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1. Language acquisition: The primary learning goal is for the student to develop their language skills, including vocabulary, grammar, syntax, and pronunciation, through creating a superhero and describing their powers, origin story, and writing a job application to find allies.

2. Creative writing: The student will develop their creative writing skills by writing a compelling backstory for their superhero and creating a job application for finding a superhero league.

3. Collaboration and communication: some of the assignments involves group work. The student will learn how to work effectively with their peers to create a cohesive superhero league, communicate their ideas and suggestions, and incorporate feedback from others.

4. Critical thinking and problem-solving: Creating a superhero may also require the student to think critically and problem-solve, as they must consider factors such as their hero's weaknesses, potential enemies, and how their hero's abilities can be used to solve problems and help others.

FFM:

Eleven kan forstå og skrive kortere tekster i forskellige genrer på engelsk.

Eleven kan skrive forståeligt og sammenhængende på engelsk.

Eleven kan anvende sproglige teknikker til forbedring af egne tekster.

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1. introduction: Welcome the students to the first session and explain the learning goals for the entire teaching sequence. Briefly review the articles about background stories, and Job application, that was provided to the students.

2. Brainstorming activity: Ask the students to individually brainstorm ideas for a superhero. They can use the mindmap program to jot down their ideas. Encourage them to be creative and to think about the superhero's powers, abilities, appearance, and backstory.

3. Sharing ideas: Have the students share their ideas with the rest of the class. You can do this in a variety of ways, such as:

Small group discussions: Divide the class into small groups of 3-4 students and have them share their ideas within their groups. Each group can then nominate one or two students to share their group's best idea with the whole class.

Round-robin sharing: Have each student take turns sharing one idea at a time. You can go around the room in a clockwise or counterclockwise direction.

Gallery walk: Post the mindmaps around the room and have the students walk around and read each other's ideas. Encourage them to leave comments or questions on their classmates' mindmaps.

1. Group formation: Have the students form groups of 3-4 students based on shared interests or similar superhero ideas.

2. Group brainstorming: Have the groups continue brainstorming superhero ideas together, building on the individual ideas they generated earlier.

3. Wrap-up: Review the ideas generated in the session and emphasize the importance of creativity and open-mindedness when designing a superhero. Provide any additional instructions or expectations for the next session.

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https://docs.google.com/document/d/1enXW7QFXcSH1qR6a-NZrWo9Hfec2cVkHkwSlk2K97gI/edit

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The pupils will be able to write a job application for the Superhero League, focusing on highlighting their superpowers, strengths, collaborative skills, and the reasons for wanting to join the team.

introduction
Begin by discussing what a job application is and how it is used in the job market. Explain that in this activity, students will be writing a job application for a fictional organization, the Superhero League, as if they are applying to become a superhero. Refer to the articale

Activity

1. Distribute copies of the Superhero League job application form to the students.

2. Read through the questions on the application form as a group, and ask students to share their initial thoughts and reactions to the questions.

3. Model how to fill out the application form by completing the first few questions on the board. Emphasize the importance of providing clear and concise answers that highlight the applicant's unique qualities and skills.

4. Allow students time to complete the application form on their own. Encourage them to think about their own strengths, superpowers, and collaborative skills.

5. When students are finished, have them trade applications with a partner and give feedback on their strengths and areas for improvement.

6. Collect the job applications and assess them

Conclusion
Review the importance of providing clear and concise answers on job applications, and how these documents are used to assess the suitability of a candidate for a job. Thank the students for their hard work and remind them to keep their application forms as a reminder of their unique skills and qualities.

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Making a job Application for the superhero League 

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Making a job Application for the superhero League 

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https://www.indeed.com/career-advice/finding-a-job/how-to-write-an-application-letter

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Developing the hero - Starting on background story

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Developing the hero - Starting on background story

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https://docs.google.com/document/d/1QXIgHwipeSBBeTF48GgoKKSV0_YP-SzF88coqWbH-ZM/edit?usp=share_link

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In pairs the students will create their own Superhero League by following the guidelines.
They can add on additional criteria if they want to.

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Finding allies and forming a group - Making a superhero League.

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Finding allies and forming a group - Making a superhero League.

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https://docs.google.com/document/d/1z2SJjtoceO_UiksR14XZVGi66ndU8gq_LGMspnvJRcw/edit

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1.  Writing a news article about the superhero League mission.

2. Writing a graphic novel for your superhero

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Mindmap https://www.mindmeister.com/da

Genre: Background story - https://tvtropes.org/pmwiki/pmwiki.php/Main/SuperheroOrigin

Genre: Job application https://www.indeed.com/career-advice/finding-a-job/how-to-write-an-application-letter

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MindMeister: Online mind mapping og brainstorming

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Opret, del og i fællesskab, arbejd på mindmaps med MindMeister. Det førende online mindmapping-software. Inkluderer apps til iPhone, iPad og Android.

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Peer-to-Peer Feedback on Superhero League Applications

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Peer-to-Peer Feedback on Superhero League Applications

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Objective: Students will learn how to provide effective peer-to-peer feedback for superhero league job applications through a group activity.

Introduction:
Teacher explain that in this activity, they will practice providing feedback on each other's superhero league job applications by using a feedback template.
Review the importance of giving and receiving feedback and how it can help us improve our work. Emphasize that feedback can come in many different forms, and that giving and receiving constructive feedback is an important skill both in the classroom and in the workplace. Encourage the pupils to apply the feedback they received to their own superhero league job applications, and to continue practicing their feedback skills in other areas of their lives.

Activity:

1. Divide the class into pairs or small groups.

2. Provide each student with a copy of one of their peer's superhero league job applications.

3. Instruct the students to read through the application carefully and take notes on what they liked about the application and what could be improved. Encourage them to be specific and thoughtful in their notes.

4. Provide the students with feedback worksheets. The worksheet should include spaces for them to write their name, the name of the superhero whose application they are reviewing, and their feedback.

5. Have the students discuss their feedback with their partner or group. Encourage them to ask questions and provide additional clarification if needed.

6. After the students have had time to discuss their feedback, have them return the feedback worksheets to their partner or group members.

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What is a background story? Writing a more detailed background story.

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What is a background story? Writing a more detailed background story.

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https://docs.google.com/document/d/1zWu445N3cmb-wFF5qU515fi6Qu_gC7vF/edit

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Presenting Superhero League and give/get feedback.

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Presenting Superhero League and give/get feedback.

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After creating their Superhero Leagues, the pupils will present their League to other pairs of student and give/receive peer to peer feedback.

The pupils redo/add on/chance their Superhero League based on the peer feedback.

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https://docs.google.com/document/d/1H-5nM3sXYrK8jiVVOZi5rp3BMYPIgqxwewdjdM6djbM/edit

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The teacher(s) will collect the feedback forms from each student and review them to ensure that the feedback is constructive and appropriate. The teacher(s) will also take note of any common feedback themes or issues that multiple students mentioned and use that information to guide any class discussion or individual meetings we may have with the students.

When giving feedback on the feedback forms, the teacher(s) will model a constructive and supportive tone, and highlight both the strengths of the application as well as areas for improvement. We will also encourage the students to take the feedback they received and use it to revise and improve their applications before submitting them for the superhero league job.