Holdet 2i Self-taught/1 (2025/26) - Undervisningsbeskrivelse - Lectio - X

Holdet 2i Self-taught/1 (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

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Termin(er)	2024/25
Institution	X - Ikast-Brande Gymnasium
Fag og niveau	Andet 1 -
Lærer(e)	Sandra Beck Nielsen
Hold	2024 Self-taught language SL/1 (1i Self-taught/1)

Oversigt over gennemførte undervisningsforløb

Titel 1	Foundational course
Titel 2	Antigone (transl.)
Titel 3	SSST #1: Poetry
Titel 4	The Odyssey (transl. #2)
Titel 5	SSST #2: drama

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

Titel 1	Foundational course Aims of this topic: This topic introduces the students to the basics of SSST and establishes a fundamental understanding of what literature is and what it means to study it. Furthermore, the topics aims to genereate a beginning understanding of what a literary canon is, with focus on English-language texts as an example of such. Materials: The following chapters from "How to Read Literature Like a Professor" by Thomas C. Foster (2017) are covered in class: "...Or the Bible" "When in doubt, it’s from Shakespeare... " In addition, excerpts from the following works are covered: The Bible: Genesis 2:4-3:24 (Adam and Eve, The Fall) Summary of Homer's The Odyssey "Alice in Wonderland" by Lewis C. Caroll (1916) - "Down the Rabbit Hole" Furthermore, the following Hans Christian Andersen short stories are covered in group presentations: The Ugly Duckling What the Old Man Does is Always Right The Princess and the Pea The Swineherd The Emperor's New Suit The Red Shoes The Shepherdess and the Sweep Clumsy Hans The Darning Needle The Brave Tin Soldier Five Peas in a Pod There is no doubt about it Holger Danske The Sweethearts (Top and Ball) The Little Match-Seller Area of exploration The topic has focused on these AOE questions: Why and how do we study language and literature? How are we affected by texts in various ways? TOK links: What do we learn about through literature? What role does literature fulfill? What is its purpose? In what ways is the kind of knowledge we gain from literature different from the kind we gain through the study of other disciplines? How certain can we be of the knowledge constructed through reading literary texts? How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers? Are some interpretations of a literary text better than others? How are multiple interpretations best negotiated? What constitutes good evidence in explaining a response to literature? Assessment In-class presentations on individually chosen significant writers in the students' own target languages
Indhold	Kernestof: Links: Homework (updated): Homework: skim through the summary of The Odyssey attached here and answer the question Homework: Remember to answer the Copenhagen questionnaire BEFORE 8 today! Work alone instructions: Homework: read The Ugly Duckling by Hans Christian Andersen (pdf attached). If you know the story in your own language, you can also read it in this. description Homework: read the chapter called "When in Doubt, it's from Shakespeare..." in "How to Read Literature Like a Professor". Online copy of excerpt from Alice: You are working alone today. Instructions: complete the worksheet and upload your notes to 'elevfeedback' at the end of class. description
Omfang	Estimeret: Ikke angivet Dækker over: 11 moduler
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Titel 2	Antigone (transl.) Work: Antigone by Sophocles (441 BC) (translated) (drama) Description: Discussions of this work mainly center on Antigone as a character and a "plot point" in relation to Creon, and on Creon's character development and his role as a tragic hero. The work is supported by analysis of the National Theatre adaptation of Antigone (2012). Thematic keywords include destiny and predetermination, the will of the Gods, free will and responsibility. Genre aspects include drama as a form (acts, scenes, lines, stage directions, dialogue, monologue, staging, props, costumes), ancient Greek drama (the function of the chorus). Aims of the topic: Introduction of drama as a genre, and practice fundamental analysis skills in relation to drama. Area of exploration in focus The topic has focused on these AOE questions: Readers, writers and texts. In what ways is meaning constructed, negotiated, expressed and interpreted? How does language use vary amongst text types and amongst literary forms? How does the structure or style of a text affect meaning? How do texts offer insights and challenges? Time and space: How important is cultural or historical context to the production and reception of a text? How do we approach texts from different times and cultures to our own? To what extent do texts offer insight into another culture? How does the meaning and impact of a text change over time? How do texts reflect, represent or form a part of cultural practices? TOK questions: How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers? How far can a reader understand a literary text that was written in a context different from his or her own? To what extent is it necessary to share a writer’s outlook to be able to understand his or her work? What is lost in translation from one language to another? How might the approaches to a given time and place of a poet, a playwright or a novelist and a historian differ? Is the study of literature better approached by means of a temporal perspective (grouping texts according to when they were written) or by means of a thematic approach (grouping them according to the theme or concern they share)? What impact does each one of them have on knowledge of the discipline? ATL skills: Thinking skills Communication skills Self-management skills Concepts: Identity Culture Communication Representation Learner Profile traits: Inquirers Knowledgeable Thinkers Open-minded Risk-takers Reflective Assessment: In-class assignment
Indhold	Kernestof: Homework: anyone who hasn't handed in their tutor form, bring it today. Drama terms: Homework: bring your copies of Antigone today. We are starting our first official translated SSST work. Homework: bring Antigone. Homework: finish reading Antigone for today. Analysis and discussion questions: Homework: finish and upload your answers to the task from our last class before the break. More details: Homework: if you did not do your homework for yesterday, send it to me in a message before today's class. Introduction to close reading (from last class): description Find the attached section in your own version:
Omfang	Estimeret: Ikke angivet Dækker over: 11 moduler
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Titel 3	SSST #1: Poetry Independent study of a work in the student's target language. The work covered must be poetry. Aims of the topic: Independent study as directed by the individual student in cooperation with their tutor, with an introduction to method and general assistance by the SSST teacher. ATL skills: Thinking skills Communication skills Research skills Self-management skills Social skills Learner Profile traits: Inquirers Thinkers Communicators Principled Risk-takers Balanced Assessment: Notes uploaded
Indhold	Kernestof: PRL link: Introduction to poetry analysis methods: description Homework: prepare questions for Miriam if you have anything you want to ask of a former IBG student (we'll spend the first 15 minutes on a little Q&A). Today's pptx: description Homework: bring notebooks and computers - today we talk about the in-class midterm after Christmas. You must upload notes at the end of class to show what you have been working on. Remember, even though this class is work alone, you are still expected to work on SSST.
Omfang	Estimeret: Ikke angivet Dækker over: 15 moduler
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Titel 4	The Odyssey (transl. #2) Work: The Odyssey by Homer (c. 750-650 BC) (translated) (epic poetry) Description: Discussions of this work center mainly on Odysseus and Telemachus as characters, as well as their character development. Thematic keywords include the role of xenia, destiny and predetermination, the will of the Gods, free will and responsibility. Genre aspects include poetry as a form, although the main emphasis is placed on the narrative structure of the story. Aims of the topic: Introducing poetry as a form, building on the previous topic's focus on fundamental analysis skills in relation to poetry. Area of exploration in focus The topic has focused on these AOE questions: Readers, writers and texts. In what ways is meaning constructed, negotiated, expressed and interpreted? How does language use vary amongst text types and amongst literary forms? How does the structure or style of a text affect meaning? How do texts offer insights and challenges? Time and space: How important is cultural or historical context to the production and reception of a text? How do we approach texts from different times and cultures to our own? To what extent do texts offer insight into another culture? How does the meaning and impact of a text change over time? How do texts reflect, represent or form a part of cultural practices? Intertextuality: How do texts adhere to and deviate from conventions associated with literary forms or text types? TOK questions: How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers? How far can a reader understand a literary text that was written in a context different from his or her own? What is lost in translation from one language to another? How might the approaches to a given time and place of a poet, a playwright or a novelist and a historian differ? ATL skills: Thinking skills Communication skills Self-management skills Concepts: Identity Culture Communication Representation Learner Profile traits: Inquirers Knowledgeable Thinkers Open-minded Risk-takers Reflective Assessment: Paper 1 style in-class assignment
Indhold	Kernestof: Work alone instructions, worksheet and materials: Homework: read books 1-3 in your translation of The Odyssey for today. Homework: read books 4-6 in your translation of The Odyssey for today. Homework: read books 7-12 in your translation of The Odyssey for today. Bring your notes for The Odyssey (books 1-12) - we'll talk about the first half of the book today! Homework: read books 21-24 (the final part) of The Odyssey for today. If you didn't finish reading books 13-20 yet, you of course need to read those first. Work alone instructions: Bring your Odyssey books - we'll start our analysis of the work as a whole today. Homework: finish the final worksheet for The Odyssey. Today, we discuss your notes. Make sure to bring computers today.
Omfang	Estimeret: Ikke angivet Dækker over: 13 moduler
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Titel 5	SSST #2: drama Independent study of a work in the student's target language. The work covered must be drama. Aims of the topic: Independent study as directed by the individual student in cooperation with their tutor, with an introduction to method and general assistance by the SSST teacher. ATL skills: Thinking skills Communication skills Research skills Self-management skills Social skills Learner Profile traits: Inquirers Thinkers Communicators Principled Risk-takers Balanced Assessment: Notes uploaded
Indhold	Kernestof: You are working alone today. This is the first class you get for your final SSST work, so spend today on getting off to a good start and planning out what you're going to do in the next nine lessons. Also, bring your notebooks and computers - remembe Homework: read through your feedback on your previous P1 assignments, if you haven't done so already. We'll have an in-class P1 assignment on Wednesday, so today is your chance to ask questions about feedback and essay writing.
Omfang	Estimeret: Ikke angivet Dækker over: 10 moduler
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