Working with fairytales and rhymes - analyzing

This lesson is fitting for the 9^th grade of ESL learners in the Norwegian school, and the content areas are Norwegian and English.

Language objectives

- Deconstruct the rhyme/fairytale and analyze it. Which characteristics does it have?

- Organize your ideas and give a brief account of your observations.

- Present/perform your rhyme/fairytale to the rest of the class.

Content objectives from the Norwegian curriculum:

This lesson focuses on the characteristics of poems and fairytales as well as oral communication skills. A relevant competence aim from the Norwegian subject curriculum after year 10 is to enable the students to “discuss the form, content and purpose of literature, theatre and films and present interpretative readings and dramatizations” (Utdanningsdirektoratet, 2013a). Relevant aims from the English subject curriculum after year 10 are to enable students to “use different situations, working methods and learning strategies to develop one’s English-language skills, express oneself fluently and coherently, suited to the purpose and situation, and read, understand and evaluate different types of texts of varying length about different topics” (Utdanningsdirektoratet, 2013b).

Relevant websites:

https://bubbl.us/

https://docs.google.com/

1. https://allpoetry.com/Little-Red-Riding-Hood-and-the-Wolf

2. https://allpoetry.com/poem/8503199-Cinderella-by-Roald-Dahl

3. https://allpoetry.com/The-Three-Little-Pigs

Lesson plan

In the first part of this lesson, the students brainstorm what they know about fairytales and poems/rhymes, and what their characteristics are, using the IGP framework. They will first sit individually and write down their ideas, before they discuss with a partner. After this, the teacher will open the mind mapping tool https://bubbl.us/ on the SmartBoard and the students will tell what they know as the class makes a mind map together. This map can be used as a tool for the students in the main activity in this lesson. This brainstorming activity activates the students’ knowledge, they practice writing, and they have to use their oral language to communicate with others. This first part of the lesson should take about 10-15 minutes.

In the main part of this lesson, the students will work with fairytales/rhymes in groups of 3. The chosen rhymes are from Roald Dahl, who has taken famous fairytales and rewritten them as poems/rhymes. Each group is going to choose one rhyme out of the three (1-3 under “relevant websites”) from the website https://allpoetry.com/, deconstruct it to find characteristics from fairytales and rhymes/poems, and organize these findings in a Google Document that later will be shared with the rest of the class (https://docs.google.com/). In addition to doing this, each group will present/perform their poem to the class as an exercise in oral communication. As an estimate, the deconstruction of the rhymes, preparing the rhymes and performing them should take about 35-40 minutes. As soon as the groups finish their list of characteristics, they will be able to start preparing/practicing.

In the last part of the lesson, the students get to discuss in their groups what they learned and what they liked/disliked by working like this, before sharing in a discussion with the whole class. Was there anything they found particularly interesting? What did they think of Roald Dahl’s rewritten fairytales? They also get to give feedback to the presentations to the other groups. This final part should take about 5-10 minutes.  

Assessment and reflection

The students get to (somewhat) chose their own rhyme/fairytale to work on, which gives them a choice in the given framework of this lesson. It might have been better if they had a bit more time preparing the rhyme, some groups/students might react to this or wish to have been able to prepare a bit more. However, I think the student will like this type of rewritten fairytales, and this lesson includes both written and oral work, so it should appeal to a broad spectrum of students. A challenge the teacher might encounter is if students refuse to perform the rhyme or not join in on the group work. This has to be handled in the exact situation/class where this happens, since all student are different, and the teacher should rely on his/her relations with the student to work this out.

By using Google Documents, the students can work on the same document on separate computers, as well as it is easily shared with the teacher and others. It is also a tool that works on all computers since it is internet-based, so you don’t need to download a specific program. The website https://allpoetry.com/ is also a great resource/tool as it has a lot of great and interesting poetry, which is available anytime and anywhere. Hopefully these rhymes, who are rewritten fairytales who are well known to the students will engage to a lot of student activity and creative performances. The website offers a range of poems that all the students can access from their computers, which were not the case a decade ago. Using the internet as a tool for activities and resources is great to include technology in lessons, which may make them more interesting and engaging for the students.

References:

Utdanningsdirektoratet. (2013a). Norwegian Subject Curriculum (NOR1-05). Retrieved from http://www.udir.no/kl06/NOR1-05?lplang=eng

Utdanningsdirektoratet. (2013b). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng

Book report presentations - evaluating

This lesson is fitting for the 10^th grade of ESL learners in the Norwegian school, and the content area is Norwegian.

Language objectives

- Summarize the book you have read in a presentation (multimedia book report).

- Give your opinion on the book, and justify why you liked it/did not like it.

- Present your book report to the rest of the class.

Content objectives from the Norwegian curriculum:

This lesson focuses on oral skills and preparing oral presentations from a books that the students have read. Some relevant competence aims from the Norwegian subject curriculum after year 10 are to enable the students to “present linguistic and multidisciplinary topics using relevant terminology and appropriate digital tools and media, and assess their own oral presentations and those given by others based on technical criteria” (Utdanningsdirektoratet, 2013a). Some relevant competence aims from the English subject curriculum after year 10 are to enable the pupils to “select different digital resources and other aids and use them in an independent manner in own language learning, express oneself fluently and coherently, suited to the purpose and situation, and express and justify own opinions about different topics” (Utdanningsdirektoratet, 2013b).

Relevant website:

https://prezi.com/

Lesson plan

In the first part of this lesson, the students will free write about their feelings and thoughts after reading their books. Did they have something in common with the main character(s)? Did anything in the books surprise them? What made them feel the way they felt when reading the books? After writing for approximately 10 minutes, they will share their thoughts and reflections with a partner. All the while, both while writing and sharing with their partners, the teacher will listen in and see what the students are writing/doing. The teacher will have a short recap and include some ideas and thoughts that he/she has listened in on during this task before moving on to the main task of this lesson. This part of the lesson should take about 15 minutes.

In the main part of the lesson, the students will work on their presentations/book reports. The teacher needs to explain what they are going to do, and get the students started on their tasks. The book report/presentation is to be done individually, and they all need access to a computer. They should use Power Point, Prezi, or another similar tool to make their presentations. Each presentation should take between 2-5 minutes, and include the elements in the language objectives. As the students start working, the teacher should help them if/when needed.  

The through and beyond part of this lesson will be somewhat mixed. When the students have their presentations, they will get feedback and comments from both the teacher and their peers afterwards, as well as giving their own assessment on how they think it went. They will get feedback on what they did well, and what they can work on and do better the next time. So most of the final/beyond part of this lesson will be included in the presentations. The teacher should, however, have a brief discussion with the class in the end where they discuss new insights and their thoughts about the presentations using the IGP-model (individually – groups – plural). Working on the presentations should take around 30-35 minutes, and the presentations with feedback should take about the same time. This can somewhat shift depending on their progress and the available amount of time. If only short lessons are available, this should be divided into two separate classes, or (probably best) two following classes. The final discussion should take between 5-10 minutes.

Assessment and reflection

I chose to work with Prezi and Power Point, because these tools are quite similar, and with including Prezi, the students get an option other than the “standard” Microsoft Power Point tool. These tools offer about the same when it comes to including and designing the slides (or focus areas in the Prezi). Of course, since Prezi might be a new tool to the students, they might have difficulties using it and/or understanding how to use it. By presenting their book reports using such tools as these, the students get an opportunity to be more free and creative in how they want to present their books. I think this is a positive thing, and some of the students might be able to use this to meet their full potential that is sort of “blocked” when using the regular forms of writing and presenting books.

During the presentations, the teacher gets to assess the work that has been done on each presentation. The students will get a short feedback from the teacher, as well as the teacher notes down how the students have done for further assessment over the course of the semester. I will say that this is a successful learning activity when/if all students engage in the activity and presents it to the class. Some students don’t like to present in front of big crowds, so the teacher have to be flexible and work out something that works for these students. Perhaps presenting it during recess for the teacher only or two-three other classmates can work.

References:

Utdanningsdirektoratet. (2013a). Norwegian Subject Curriculum (NOR1-05). Retrieved from http://www.udir.no/kl06/NOR1-05?lplang=eng

Utdanningsdirektoratet. (2013b). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng

Making videos - applying

This lesson is fitting for the 8^th grade of ESL learners in the Norwegian school, and the content area is Norwegian.

Language objectives

- Sketch an outline on how you want your video to be.

- Practice what you are going to say and do in your video before you start filming short clips.

- Construct and modify your video of clips.

- Present your video and show it to the class.

Content objectives from the Norwegian curriculum:

This lesson focuses on using oral skills and technology to make a commercial/video from their home town/neighborhood. Relevant competence aims from the Norwegian subject curriculum after year 10 are to enable the pupils to “discuss the form, content and purpose of literature, theatre and films and present interpretative readings and dramatizations, and present linguistic and multidisciplinary topics using relevant terminology and appropriate digital tools and media” (Utdanningsdirektoratet, 2013a). A relevant aim from the English curriculum is to enable the pupils to “use different situations, working methods and learning strategies to develop one’s English-language skills” (Utdanningsdirektoraret, 2013b).

Relevant websites:

 

https://animoto.com/

https://no.surveymonkey.com/

Lesson plan

In the first part of the lesson, the students get to practice their oral skills and vocabulary. The students will get 6 notes each with some symbol on them (the symbol itself is irrelevant). They will go around in the classroom asking each other questions about themselves, their lives, and their home town/neighborhood. In this task, the only rule is that you cannot say Yes or No. If you do so, you have to give one of your notes away to the person you are talking to. So the goal is to get others to answer with Yes/No, but to avoid saying so yourself. The person with the most notes in the end wins. This can be done either as one longer activity, or the activity can be done twice, so that they get another try at succeeding. This should take about 10-15 minutes.

In the main part of the lesson, the students will make short videos presenting and showing off what their home town/neighborhood has to offer. How they choose to solve the task is up to them, they may be as creative as they like. Divide the students into groups of three, and make sure every group has a video camera or smartphone available for filming, as well as a computer for making the video. The students will make their videos on the website https://animoto.com/, where the students can sign up for a free trial and make a short video out of clips. The web tool is easy to use, and they should make a short video between 30-60 seconds. It is important that they follow the language objectives when working on the task. They have about 30 minutes to make the videos before they will be presented to the class, and the presentations will take around 5-10 minutes. This part of the lesson should take about 35-40 minutes.

In the final part of the session, the students will use a computer to respond to a simple survey/questionnaire about the task. The questions should be along the lines of did they learn anything new, did they like working on such a task, where they pleased with their end results, did they learn anything new from the videos to the other groups, and a rubric for comments. For this, the teacher should use https://no.surveymonkey.com/ and put the questions in here beforehand. The results can help the teacher when assessing the lesson afterwards, and considering whether this is a good activity to use again. Taking the survey should take about 5 minutes for the students to finish.

Assessment and reflection

I chose these websites/technologies because the survey gives the students an anonymous chance to give feedback on the lesson as well as assessing their own work and the work of others. It gives the teacher some pointers when assessing the lesson considering the investment and attitudes of the students during the task. The other website, https://animoto.com/, is a great tool for making short videos out of pictures and short clips. Here the students can film short clips and put them together, put music into the video, and so on. It is a new website to them, but it is fairly easy to navigate and use. I chose this website instead of Windows Movie Maker and similar applications, since I don’t find them very easy to use or user friendly. It is also easy to download the video from the website, and the site has templates and video styles that the students can use to make their videos.

The teacher has to help and guide the students through the process of planning and making the videos. All groups should have a plan/sketch before they start filming, so the teacher can see what they are planning to do, watch their process of filming, and compare the plan to the end result. The students’ creativity may make the videos exciting and fun, and will probably introduce new elements that I have not thought about before, either as effects, ways of filming etc. Their creativity may also be a challenge, since not all ideas are as easy to implement. However, by discussing with the groups, they may come up with ideas that are easier to implement and use in their videos.

References:

Utdanningsdirektoratet. (2013a). Norwegian Subject Curriculum (NOR1-05). Retrieved from http://www.udir.no/kl06/NOR1-05?lplang=eng

Utdanningsdirektoratet. (2013b). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng

English-speaking countries in the world - creating

This lesson is fitting for the 9^th grade of ESL learners in the Norwegian school, and the content area is Social Studies.

Language objectives

- Create a blog at blogger.com

- Gather information on your chosen English-speaking country, and use this information to make 4 blog postings. The blog should include:

       - Population graphs

       - Different types of maps (geographic, demographic etc.)

       - Written texts with information about the country

- Publish the 4 blog postings

Content objectives from the Norwegian curriculum:

This lesson focuses on different English-speaking countries in the world, their geography and population. A relevant competence aim from the English curriculum after year 10 is to enable the students to “use different situations, working methods and learning strategies to develop one’s English-language skills” (Utdanningsdirektoratet, 2013a). Relevant competence aims from the Social Studies subject curriculum after year 10 are to enable the pupils to “locate and document overviews of main geographic characteristics of the world and compare different countries and regions, and compare size, structure and growth of populations and analyse population trends, urbanisation and migration in modern times” (Utdanningsdirektoratet, 2013b).

Relevant website:

https://www.blogger.com

Lesson plan

In the beginning of this lesson, the teacher starts a discussion about social media – what kinds of social media do we use today? What do we write on these medias? Are there different kinds of users (“pink”, historic, news related, sports related etc.)? The students sit in pairs and discuss before the discussion is in plural. The teacher also needs a world map, either a roll-up or digital on the SmartBoard. Turns the discussion over to English social media, and how English blog/Instagram/twitter posts can be read throughout the world. Uses the map to get the students to name English-speaking countries. The teacher will also name some of those that don’t come up. This part of the lesson will take about 15 minutes.

After the intro to the lesson, the students get the main task presented. They are, in groups of 4, to make a blog at https://www.blogger.com, and make 4 blog postings. The blog is going to be about one English-speaking country of their choice, and should include facts about geographic and population (see the Language objectives). It is important to tell the students that this is a proper blog; it is available for anyone on the internet. All the students need to have computers, and atlases should also be available. The teacher should assist and guide the students while they work, and give them advice if needed. It is also important to make note that the students should coordinate within their groups, they don’t need to work on everything together, and they need to include their sources! The teacher also has the opportunity to assess the students while they work. This main part of the lesson is set to take 60 minutes.

In the final part of the lesson, when the blog postings should be posted, the teacher will show one posting from each group, and the class as well as the teacher will give feedback on the blogs. What have each group done well, and what may they improve later? This is also an opportunity for the teacher to see what each group have created. The final part is set to take about 15 minutes.

Assessment and reflection

The students might know more about blogging and have great ideas to how they can design and model their blogs that I do not have knowledge about. Using technology that is close to their own realities will hopefully make this task engaging, and this is a task that should be fairly easy to differentiate by giving specific parts of the task to specific students. As to the assessment of this task, the teacher may see what sources the students use, but checking that all the groups have included what they should may be difficult to do in class. The teacher probably has to do this after class has ended. It is, of course, also important that the students take responsibility for their process and the end result of the blog. The students need to cooperate with their groups to work together and to finalize their blog.

I chose to use blogger.com, because it is a really good platform for posting texts, and the students can easily access their blogs from home. It is also easy for students to comment on each others blogs, and when commenting, their name/blog name will show as the "commentator". This means they cannot post rude, anonymous comments on other blogs. This helps to make the school and school activities a place for a safe learning environment. They may not "troll" on other students blogs. The website also allows parents and others to see their work without logging into a special website, so the students have easy access to showing off their work to their family. Hopefully this also means they will take the task seriously and work well with the task. 

References:

Utdanningsdirektoratet. (2013a). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng

Utdanningsdirektoratet. (2013b). Social Studies subject curriculum (SAF1-03). Retrieved from http://www.udir.no/kl06/SAF1-03?lplang=eng

European explorers - understanding

This lesson is fitting for the 7^th grade of ESL learners in the Norwegian school, and the content area is Social Studies and English. This lesson is planned for a 90 minute lesson.

Language objectives

- Make a mind map where you summarize about one European explorer.

- Define what is relevant and useful information to include in the mind map.

- Retell and describe your chosen explorer to the rest of the class by using your mind map.

Content objectives from the Norwegian curriculum:

This lesson focuses on European explorers, their lives and their travels. A relevant competence aim from the Social Studies subject Curriculum after year 7 is to enable pupils to “use historical maps and present trips of discovery and exploration made by Europeans, describe cultural encounters and how the different cultures perceived these encounters” (Utdanningsdirektoratet, 2013a). From the English subject curriculum after year 7, the relevant aims are to enable students to “understand and use a vocabulary related to familiar topics, understand the main content of texts one has chosen, read and understand different types of texts of varying length from different sources, and to take notes to create different types of texts” (Utdanningsdirektoratet, 2013b).

Relevant websites: 

1. https://www.youtube.com/watch?v=_Nx0oR4XkPk

2. http://europeanexplorers.weebly.com/

3. http://www.elizabethan-era.org.uk/european-explorers.htm

4. https://bubbl.us/

Lesson plan

The students will sit in groups of three and discuss questions that the teacher presents, before the discussion starts with the whole class. This is a good strategy to activate prior knowledge, and while the students sit in groups the ideas may be seen as the groups ideas and not just one’s own ideas. This might make it easier to share ideas when discussing with the class. Some of the statements can be as follows:

- What is an explorer?

- What defines an explorer?

- Do we know any Norwegian explorers? If so, who where they, and where/what did they explore
- Where the Vikings explorers?

When the questions have been discussed, the focus shifts over to European explorers. As a transition over to the main part of the session, the teacher will show a short YouTube-video (3,5 minutes, https://www.youtube.com/watch?v=_Nx0oR4XkPk). This first part of the lesson should take approximately 15-20 minutes.

In the main part of the lesson, the students will work on creating a mind map on the website https://bubbl.us/. Each student has a computer available, and is told to visit websites 2 and 3 for information/texts, and website 4 for the mind map tool (see Relevant websites). Website 2 has shorter texts about six different explorers, while website 3 has more information about these 8and other) explorers. The task is for the students to find the relevant information on one European explorer of their own choice, and make a mind map about him. The students may sit in pairs and work together. The students will read the texts, make their mind maps, and prepare what they will say to the rest of the class. If they have time they may also rehearse so they can be more confident when standing in front of the class. The teacher will be available for guidance and help during the process. The teacher should show this list on the SmartBoard so the students know what should be included. Even though they have this list, they still have to define what to include in their mind map.

Bubbl.us mind map should include these points, feel free to include other points as well:

- Where the explorer is from

- Where the explorer traveled/explored

- Why he became an explorer

- What he accomplished

The presentation should not be too long; a brief summary of the explorer is sufficient. The estimation is for the presentation to take about 1-2 minutes per person/group. The teacher will watch and assess the groups, and they should get a short written response on their presentations. This main part of the lesson, with both making the mind map and the presentations is estimated to take about 45-50 minutes, a little bit depending on the group size. The preparation of the mind map and reading is set to take around 20-25 minutes, and the presentations around 25 minutes. 

In the final part of the lesson, when the presentations are done, the students will once again sit in their groups of three. They will discuss if they have any new insights or thoughts about the material. Did they learn anything particular interesting or shocking? They will discuss in their groups, and then in plural in the class. The teacher should listen/guide in the groups in the discussion. The final part should take approximately 10-15 minutes.

Assessment and reflection

During the preparation and the presentations, the teacher will be able to see whether the students are able to work individually/in pairs, whether they engage in the activity or not, and if they understand what they are working on and presenting. This can both be seen on their product, their sentences during the presentation and when working on the mind map. These pointers will help to assess the success of the main activity in this lesson.

During such an activity where the students have to take responsibility for their own progress and the end product, making sure all the students work and focus on the activity might be difficult for the teacher. While one student asks for help and the teacher focuses on this student, other students might lose focus and/or be distracted from their work. This will probably show in the end result, students who have problems concentrating might not be as efficient as those who work well individually or in pairs with this type of task. The English competence of the students might also become a challenge, in the different schools that I have been in either in teacher practice or working this has varied a lot. There might also be great variations in one single class at one school. This is something that the teacher has to be aware of when putting the students into groups and pairs.

I chose these websites (2 and 3) because they have a sufficient amout of information, without the information being to advanced or there being too much information. This is important as the students look for relevant information to include in their mind maps. Both of these websites (2 and 3) include the same explorers, website 2 has six explorers who are all on website 3. This makes the choice of an explorer fairly easy since they have to choose from six explorers, and not all of the ones on website 3. Also, the mind mapping tool, https://bubbl.us/, is a good tool to use since it is very user friendly and easy to use. It is also easy to print the mind maps, and the tool is free to use. 

References:

Utdanningsdirektoratet. (2013a). Social Studies subject curriculum (SAF1-03). Retrieved from http://www.udir.no/kl06/SAF1-03?lplang=eng

Utdanningsdirektoratet. (2013b). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng

Practicing numbers 1-20 - remembering

This lesson is fitting for the 2^nd grade of ESL learners in the Norwegian school, and the content area is mathematics.

Language objectives

- Count from 1 to 20 in English.

- Identify and organize the numbers in the right order.

- Know the name of the different numbers.

Content objectives from the Norwegian curriculum:

This lesson focuses on the numbers 1-20, and the relevant aim of the curriculum for the common core subject of mathematics is to enable students to “count to 100, divide and compose amounts up to 10, put together and divide groups of ten up to 100, and divide double-digit numbers in to tens and ones” (Utdanningsdirektoratet, 2013a). The relevant aims from the English subject curriculum after year 2 are to enable students to “listen to and understand basic instructions in English and use digital resources in experiencing the language” (Utdanningsdirektoratet, 2013b).

Relevant websites:

http://www.roythezebra.com/reading-games/high-frequency-words-numbers.html

https://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm

Lesson plan

In the beginning of class, the teacher will start by talking with the students about which numbers they remember/know. After a brief discussion, each student will be given a green and a red card of cardboard which they will use to answer statements. The teacher then writes a number on the blackboard and ask the class a statement about this number which is either true or false. For example, the teacher writes the number 18, and ask the class if this is the number 15. The students answer the question by raising their red or green card. The teacher will then ask students why the statement is correct/incorrect. This part of the lesson will take approximately 15 minutes.

After completing the first section of the lesson, each student is given a computer and enters the website given by the teacher (http://www.roythezebra.com/reading-games/high-frequency-words-numbers.html). The students will play a game where the goal is to help Tom the Zebra to go to bed, by putting the numbers 1-20 in the right order. The teacher will walk around the classroom to assist students as well as to measure how the students are doing. The students may do the task several times, and if they finish quickly they will be asked to write the numbers on cards of paper, the digit on one side and the word on the other side (1 – one etc.). These cards will be used for repetition later. This task will take about 20 minutes, as the students have to get computers and find the website etc.  

In the final part of this lesson, the teacher will use the SmartBoard (or other similar devise) and open the Ballon Count game/website (https://www.sheppardsoftware.com/mathgames/earlymath/BalloonCount20.htm). The students take turns going up to the board, tell which number they are about to click on, and click/touch the right balloon. When the correct balloon is clicked on, the number will be said out loud, and the class will repeat the number. Hopefully this interactive media will help on the students’ motivation and learning. This activity can be done both numbers 1-20, but also by counting backwards from 20-1. Considering how much time the class needs on the numbers 1-20, counting backwards is a good idea to use if they finish quickly. This part of the lesson takes approximately 10-15 minutes.

Assessment and reflection

Throughout the lesson, the teacher will listen and watch as the students work with the numbers. In the first part (intro), the teacher will be able to get a clear view over what the students know and remember during the red/green card-statements. The students’ progression throughout the lesson can be measured as the teacher walks around in the main-section of the lesson. The teacher will get the opportunity to assess and guide the students along the way. The final part of the lesson also gives the teacher a good chance to see which students have mastered the numbers, and which students still needs more practice. This is also a good opportunity to see if the students have met the learning objectives.

Challenges that might occur during this lesson are that the students do not have a good enough English competence and/or have not yet learned the numbers. Since this lesson is designed for the second grade, they might also lose focus or struggle to keep their focus if they have problems understanding what to do. What I really wish for in this lesson is for the students to engage in the activity, and for them to find the tasks fun and interested in learning. I also hope that the last part of the lesson will make the students more confident when speaking in front of the class and engage student activity.

I chose these websites because they intertwine learning and playing, which makes the students learn while they play games. There will possibly be an element of wanting to do it correctly in the final part of the lesson, which may make the students eager to stay focused on the activity. Also, these websites are easy to navigate for the students (and the teacher), so it should be easy for them to focus on the activity on their screens. It is easy to use as well, and there is a margin of error in both games, so the students will always be able to try to get it right without having to start all over again. 

References:

Utdanningsdirektoratet. (2013a). Curriculum for the common core subject of mathematics (MAT1-04). Retrieved from http://www.udir.no/kl06/MAT1-04?lplang=eng

Utdanningsdirektoratet. (2013b). English subject curriculum (ENG1-03). Retrieved from http://www.udir.no/kl06/ENG1-03?lplang=eng