Zur Haupt­na­vi­ga­ti­on sprin­gen [Alt]+[0] Zum Sei­ten­in­halt sprin­gen [Alt]+[1]

Klas­sen­ar­beit

In­fo­box

Diese Seite ist Teil einer Ma­te­ria­li­en­samm­lung zum Bil­dungs­plan 2004: Grund­la­gen der Kom­pe­tenz­ori­en­tie­rung. Bitte be­ach­ten Sie, dass der Bil­dungs­plan fort­ge­schrie­ben wurde.

B) Klas­sen­ar­beit

Text siehe han­dout from “The Tw­elfth Day of July” by Joan Lin­gard, Cor­nel­sen 1990, page 117

I) Com­pre­hen­si­on

  1. Ex­plain in about 50 words how it could come to this vio­lent con­fron­ta­ti­on.
  2. Sum­ma­ri­ze the out­co­me of this con­fron­ta­ti­on in not more than five sen­ten­ces.
  3. Out­li­ne the si­gni­fi­can­ce of this extract for the whole novel.

10­credits (80 words)

I) Crea­ti­ve wri­ting

10 credits (100-120 words)

Choo­se one of the fol­lo­wing ques­ti­ons:

  1. Ima­gi­ne you are eit­her Kevin or Sadie. Write a diary entry for the day of the con­fron­ta­ti­on.
  2. Sadie and her bro­ther de­ci­de not to go to the po­pu­lar march. Write a dia­lo­gue in which they pon­der the pros and cons of going or not going.

Lan­gua­ge: 30 credits

 

 

The 12th of July Leis­tungs­mes­sung: Her­un­ter­la­den [pdf] [443 KB]