Holdet 2024 En/i - Undervisningsbeskrivelse - Lectio

Holdet 2024 En/i - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser

Termin(er)	2024/25
Institution	Herlufsholm Skole
Fag og niveau	Engelsk -
Lærer(e)
Hold	2024 En/i (1i En)

Oversigt over gennemførte undervisningsforløb

Titel 1	Time and Space: OMAM
Titel 2	Time and Space: OMAM
Titel 3	Readers, Writers and Perspectives (POETRY)
Titel 4	Global Issues_Language for Change
Titel 5	Forløb#1
Titel 6	Forløb#5

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)

Titel 1	Time and Space: OMAM Pre IB English A: Language and Literature This course aims to provide students with an introduction to all components of the English A Language and Literature Course at the DP. The course will focus on the content and skills needed to have success at the English A DP course Studies in language and literature is built on the notion of conceptual learning in which students engage with central concepts of the discipline in order to become flexible, critical readers of all types of texts. Identity Culture Creativity Communication Perspective Representation Transformation Students will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions. They will explore the crucial role language plays in communication, reflecting experience and shaping the world. Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all impact meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. Students will develop the following skills through their study of a literary text: Developing ideas and considering different layers of meaning Identify authorial choices and stylistic features Consider the effect of authorial choices on the reader Consider and evaluate the significance of context Application of terminology effectively Provide examples to support points Evaluate how meanings are created and transformed Consider a range of global issues and different perspectives Social and emotional aspects: Work collaboratively with peers Consider different perspectives Oragnise their ideas coherently Communicate information effectively and succinctly Empathise with different characters and situations Organise and manage tasks effectively Demonstrate leadership through group and paired tasks CAS: reflecting on language use for communicating CAS activities and projects to others (for marketing, engaging others, or within specific CAS activities MUN, giving instruction, informing others) . Using language to clearly and precisely record. Using subject and subject personal and group planning and management skills in CAS, Using experience from subject reflection tasks and activities to help CAS reflections. TOK: Explicit connection to Historical knowledge to understand texts. Can Literary texts give us knowledge about the past. Can personal reflections/ literary texts and historical knowledge give us insights/improve our understanding of the past/knowledge that can help us in the present/future? Can Literature and texts as Artistic creations effect out emotional response to and understanding of historical events and So what………How does that change/add to/ effect/improve my personal knowledge or Social group knowledge of the past? Is knowledge the same as experience etc? ASSESSMENT/EVALUATION Assessment: Both formative and summative through verbal presentations of texts and/or extracts and thematic ideas, Reading comprehension through verbal and written tasks Written reflections and focussed note taking exercises, scaffolded elements (intro/body /conc tasks, PETE/PEEL) and Formal lit response essays for final exam tasks. Taking into Account- Individual Learning Plans. Using IT to support completion of tasks, extra time for certain tasks (hand ins/in class exam response) voice to text, recording of group/pair discourse for pair. Highlighting of text Scaffolding tasks etc
Indhold	Kernestof: Please read "Indian Camp" by Ernest Hemingway. Ernest Hemingway - Indian Camp.docx Bring your notes from yesterday. As homework, please read about the types of protagonists you can find here: Protagonists And about a type it doesn't cover here: Tragic Hero We'll do presentations. Please read chapters 1-4 of Of Mice and Men. Finish writing your characterisation sheets for Lennie and George (handout from last time). I've attached the notes from your work on setting. How would you describe the setting and why.docx Last lesson you worked on sentence starters for characterizing George and Lennie, and searched for quotes, analyzed them, and considered how readers react to it and why. This is homework for this lesson; as mentioned, bring it in hand; if you used a Homework: make sure you have met with your partner and uploaded your collaborative paragraphs on Curley's wife onto the shared document. The shared document can be found on Teams in the Of Mice and Men folder. Homework: please complete the A3 grid provided about how Crooks is presented in the novel. You need to select 4 quotes, identify authorial craft and connotations, followed by exploration of different meanings. We will be discussing this further in cl Homework: Homework: Please complete your plan for the big question: how does Steinbeck convey insolation in his novella, Of Mice and Men.
Omfang	Estimeret: Ikke angivet Dækker over: 23 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2	Time and Space: OMAM Pre IB English A: Language and Literature This course aims to provide students with an introduction to all components of the English A Language and Literature Course at the DP. The course will focus on the content and skills needed to have success at the English A DP course Studies in language and literature is built on the notion of conceptual learning in which students engage with central concepts of the discipline in order to become flexible, critical readers of all types of texts. Identity Culture Creativity Communication Perspective Representation Transformation Students will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions. They will explore the crucial role language plays in communication, reflecting experience and shaping the world. Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all impact meaning. Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts. Students will develop the following skills through their study of a literary text: Developing ideas and considering different layers of meaning Identify authorial choices and stylistic features Consider the effect of authorial choices on the reader Consider and evaluate the significance of context Application of terminology effectively Provide examples to support points Evaluate how meanings are created and transformed Consider a range of global issues and different perspectives Social and emotional aspects: Work collaboratively with peers Consider different perspectives Oragnise their ideas coherently Communicate information effectively and succinctly Empathise with different characters and situations Organise and manage tasks effectively Demonstrate leadership through group and paired tasks CAS: reflecting on language use for communicating CAS activities and projects to others (for marketing, engaging others, or within specific CAS activities MUN, giving instruction, informing others) . Using language to clearly and precisely record. Using subject and subject personal and group planning and management skills in CAS, Using experience from subject reflection tasks and activities to help CAS reflections. TOK: Explicit connection to Historical knowledge to understand texts. Can Literary texts give us knowledge about the past. Can personal reflections/ literary texts and historical knowledge give us insights/improve our understanding of the past/knowledge that can help us in the present/future? Can Literature and texts as Artistic creations effect out emotional response to and understanding of historical events and So what………How does that change/add to/ effect/improve my personal knowledge or Social group knowledge of the past? Is knowledge the same as experience etc? ASSESSMENT/EVALUATION Assessment: Both formative and summative through verbal presentations of texts and/or extracts and thematic ideas, Reading comprehension through verbal and written tasks Written reflections and focussed note taking exercises, scaffolded elements (intro/body /conc tasks, PETE/PEEL) and Formal lit response essays for final exam tasks. Taking into Account- Individual Learning Plans. Using IT to support completion of tasks, extra time for certain tasks (hand ins/in class exam response) voice to text, recording of group/pair discourse for pair. Highlighting of text Scaffolding tasks etc
Indhold	Kernestof: Please read "Indian Camp" by Ernest Hemingway. Ernest Hemingway - Indian Camp.docx Bring your notes from yesterday. As homework, please read about the types of protagonists you can find here: Protagonists And about a type it doesn't cover here: Tragic Hero We'll do presentations. Please read chapters 1-4 of Of Mice and Men. Finish writing your characterisation sheets for Lennie and George (handout from last time). I've attached the notes from your work on setting. How would you describe the setting and why.docx Last lesson you worked on sentence starters for characterizing George and Lennie, and searched for quotes, analyzed them, and considered how readers react to it and why. This is homework for this lesson; as mentioned, bring it in hand; if you used a Homework: make sure you have met with your partner and uploaded your collaborative paragraphs on Curley's wife onto the shared document. The shared document can be found on Teams in the Of Mice and Men folder. Homework: please complete the A3 grid provided about how Crooks is presented in the novel. You need to select 4 quotes, identify authorial craft and connotations, followed by exploration of different meanings. We will be discussing this further in cl Homework: Homework: Please complete your plan for the big question: how does Steinbeck convey insolation in his novella, Of Mice and Men.
Omfang	Estimeret: Ikke angivet Dækker over: 23 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3	Readers, Writers and Perspectives (POETRY) Readers, Writers and Perspectives Carol Ann Duffy: The World’s Wife and Other Poems Carol Anne Duffy is a British poet who works at Durham University. She writes about a range of topics including social inequality, politics, psychology, crime, human relationships, grief death and much more. Assessment: A comparative essay which requires students to compare how an idea or theme is presented in two poems (DP Link: Paper 2) Students will be given a choice of 4 questions and will be required to answer 1. Assessment will be 1 hour and 45 minutes Assessment Criteria: Criterion A: Knowledge and Understanding (10 marks) Criterion B: Analysis and Evaluation (10 marks) Criterion C: Organisation and Coherence (5 marks) Criterion D: Language (5 marks) Students will focus on developing their analytical skills. Criterion A: They will be able to understand and comprehend themes and different meanings They will be able to connect the poem with wider social and political issues They will be able to use a range of quotations to support their ideas and perspectives They will consider different perspectives that challenges the narrator’s perspective They will understand intertextuality and be able to explore Duffy’s intentions Criterion B: They will be able to identify and comment on a range of different poem forms They will be able to identify and comment meaningfully on features of structure They will be able to comment on a range of different literary features and consider different effects They will be able to analyse rhythm and meter and comment on effects They will be able to zoom into individual words and consider connotations and layers of meaning. They will be able to comment on how language create effects and consider the impact on the reader They will compare the impact on a contemporary audience with a modern audience Criterion C: They will know how to construct an effective literary introduction and conclusion They will know how to develop an effective thesis statement and continuation of topic sentences They will know how to develop their analysis to support the thesis and build an argument. They will develop their ability to organize their analysis effectively They will be able to build upon ideas in a coherent and sophisticated manner Criterion D: They will develop their knowledge of different structural and literary features They will include a range of concepts that link to readers, writers and perspectives They will be able to use discourse markers to organize their ideas They will be able to use academic language and tier 2 and 3 vocabulary to explore their ideas. CAS: They will explore the themes in a local context, considering service opportunities and how Denmark is tackling social inequality. ToK: They will consider the ethics in evil and distinguish between good, bad, right and wrong and whether literature should be allowed to promote or convey themes, language and values that contrast with the status quo.
Indhold	Kernestof: Homework: you should have rewritten part of your assessment (the highlighted paragraph) and you need to annotate where you have met your targets by highlighting in two colours. Remember to bring your assessment and your updated version of the assessment with highlighting to show where you have met your targets. Reminder: please return your copies of 'Of Mice and Men' by bringing them to class. Homework: what punishment do you think would have been best for Ian Brady and Myra Hindley? Reflect on this and come to the lesson ready to discuss. Finish the Unlocking Unseen Poetry pages 1-9 for Annabel Lee.
Omfang	Estimeret: 30,00 moduler Dækker over: 16 moduler
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Titel 4	Global Issues_Language for Change Global Issues-Language for Change This unit will give students the opportunity to explore a range of global issues under the topics of: Culture, Identity and Community (explore aspects of family, class, race, ethnicity, nationality, religion, gender and sexuality, and the ways in which these impact individuals and societies) Beliefs, Value and Education (explore the way in which beliefs and values are nurtured in particular societies and the ways these shape individuals, communities, groups and the educational system. Students might also explore tensions and conflicts that arise as a result of conflict of values and beliefs). Politics, Power and Justice (structures of governments, hierarchies of power, distribution of wealth resources, limits of justice and the law, equality and inequality, human rights, peace and conflict). Arts, Creativity and The Imagination (explore the way in which texts explore aspects of aesthetic inspiration, creation, craft and beauty. They might also focus on the shaping and challenging of perceptions through art, function, value and effects of art in society). Science, Technology and the Environment (explore the relationships between humans and the environment, and the implications of technology and media for society. They might also consider the benefits and implications scientific progress and development). Assessment: Students will be researching, crafting and presenting a speech of 4 minutes on a global issue of their choice. They will then be answering unprepared questions relating to their global issue. Criterion A: Knowledge and understanding of the topic Criterion B: Stylistic features Criterion C: Organisation Criterion D: Language, grammar and punctuation Criterion A: Knowledge and understanding of the topic -Students will be able to demonstrate in-depth knowledge of the topic selected. -Students will be able to provide a range of transnational examples to exemplify global issue -Students will be able to engage with a range of studies and academics who have spoken or written about the topic -Students will engage with factual and statistical information within their studies to demonstrate knowledge of benefits and obstacles -Has engaged with critical readings to demonstrate knowledge of the global issue -Students will be able to comment on historical and social events that have impacted or shaped the global issue and how the issue has evolved Criterion B: Stylistic features Demonstrates considerable personable engagement with the chosen global issue Students will use a range of features to engage with the intended target audience Students will incorporate a range of structural features within their speech for effect Students will incorporate a range of language features within their speech for effect Students will incorporate a range of rhetorical features within their speech for effect Criterion C: Organisation Students will have a clear purpose that is developed throughout the speech Students will use transitional phrases and discourse markers to connect different ideas in their speech Sophisticated use of organizational structures that serve the context and intention effectively Effectively organize opinions and ideas in a sustained, coherent and logical manner with ideas building upon one another Criterion D: Language Effectively use a range of vocabulary to engage the target audience and for effect Use a range of sentence structures and expression for effect Speaks in a consistent and appropriate register throughout the speech Uses syntax, grammar and punctuation with a high degree of accuracy Makes effective use of non-verbal features (including but not limited to: intonation, eye contact, posture, body language, pauses, movement, use of space, use of visual props, facial expression) ToK: What role does language have in developing change? To what extent is freedom of expression fair? CAS: exploring the responsibilities of individuals, groups and countries in supporting and tackling global issues.
Indhold	Kernestof: As homework, see below: Homework: Read through the Bible section of the poem and identify 3 important quotes and complete some analysis of these quotes. Remember to link the quotes to some of the authorial intentions we discussed in class: Write your 100 word short story submission. Bring two copies printed out, with double spacing between the lines for notes. Please bring your notes from yesterday. Homework: you and your partner should have met to rehearse your speeches on gender inequality/pay gap. You will be delivering a 2 minute speech in front of the class. You are allowed to have some flashcards with you but this should not be a full scri
Omfang	Estimeret: 25,00 moduler Dækker over: 17 moduler
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Titel 5	Forløb#1
Indhold
Omfang	Estimeret: Ikke angivet Dækker over: 0 moduler
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Væsentligste arbejdsformer

Titel 6	Forløb#5
Indhold
Omfang	Estimeret: Ikke angivet Dækker over: 0 moduler
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