Task-based learning for the 9th grade The scenario consists in an 8-lesson cycle: 2 lessons for preparation, additional polishing of the speeches at home, 4 lessons for presenting the court speeches, responding to any questions and defending one's position. Formative assessment: grades are given together with a thorough explanation. The following scenario describes the first two lessons (a lesson pair). Precondition: the whole class has read the work. All of the joint work will be carried out via Google Docs. 1) Individual brainstorming for ascertaining the problems and forming personal opinions (5 minutes) 2) Brainstorming in pairs for comparing one's opinions with the opinions of a fellow student (5 minutes) 3) Brainstorming in groups: reaching consensus, choosing and formulating one main problem (10 minutes) 4) Studying the background of this problem, comparison with the literary text, finding arguments and examples (45 minutes) 5) writing a speech (20 minutes) 6) groups keep track of the status of their speech at the head of their joint document and make plans for homework. The task Group work on "Libahunt": mapping a problem based on a literary work and finding a solution. Tasks prior to forming 4-member groups: 1. Independent work: what kinds of problems are dissected in "Libahunt"? Find a particular case and the problem that it exemplifies 2. Pair work: find three important problems that can be described with the help of the book and which can be solved by analyzing the work. Group tasks 3. Group work (4 members): find out the most important problem and write down a consensual formulation (Google Docs) 4. Locate the problem in a wider background: the ethics web, laws, curricular values, biography, problems of the era, state authority, human rights etc. (web resources) 5. Find a potential solution, present it in the form of a court speech (defensive or prosecutive): each team prepares a case and one member from each has the responsibility of presenting the speech. Other members take on the role of experts. 6. The speech has to consist of four arguments. Learning outcomes 1. Development of group work skills. 2. Formation of a consensus 3. Use and comprehension of literary and social concepts 4. Problem-based analysis of a literary work 5. Formulation of a fact-based speech 6. Understanding the use and essence of arguments Additional resources for exploring the background and clarifying the problem: 1) The play „Libahunt“ for an e-reader: www.luts.ee/e-raa... 2) The dictionary: www.eki.ee/dict/e... 3) A review in the 20.10.1911 issue of "Tallinn Teataja" for a staging of „Libahunt“ before (sic!) the premiere: dea.digar.ee/cgi-... 4) A review in the 27.10.1911 issue of "Postimees" after the premiere: dea.digar.ee/cgi-... 5) A theater review 104 years later: teatritasku.ee/va... 6) The Constitution of the Republic of Estonia:https://www.riigiteataja.ee/akt/12846827 7) Value competencies in the national curriculum for basic schools: www.riigiteataja.... 8) The ethics web: www.eetika.ee/et/... 9) Human rights: www.eesti.ee/est/... 10) Biography of A. Kitzberg: krzwlive.kirmus.e... 11) Werewolves in folklore: www.folklore.ee/r...