_last_edited=&#8221;on|tablet&#8221; custom_css_main_element_tablet=&#8221;display:flex;&#8221; custom_css_main_element_phone=&#8221;display: flex;||flex-direction: column;&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-tankesky-green.png&#8221; title_text=&#8221;Leselop-tankesky-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMzIwIn19@&#8221; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; transform_scale_tablet=&#8221;&#8221; transform_scale_phone=&#8221;&#8221; transform_scale_last_edited=&#8221;on|desktop&#8221; transform_translate_tablet=&#8221;&#8221; transform_translate_phone=&#8221;&#8221; transform_translate_last_edited=&#8221;on|desktop&#8221; transform_rotate_tablet=&#8221;&#8221; transform_rotate_phone=&#8221;&#8221; transform_rotate_last_edited=&#8221;on|desktop&#8221; transform_skew_tablet=&#8221;&#8221; transform_skew_phone=&#8221;&#8221; transform_skew_last_edited=&#8221;on|desktop&#8221; transform_origin_tablet=&#8221;&#8221; transform_origin_phone=&#8221;&#8221; transform_origin_last_edited=&#8221;on|desktop&#8221; transform_styles_last_edited=&#8221;on|desktop&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; transform_styles_tablet=&#8221;&#8221; transform_styles_phone=&#8221;&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt5-assigment&#8221; module_id=&#8221;okt5-assigment&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;500px&#8221; max_width_tablet=&#8221;500px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;okt5-assigment&#8221; da_is_singular=&#8221;on&#8221; da_disable_devices=&#8221;off|off|off&#8221; border_width_all=&#8221;7px&#8221; border_color_all=&#8221;#8dcfb7&#8243; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 5:<\/h1>\n<h1 style=\"text-align: center;\">Assigment<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;-20px||||false|false&#8221; custom_margin_phone=&#8221;-30px||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;0px|70px||70px|false|false&#8221; custom_padding_tablet=&#8221;|0px||0px|false|false&#8221; custom_padding_phone=&#8221;|0px||0px|false|false&#8221; global_colors_info=&#8221;{}&#8221; custom_css_main_element_last_edited=&#8221;on|tablet&#8221; custom_css_main_element_tablet=&#8221;display:flex;&#8221; custom_css_main_element_phone=&#8221;display: flex;||flex-direction: column;&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; title_text=&#8221;Leselop-skrive-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEyMzU2In19@&#8221; align=&#8221;center&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Popup &#8211; #okt6-hand&#8221; module_id=&#8221;okt6-hand&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;500px&#8221; max_width_tablet=&#8221;500px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;okt6-hand&#8221; da_is_singular=&#8221;on&#8221; da_disable_devices=&#8221;off|off|off&#8221; border_width_all=&#8221;7px&#8221; border_color_all=&#8221;#8dcfb7&#8243; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; da_exit_intent=&#8221;off&#8221; da_has_close=&#8221;on&#8221; da_alt_close=&#8221;off&#8221; da_dark_close=&#8221;off&#8221; da_not_modal=&#8221;on&#8221; da_with_loader=&#8221;off&#8221; da_has_shadow=&#8221;on&#8221;][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.21.0&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_text content_tablet=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Aktivitet 2:<\/h1>\n<h1 style=%22text-align: center;%22>Helklassesamtale<\/h1>\n<p>&#8221; content_last_edited=&#8221;off|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||5px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00d8KT 6:<\/h1>\n<h1 style=\"text-align: center;\">Hand in and<\/h1>\n<h1 style=\"text-align: center;\">present<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row use_custom_gutter=&#8221;on&#8221; gutter_width=&#8221;1&#8243; custom_padding_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;-20px||||false|false&#8221; 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_dynamic_attributes=&#8221;url&#8221; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;119px&#8221; width_last_edited=&#8221;on|phone&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221; transform_styles__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover_enabled=&#8221;on|desktop&#8221; transform_translate__hover_enabled=&#8221;on|desktop&#8221; transform_rotate__hover_enabled=&#8221;on|desktop&#8221; transform_skew__hover_enabled=&#8221;on|desktop&#8221; transform_origin__hover_enabled=&#8221;on|desktop&#8221; transform_scale__hover=&#8221;110%|110%&#8221;][\/et_pb_image][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesel\u00f8p 22 handler \u00e5 lese varierte tekstsjangre, tematisk knyttet, og evne \u00e5 trekke ut informasjon og se sammenhenger.<\/p>\n","protected":false},"author":10,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"<!-- wp:paragraph -->\n<p>Dette lesel\u00f8pet handler om \u00e5 bygge bro mellom erfaringsbaserte og analytiske lesem\u00e5ter. Klassen leser bildeboka \u00abDette snakker man bare med kaniner om\u00bb (H\u00f8glund, 2015). S\u00e5 veksler elevene mellom \u00e5 skrive sm\u00e5 tekster som tar utgangspunkt i bildeboka, men ogs\u00e5 i eget liv. Deretter iscenesetter elevene disse tekstene i klasserommet. Etter \u00e5 ha arbeidet med slike erfaringsbaserte innganger til bildeboka, arbeider klassen mer analytisk gjennom \u00e5 ha litter\u00e6re samtaler.<br><strong>Se ogs\u00e5 forklaring og mer om forl\u00f8pet under bildet.<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:html -->\n<iframe src=\"https:\/\/ntnu.h5p.com\/content\/1291936855480663287\/embed\" aria-label=\"Lesel\u00f8p! Eksempel 1\" width=\"1088\" height=\"637\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" allow=\"autoplay *; geolocation *; microphone *; camera *; midi *; encrypted-media *\"><\/iframe><script src=\"https:\/\/ntnu.h5p.com\/js\/h5p-resizer.js\" charset=\"UTF-8\"><\/script>\n<!-- \/wp:html -->\n\n<!-- wp:paragraph -->\n<p><strong>Forl\u00f8pet kort fortalt<\/strong>: Forl\u00f8pet har en innledning, der klassen ser p\u00e5 bilder og h\u00f8rer p\u00e5 musikk som handler om ensomhet og utenforskap. I hoveddelen leser l\u00e6reren bildeboka h\u00f8yt, f\u00f8r elevene skriver og iscenesetter sm\u00e5 tekster fra boka. I avslutningen gjennomf\u00f8res en litter\u00e6r helklassesamtale. <\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>Mer om forl\u00f8pet (trykk p\u00e5 + i bildet): <\/strong>Tegningen viser forl\u00f8pets tre faser, <em>innledning<\/em>, <em>hoveddel<\/em> og <em>avslutning<\/em>, og hvilke <em>hendelser<\/em>, alts\u00e5 aktiviteter, som fins i hver fase. I forl\u00f8pet er annenhver hendelse markert med r\u00f8d og bl\u00e5 farge. De loddrette strekene p\u00e5 tidslinjen markerer overganger mellom hendelser. Videre er tiden for hver hendelse markert. Anslaget varer for eksempel i 6 minutter.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I anslaget viser l\u00e6reren flere lysark med bilder som utrykker tema som ensomhet og utenforskap. Bildene er kontrastert med sangen \u00abHappy\u00bb av Pharrel Williams (2013). Videre i innledningen gjennomf\u00f8res en kort helklassesamtale, der klassen diskuterer anslaget. L\u00e6reren informerer ogs\u00e5 om plan og m\u00e5l for \u00f8kten.&nbsp;<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>Hoveddelen best\u00e5r av til sammen ni hendelser. I den f\u00f8rste aktiviteten leser l\u00e6reren bildeboka h\u00f8yt. Elevene har en lytteoppgave: \u00abHvem er kaninen?\u00bb. De neste seks hendelsene har lik komposisjon: Elevene f\u00e5r \u00e9n skriveoppgave, som tar utgangspunkt i et oppslag i boka. Elevene skriver sm\u00e5, korte tekster, individuelt eller i par f\u00f8r de iscenesetter tekstene sine med klasserommet som scene. Den siste hendelsen i hoveddelen er en kaf\u00e9dialog, der elevene samtaler om bildeboka og iscenesettelsene i sm\u00e5 grupper.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p>I avslutningen gjennomf\u00f8res en helklassesamtale om bildeboka. L\u00e6reren stiller ulike sp\u00f8rsm\u00e5l til teksten \u2013 b\u00e5de lukkede og \u00e5pne. Helt til slutt gjennomf\u00f8res en kort skriveoppgave, der elevene igjen svarer p\u00e5 hvem kaninen er. Timen blir avrundet med at l\u00e6reren viser et par bilder fra anslaget igjen.<\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:paragraph -->\n<p><strong>(Det er ogs\u00e5 mer tekst, bl.a. om \"L\u00e6replanm\u00e5l\". Mer av dette inn under her, eller p\u00e5 underside(r)?<\/strong><\/p>\n<!-- \/wp:paragraph -->\n\n<!-- wp:separator -->\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<!-- \/wp:separator -->","_et_gb_content_width":"","footnotes":""},"trinn":[41,37,38,39,40],"fag":[24,26,23],"class_list":["post-12022","page","type-page","status-publish","hentry","trinn-10-trinn","trinn-6-trinn","trinn-7-trinn","trinn-8-trinn","trinn-9-trinn","fag-norsk","fag-samfunnsfag","fag-tverrfaglig"],"_links":{"self":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/12022","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/users\/10"}],"replies":[{"embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=12022"}],"version-history":[{"count":44,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/12022\/revisions"}],"predecessor-version":[{"id":12428,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/12022\/revisions\/12428"}],"wp:attachment":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=12022"}],"wp:term":[{"taxonomy":"trinn","embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Ftrinn&post=12022"},{"taxonomy":"fag","embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Ffag&post=12022"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}