The great bus trip to some of the Northern countries.

A storyline outline in Norwegian Language and Social Studies for education in Upper Secondary Schools. Groups for «Everyday Life Training»

- Developed by Åse Skiftun

This has happen earlier in the year.

We started the school year by creating 4 teenagers (same age – teacher chosed them to be 17 year.) Teacher gradually made her own 17-year-old youth.Material:Our choice: paper, cloth fabrics, scissors, glue. Feel free to use data or other materials instead.

Requirements:They will be staying in our own region.They will be regulated by Norwegian laws and regulations in a realistic Norwegian society in 2015

We have allready used our persons to deal with different’s subjects

Example 1:The youths met some foreigners at the local diner. The conversation has to be done in English. “What’s your name? Where do you come from and what language do you speak?Petter (teacher’s person) had also met the three men at the cafe the day afterwards. They had then talked to each other on the Google translator. Here is what the Polish man wrote:"Nazywam się Jakub ... ..

.

Example 2:Petter has received negative messages on his mobile phone.(Important:When we worked with the topic "Bullying," is it the teacher’s person who is bullied.)

Some practical mattersIt is important to decide how to use the PC in this storyline.We could use PC both in writing, find/make images and looking up websites. Nevertheless this time we chose to glue/write “everything” into an A4 notebookWe use storyline as a method in this theme.Our Goals is picked from the Frame curriculum for “Everyday Life Groups”. (See the last pictures of this PowerPoint).Most of the photos in the storyline is taken by teacher and students before – this is not necessary but it make it easier.

Other things necessary to discuss/agree about…

Product:

All students are going to produce a "travel book" from the trip with photos and text . They could do most of the writing in text processing programmes and “glue” it into the paper book.

Students themselves should participate in the story, being respectively: The Bus Driver, Trip Planner, The head of the boys, the leader of the girls.The fictional characters are all tour participants.We believe this will simplify the process of distinguishing between fantasy (people) and reality (students' role in a fictional trip)

There comes a letter from the local municipality ....

Sander, Thomas, Emilie and Shania Twain has all received a letter from the local municipality.Along with 16 other young people they are picked out to a week touring in Scandinavia - by bus

NB! Remarks: The Letters are produced by the teacher ... ..It was chosen a “bus tour” since one of the students in the group are very interested in this – and in Color Line ferry boats. He makes copies of buses in the Creative class.Here teacher has the option to choose different types of travel - different places ... and so on - from what the student’s are interested in.

The Selection of the route for the bus excurtion:

From the letter from the municipality:"We start out from Kristiansand Monday 6 April travelling by bus.The stretch from Kristiansand to Hirtshals we follow Color Line Ferry.

The first night we will stay in Aalborg.

Remarks: This special ferry distance was also selected out of interests. Students in this area are often Denmark on weekend trips

Starting Point: Farsund, NorwayThe bus starts from Farsund 09.30. Sander, Thomas and Shania Twain goes on in Farsund.Emilie comes on at Lyngdal bus station.There are several leaders of the bus as well as the bus driverActivity: We first look from a film about the trip,(which a VERY businterested student has madein the other lessons). Other classes could choose other approaches.

Possible goals from the Frame Curriculum:Hometown, home municipality, home county and our country. (Social science)Planning trips in the surrounding area (Social science)Reading (timetables)

Feelings - "to be excited / enjoy / dread"

• Just over 11 am the bus arrive at the ferry dock in Kristiansand and all the 20 participants are in place.

• How do you think Shania Twain, Thomas, Emilie and Sander have it within themselves? Are they excited? Do they dare to tell it if they dread a bit?

• Spoken conversation.

Goals from the Frame Curriculum:Give the student the opportunity to interact with others through play, dramatization, conversation and practice it to speak in turn

Write about feelingsTASK FOR ALL: • We write down what we spoke

about this in the book. (By hand or paste in a written document.)

• Glue the picture of Partisipants and the image of the bus at the ferry dock in Kristiansand into the book.

• We write a little about the situation around meeting the other participants

Goals from Frame Curriculum “Arbeidsliv” – Working life:• able to read and write texts in different genres. (narrative)• give the student an opportunity to experiment with meaningful

elements in language.

Examples of individual writing exercises

• Question 1Shania Twain tend to get sick on the ferry and today it is really windy weather. Tell us about that bracelet she can buy at the pharmacy to avoid sickness and how it works.Do you think there is a pharmacy on the ferry? Maybe you have time to go with her up at the pharmacy in Kristiansand ?? Tell us about it.Perhaps you can find a picture of such a bracelet online and paste in the book?

• Question 2The program manager of the trip has already written some facts about Aalborg.You can stydy this and bring some more information?Can you find a picture of the hotel and print it out. Give a copy to Emilie, Sander, Thomas and Shania Twain so they can paste it into their books.

• Question 3Can you find out what is a bus driver’s duties when the bus going by ferry.What must he think about when he are going to drive the bus on the boat.And what must he think about when he will be driving out from the ferry?You can paste a picture of Sander looking down on the dock and the ferry?I have taken out copies to all of you. Cut it out and share with the others. All of you can glue it in your book.

• Question 4All participants have been given a ticket at the breakfast buffet. Tell about Thomas sitting in the buffet room. Who he is sitting with? What does he choose for eating?The bus stops an hour in Hirtshals. What Thomas want to do ?? Some of the participants are going to the North Sea Museum. Do you think Thomas want to join them?

A storm came up – Push hereTheme: Emotions - fear

How do you think Sander, Thomas, Emilie and Shania Twain react?Spoken conversation.

We write / draw a bit about this situation in the book (or Paint).

On the road – from Hirtshals to Aalborg.• Paste the image of LEADERS in

your book. It is taken before the bus starts from Hirtshals against Aalborg.

• Tell us about which way the bus drives (paragraph on the road) and try to find out how far it is between Hirtshals and Aalborg.

• Paste the image of the participants in one of Aalborg's streets into the book.

Objective: to increase knowledge of Scandinavia's geography and talk about this.Being able to use scales on maps and calculate with timeBeing able to express themselves orally and in writing and could wait their turn

Spend the night in hotelParticipants staying at First Slot’s Hotel Aalborg. Head for the program (one of the students) have arranged this. She said she had received an incredibly good price for accommodation in connection with a special week’s offer in the hotel. Otherwise they would never been able to afford to stay there, but must have been staying over at a campsite: Exercise:Paste the image of the hotel in the book.Goal:give the student an opportunity to experiment with meaningful elements in the language.Increase students' understanding of society around themCould check travel information on the web

Getting to know new people

• Goals:Be ble to read and write texts in different genres. (narrative)Increase students' understanding of society around them

Students were sleeping in triple rooms, it was a bit exciting, because both Shania Twain and Emilie and Thomas and Sander got a unknown student with them in the room.

Exercise:Tell us about this new girl / boy.The students work in pairs.(There is given a list of questions that you must answer about how this boy / girl's)

On the road – from Aalborg to Odense.

• All trip participants had to get up and eat breakfast before the bus would leave at 08:30. It takes about 2.5 hours to drive to Odense. We look at Google maps together.Exercise:How long must calculate from one stands up to the bus to go, do you think? Oral conversation.Glue a map from Aalborg to Odense in the book. Enter the time in the book.

Goals:Increase students' understanding of society around themBeing able to use scales on maps and calculate with time

Odense – H. C. AndersenThe stay in Odense will be used to visit HC Andersen –centre.Why do you think they were going there? Spoken conversationWe enter the link above and "visiting" the centre

Paste the logo of the centre in book

Goals:Students are going to experience tales, fairy tales, poems, drama and literature.Students are given possibilities to experience composite texts and various web sites

Adventures (Fairy tales)

• Having been on this tour, all Participants joins a seminar where they were to illustrate a fairy tale.First they looked at the adventure: The Steadfast Tin Soldier, written by HC Andersen, filmed by Ivo Caprino, Part 1 and 2

• https://www.youtube.com/watch?v=6pwgBg8f-L4• https://www.youtube.com/watch?v=IQyY94ITnPw

• Exercise: • Making / draw a picture of the adventure (Use Paint or color +

sheets)

Staying in hostelsAfter everyone had been fed in the bus, they started out towards Copenhagen. It was too expensive to stay in hotels all the nights, so the responsible leader had found a hostel.

Press photo to see link to the website she had used :

Exercise::Try to figure out what the word hostel means? Please write the explaination in your book.

On the road –between Odense and Copenhagen there is a transport control

• Danish police conducted a speed check along the main road outside Odense. Here was also the bus stopped. Sander and Thomas thought the driver had run too fast and cried some teasing word to the bus driver. It proved to be a technical check of the bus.

To discuss:What do you think they control in the road station when they give the bus a sign to stop? What can police / Vehicle Office find out about the vehicle and the driving?We are talking and writing in the book.

Where did the bus «overnight» in Copenhagen?

The bus driver decided to stay on City Camp i Copenhagen. There could the bus stand safely while he got a room to sleep in.To discuss:Why do you think the bus driver did not just park the bus on the street?Paste picture of the bus on its way into the City Camp in your book.

«Go out» – Hard Rock Café

Although it was late, so visited most of the youngsters the Hard Rock Cafe in Copenhagen.Exercise to write in the book::How did they do it there. ? Was it fun?What did they do?Was the food good?What kind of music was played?Is it only in Copenhagen that is? Hard Rock Cafe?

You can glue a photo of Hard Rock caféin your book. Remember to write where you find it.

On the road – day 3: Driving day.

• We look at the bus journey using Google Earth and Google maps - any other maps service

Northern Countries

Along the way, it was a stop at a high school, where all Participants should find out more about the Nordic countries and communicate this to each other.

• Our four students were chosen to tell about different countries in the Nordic region:Sander: DenmarkThomas: FinlandOline: IslandShania Twain: Sweden

The other students in the group got other tasks - different cities, rivers, mountains and so on

What to do:Students are working to make a presentation and perform it for each other.The teacher can either decide what form this should have, or students can choose.

Vimmerby – and Astrid Lindgren

• Students arriving Vimmerby late this evening. Group leader has used the following link to book accommodation for 2 nights: (Push the picture)

Something to think about:How do you think she has done this booking ?Could we found accommodation in some other way if we would go there?

We are visiting the Astrid Lindgren Caféone of the other groups in our Upper Secondary has been working with preparing this café –

and learning more about Astrid Lindgren and her books – and about making cakes and……

• Sander, Thomas, Oline and Shania Twain were really looking forward to see again all the characters and stories from books they had read when they were younger. Many of them still liked to see films with the adventures of Emil I Lønneberget

On the road – day 5 visiting Stockholm

• Day 5 was the longest day with 10 hours of bus drivingThey'd to run right from Vimmerby to Oslo – with just a little stop in Stockholm.

• The bus started kl.08.30 and estimated to be in Stockholm about 12:00? Here they stopped at a tourist office with a separate room for visitors.It was served early lunch and they did see en film av ulike steder i Stockholm – sett fra luften.

• Everyone was tired on the tour through Stockholm but Sander, Thomas, Oline, Shania Twain tried to catch the most.

•It was a bit difficult with English speaking guide.

To av deltakerne er borte!

• Then they gathered again to get into the bus, Shania Twain and Emilie was gone.

• To do: What do you think had happened to the two girls? Write in your book about this. (Headline: All was delayed from Stockholm!)

Visiting a shoppingcentre at the border

• Finally they could leave Stockholm. It was 7.5 hours drive to Oslo.

The only big stop at the rest of the day is at Töcksfors shopping center.

What to do:Alt 1: What do you think Sander, Thomas, Emilie and Shania Twain wants to buy? Write in your book

Alt 2: Tell us about what stores it was at this shopping center.

Late in the evening the bus is ariving at the hostel Haraldheim above the Sinsen crossing in Oslo. Everyone is so tired that they almost can’t bear to say goodnight !!

What to do in Oslo ?? That will be decided tomorrow morning.

Frame Curriculum – Everyday Life Training(«Hverdagslivstrening»)

• BASIC SKILLS TRAINING In Everyday LifeIn everyday training, the five basic skills in Norwegian Curriculum could understood as follows:• Verbal skills as a basic skillsBeing able to express themselves verbally involves communicating with body language, signs, symbols, voice, speaking language, images or digital means.• Being able to write as basic skillBeing able to express themselves in writing, means to express themselves with sign, symbol, picture, concretes or font.• Being able to read as basic skillBeing able to read involves understanding and utilize the characters, image, symbol, concretes and written language.• Numeracy as basic skillNumeracy involves utilize and understand and / or recognize concretes, simple mathematical terms, figures and amounts.• Digital skills as basic skillsBeing able to use digital tools means using these means of communication and as a learning tool / aid in everyday life.

Frame Curriculum for Norwegian Language

Purpose:Norwegian subject shall facilitate the individual student's development of concepts and language understanding, based on the individual's needs and abilities. Emphasis on basic skills is central to the subject.

Competence Goals• Experienced and gain knowledge of texts, picture books, audio books, comics, newspapers, advertising, web sites, songs, movie and theater• Improvise and experiment with rhyme, rhythm, speech sounds, words and meaningful elements• Could interact with others through play, dramatization, conversation and taking turns• Participate in the use of song, music, drama and image in performances and presentations• Be able to use digital aids to reading, writing and presentations• Could use letters and experiment with words, with their own handwriting and keyboard• Working creatively with drawing and writing in connection with reading

Frame Curriculum for Social Sciences

Purpose:• The purpose of the subject is to increase knowledge and understanding

about the society around us.Competence goals:• Family and various family relationships. Using the concepts of past, present and future for themselves and their family.• Traditions and celebrations of holidays and anniversaries.• Hometown, home municipality, home county and our country.• Other countries, people and traditions.• Rules for interacting with others, tolerance and respect for different opinions and attitudes.• Knowledge of legislation and why we have them.• Printed and digital media. Using these to orient themselves in society.• Planning of traveling in the vicinity in connection with seeking out various cultural institutions or service institutions.• Historical events that have been important for us.• Personal Finance.• Knowledge about relationships, love and family.• Behavior in traffic.

Remember:

This storyline frame could be easily used within other levels and topics.