{"id":8383,"date":"2025-06-05T12:48:51","date_gmt":"2025-06-05T10:48:51","guid":{"rendered":"https:\/\/leselop.usn.no\/?page_id=8383"},"modified":"2025-09-10T06:32:35","modified_gmt":"2025-09-10T04:32:35","slug":"leselop-17","status":"publish","type":"page","link":"https:\/\/leselop.usn.no\/?page_id=8383","title":{"rendered":"19. Multilingualism and slam poetry"},"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>Multilingualism and slam poetry<\/h2>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1>Multilingualism and slam poetry<\/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;1.3em&#8221; header_2_line_height=&#8221;1.2em&#8221; header_font_size_tablet=&#8221;&#8221; header_font_size_phone=&#8221;25px&#8221; header_font_size_last_edited=&#8221;on|desktop&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1>Multilingualism and slam poetry<\/h1>\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;]<\/p>\n<div class=\"custom-row\"><!-- [et_pb_line_break_holder] -->  <\/p>\n<div class=\"image-column\"><!-- [et_pb_line_break_holder] -->    <img decoding=\"async\" src=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/08\/hovedbilde-leselop19.jpg\" class=\"image-desktop\" \/><!-- [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>&#8220;Det er litt d\u00e5rlig gjort at han ikke kan si det i sitt morsm\u00e5l &#8230; Det er ikke noe d\u00e5rlig med \u00e5 greie et spr\u00e5k.\u201d (Anton, 15 \u00e5r)<\/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>Reading problem: Stimulating reading motivation in a linguistically diverse class through a poem about multilingualism.<\/br><!-- [et_pb_line_break_holder] -->Subject: English<\/br><!-- [et_pb_line_break_holder] -->Grade: 8-10 (example from multiple settings)<\/br><!-- [et_pb_line_break_holder] -->Time frame: 2 lessons<\/br><!-- [et_pb_line_break_holder] -->Text: \u201cMother tongue\u201d by George the poet (George Mpanga)<!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><!-- [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; 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\/* eller 50vh hvis du vil tvinge h\u00f8yde *\/<!-- [et_pb_line_break_holder] -->    object-fit: contain;<!-- [et_pb_line_break_holder] -->  }<!-- [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:1px;<!-- [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; _builder_version=&#8221;4.27.0&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;30px||30px||false|false&#8221; custom_padding_tablet=&#8221;||10px||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;||||false|false&#8221; custom_margin_tablet=&#8221;30px||||false|false&#8221; custom_margin_phone=&#8221;0px||||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#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>Brief description of the lessons<\/h3>\n<p>The timeline below visualizes the Reading trail. The project consists of two lessons: <em>Lesson 1: <\/em>The students are introduced to the topic multilingualism, they listen to the poem \u201cMother tongue\u201d and decode and reflect upon its content. <em>Lesson 2: <\/em>The students make use of their acquired vocabulary and knowledge and create multimodal posters that illustrate important concepts\/ ideas found in the poem.<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h3>Brief description of the lessons<\/h3>\n<p>The timeline below visualizes the Reading trail. The project consists of two lessons: <em>Lesson 1: <\/em>The students are introduced to the topic multilingualism, they listen to the poem \u201cMother tongue\u201d and decode and reflect upon its content. <em>Lesson 2: <\/em>The students make use of their acquired vocabulary and knowledge and create multimodal posters that illustrate important concepts\/ ideas found in the poem.<\/p>\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>Brief description of the lessons<\/h3>\n<p>The timeline below visualizes the Reading trail. The project consists of two lessons: <em>Lesson 1: <\/em>The students are introduced to the topic multilingualism, they listen to the poem \u201cMother tongue\u201d and decode and reflect upon its content. <em>Lesson 2: <\/em>The students make use of their acquired vocabulary and knowledge and create multimodal posters that illustrate important concepts\/ ideas found in the poem.<\/p>\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;section&#8221; _builder_version=&#8221;4.27.0&#8243; custom_padding=&#8221;0px||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|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width_tablet=&#8221;85%&#8221; width_phone=&#8221;93%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;70px||70px||false|false&#8221; custom_padding_tablet=&#8221;&#8221; custom_padding_phone=&#8221;10px||0px||false|false&#8221; border_width_all=&#8221;1px&#8221; border_color_all=&#8221;#D6D6D6&#8243; border_width_all_tablet=&#8221;1px&#8221; border_width_all_phone=&#8221;0px&#8221; border_width_all_last_edited=&#8221;on|tablet&#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_code _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width=&#8221;74%&#8221; width_tablet=&#8221;80%&#8221; width_phone=&#8221;90%&#8221; width_last_edited=&#8221;on|phone&#8221; module_alignment=&#8221;center&#8221; custom_margin=&#8221;||||false|false&#8221; custom_margin_tablet=&#8221;||||false|false&#8221; custom_margin_phone=&#8221;30px||30px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_css_main_element=&#8221;||.image-map-container {||  position: relative;||  max-width: 1080px;||  margin: 0 auto;||}||||.responsive-image {||  width: 100%;||  height: auto;||}||||.clickable-area {||  position: absolute;||  display: block;||  background: rgba(0, 0, 0, 0); ||}||||.clickable-area:hover {||  background: rgba(0, 0, 0, 0);||}||||\/* Plassering av hvert omr\u00e5de *\/||.introduction {||  top: 72%;||  left: 5%;||  width: 20%;||  height: 22%;||}||||.decoding {||  top: 49%;||  left: 11%;||  width: 20%;||  height: 18%;||}||||.poem {||  top: 69%;||  left: 28%;||  width: 21%;||  height: 25%;||}||||.writing {||  top: 49%;||  left: 40%;||  width: 20%;||  height: 10%;||}||||.discussion {||  top: 71%;||  left: 52%;||  width: 22%;||  height: 24%; ||}||||.task {||  top: 48%;||  left: 64%;||  width: 16%;||  height: 19%; ||}||||.evaluation{||    top: 48%;||  left: 80%;||  width: 17%;||  height: 11%;  ||}||||&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<div class=\"image-map-container\" style=\"text-align: center;\"><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <img decoding=\"async\" src=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/tidslinje19.png\" alt=\"Description of Image\" class=\"responsive-image\" \/><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <a href=\"#activity-one-introduction\" <!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area introduction divi-overlay&#8221; <!-- [et_pb_line_break_holder] -->     data-overlay-id=&#8221;activity-one-introduction&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <a href=\"#activity-two-decoding\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area decoding divi-overlay&#8221; <!-- [et_pb_line_break_holder] -->     data-overlay-id=&#8221;activity-two-decoding&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <a href=\"#activity-three-poem\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area poem divi-overlay&#8221;<!-- [et_pb_line_break_holder] -->     data-overlay-id=&#8221;activity-three-poem&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <a href=\"#activity-four-writing\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area writing divi-overlay&#8221; data-overlay-id=&#8221;activity-four-writing&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <a href=\"#activity-five-discussion\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area discussion divi-overlay&#8221; data-overlay-id=&#8221;aactivity-five-discussion&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->    <a href=\"#activity-six-task\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area task divi-overlay&#8221; data-overlay-id=&#8221;activity-six-task&#8221;><\/a><!-- [et_pb_line_break_holder] -->    <!-- [et_pb_line_break_holder] -->    <a href=\"#activity-seven-evaluation\"<!-- [et_pb_line_break_holder] -->     class=&#8221;clickable-area evaluation divi-overlay&#8221; data-overlay-id=&#8221;activity-seven-evaluation&#8221;><\/a><!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] -->  <!-- [et_pb_line_break_holder] --><!-- [et_pb_line_break_holder] --><\/div>\n<p><!-- [et_pb_line_break_holder] -->[\/et_pb_code][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.21.0&#8243; _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 _builder_version=&#8221;4.27.3&#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; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; toggle_font_size=&#8221;16px&#8221; toggle_line_height=&#8221;1.5em&#8221; hover_enabled=&#8221;0&#8243; toggle_font_size_tablet=&#8221;15.5px&#8221; toggle_font_size_phone=&#8221;15px&#8221; toggle_font_size_last_edited=&#8221;on|phone&#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; closed_toggle_line_height_tablet=&#8221;&#8221; closed_toggle_line_height_phone=&#8221;1.7em&#8221; closed_toggle_line_height_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; sticky_enabled=&#8221;0&#8243;][et_pb_accordion_item title=&#8221;More about the Reading trail &#8221; open=&#8221;on&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Due to global mobility and migration, classrooms are becoming increasingly diverse. Students may have diverse linguistic and cultural backgrounds, speak languages other than Norwegian, or in addition to Norwegian at home and school. In official documents (LK-20) and mandates, instead of viewing this diversity as an obstacle, teachers are encouraged to leverage it as a resource. <\/p>\n<p>In this Reading trail, we aim to implement a teaching approach incorporating multilingualism to enhance reading motivation in a linguistically diverse classroom. The teacher recognizes the power of multilingualism in the classroom. Rather than sidelining students\u2019 home languages, the teaching activities and approach include them as valuable assets. Multilingualism is seen as a strength, a resource for learning languages, and a potential trigger for reading motivation.<\/p>\n<p>In addition, language identity is acknowledged and made a vital part of the students\u2019 acquired perspectives, whether they have Norwegian or another language as their first language. Furthermore, by working with varied methods, the students listen to the target language, they speak and write using English and demonstrate their competence in a creative product at the end. All in all, the trail should facilitate both basic skills and awareness linked to cross-curricular topics such as citizenship and democracy, as well as the primary agenda \u2013 practicing second language skills and learning about specific subject-oriented topics.<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Due to global mobility and migration, classrooms are becoming increasingly diverse. Students may have diverse linguistic and cultural backgrounds, speak languages other than Norwegian, or in addition to Norwegian at home and school. In official documents (LK-20) and mandates, instead of viewing this diversity as an obstacle, teachers are encouraged to leverage it as a resource. <\/p>\n<p>In this Reading trail, we aim to implement a teaching approach incorporating multilingualism to enhance reading motivation in a linguistically diverse classroom. The teacher recognizes the power of multilingualism in the classroom. Rather than sidelining students\u2019 home languages, the teaching activities and approach include them as valuable assets. Multilingualism is seen as a strength, a resource for learning languages, and a potential trigger for reading motivation.<\/p>\n<p>In addition, language identity is acknowledged and made a vital part of the students\u2019 acquired perspectives, whether they have Norwegian or another language as their first language. Furthermore, by working with varied methods, the students listen to the target language, they speak and write using English and demonstrate their competence in a creative product at the end. All in all, the trail should facilitate both basic skills and awareness linked to cross-curricular topics such as citizenship and democracy, as well as the primary agenda \u2013 practicing second language skills and learning about specific subject-oriented topics.<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/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;]<\/p>\n<p>Due to global mobility and migration, classrooms are becoming increasingly diverse. Students may have diverse linguistic and cultural backgrounds, speak languages other than Norwegian, or in addition to Norwegian at home and school. In official documents (LK-20) and mandates, instead of viewing this diversity as an obstacle, teachers are encouraged to leverage it as a resource.<\/p>\n<p>In this Reading trail, we aim to implement a teaching approach incorporating multilingualism to enhance reading motivation in a linguistically diverse classroom. The teacher recognizes the power of multilingualism in the classroom. Rather than sidelining students\u2019 home languages, the teaching activities and approach include them as valuable assets. Multilingualism is seen as a strength, a resource for learning languages, and a potential trigger for reading motivation.<\/p>\n<p>In addition, language identity is acknowledged and made a vital part of the students\u2019 acquired perspectives, whether they have Norwegian or another language as their first language. Furthermore, by working with varied methods, the students listen to the target language, they speak and write using English and demonstrate their competence in a creative product at the end. All in all, the trail should facilitate both basic skills and awareness linked to cross-curricular topics such as citizenship and democracy, as well as the primary agenda \u2013 practicing second language skills and learning about specific subject-oriented topics.<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;The text of the Reading trail&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>\u201cMother Tongue\u201d is a poem by George the Poet (George Mpanga), a British spoken word artist and poet. George the Poet is known for his thought-provoking and socially conscious poetry. His style is characterized by vivid imagery, rhythmic language, and a blend of spoken words and storytelling.<\/p>\n<p>His poem \u201cMother Tongue\u201d focuses on language, identity, and cultural heritage.<\/p>\n<p>The poem reflects on the power of language and how it shapes our sense of self. It explores the interaction between one\u2019s native language and the languages we learn or adopt. The narrator describes his sadness and frustration about the lack of connection he feels with his parents\u2019 home culture due to their decision not to teach him their mother tongue.<\/p>\n<p>You can watch George the Poet perform \u201cMother Tongue.\u201d<br \/><a href=%22https:\/\/youtu.be\/CrzgVQEHFBk?si=4IS65duFj4kQxxJV%22>Here\u2019s the video link<\/a><\/p>\n<p>%91embed%93https:\/\/youtu.be\/CrzgVQEHFBk?si=4IS65duFj4kQxxJV%91\/embed%93<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>\u201cMother Tongue\u201d is a poem by George the Poet (George Mpanga), a British spoken word artist and poet. George the Poet is known for his thought-provoking and socially conscious poetry. His style is characterized by vivid imagery, rhythmic language, and a blend of spoken words and storytelling.<\/p>\n<p>His poem \u201cMother Tongue\u201d focuses on language, identity, and cultural heritage.<\/p>\n<p>The poem reflects on the power of language and how it shapes our sense of self. It explores the interaction between one\u2019s native language and the languages we learn or adopt. The narrator describes his sadness and frustration about the lack of connection he feels with his parents\u2019 home culture due to their decision not to teach him their mother tongue.<\/p>\n<p>You can watch George the Poet perform \u201cMother Tongue.\u201d<br \/><a href=%22https:\/\/youtu.be\/CrzgVQEHFBk?si=4IS65duFj4kQxxJV%22>Here\u2019s the video link<\/a><\/p>\n<p>%91embed%93https:\/\/youtu.be\/CrzgVQEHFBk?si=4IS65duFj4kQxxJV%91\/embed%93<\/p>\n<p><!-- \/divi:paragraph --><\/p>\n<p><!-- divi:paragraph --><\/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>\u201cMother Tongue\u201d is a poem by George the Poet (George Mpanga), a British spoken word artist and poet. George the Poet is known for his thought-provoking and socially conscious poetry. His style is characterized by vivid imagery, rhythmic language, and a blend of spoken words and storytelling.<\/p>\n<p>His poem \u201cMother Tongue\u201d focuses on language, identity, and cultural heritage.<\/p>\n<p>The poem reflects on the power of language and how it shapes our sense of self. It explores the interaction between one\u2019s native language and the languages we learn or adopt. The narrator describes his sadness and frustration about the lack of connection he feels with his parents\u2019 home culture due to their decision not to teach him their mother tongue.<\/p>\n<p>You can watch George the Poet perform \u201cMother Tongue.\u201d<br \/><a href=\"https:\/\/youtu.be\/CrzgVQEHFBk?si=4IS65duFj4kQxxJV\">Here\u2019s the video link<\/a><\/p>\n<p><iframe loading=\"lazy\" title=\"George The Poet - Mother Tongue\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/CrzgVQEHFBk?feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Rationale for the Reading Trail&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Decreasing reading motivation among students and adults is a trend in Norway and internationally (OECD, 2017). Reading motivation encompasses why someone reads, what they enjoy reading about, and what they think they get out of it (Guthrie &#038; Wigfield, 2000). Reading motivation and engagement affect how well students perform in reading, regardless of their grade level or cultural background. Ryan and Deci (2000) suggested three elements for fostering students&#8217; intrinsic motivation toward reading: a sense of competence, independence, and positive interpersonal connections. Research documents show that learners who are taught reading focused on autonomy, a sense of belonging (relatedness), and competency shows remarkable improvements in their self-driven reading motivation and reading abilities (Orkin et al., 2018).<\/p>\n<p>However, many students do not experience these benefits (Barber et al., 2020). There are different aspects to why people read and how engaged they are in reading, and teachers may use various methods to improve each aspect, especially for students from different linguistic and ethnic backgrounds. Educators claim that children\u2019s desire to read is essential for developing strong reading skills; nevertheless, there is a lack of research focusing on the experiences of multilingual children in this regard (Smith et al., 2023). Being able to speak multiple languages provides a rich and varied perspective, and similarly, reading in different languages offers a wide range of insights and viewpoints.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Reading Motivation through Identity Validation<br \/><\/span><\/strong>The poem \u201cMother Tongue\u201d was chosen because of its engaging form and because it features a young main character with whom students will to some degree be able to identify. Relatability in terms of gender is an especially important factor for young male readers, and the protagonist may help to stimulate interest among the boys in the class. This poem\u2019s oral style is likely to appeal to students: It is composed in a youthful, uncomplicated language and performed in a rap-like tone with strong emphasis on rhythm and rhyme. The poem\u2019s focus is relatable to all students and is a good starting point for reflection on what role languages play in shaping one\u2019s personal identity. When students see their languages and cultures acknowledged in the classroom, it fosters positive self-image. This positive identity, in turn, motivates them to engage with reading materials.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Multilingual Classroom Activities<br \/><\/strong><\/span>The teacher used a range of multilingual classroom activities (e.g., listening to a multilingual song, reading a poem, illustrating key lines in posters, working with instruction verbs like <em>decode<\/em>, <em>reflect<\/em> and <em>argue<\/em>) that cater to English as a subject involving different language skills. Students engaged in reading, writing, and speaking tasks which drew on their multilingual abilities.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Language Development<br \/><\/strong><\/span>The teacher also helped students develop their vocabulary by using a translation activity to work on the essential vocabulary from the poem. The goal was to balance valuing home languages with ensuring students improved their language skills and succeed academically.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Creating Multilingual Posters<br \/><\/strong><\/span>Students work in groups to create posters based on quotes or factual knowledge gained from texts. They may work creatively but still apply knowledge into practice and make it possible for the teacher to observe their understanding. This process activates their language resources and visualizes their understanding of the text.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Whole-Class Discussions<\/span><br \/><\/strong>Teachers can facilitate whole-class discussions to sum up group work. These discussions might be collaborative venues for students to share their outcomes, including how they have interpreted texts in different ways and depicted that in their posters. Though whole-class discussions are efficient, they are also challenging. Other solutions to conversations and oral exercises are suggested in resources.<\/p>\n<p>In sum, this teaching approach recognizes that multilingualism may facilitate reading motivation, develop awareness of multilingualism as a resource in accordance with LK20, and enrich the classroom experience. In this Reading trail, we aimed to explore whether using multilingualism can enhance the learning experiences and motivation of readers. The Norwegian curriculum suggests that the potential is immense, stating that students should experience that learning languages is a resource in school and in society (Norwegian Ministry of Education, 2020). Simply recognizing multilingualism as a strength may, in itself, motivate students with other first languages than Norwegian to partake in English class and additionally provide them with a stronger language identity in the classroom.<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop17-references.docx%22>References<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Decreasing reading motivation among students and adults is a trend in Norway and internationally (OECD, 2017). Reading motivation encompasses why someone reads, what they enjoy reading about, and what they think they get out of it (Guthrie &#038; Wigfield, 2000). Reading motivation and engagement affect how well students perform in reading, regardless of their grade level or cultural background. Ryan and Deci (2000) suggested three elements for fostering students&#8217; intrinsic motivation toward reading: a sense of competence, independence, and positive interpersonal connections. Research documents show that learners who are taught reading focused on autonomy, a sense of belonging (relatedness), and competency shows remarkable improvements in their self-driven reading motivation and reading abilities (Orkin et al., 2018).<\/p>\n<p>However, many students do not experience these benefits (Barber et al., 2020). There are different aspects to why people read and how engaged they are in reading, and teachers may use various methods to improve each aspect, especially for students from different linguistic and ethnic backgrounds. Educators claim that children\u2019s desire to read is essential for developing strong reading skills; nevertheless, there is a lack of research focusing on the experiences of multilingual children in this regard (Smith et al., 2023). Being able to speak multiple languages provides a rich and varied perspective, and similarly, reading in different languages offers a wide range of insights and viewpoints.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Reading Motivation through Identity Validation<br \/><\/span><\/strong>The poem \u201cMother Tongue\u201d was chosen because of its engaging form and because it features a young main character with whom students will to some degree be able to identify. Relatability in terms of gender is an especially important factor for young male readers, and the protagonist may help to stimulate interest among the boys in the class. This poem\u2019s oral style is likely to appeal to students: It is composed in a youthful, uncomplicated language and performed in a rap-like tone with strong emphasis on rhythm and rhyme. The poem\u2019s focus is relatable to all students and is a good starting point for reflection on what role languages play in shaping one\u2019s personal identity. When students see their languages and cultures acknowledged in the classroom, it fosters positive self-image. This positive identity, in turn, motivates them to engage with reading materials.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Multilingual Classroom Activities<br \/><\/strong><\/span>The teacher used a range of multilingual classroom activities (e.g., listening to a multilingual song, reading a poem, illustrating key lines in posters, working with instruction verbs like <em>decode<\/em>, <em>reflect<\/em> and <em>argue<\/em>) that cater to English as a subject involving different language skills. Students engaged in reading, writing, and speaking tasks which drew on their multilingual abilities.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Language Development<br \/><\/strong><\/span>The teacher also helped students develop their vocabulary by using a translation activity to work on the essential vocabulary from the poem. The goal was to balance valuing home languages with ensuring students improved their language skills and succeed academically.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong>Creating Multilingual Posters<br \/><\/strong><\/span>Students work in groups to create posters based on quotes or factual knowledge gained from texts. They may work creatively but still apply knowledge into practice and make it possible for the teacher to observe their understanding. This process activates their language resources and visualizes their understanding of the text.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Whole-Class Discussions<\/span><br \/><\/strong>Teachers can facilitate whole-class discussions to sum up group work. These discussions might be collaborative venues for students to share their outcomes, including how they have interpreted texts in different ways and depicted that in their posters. Though whole-class discussions are efficient, they are also challenging. Other solutions to conversations and oral exercises are suggested in resources.<\/p>\n<p>In sum, this teaching approach recognizes that multilingualism may facilitate reading motivation, develop awareness of multilingualism as a resource in accordance with LK20, and enrich the classroom experience. In this Reading trail, we aimed to explore whether using multilingualism can enhance the learning experiences and motivation of readers. The Norwegian curriculum suggests that the potential is immense, stating that students should experience that learning languages is a resource in school and in society (Norwegian Ministry of Education, 2020). Simply recognizing multilingualism as a strength may, in itself, motivate students with other first languages than Norwegian to partake in English class and additionally provide them with a stronger language identity in the classroom.<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop17-references.docx%22>References<\/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>Decreasing reading motivation among students and adults is a trend in Norway and internationally (OECD, 2017). Reading motivation encompasses why someone reads, what they enjoy reading about, and what they think they get out of it (Guthrie &amp; Wigfield, 2000). Reading motivation and engagement affect how well students perform in reading, regardless of their grade level or cultural background. Ryan and Deci (2000) suggested three elements for fostering students&#8217; intrinsic motivation toward reading: a sense of competence, independence, and positive interpersonal connections. Research documents show that learners who are taught reading focused on autonomy, a sense of belonging (relatedness), and competency shows remarkable improvements in their self-driven reading motivation and reading abilities (Orkin et al., 2018).<\/p>\n<p>However, many students do not experience these benefits (Barber et al., 2020). There are different aspects to why people read and how engaged they are in reading, and teachers may use various methods to improve each aspect, especially for students from different linguistic and ethnic backgrounds. Educators claim that children\u2019s desire to read is essential for developing strong reading skills; nevertheless, there is a lack of research focusing on the experiences of multilingual children in this regard (Smith et al., 2023). Being able to speak multiple languages provides a rich and varied perspective, and similarly, reading in different languages offers a wide range of insights and viewpoints.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=\"color: #666699;\">Reading Motivation through Identity Validation<br \/><\/span><\/strong>The poem \u201cMother Tongue\u201d was chosen because of its engaging form and because it features a young main character with whom students will to some degree be able to identify. Relatability in terms of gender is an especially important factor for young male readers, and the protagonist may help to stimulate interest among the boys in the class. This poem\u2019s oral style is likely to appeal to students: It is composed in a youthful, uncomplicated language and performed in a rap-like tone with strong emphasis on rhythm and rhyme. The poem\u2019s focus is relatable to all students and is a good starting point for reflection on what role languages play in shaping one\u2019s personal identity. When students see their languages and cultures acknowledged in the classroom, it fosters positive self-image. This positive identity, in turn, motivates them to engage with reading materials.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=\"color: #666699;\"><strong>Multilingual Classroom Activities<br \/><\/strong><\/span>The teacher used a range of multilingual classroom activities (e.g., listening to a multilingual song, reading a poem, illustrating key lines in posters, working with instruction verbs like <em>decode<\/em>, <em>reflect<\/em> and <em>argue<\/em>) that cater to English as a subject involving different language skills. Students engaged in reading, writing, and speaking tasks which drew on their multilingual abilities.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=\"color: #666699;\"><strong>Language Development<br \/><\/strong><\/span>The teacher also helped students develop their vocabulary by using a translation activity to work on the essential vocabulary from the poem. The goal was to balance valuing home languages with ensuring students improved their language skills and succeed academically.<\/p>\n<p><strong><\/strong><\/p>\n<p><span style=\"color: #666699;\"><strong>Creating Multilingual Posters<br \/><\/strong><\/span>Students work in groups to create posters based on quotes or factual knowledge gained from texts. They may work creatively but still apply knowledge into practice and make it possible for the teacher to observe their understanding. This process activates their language resources and visualizes their understanding of the text.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=\"color: #666699;\">Whole-Class Discussions<\/span><br \/><\/strong>Teachers can facilitate whole-class discussions to sum up group work. These discussions might be collaborative venues for students to share their outcomes, including how they have interpreted texts in different ways and depicted that in their posters. Though whole-class discussions are efficient, they are also challenging. Other solutions to conversations and oral exercises are suggested in resources.<\/p>\n<p>In sum, this teaching approach recognizes that multilingualism may facilitate reading motivation, develop awareness of multilingualism as a resource in accordance with LK20, and enrich the classroom experience. In this Reading trail, we aimed to explore whether using multilingualism can enhance the learning experiences and motivation of readers. The Norwegian curriculum suggests that the potential is immense, stating that students should experience that learning languages is a resource in school and in society (Norwegian Ministry of Education, 2020). Simply recognizing multilingualism as a strength may, in itself, motivate students with other first languages than Norwegian to partake in English class and additionally provide them with a stronger language identity in the classroom.<\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop17-references.docx\">References<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Curriculum objectives&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Below are relevant competence aims after year 10 in English as well as relevant perspectives from the interdisciplinary topic \u201cHealth and life skills\u201d.<\/p>\n<p><strong><span style=%22color: #666699;%22>Competence aims after Year 10<\/span><br \/><\/strong>The pupil is expected to be able to<\/p>\n<ul>\n<li>use a variety of strategies for language learning, text creation and communication<\/li>\n<li>listen to and understand words and expressions in variants of English<\/li>\n<li>explore and describe some linguistic similarities and differences between English and other languages the pupil is familiar with and use this in one&#8217;s own language learning<\/li>\n<li>read, discuss, and present content from various types of texts, including self-chosen texts<\/li>\n<li>read, interpret, and reflect on English-language fiction, including young people\u2019s literature<\/li>\n<li>explore and describe ways of living, ways of thinking, communication patterns and diversity in the English-speaking world<\/li>\n<\/ul>\n<p><strong><span style=%22color: #666699;%22>Health and life skills<\/span><br \/><\/strong>In the English subject, the interdisciplinary topic of health and life skills refers to developing the ability of the pupils to express themselves in writing and orally in English. This forms the basis for being able to express their feelings, thoughts, experiences and opinions and can provide new perspectives on different ways of thinking and communication patterns, as well as on the pupils\u2019 own way of life and that of others. The ability to handle situations that require linguistic and cultural competence can give pupils a sense of achievement and help them develop a positive self-image and a secure identity.<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Below are relevant competence aims after year 10 in English as well as relevant perspectives from the interdisciplinary topic \u201cHealth and life skills\u201d.<\/p>\n<p><strong><span style=%22color: #666699;%22>Competence aims after Year 10<\/span><br \/><\/strong>The pupil is expected to be able to<\/p>\n<ul>\n<li>use a variety of strategies for language learning, text creation and communication<\/li>\n<li>listen to and understand words and expressions in variants of English<\/li>\n<li>explore and describe some linguistic similarities and differences between English and other languages the pupil is familiar with and use this in one&#8217;s own language learning<\/li>\n<li>read, discuss, and present content from various types of texts, including self-chosen texts<\/li>\n<li>read, interpret, and reflect on English-language fiction, including young people\u2019s literature<\/li>\n<li>explore and describe ways of living, ways of thinking, communication patterns and diversity in the English-speaking world<\/li>\n<\/ul>\n<p><strong><span style=%22color: #666699;%22>Health and life skills<\/span><br \/><\/strong>In the English subject, the interdisciplinary topic of health and life skills refers to developing the ability of the pupils to express themselves in writing and orally in English. This forms the basis for being able to express their feelings, thoughts, experiences and opinions and can provide new perspectives on different ways of thinking and communication patterns, as well as on the pupils\u2019 own way of life and that of others. The ability to handle situations that require linguistic and cultural competence can give pupils a sense of achievement and help them develop a positive self-image and a secure identity.<\/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>Below are relevant competence aims after year 10 in English as well as relevant perspectives from the interdisciplinary topic \u201cHealth and life skills\u201d.<\/p>\n<p><strong><span style=\"color: #666699;\">Competence aims after Year 10<\/span><br \/><\/strong>The pupil is expected to be able to<\/p>\n<ul>\n<li>use a variety of strategies for language learning, text creation and communication<\/li>\n<li>listen to and understand words and expressions in variants of English<\/li>\n<li>explore and describe some linguistic similarities and differences between English and other languages the pupil is familiar with and use this in one&#8217;s own language learning<\/li>\n<li>read, discuss, and present content from various types of texts, including self-chosen texts<\/li>\n<li>read, interpret, and reflect on English-language fiction, including young people\u2019s literature<\/li>\n<li>explore and describe ways of living, ways of thinking, communication patterns and diversity in the English-speaking world<\/li>\n<\/ul>\n<p><strong><span style=\"color: #666699;\">Health and life skills<\/span><br \/><\/strong>In the English subject, the interdisciplinary topic of health and life skills refers to developing the ability of the pupils to express themselves in writing and orally in English. This forms the basis for being able to express their feelings, thoughts, experiences and opinions and can provide new perspectives on different ways of thinking and communication patterns, as well as on the pupils\u2019 own way of life and that of others. The ability to handle situations that require linguistic and cultural competence can give pupils a sense of achievement and help them develop a positive self-image and a secure identity.<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Teacher Summary&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Summary-teacher-leselop-17.docx%22>Download Word-document<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Summary-teacher-leselop-17.docx%22>Download Word-document<\/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; 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\/06\/Summary-teacher-leselop-17.docx\">Download Word-document<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Assignments for school students&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Assignments-for-the-students-revised.docx%22>Se word-dokument<\/a><\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Assignments-for-the-students-revised.docx%22>Se word-dokument<\/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<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Assignments-for-the-students-revised.docx\">Se word-dokument<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Assignments for students&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><span style=%22color: #666699;%22><strong>Overview over the reading trail<\/strong><\/span><br \/>Spend a few minutes getting an overview of the reading trail. What is your first impression of this reading sequence?<\/p>\n<\/p>\n<ul>\n<li><strong>Reading problem\/reading research<\/strong>: Identify the reading problem\/ objectrive and find justifications for the reading sequence.<\/li>\n<li><strong>Texts<\/strong>: Which texts are being used? What characterizes these texts?<\/li>\n<li><strong>Target group<\/strong>: For which subject, topic, and grade level is the sequence suitable?<\/li>\n<li><strong>Time<\/strong>: How long does the sequence last, and how many sessions does it include?<\/li>\n<li><strong>Activities<\/strong>: How many activities are included in the sequence? What kinds of activities are planned? Try to categorize the activities into different groups. Provide reasoning for your choice of categories.<\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong><\/strong><\/span><\/p>\n<p><span style=%22color: #666699;%22><strong>Reflection questions about different components of the reading trail<\/strong><\/span><\/p>\n<p>A. Suggest other ways of introducting the poem used in this readin trail, focusing on triggering curiosity\/ motivation for reading.<\/p>\n<p>B. The main aim of this project was to promote reflection about multilingualism based on a poem by George the Poet. The English curriculum also states that students should \u201ccompare English with other languages they know\u201d.<\/p>\n<ul>\n<li>Do you find examples in the project where this has ocurred?<\/li>\n<li>Describe other activities in the lessons where such comparisons between languages could be useful.<\/li>\n<\/ul>\n<p>C. Look at the activities carried out in the post-reading phase in this reading trail. Which other activities could have been used to encourage students to reflect on the theme(s) of the poem and how it relates to their own experiences?<\/p>\n<ol><\/ol>\n<ul><\/ul>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><span style=%22color: #666699;%22><strong>Overview over the reading trail<\/strong><\/span><br \/>Spend a few minutes getting an overview of the reading trail. What is your first impression of this reading sequence?<\/p>\n<\/p>\n<ul>\n<li><strong>Reading problem\/reading research<\/strong>: Identify the reading problem\/ objectrive and find justifications for the reading sequence.<\/li>\n<li><strong>Texts<\/strong>: Which texts are being used? What characterizes these texts?<\/li>\n<li><strong>Target group<\/strong>: For which subject, topic, and grade level is the sequence suitable?<\/li>\n<li><strong>Time<\/strong>: How long does the sequence last, and how many sessions does it include?<\/li>\n<li><strong>Activities<\/strong>: How many activities are included in the sequence? What kinds of activities are planned? Try to categorize the activities into different groups. Provide reasoning for your choice of categories.<\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=%22color: #666699;%22><strong><\/strong><\/span><\/p>\n<p><span style=%22color: #666699;%22><strong>Reflection questions about different components of the reading trail<\/strong><\/span><\/p>\n<p>A. Suggest other ways of introducting the poem used in this readin trail, focusing on triggering curiosity\/ motivation for reading.<\/p>\n<p>B. The main aim of this project was to promote reflection about multilingualism based on a poem by George the Poet. The English curriculum also states that students should \u201ccompare English with other languages they know\u201d.<\/p>\n<ul>\n<li>Do you find examples in the project where this has ocurred?<\/li>\n<li>Describe other activities in the lessons where such comparisons between languages could be useful.<\/li>\n<\/ul>\n<p>C. Look at the activities carried out in the post-reading phase in this reading trail. Which other activities could have been used to encourage students to reflect on the theme(s) of the poem and how it relates to their own experiences?<\/p>\n<ol><\/ol>\n<ul><\/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_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>Overview over the reading trail<\/strong><\/span><br \/>Spend a few minutes getting an overview of the reading trail. What is your first impression of this reading sequence?<\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li><strong>Reading problem\/reading research<\/strong>: Identify the reading problem\/ objectrive and find justifications for the reading sequence.<\/li>\n<li><strong>Texts<\/strong>: Which texts are being used? What characterizes these texts?<\/li>\n<li><strong>Target group<\/strong>: For which subject, topic, and grade level is the sequence suitable?<\/li>\n<li><strong>Time<\/strong>: How long does the sequence last, and how many sessions does it include?<\/li>\n<li><strong>Activities<\/strong>: How many activities are included in the sequence? What kinds of activities are planned? Try to categorize the activities into different groups. Provide reasoning for your choice of categories.<\/li>\n<\/ul>\n<p><strong><\/strong><\/p>\n<p><span style=\"color: #666699;\"><strong><\/strong><\/span><\/p>\n<p><span style=\"color: #666699;\"><strong>Reflection questions about different components of the reading trail<\/strong><\/span><\/p>\n<p>A. Suggest other ways of introducting the poem used in this readin trail, focusing on triggering curiosity\/ motivation for reading.<\/p>\n<p>B. The main aim of this project was to promote reflection about multilingualism based on a poem by George the Poet. The English curriculum also states that students should \u201ccompare English with other languages they know\u201d.<\/p>\n<ul>\n<li>Do you find examples in the project where this has ocurred?<\/li>\n<li>Describe other activities in the lessons where such comparisons between languages could be useful.<\/li>\n<\/ul>\n<p>C. Look at the activities carried out in the post-reading phase in this reading trail. Which other activities could have been used to encourage students to reflect on the theme(s) of the poem and how it relates to their own experiences?<\/p>\n<ol><\/ol>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Why is the Reading trail composed in this way? &#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>The Reading trail was designed by the teacher with input from researchers for a class that had not previously talked about\/ worked with multilingualism. This implies that both the theoretical aspects related to the topic \u2013 such as subject-specific terminology and perspectives on language competence \u2013 as well as reflections on the strengths and challenges of multilingualism, can be considered uncharted territory for these students. Multilingualism is the red thread throughout the different stages of the two lessons, which moves from the students\u2019 individual attitudes towards languages in the introduction of the lesson to the text \u201cMother tongue\u201d and the students\u2019 reactions to and interpretations of this poem.<\/p>\n<p>The introduction (music video and the possible Mentimeter task) is meant as a trigger to raise curiosity about the topic and relate it to personal experiences. <\/p>\n<p>The reading stage is scaffolded through the introduction of key vocabulary covering words that are likely to be unknown to students.<\/p>\n<p>In the two post-reading activities the students reflect on and express their reactions to the poem in two formats. First, an individual \u201cquick-write\u201d task after reading and watching the poem invites all students to share their thoughts individually. The focus in this task is on getting thoughts down on paper. The second post-reading activity, the poster task, is intended to encourage students to visualize important parts of the poem (see for example Kverndokken, 2018, p. 259). This allows groups to focus in-depth on a portion of the text, interpret its significance, and tie it to the overall theme of the text. Visualizing the text can be especially beneficial for students with low reading competency who struggle to move from decoding individual words and sentences to creating mental images of the text. In addition to this, students are asked to translate key words into other languages they know. This aspect encourages students to use a translanguaging approach and produce a multilingual text that showcases the linguistic diversity of the classroom. It is important that students share their products after finishing them, explaining what they drew and why, which words they translated into which language and reading out the translations.<\/p>\n<p><strong><span style=%22color: #666699;%22>References<\/span><br \/><\/strong>Kverndokken, K. (2018). <em>101 litteraturdidaktiske grep: om \u00e5 arbeide med skj\u00f8nnlitteratur og sakprosa<\/em>. Fagbokforlaget.<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>The Reading trail was designed by the teacher with input from researchers for a class that had not previously talked about\/ worked with multilingualism. This implies that both the theoretical aspects related to the topic \u2013 such as subject-specific terminology and perspectives on language competence \u2013 as well as reflections on the strengths and challenges of multilingualism, can be considered uncharted territory for these students. Multilingualism is the red thread throughout the different stages of the two lessons, which moves from the students\u2019 individual attitudes towards languages in the introduction of the lesson to the text \u201cMother tongue\u201d and the students\u2019 reactions to and interpretations of this poem.<\/p>\n<p>The introduction (music video and the possible Mentimeter task) is meant as a trigger to raise curiosity about the topic and relate it to personal experiences. <\/p>\n<p>The reading stage is scaffolded through the introduction of key vocabulary covering words that are likely to be unknown to students.<\/p>\n<p>In the two post-reading activities the students reflect on and express their reactions to the poem in two formats. First, an individual \u201cquick-write\u201d task after reading and watching the poem invites all students to share their thoughts individually. The focus in this task is on getting thoughts down on paper. The second post-reading activity, the poster task, is intended to encourage students to visualize important parts of the poem (see for example Kverndokken, 2018, p. 259). This allows groups to focus in-depth on a portion of the text, interpret its significance, and tie it to the overall theme of the text. Visualizing the text can be especially beneficial for students with low reading competency who struggle to move from decoding individual words and sentences to creating mental images of the text. In addition to this, students are asked to translate key words into other languages they know. This aspect encourages students to use a translanguaging approach and produce a multilingual text that showcases the linguistic diversity of the classroom. It is important that students share their products after finishing them, explaining what they drew and why, which words they translated into which language and reading out the translations.<\/p>\n<p><strong><span style=%22color: #666699;%22>References<\/span><br \/><\/strong>Kverndokken, K. (2018). <em>101 litteraturdidaktiske grep: om \u00e5 arbeide med skj\u00f8nnlitteratur og sakprosa<\/em>. Fagbokforlaget.<\/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>The Reading trail was designed by the teacher with input from researchers for a class that had not previously talked about\/ worked with multilingualism. This implies that both the theoretical aspects related to the topic \u2013 such as subject-specific terminology and perspectives on language competence \u2013 as well as reflections on the strengths and challenges of multilingualism, can be considered uncharted territory for these students. Multilingualism is the red thread throughout the different stages of the two lessons, which moves from the students\u2019 individual attitudes towards languages in the introduction of the lesson to the text \u201cMother tongue\u201d and the students\u2019 reactions to and interpretations of this poem.<\/p>\n<p>The introduction (music video and the possible Mentimeter task) is meant as a trigger to raise curiosity about the topic and relate it to personal experiences.<\/p>\n<p>The reading stage is scaffolded through the introduction of key vocabulary covering words that are likely to be unknown to students.<\/p>\n<p>In the two post-reading activities the students reflect on and express their reactions to the poem in two formats. First, an individual \u201cquick-write\u201d task after reading and watching the poem invites all students to share their thoughts individually. The focus in this task is on getting thoughts down on paper. The second post-reading activity, the poster task, is intended to encourage students to visualize important parts of the poem (see for example Kverndokken, 2018, p. 259). This allows groups to focus in-depth on a portion of the text, interpret its significance, and tie it to the overall theme of the text. Visualizing the text can be especially beneficial for students with low reading competency who struggle to move from decoding individual words and sentences to creating mental images of the text. In addition to this, students are asked to translate key words into other languages they know. This aspect encourages students to use a translanguaging approach and produce a multilingual text that showcases the linguistic diversity of the classroom. It is important that students share their products after finishing them, explaining what they drew and why, which words they translated into which language and reading out the translations.<\/p>\n<p><strong><span style=\"color: #666699;\">References<\/span><br \/><\/strong>Kverndokken, K. (2018). <em>101 litteraturdidaktiske grep: om \u00e5 arbeide med skj\u00f8nnlitteratur og sakprosa<\/em>. Fagbokforlaget.<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Reflections&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Here we describe reflections on the reading project from the perspective of students, teacher and researchers.<\/p>\n<p><strong><span style=%22color: #666699;%22>The students\u2019 perspective<\/span><br \/><\/strong>In interviews with five students after the conclusion of the lessons, the students stated that they found the unusual lesson design and topic of multilingualism motivating. The students interviewed were all multilingual with other first languages than Norwegian (including Pashto, Polish, Arabic, Armenian, Albanian). They stated that multilingualism had never been a topic in English lessons before, and that they had never previously been encouraged to reflect on the benefits of knowing several languages or been asked to use their existing language resources. They stated that they enjoyed reading the poem, using different languages when illustrating the poem and thinking about their own experiences. As one student said: \u00abJeg synes det er g\u00f8y \u00e5 snakke om spr\u00e5k og l\u00e6re nye spr\u00e5k, det synes jeg er g\u00f8y. \u00c5 lage plakater \u00e5 s\u00e5nn, vi pleier ikke \u00e5 gj\u00f8re det i timen. Det var annerledes. \u00bb <\/p>\n<p><strong><span style=%22color: #666699;%22><\/span><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>The teacher\u2019s perspective<\/span><br \/><\/strong>The teacher said that the outcome of the different activities varied a lot among students. Many students struggle with reading in English and a number of students are difficult to motivate for any type of activity. Those who undertook the task with determination exhibited expanded vocabulary and reflections on a previously unfamiliar topic. This became especially clear in the poster activity, where the quality and richness of content differed significantly. The teacher suggested that giving students a degree of choice in this activity would engage a greater number of students: \u201cI think if we had better time, then we would have time to make them choose more themselves.\u201d Another possibility could be giving them the option of carrying out the task in a different (digital) format. Hence, expanding the reading trail with one more lesson may have led to more in-depth work.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Researcher perspective<\/span><br \/><\/strong>The interviews with the five students with different home languages show that individual students found the topic and activities motivating and enjoyed the unusual lesson design (including, among other things, music, video, and a multimodal poster activity), which deviated from the lessons they were used to. Most of the students interviewed had interesting things to say about their own attitudes towards languages and the poem. When asked for their interpretations of the poem in the interviews, four of the five showed an ability to connect the poet\u2019s experiences to their own lives, indicating a high level of reading comprehension and reflection. <\/p>\n<p>The interviews also showed that the students recognized the usefulness of their existing language skills when learning English, and several of them gave examples of similarities between words in English and in their home languages. However, this way of comparing languages was not encouraged by the teacher during the project and, according to students, not something they were asked to do in other English lessons. The only language drawn on as a point of comparison in the lessons was Norwegian, which was used for translation of vocabulary. This presented a detour for many of the migrant students with other first languages. It would have been more productive for these students to include their first languages or other languages they know (possibly in addition to Norwegian) as encouraged by the curriculum. That said, it is understandable that foreign language teachers find it challenging to make use of the varieties of first languages present in their classroom as they are, most likely, primarily proficient in Norwegian and English and cannot be expected to guide or adjust other languages in class. The intention of the competence aim and the tacit knowledge and interpretation of it has perhaps not yet developed among teachers. Thus, what is expected of teachers and how they address the aim may vary. A greater amount of dialogue between the teacher and researchers before the project could also have helped to reach a common understanding of the relevant curriculum aims. <\/p>\n<p>The most important objectives of the project were to encourage reflection on the benefits of multilingualism and the theme of the poem \u201cMother Tongue\u201d, in which the poet describes how his parents decided against teaching him their mother tongue and the longing he feels for this part of his identity and home culture. The lesson was designed to allow several opportunities to engage in reflections and discussions about these aims. To accomplish this, however, one needs to organize the class and lessons in a manner that demands and allows the students to collaborate. This shows a need to build a cooperative class environment and to tailor the different stages of the project carefully to the student groups in question to elicit the intended reflection and engagement. <\/p>\n<p>In particular, the whole-class discussions can often be difficult to conduct in an effective way, especially in classes with a high number of students. A typical situation is that only a few students take part actively while the majority are reluctant to share their views, sometimes because of insecurities or a classroom culture which has developed over time. This potential pitfall became clear in the lesson, with students proving much more willing to share their thoughts on the text in group interviews after the lesson than within the whole-class discussion. Assessing what will work in different classes and adapting methodology accordingly will always be pivotal.  <\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Here we describe reflections on the reading project from the perspective of students, teacher and researchers.<\/p>\n<p><strong><span style=%22color: #666699;%22>The students\u2019 perspective<\/span><br \/><\/strong>In interviews with five students after the conclusion of the lessons, the students stated that they found the unusual lesson design and topic of multilingualism motivating. The students interviewed were all multilingual with other first languages than Norwegian (including Pashto, Polish, Arabic, Armenian, Albanian). They stated that multilingualism had never been a topic in English lessons before, and that they had never previously been encouraged to reflect on the benefits of knowing several languages or been asked to use their existing language resources. They stated that they enjoyed reading the poem, using different languages when illustrating the poem and thinking about their own experiences. As one student said: \u00abJeg synes det er g\u00f8y \u00e5 snakke om spr\u00e5k og l\u00e6re nye spr\u00e5k, det synes jeg er g\u00f8y. \u00c5 lage plakater \u00e5 s\u00e5nn, vi pleier ikke \u00e5 gj\u00f8re det i timen. Det var annerledes. \u00bb <\/p>\n<p><strong><span style=%22color: #666699;%22><\/span><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>The teacher\u2019s perspective<\/span><br \/><\/strong>The teacher said that the outcome of the different activities varied a lot among students. Many students struggle with reading in English and a number of students are difficult to motivate for any type of activity. Those who undertook the task with determination exhibited expanded vocabulary and reflections on a previously unfamiliar topic. This became especially clear in the poster activity, where the quality and richness of content differed significantly. The teacher suggested that giving students a degree of choice in this activity would engage a greater number of students: \u201cI think if we had better time, then we would have time to make them choose more themselves.\u201d Another possibility could be giving them the option of carrying out the task in a different (digital) format. Hence, expanding the reading trail with one more lesson may have led to more in-depth work.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=%22color: #666699;%22>Researcher perspective<\/span><br \/><\/strong>The interviews with the five students with different home languages show that individual students found the topic and activities motivating and enjoyed the unusual lesson design (including, among other things, music, video, and a multimodal poster activity), which deviated from the lessons they were used to. Most of the students interviewed had interesting things to say about their own attitudes towards languages and the poem. When asked for their interpretations of the poem in the interviews, four of the five showed an ability to connect the poet\u2019s experiences to their own lives, indicating a high level of reading comprehension and reflection. <\/p>\n<p>The interviews also showed that the students recognized the usefulness of their existing language skills when learning English, and several of them gave examples of similarities between words in English and in their home languages. However, this way of comparing languages was not encouraged by the teacher during the project and, according to students, not something they were asked to do in other English lessons. The only language drawn on as a point of comparison in the lessons was Norwegian, which was used for translation of vocabulary. This presented a detour for many of the migrant students with other first languages. It would have been more productive for these students to include their first languages or other languages they know (possibly in addition to Norwegian) as encouraged by the curriculum. That said, it is understandable that foreign language teachers find it challenging to make use of the varieties of first languages present in their classroom as they are, most likely, primarily proficient in Norwegian and English and cannot be expected to guide or adjust other languages in class. The intention of the competence aim and the tacit knowledge and interpretation of it has perhaps not yet developed among teachers. Thus, what is expected of teachers and how they address the aim may vary. A greater amount of dialogue between the teacher and researchers before the project could also have helped to reach a common understanding of the relevant curriculum aims. <\/p>\n<p>The most important objectives of the project were to encourage reflection on the benefits of multilingualism and the theme of the poem \u201cMother Tongue\u201d, in which the poet describes how his parents decided against teaching him their mother tongue and the longing he feels for this part of his identity and home culture. The lesson was designed to allow several opportunities to engage in reflections and discussions about these aims. To accomplish this, however, one needs to organize the class and lessons in a manner that demands and allows the students to collaborate. This shows a need to build a cooperative class environment and to tailor the different stages of the project carefully to the student groups in question to elicit the intended reflection and engagement. <\/p>\n<p>In particular, the whole-class discussions can often be difficult to conduct in an effective way, especially in classes with a high number of students. A typical situation is that only a few students take part actively while the majority are reluctant to share their views, sometimes because of insecurities or a classroom culture which has developed over time. This potential pitfall became clear in the lesson, with students proving much more willing to share their thoughts on the text in group interviews after the lesson than within the whole-class discussion. Assessing what will work in different classes and adapting methodology accordingly will always be pivotal.  <\/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; 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>Here we describe reflections on the reading project from the perspective of students, teacher and researchers.<\/p>\n<p><strong><span style=\"color: #666699;\">The students\u2019 perspective<\/span><br \/><\/strong>In interviews with five students after the conclusion of the lessons, the students stated that they found the unusual lesson design and topic of multilingualism motivating. The students interviewed were all multilingual with other first languages than Norwegian (including Pashto, Polish, Arabic, Armenian, Albanian). They stated that multilingualism had never been a topic in English lessons before, and that they had never previously been encouraged to reflect on the benefits of knowing several languages or been asked to use their existing language resources. They stated that they enjoyed reading the poem, using different languages when illustrating the poem and thinking about their own experiences. As one student said: \u00abJeg synes det er g\u00f8y \u00e5 snakke om spr\u00e5k og l\u00e6re nye spr\u00e5k, det synes jeg er g\u00f8y. \u00c5 lage plakater \u00e5 s\u00e5nn, vi pleier ikke \u00e5 gj\u00f8re det i timen. Det var annerledes. \u00bb<\/p>\n<p><strong><span style=\"color: #666699;\"><\/span><\/strong><\/p>\n<p><strong><span style=\"color: #666699;\">The teacher\u2019s perspective<\/span><br \/><\/strong>The teacher said that the outcome of the different activities varied a lot among students. Many students struggle with reading in English and a number of students are difficult to motivate for any type of activity. Those who undertook the task with determination exhibited expanded vocabulary and reflections on a previously unfamiliar topic. This became especially clear in the poster activity, where the quality and richness of content differed significantly. The teacher suggested that giving students a degree of choice in this activity would engage a greater number of students: \u201cI think if we had better time, then we would have time to make them choose more themselves.\u201d Another possibility could be giving them the option of carrying out the task in a different (digital) format. Hence, expanding the reading trail with one more lesson may have led to more in-depth work.<\/p>\n<p><strong><\/strong><\/p>\n<p><strong><span style=\"color: #666699;\">Researcher perspective<\/span><br \/><\/strong>The interviews with the five students with different home languages show that individual students found the topic and activities motivating and enjoyed the unusual lesson design (including, among other things, music, video, and a multimodal poster activity), which deviated from the lessons they were used to. Most of the students interviewed had interesting things to say about their own attitudes towards languages and the poem. When asked for their interpretations of the poem in the interviews, four of the five showed an ability to connect the poet\u2019s experiences to their own lives, indicating a high level of reading comprehension and reflection.<\/p>\n<p>The interviews also showed that the students recognized the usefulness of their existing language skills when learning English, and several of them gave examples of similarities between words in English and in their home languages. However, this way of comparing languages was not encouraged by the teacher during the project and, according to students, not something they were asked to do in other English lessons. The only language drawn on as a point of comparison in the lessons was Norwegian, which was used for translation of vocabulary. This presented a detour for many of the migrant students with other first languages. It would have been more productive for these students to include their first languages or other languages they know (possibly in addition to Norwegian) as encouraged by the curriculum. That said, it is understandable that foreign language teachers find it challenging to make use of the varieties of first languages present in their classroom as they are, most likely, primarily proficient in Norwegian and English and cannot be expected to guide or adjust other languages in class. The intention of the competence aim and the tacit knowledge and interpretation of it has perhaps not yet developed among teachers. Thus, what is expected of teachers and how they address the aim may vary. A greater amount of dialogue between the teacher and researchers before the project could also have helped to reach a common understanding of the relevant curriculum aims.<\/p>\n<p>The most important objectives of the project were to encourage reflection on the benefits of multilingualism and the theme of the poem \u201cMother Tongue\u201d, in which the poet describes how his parents decided against teaching him their mother tongue and the longing he feels for this part of his identity and home culture. The lesson was designed to allow several opportunities to engage in reflections and discussions about these aims. To accomplish this, however, one needs to organize the class and lessons in a manner that demands and allows the students to collaborate. This shows a need to build a cooperative class environment and to tailor the different stages of the project carefully to the student groups in question to elicit the intended reflection and engagement.<\/p>\n<p>In particular, the whole-class discussions can often be difficult to conduct in an effective way, especially in classes with a high number of students. A typical situation is that only a few students take part actively while the majority are reluctant to share their views, sometimes because of insecurities or a classroom culture which has developed over time. This potential pitfall became clear in the lesson, with students proving much more willing to share their thoughts on the text in group interviews after the lesson than within the whole-class discussion. Assessing what will work in different classes and adapting methodology accordingly will always be pivotal.<\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Additional resources &#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p><em>NAFO \u2013 Nationalt senter for flerkulturell oppl\u00e6ring: https:\/\/nafo.oslomet.no\/ressurser\/flerspraklige-ressurser\/<\/em><\/p>\n<p><strong><span style=%22color: #666699;%22>Articles<\/span><br \/><\/strong>Krulatz, A. &#038; Iversen, J. (2019). Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. <em>Scandinavian Journal of Educational Research <\/em><em>64<\/em>(3), s. 372\u2013388. <a href=%22https:\/\/doi.org\/10.1080\/00313831.2018.1557741%22>https:\/\/doi.org\/10.1080\/00313831.2018.1557741<\/a><\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/Additional-activities.docx%22>See more on additional resources<\/a><\/p>\n<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p><em>NAFO \u2013 Nationalt senter for flerkulturell oppl\u00e6ring: https:\/\/nafo.oslomet.no\/ressurser\/flerspraklige-ressurser\/<\/em><\/p>\n<p><strong><span style=%22color: #666699;%22>Articles<\/span><br \/><\/strong>Krulatz, A. &#038; Iversen, J. (2019). Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. <em>Scandinavian Journal of Educational Research <\/em><em>64<\/em>(3), s. 372\u2013388. <a href=%22https:\/\/doi.org\/10.1080\/00313831.2018.1557741%22>https:\/\/doi.org\/10.1080\/00313831.2018.1557741<\/a><\/p>\n<p><a href=%22https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/Additional-activities.docx%22>See more on additional resources<\/a><\/p>\n<\/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_line_height=&#8221;1.8em&#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><em>NAFO \u2013 Nationalt senter for flerkulturell oppl\u00e6ring: https:\/\/nafo.oslomet.no\/ressurser\/flerspraklige-ressurser\/<\/em><\/p>\n<p><strong><span style=\"color: #666699;\">Articles<\/span><br \/><\/strong>Krulatz, A. &amp; Iversen, J. (2019). Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. <em>Scandinavian Journal of Educational Research <\/em><em>64<\/em>(3), s. 372\u2013388. <a href=\"https:\/\/doi.org\/10.1080\/00313831.2018.1557741\">https:\/\/doi.org\/10.1080\/00313831.2018.1557741<\/a><\/p>\n<p><a href=\"https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/09\/Additional-activities.docx\">See more on additional resources<\/a><\/p>\n<p>[\/et_pb_accordion_item][et_pb_accordion_item title=&#8221;Readteam&#8221; toggle_icon=&#8221;&#xf055;||fa||900&#8243; content_tablet=&#8221;<\/p>\n<p>Nelle Mork (Bug\u00e5rden skole), Asli Saglam (Oslo MET), Christian Carlsen (USN) and Kristine Ohrem Bakke (USN)<\/p>\n<p>&#8221; content_phone=&#8221;<\/p>\n<p>Nelle Mork (Bug\u00e5rden skole), Asli Saglam (Oslo MET), Christian Carlsen (USN) and Kristine Ohrem Bakke (USN)<\/p>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221; open=&#8221;off&#8221;]<\/p>\n<p>Nelle Mork (Bug\u00e5rden skole), Asli Saglam (Oslo MET), Christian Carlsen (USN) and Kristine Ohrem Bakke (USN)<\/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; #activity-one-introduction&#8221; module_id=&#8221;activity-one-introduction&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;650px&#8221; max_width_tablet=&#8221;650px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|tablet&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;activity-one-introduction&#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>Activity 1:<\/h1>\n<h1 style=%22text-align: center;%22>Introduction<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Activity 1:<\/h1>\n<h1 style=%22text-align: center;%22>Introduction<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">Activity 1:<\/h1>\n<h1 style=\"text-align: center;\">Introduction<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; 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; width=&#8221;100%&#8221; width_tablet=&#8221;80%&#8221; width_phone=&#8221;80%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||40px||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;|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;1_2&#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-filmrull-green.png&#8221; title_text=&#8221;Leselop-filmrull-green&#8221; url=&#8221;https:\/\/tv.nrk.no\/serie\/blime\/sesong\/11\/episode\/4\/avspiller&#8221; url_new_window=&#8221;on&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;118px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||0px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>Link to song<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Link to song<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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;https:\/\/tv.nrk.no\/serie\/blime\/sesong\/11\/episode\/4\/avspiller&#8221; link_option_url_new_window=&#8221;on&#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;\">Link to song<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNjYxIn19@&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||||false|false&#8221; custom_padding=&#8221;||10px||false|false&#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>Assignment<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Assignment<\/h4>\n<p>&#8221; content_last_edited=&#8221;on|tablet&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||false|false&#8221; link_option_url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNjYxIn19@&#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;]<\/p>\n<h4 style=\"text-align: center;\">Assignment<\/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; #activity-two-decoding&#8221; module_id=&#8221;activity-two-decoding&#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;850px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;activity-two-decoding&#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_margin=&#8221;||||false|false&#8221; custom_margin_tablet=&#8221;||-10px||false|false&#8221; custom_margin_phone=&#8221;||-10px||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#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>Activity 2:<\/h1>\n<h1 style=%22text-align: center;%22>Decoding the text<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Activity 2:<\/h1>\n<h1 style=%22text-align: center;%22>Decoding the text<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">Activity 2:<\/h1>\n<h1 style=\"text-align: center;\">Decoding the text<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_image src=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2023\/05\/Lesel\u251c\u00a9p_ikon_bok_groenn.png&#8221; title_text=&#8221;Lesel\u251c\u00a9p_ikon_bok_groenn&#8221; url=&#8221;https:\/\/leselop.usn.no\/?page_id=10664&#8243; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2023\/05\/Lesel\u251c\u00a9p_ikon_bok_groenn.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2023\/05\/Lesel\u251c\u00a9p_ikon_bok_groenn.png&#8221; src_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; width=&#8221;120px&#8221; width_tablet=&#8221;120px&#8221; width_phone=&#8221;118px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||0px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>About slame<\/h4>\n<h4 style=%22text-align: center;%22>poetry<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>About slame<\/h4>\n<h4 style=%22text-align: center;%22>poetry<\/h4>\n<p>&#8221; content_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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;https:\/\/leselop.usn.no\/?page_id=10664&#8243; 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;\">About slame<\/h4>\n<h4 style=\"text-align: center;\">poetry<\/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; #activity-three-poem&#8221; module_id=&#8221;activity-three-poem&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;750px&#8221; max_width_tablet=&#8221;650px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|tablet&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;activity-three-poem&#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> Activity 3: Reading<\/h1>\n<h1 style=%22text-align: center;%22>and watching the poem<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22> Activity 3: Reading<\/h1>\n<h1 style=%22text-align: center;%22>and watching<\/h1>\n<h1 style=%22text-align: center;%22>the poem<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding=&#8221;||9px||false|false&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00a0Activity 3: Reading<\/h1>\n<h1 style=\"text-align: center;\">and watching the poem<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_3,1_3,1_3&#8243; 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; width=&#8221;100%&#8221; width_tablet=&#8221;75%&#8221; width_phone=&#8221;80%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||20px||false|false&#8221; custom_margin_tablet=&#8221;||40px||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;|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;1_3&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjQzIn19@&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||||false|false&#8221; custom_padding=&#8221;||10px||false|false&#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>Vocabulary<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Vocabulary<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|desktop&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjQzIn19@&#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;\">Vocabulary<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_3&#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-filmrull-green.png&#8221; title_text=&#8221;Leselop-filmrull-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzA3In19@&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_last_edited=&#8221;on|phone&#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;118px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||0px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>Video of<\/h4>\n<h4 style=%22text-align: center;%22>\u00abMother tongue\u00bb<\/h4>\n<h4 style=%22text-align: center;%22> <\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Video of<\/h4>\n<h4 style=%22text-align: center;%22>\u00abMother tongue\u00bb<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzA3In19@&#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;\">Video of<\/h4>\n<h4 style=\"text-align: center;\">\u00abMother tongue\u00bb<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_3&#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-filmrull-green.png&#8221; title_text=&#8221;Leselop-filmrull-green&#8221; url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzExIn19@&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-filmrull-green.png&#8221; src_last_edited=&#8221;on|phone&#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;118px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;||0px||false|false&#8221; custom_margin_phone=&#8221;||0px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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><span>Text to <\/span><\/h4>\n<h4 style=%22text-align: center;%22><span>Mother tongue<\/span><\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22><span>Text to <\/span><\/h4>\n<h4 style=%22text-align: center;%22><span>Mother tongue<\/span><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||false|false&#8221; link_option_url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzExIn19@&#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;]<\/p>\n<h4 style=\"text-align: center;\"><span>Text to <\/span><\/h4>\n<h4 style=\"text-align: center;\"><span>Mother tongue<\/span><\/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; #activity-four-writing&#8221; module_id=&#8221;activity-four-writing&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;600px&#8221; max_width_tablet=&#8221;600px&#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;activity-four-writing&#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_margin=&#8221;||10px||false|false&#8221; custom_margin_tablet=&#8221;||-10px||false|false&#8221; custom_margin_phone=&#8221;||-10px||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#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> Activity 4:<\/h1>\n<h1 style=%22text-align: center;%22>Quick-Writing<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22> Activity 4:<\/h1>\n<h1 style=%22text-align: center;%22>Quick-Writing<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; locked=&#8221;off&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00a0Activity 4:<\/h1>\n<h1 style=\"text-align: center;\">Quick-Writing<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; 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; width=&#8221;100%&#8221; width_tablet=&#8221;80%&#8221; width_phone=&#8221;80%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||15px||false|false&#8221; custom_margin_tablet=&#8221;0px||40px||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|tablet&#8221; custom_padding=&#8221;|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;1_2&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzE0In19@&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_last_edited=&#8221;on|desktop&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#8221; transform_styles_tablet=&#8221;&#8221; transform_styles_phone=&#8221;&#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>Assignment<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22><strong>Assignment<\/strong><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||false|false&#8221; link_option_url=&#8221;@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzE0In19@&#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;]<\/p>\n<h4 style=\"text-align: center;\">Assignment<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding_tablet=&#8221;&#8221; custom_padding_phone=&#8221;60px||||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzIyIn19@&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;&#8221; custom_margin_phone=&#8221;-15px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>Student responses<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Student<\/h4>\n<h4 style=%22text-align: center;%22>responses:<\/h4>\n<h4 style=%22text-align: center;%22> <\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|tablet&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzIyIn19@&#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;\">Student responses<\/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; #activity-five-discussion&#8221; module_id=&#8221;activity-five-discussion&#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;850px&#8221; max_width_last_edited=&#8221;on|phone&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;activity-five-discussion&#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_margin=&#8221;||||false|false&#8221; custom_margin_tablet=&#8221;||-10px||false|false&#8221; custom_margin_phone=&#8221;||-10px||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#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>Activity 5: Whole-class<\/h1>\n<h1 style=%22text-align: center;%22>discussion<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Activity 5:<\/h1>\n<h1 style=%22text-align: center;%22>Whole-class<\/h1>\n<h1 style=%22text-align: center;%22>discussion<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00a0Activity 5: Whole-class<\/h1>\n<h1 style=\"text-align: center;\">discussion<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; _builder_version=&#8221;4.27.4&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzMzIn19@&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-skrive-green.png&#8221; src_last_edited=&#8221;on|desktop&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>Assignment<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Assignment<\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzMzIn19@&#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;\">Assignment<\/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; #activity-six-task&#8221; module_id=&#8221;activity-six-task&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;600px&#8221; max_width_tablet=&#8221;600px&#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;activity-six-task&#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_margin=&#8221;||||false|false&#8221; custom_margin_tablet=&#8221;||-10px||false|false&#8221; custom_margin_phone=&#8221;||-10px||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#8221; custom_padding=&#8221;||0px||false|false&#8221; locked=&#8221;off&#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>Activity 6:<\/h1>\n<h1 style=%22text-align: center;%22>Task<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22>Activity 6:<\/h1>\n<h1 style=%22text-align: center;%22>Task<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00a0Activity 6:<\/h1>\n<h1 style=\"text-align: center;\">Task<\/h1>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row column_structure=&#8221;1_2,1_2&#8243; 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; width=&#8221;100%&#8221; width_tablet=&#8221;80%&#8221; width_phone=&#8221;&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||15px||false|false&#8221; custom_margin_tablet=&#8221;0px||40px||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|tablet&#8221; custom_padding=&#8221;|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;1_2&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjYxIn19@&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||||false|false&#8221; custom_padding=&#8221;||10px||false|false&#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>Assignment<\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Assignment<\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjYxIn19@&#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;\">Assignment<\/h4>\n<p>[\/et_pb_text][\/et_pb_column][et_pb_column type=&#8221;1_2&#8243; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; custom_padding_tablet=&#8221;&#8221; custom_padding_phone=&#8221;60px||||false|false&#8221; custom_padding_last_edited=&#8221;on|phone&#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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjcxIn19@&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin_tablet=&#8221;&#8221; custom_margin_phone=&#8221;-35px||||false|false&#8221; custom_margin_last_edited=&#8221;on|phone&#8221; custom_padding=&#8221;||10px||false|false&#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>Student responses<\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22>Student<\/h4>\n<h4 style=%22text-align: center;%22>responses:<\/h4>\n<h4 style=%22text-align: center;%22> <\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|tablet&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjExNjcxIn19@&#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;\">Student responses<\/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; #activity-seven-evaluation&#8221; module_id=&#8221;activity-seven-evaluation&#8221; module_class=&#8221;popup single&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; max_width=&#8221;550px&#8221; max_width_tablet=&#8221;550px&#8221; max_width_phone=&#8221;650px&#8221; max_width_last_edited=&#8221;on|tablet&#8221; da_is_popup=&#8221;on&#8221; da_popup_slug=&#8221;activity-seven-evaluation&#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_margin=&#8221;||||false|false&#8221; custom_margin_tablet=&#8221;||-10px||false|false&#8221; custom_margin_phone=&#8221;||-10px||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#8221; custom_padding=&#8221;||0px||false|false&#8221; locked=&#8221;off&#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> Activity 7:<\/h1>\n<h1 style=%22text-align: center;%22>Evaluation<\/h1>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h1 style=%22text-align: center;%22> Activity 7:<\/h1>\n<h1 style=%22text-align: center;%22>Evaluation<\/h1>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _module_preset=&#8221;default&#8221; global_colors_info=&#8221;{}&#8221;]<\/p>\n<h1 style=\"text-align: center;\">\u00a0Activity 7:<\/h1>\n<h1 style=\"text-align: center;\">Evaluation<\/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; width=&#8221;100%&#8221; width_tablet=&#8221;80%&#8221; width_phone=&#8221;80%&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;||15px||false|false&#8221; custom_margin_tablet=&#8221;0px||40px||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|tablet&#8221; custom_padding=&#8221;|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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzMwIn19@&#8221; align=&#8221;center&#8221; src_tablet=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-tankesky-green.png&#8221; src_phone=&#8221;https:\/\/leselop.usn.no\/wp-content\/uploads\/2025\/06\/Leselop-tankesky-green.png&#8221; src_last_edited=&#8221;on|phone&#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;110px&#8221; width_last_edited=&#8221;on|phone&#8221; custom_margin=&#8221;0px||||false|false&#8221; custom_margin_tablet=&#8221;0px||||false|false&#8221; custom_margin_phone=&#8221;-30px||||false|false&#8221; custom_margin_last_edited=&#8221;on|desktop&#8221; custom_padding=&#8221;||10px||false|false&#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><span>Reflection<\/span><\/h4>\n<p>&#8221; content_phone=&#8221;<\/p>\n<h4 style=%22text-align: center;%22><span>Reflection<\/span><\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<h4 style=%22text-align: center;%22><\/h4>\n<p>&#8221; content_last_edited=&#8221;on|phone&#8221; _builder_version=&#8221;4.27.4&#8243; _dynamic_attributes=&#8221;link_option_url&#8221; _module_preset=&#8221;default&#8221; custom_margin=&#8221;10px||||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@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9saW5rX3VybF9wYWdlIiwic2V0dGluZ3MiOnsicG9zdF9pZCI6IjEwNzMwIn19@&#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;\"><span>Reflection<\/span><\/h4>\n<p>[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesel\u00f8p 19 is about stimulating reading motivation in a linguistically diverse class through a poem about multilingualism.<\/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":[41,39,40],"fag":[25],"class_list":["post-8383","page","type-page","status-publish","hentry","trinn-10-trinn","trinn-8-trinn","trinn-9-trinn","fag-engelsk"],"_links":{"self":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/8383","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=8383"}],"version-history":[{"count":89,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/8383\/revisions"}],"predecessor-version":[{"id":12178,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=\/wp\/v2\/pages\/8383\/revisions\/12178"}],"wp:attachment":[{"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=8383"}],"wp:term":[{"taxonomy":"trinn","embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Ftrinn&post=8383"},{"taxonomy":"fag","embeddable":true,"href":"https:\/\/leselop.usn.no\/index.php?rest_route=%2Fwp%2Fv2%2Ffag&post=8383"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}