Holdet 2022 EN/a - Undervisningsbeskrivelse - Lectio - X

Holdet 2022 EN/a - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser

Termin(er)	2022/23 - 2024/25
Institution	X - Hasseris Gymnasium
Fag og niveau	Engelsk A
Lærer(e)	Lasse Thingbak Pedersen, Mads Christian Sidenius
Hold	2022 EN/a (1a EN, 2a EN, 3a EN)

Oversigt over gennemførte undervisningsforløb

Titel 1	Growing up + Værklæsning: Dead Poets Society
Titel 2	Twisted Minds
Titel 3	Living Online
Titel 4	English As A Global Language
Titel 5	Værklæsning: Of Mice and Men
Titel 6	London - past & present
Titel 7	Big City Life (tværfagligt + videnskabsteori)
Titel 8	Love in literature
Titel 9	Horror (& Romanticism)
Titel 10	Shakespeare
Titel 11	Australia (racism)

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

Titel 1	Growing up + Værklæsning: Dead Poets Society Eleverne har på grundforløbet anvendt et kompendium, hvor de har læst størstedelen af flg. tekster. Det varierer dog på grundforløbet hvilket tekster de har læst. CLARA’S DAY (PENELOPE LIVELY, 1991) TICH MILLER (WENDY COPE, 1945) THREE SHOTS (ERNEST HEMINGWAY, 1933) JUST LIKE THAT (MICHAEL RICHARDS, 1994) AS KATE MIDDLETON KNOWS, GIRLS MAKE THE BEST BULLIES (CASSANDRA JARDINE, 2011) THE ROAD NOT TAKEN (ROBERT FROST, 1916) Værklæsning: 'Dead Poets Society'. Romanen er læst i forlængelse af grundforløbet 'Growing Up'. Fokus på tekstforståelse, ordforråd og basale tekstanalytiske begreber. N. H. Kleinbaum, 'Dead Poets Society' Film: 'Dead Poets Society' 1989 (http://www.imdb.com/title/tt0097165/). Grammatik: - kongruens - verbets tid - genitiv
Indhold	Kernestof: Hi 1a! Looking forward to meeting you :) N. H. Kleinbaum: Dead Poets Society, Bantam Books, 1989; sider: 1-90 Please read the first chapter in 'Dead Poets Society' :) DPS - chapter 1 - worksheet.docx Please finish chapter 2+3 in your novels. Bring questions you may have along to class. No reading for today, but remember to bring your novels. DPS Chapters 4-5.docx Please finish chapter 4 in your novel. Please read chapter 5 in your novels. Just focus on understanding the most important events. In this unattended lesson, please read chapter 6 in your novels and answer the questions attached. When you are done, complete 'opgave 7' on p. 14 in your grammar book (Find, ret og forklar fejl). No homework for today as you have probably been busy with the song contest. Bring novels and grammar books along to class. Hej alle. Pga. morgensamling er det en ret kort time i dag. Vi laver derfor grammatik :) Læs s. 15 i jeres grammatikbog om verbets tider. I skal have styr på hvordan man danner præsens, præteritum, perfektum, pluskvamperfektum og futurum. La While reading chapter seven, find at least two passages that are important for the plot, or that explain the characters, or that have very interesting or powerful language.Be prepared to read your choice of passages to the class Please finish the grammar exercise from our last lesson + read the text on characterisation. I will introduce your first written assignment today :) Afsnit Read chapter 8 in your novels. Focus on important events and developments in the plot. Gymnasiale uddannelser - Informationsbrev til elever vedr. trivselsmålingen 2022.pdf We will start work on your essays today. Before this lesson you must: No homework - focus on your written assignments. Please have the following questions ready before class (I'll check): Please finish chapter 9+10 in 'Dead Poets Society'. We will continue reading today as we should think about finishing the novel soon :) We will (hopefully) be able to finish the novel today. Please remember to bring it along to class :) Please finish the novel for today. Remember, it is ok to read extensively.
Omfang	Estimeret: Ikke angivet Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2	Twisted Minds Formålet med dette forløb var at introducere eleverne til tekstanalyse gennem arbejde med tekster, der alle har det tilfælles, at de har 'twisted' karakterer eller hvor aspekter af teksten fordrejes for læseren. Eleverne har arbejdet med grundlæggende fagtermer (narrative point of view, reliability, the Hollywood model, suspense, characterisation og mood). Forløbet indholdt også en kort projektperiode, hvor eleverne udarbejdede filmiske trailers til novellen 'Graveyard Shift' med efterfølgende 'film-festival' på klassen. Materiale: 'Open Wide', L&R, 2015: - Blood - How to Set a House on Fire - James M Reasoner: Graveyard Shift - Alice Munro: Gravel - 'Gunman Kills 12 in Colorado, Reviving Gun Debate'
Indhold	Kernestof: Mette Hermann og Poul Tornøe: Getting started, Gyldendal, 2017; sider: 28-29, 33-34 Læs om 'omskrivning med do' og løs opgave 1+2 s. 29. How to set a house on fire.pdf The Dive.pdf Please read the short story 'The Dive' attached here. Write down notes on the following focus points: characters, setting, mood, symbolism, theme. Please write and bring along to class a finished introduction to your analysis of 'The Dive'. Morning 1a - you have unattended work today, unfortunately. Please see 'beskeder' for your instructions. Please read the short story 'Graveyard Shift' from Monday's lesson and be ready to discuss your answers to the unattended work. We will finish our discussions on 'Graveyard Shift' - be ready to share your work with the 'Hollywood model'. We will continue our work on the 'Graveyard Shift' trailers. Hopefully, you are able to coordinate a bit ahead of this class. The Oscar Show: 1a's trailers :) Narrative Point of View Ordstilling Please read the first part of the short story 'Gravel' attached here. Make sure to use the glossary to become familiar with words you do not know. Please finish the short story 'Gravel'. There are no study questions for your homework, but pay attention to the development in the plot and mood. I får opgaver tilbage. Læs s. 51 i grammatikbogen om genitiv. Gunman Kills 12 in Colorado.pdf Please be ready to analyse and discuss the article 'Gunman Kills 12 in Colorado' using the rhetorical pentagram covered last time.
Omfang	Estimeret: Ikke angivet Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3	Living Online Der arbejdes i dette forløb med aspekter af 'Living Online', herunder hvordan brugen af sociale medier påvirker os som individer. En vigtig skelnen er Goffmans begreber om 'front stage' og 'back stage' som blev brugt som indgangsvinkel til en diskussion af elevernes egen oplevelse af begå sig både digitalt og 'IRL'. Materiale: 'Facebook users "are insecure, narcissistic and have low self-esteem', World in Motion, Systime 2012. 'Front Region and Back Region', Open Wide, L&R Uddannelse, 2015 'Why Videos Go Viral': https://www.ted.com/talks/kevin_allocca_why_videos_go_viral 'Nosedive', Black Mirror sæson 3, ep 1. 'Aspirational': https://vimeo.com/106807552
Indhold	Kernestof: No homework. We will discuss 'Nose Dive' based on the questions you have already worked with. I have attached the questions here as well. We will work on your hand-in.
Omfang	Estimeret: Ikke angivet Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4	English As A Global Language
Indhold	Kernestof: Please consider the question 'why is English a global language?' ahead of class. Try to come up with at least three possible reasons and write them down. Please read the attached article ('Why English?), which discusses reasons why English has become a global language. Although similar, it is not the text we studied last lesson. Also, be ready to discuss questions 4+5 from our lesson last week. I have Think about and be ready to share your thoughts on this question: do you think it is likely that English will be a global language in the far future? Læs/genlæs om udvidet tid i Stifinderen og vær klar på at lave flere opgaver ;) No homework. We will continue work on the question of whether English will remain a global language. Please read the pdf titled 'Lend Me Your Ears' from Wednesday's lesson. Jeg har kursus, men kommer i starten af timen for at sætte jer i gang. Der laves fravær i starten og i slutningen af lektionen GloabLAng2_Two Diasporas of English55.pdf Re-read the text from last Tuesday and bring along to class the questions you made during unattended work.
Omfang	Estimeret: Ikke angivet Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5	Værklæsning: Of Mice and Men
Indhold	Kernestof: Re-read the text from last Tuesday and bring along to class the questions you made during unattended work. Of Mice and Men chapter 1 Describe George and Lennie and provide a physical description of the two. What type/mode of characterization does Steinbeck use here?In which ways does Steinbeck tell his reader about the differences between the two characte Vi skal på klimadagen arbejde med dokumentaren 'Before the Flood'. Vi lægger ud med at se uddrag i første lektion og arbejder men filmens formidling af budskabet senere på dagen. Before the Flood - documentary analysis-2.docx Please read chapter 2 in 'Of Mice and Men'. Note down the events which take place at the ranch. In chapter 3, please read until 'He put the pistol in his hip pocket'. Page 53 (bottom) in the physical version. Please read pp. 53-74. Note down interesting events or developments in the plot. No homework. Bring your novels along to class. Vi arbejder på aflevering. Jeg holder oplæg om 'style of writing', som skal indgå i opgaven. Sidste lektion med 2a.
Omfang	Estimeret: Ikke angivet Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6	London - past & present London (William Blake) 1792 Composed upon Westminster Bridge (William Wordsworth) 1801 Projekt “Victorian Age” hvor eleverne i mindre grupper har undersøgt og præsenteret aspekter indenfor den Viktorianske tidsalder. Oliver Twist (film by Roman Polanski) Debbie & Julie (Doris Lessing) 1987
Indhold	Kernestof: During this lesson, we will need to get to know one another, so please prepare a presentation revealing "Who am I?" (30-45 seconds in length). Please answer all study questions relating to William Blake’s poem entitled “London” (1794). Remember to stay away from Mr Google! Please read William Wordsworth's poem "Composed upon Westminster Bridge, September 3, 1802". Attached below. Look up words you do not know and stay away from other peoples interpretations and analysis! Also, please list 3 themes which fits Blake's "L 1.b William Wordsworth Composed upon Westminster Bridge - 1802.docx Please, watch the rest of the documentary on William Blake (link below), and answer the rest of the study questions dealing with Wordsworth's "Composed upon Westminster Bridge, 1802". The Life and Times of Mr. William Blake 1b. SQs William Wordsworth Composed upon Westminster Bridge - 1802.docx Please watch the documentary on William Wordsworth (and the one on Blake, if you haven't done so already). Answer study questions 7, 8 and 9. William Wordsworth (short intro) We will initiate a new project entitled "Project Victorian Age," so please skim the project outline document attached below (so you know which areas might suit your interest). I will reveal more about the scope of the project during this lesson. 1c. Project Victorian Age.docx Product requirements (scope): The is the final lesson during our project dealing with The Victorian Era. Therefore, you will need to have your Power Point presentations in place, during the lesson. Also, you must organise your group's presentation (who says what when?). Note: The I denne lektion skal grupperne præsentere. Præsentationsrunde 2 (the final one!) - Note: der kommer 2 fra Aalborg Bibliotekerne, som sidder med under lektionen. Please, read the excerpt from Charles Dickens' novel "Oliver Twist" (1838). Attached below. 2a OliverTwist (uddrag).pdf We will watch the rest of Roman Polanski’s film “Oliver Twist” from 2005. We will watch the rest of Polanski’s film (Oliver Twist) and look at a few study question relating to it. We will go through the study questions realting to the Oliver Twist film. So please answer all study questions. 2c Oliver Twist film questions.docx
Omfang	Estimeret: Ikke angivet Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7

Big City Life (tværfagligt + videnskabsteori)

Klassen har i samarbejde med Tysk og Engelsk skrevet tværfaglig projekt for at træne tværfaglighed, samt videnskabsteori.

Indhold

Kernestof:

Svar på alle spørgsmål til Higsons "The Red Line" (del evt. svarene op imellem gruppens medlemmer).
Sørg for at I hver (som minimum) har læst én af de andre engelsk-tekster fra mappen "Big City Life". Orientér jer meget gerne i dokumentet fra Contexts, som findes i samme mappe.
I dag gennemgår jeg "metodebegrebet" og "videnskabsteori" set ud fra et engelskfagligt perspektiv. Læs (skim) de to vedhæftede (i rækkefølgen nedenfor). Når vi er færdige så bygger vi en snemand, SÅ TAG VARMT TØJ MED (og gerne en skovl) ⛄️⛄️⛄️
I dette modul skal I sørge for at få analysen af teksterne i engelsk 100% på plads. Således at I har indledning, analyser, del-konklusioner samt overordnet konklusion (for engelsks vedkommende). Vi starter snart SRO opgaven, så det vil være rart at h
Note down three stories, that may be deducted, from reading Blake's poem "The Sick Rose" (burde være på plads så I ingen lektier har).

Skriftligt arbejde:

Titel	Afleveringsdato
Tværfaglig opgave	30-01-2024

Omfang

Estimeret: Ikke angivet
Dækker over: 6

Særlige fokuspunkter

Væsentligste arbejdsformer

Titel 8	Love in literature An investigation into various aspects og love, from a variety of genres. The Sick Rose (William Blake) 1794 The Garden of Love (William Bllake) 1789 The Story of an Hour (Kate Chopin) Hills like White Elephants (Hemingway) 1921 Sonnet 138 (Shakespeare) The Strong Man (George Garrett) Vi har desuden trænet grammatik samt det "klassiske" fiktions-essay med feedback og feedforward. Forløbet har været præget af en del afbrydelser (studietur, SRO, tværfaglig projekt, påskeferie mm).
Indhold	Kernestof: Note down three stories, that may be deducted, from reading Blake's poem "The Sick Rose" (burde være på plads så I ingen lektier har). Please, read "The Garden of Love" by William Blake. Do not pay too much attention to the study questions, as you will have time to answer them during this lesson. 2. William Blake - The Garden of Love w. study questions.docx Answer all study questions relating to Blake’s “The Garden of Love”. Læs Obamas tale (via linket).Den skal anvendes til SRO-ugen (uge 7). Jeg introducerer jer til retorikken mange finurligheder - muligvis på et lidt højere plan end i er vant til - så sørg for at tage nogle gode noter undervejs. Jeg trækker på flere forskellige eksempler på "god retorisk analyse", som jeg nok skal uploa Remarks by the President on Economic Mobility Vi fortsætter med retorikkens finurlige, fantastiske og fremragende forskellige kneb. Læs Obamas tale grundigt.PS: Har uploadet formuleringerne i jeres SRO mappe. Tjek jeres HG mail og se mindst halvdelen af Pursuit of Happiness. Jeg gennemgår lidt omkring generel filmanalyse, og I 🐑 lov til at prøve selv. Vi vejleder :-) SRO 2024.docx We will continue our “Love in Literature” theme. However, we’ll be interrupted by the librarian at roughly 1250. Hope you all had a nice holiday 🏄🏻‍♂️⛷️🥳 Jeg fortsætter karaktersamtalerne, og tager dem som ikke var der i går til sidst. I får lov til at svare på resten af spørgsmålene til Hemingways "Hills Like White Elephants" (Husk I må IKKE google!). Når jeg er færdig med karaktersamtaler, så gennem Reread Hemingway's "Hills Like White Elephants". We will go through the story, and see if we can unravel/analyse the story (as an A-team). Please read the rest of “Hills…” (from l. 149 onwards). What happens at the end? Also make a sketch of the scenario as described in the story (a simple pencil drawing will do just fine). TheStoryOfAnHour.pdf Please read the attached short story by Kate Chopin. Please answer all study questions relating to Kate Chopin's "The Story of an Hour" (1894). SQs The Story of an Hour (Kate Chopin).pdf We will go through the rest of the study questions dealing with “The Story of an Hour”. Løs alle opgaverne med adjektiver (vedhæftet). Vær særlig obs på spørgsmål d, hvor man skal opstille regler for hvornår man gradbøjer med er/est og more/most. Brug hjernen og ikke nettet. Adjektiver 1 af 2.docx Read George Garrett’s “The Strong Man” and create 3 study questions relating to the interpretation of the short story. IMG_6058.jpeg Please, answer all study questions relating to "The Strong Man". (De links, der er I opgaven, burde virke hjemmefra 🤓). We will go through the questions, so please, be prepared. SQ The Strong Man.docx Løs opgaverne a, b, c og d i essay-opstarts-dokumentet. Husk at dele og at skrive essayet i det delte dokument Optakt til TSM af George G.docx I denne lektion er jeg desværre fraværende. MEN I skal sætte jer og skrive videre på jeres essays. Læg gerne mærke til om jeg har skrevet en kommentar I jeres dokument (håber ALLE har delt deres essay-dokument nu 😎). I skal desuden sende mig en self We will go through the study questions dealing with The Strong Man by George Garrett. Vi kigger også de to (opgave 1 & 2) grammatikopgaver igennem og snakker lidt om eksamenstekster. De er vedhæftet på denne lektion.Jeg snakker desuden om hvilke opga Opgave_eksamen_1.docx Vi gennemgår opgave 1, 2, 3 samt 7. Og snakker lidt "prøvesnak" - tag lige nogle "gode" noter!!! I skal være færdige med opgave 1 og 2 i det nye opgaveark samt 7. 3'eren får I lidt tid til at se på igen. We will be joined by an American girl, so I guess it's the perfect time to play some kind of ball-game outside. Let's hope the weather is super great! Remember sunglasses, a hat and sunscreen. We will speak English at all times during this lesson. Sørg for at have lavet grammatikopgave 1, 2, 3, 4, 5 og 7. Vi gennemgår dem og ser på spørgsmål til TSM. 🎈
Omfang	Estimeret: Ikke angivet Dækker over: 27 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 9	Horror (& Romanticism) During this theme, we have investigated the horror genre, from 1798 up until recent times. The aim of this theme is to introduce you to the Horror genre, as well as to some of its literary and historic moments throughout the previous 220 years. While reading and analysing various texts we will also look at form and structure, in detail, in order to get a better understanding of how a text is composed. We have read and analysed hort-stories, poetry and literary history from: What’s He Building? (Tom Waits) The Raven(Edgar Allan Poe, 1845) Tell-Tale Heart (Edgar Allan Poe, 1843) Romanticism - a literary history (exerpt from A Short History of Literature in English (Systime 2010) Frankenstein (film, Kenneth Branagh, 1994) Suffer the little Children (Stephen King, 1972) The Terrapin (Patricia Highsmith, 1962) Periods, elements and genres mentioned and somewhat covered: - The Industrial Revolution in England vs. Romanticism / The Romantic Movement - Gothic Horror - Borderline Horror - Psychological Horror - The Noble Savage - Unreliable narrative - Pantheism - Freud's The Uncanny Horror within films. The following online resources have been used: https://www.thesaurus.com/ http://www.ordbogen.com Note: forløbet har været afbrudt af hhv. studietur til USA samt terminsprøver.
Indhold	Kernestof: Jeg håber I har nydt ferien allesammen 🙏🏻 I dette modul kigger vi på årsprøven fra juni måned, og jeg snakker lidt om hvad I kan forvente i engelsk i 3g. Please, complete the study questions dealing with "What's he building in there". Remember that you may only use ordbogen.com (nothing else). We will continue with the "secret theme" AFTER exporing the text for today. 0.Introduction to new theme.docx We will go through the "buzz-words" from our last session, relating them to the stanza which you all analysed. Please, do not google anything. Use only ordbogen.com. What's the difference between an IAMB and the TROCHEE? (Iambic or Trochaic).0. Do yo Please read stanzas 1 to 3 of Edgar Allan Poe's "The Raven" and complete the tasks/assignments/study questions attached below.1a. The Raven SQs s1-3.docx 1. The Raven (Edgar Allan Poe 1845).docx In stanza 1, we read that the narrator was sitting in his chamber, late one grey midnight, almost asleep while reading books of ancient knowledge (ghost stories?). He was startled by someone gently knocking on his door. Being startled he needed to ca Please, analyse stanza 4 and 5 of “The Raven”. Do not use the Internet :) Complete the study questions for The Raven, stanzas 4, 5 and 6. We will go through The Raven stanzas 4, 5, 6 and 7. We will go through The Raven stanzas 4, 5, 6, 7, 8 and 9. Homework. We will go through The Raven stanzas 8 and 9. Homework. Remember stanza 7. We are dealing with a highly intelligent person (logic being) who shouldn't be afraid of unreasonable things such as ghosts, or even have hopes of Lenore returning. I har flerfaglig uge med Regina i religion og mig i engelsk. Vi skal se en film som I skal anvende i engelsk, så vi mødes i b06. Kom gerne et par minutter før 1005, så kan vi nemlig nå hele filmen i lektionen 🙌🏼 Jeg gennemgår Freud’s uhygge, og har spørgsmål til filmen. Regner med I får styr på det sidste i dette modul - således at I måske allerede kan lave optagelser, eller så småt begynde på dem. Please, read and analyze stanzas 10 and 11 of Poe's poem (The Raven). Analyse stanzas 12-13 (grundigt) Please read Edgar Allan Poe's "The Tell-Tale Heart" (1843). Also, refrain from using anything but an online dictionary. I skal arbejde selv og svare på de spørgsmål jeg uploader mandag morgen. Send mig jeres svar når I er færdige. Maks 4 i hver gruppe 🙌🏼. De går på Poe’s novelle. We will go through all study questions relating to Poe’s Tell-Tale Heart. Therefore, please answer all remaining questions 🙌🏼 Please read half of the attached text on The Romantic Movement. Kan være vi går igang med optagelserne imens I ser film - så ØV ØV ØV hjemme, så det bliver højt (bedst muligt). Vi ser resten af filmen og optager ligesom i går. Øv på kordelen! Og læs resten af teksten om Romanticism. You must read the text on “The Romantic Era” (attached below). You have had 2 lessons to do so by now 🙌🏼 Answer all study questions dealing with the literary text on Romanticism (the first 20 questions - Not the questions dealing with Frank-Med-Stegen). 3 SQs Romanticism and Frankenstein.docx Answer all study questions dealing with Fankenstein and The Romantic Age. (Check the very last page in the attached document). Please read the attached short story by Stephen King, entitled "Suffer the Little Children" (1972). Suffer the little children (Stephen King).pdf You must have answered half of the study questions dealing with King's "Suffer the Little Children". Remember to be consistent in using the PIE model, when answering each question. 4. SQ_SufferTheLittleChildren.doc I får nogle opgaver I skal løse i grupperne, imens jeg snakker karakterer/essay med den sidste halvdel. We will go through the study questions dealing with King’s “Suffer the little Children”. Make sure you have answered all of them. Welcome back folks! Hope you all had a great trip to the U.S. og A. I får tid til I lektionen at læse næste tekst, og så skal vi lige snakke koordinering hvad angår hvor hemmelige projekt :-) You must read Patricia Highsmith's short story "The Terrapin". Attached below. 6. The Terrapin.pdf Sidste gang til vores top secret projekt! Sørg for at få snakket det hele igennem og bliv (nogenlunde) enige om hvad der skal med 🐑 Malou sætter julefilmen på (1/2). Send klasseselfie for godskrivning af fravær. Malou sætter julefilmen på (2/2). Send klasseselfie for godskrivning af fravær. Glædelig jul folkens 🙏🏻
Omfang	Estimeret: Ikke angivet Dækker over: 34 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 10	Shakespeare A close reading and analysis of (all of) Act 1 of William Shakespeare's "Romeo and Juliet". "Life as Stage" (chapter 1) (from Bill Bryson's book "Shakespeare: The World As Stage" - 2007) (About Shakespeare's life, and what we know about him and his life) Romeo and Juliet: Prologue Act 1, scene 1 Act 1, scene 2 Act 1, scene 3 Act 1, scene 4 Act 1, scene 5 We have covered all literary devices (including iambic metering, composition, rhyme and structure) used by Shakespeare to explain their impact on the audience. Also, we have investigated the Great Chain of Being and its relevance to Shakespearean plays.
Indhold	Kernestof: Happy New Year!!! We will round up the Horror theme, address the status of our secret project and start a new theme. You'll find the Romeo and Juliet prologue attached below. The prologue from Romeo and Juliet. Please re-read it. Look at the attached photo from our last lesson. Please read the first half of Romeo and Juliet (act 1, scene 1) until the red line at page 4. See to it that you look up any words you may not understand. I will go through the fist 10-12 lines of the scene, and you will have time to answer a few stu Please make sure that you have read the first half of act 1, scene 1 (Romeo and Juliet) and that you have answered all of the 10 study questions dealing with this section (stop when you see the red line). Also, please read the Prince's rather long mo We will go through the Prince’s dialogue and continue to read the next half of scene 1 Please, read the rest of act 1, scene 1. Look up words you may not know - and while reading, scout for literary devices (or at least consider that they are there somehow 🙌) Please, complete the remaining study questions dealing with Romeo and Juliet (act 1, scene 1) (the last half). I er nogle gode løbere :-) You must read the rest of act 1, scene 1. You must read the rest of act 1, scene 1. We’ll go through the rest of act 1, scene 1. Read act 1, scene 2, from Romeo & Juliet. Look up any words you do not know and do a close-reading of Lord Capulet's dialogue (the piece which says "And too soon marred are those so early made...") Answer all study questions dealing with act 1, scene 2. Remember to list all of the details which Lord Capulet reveals in his conversation with Paris. Please do a close-reading of act 1, scene 2. From after the servant’s stupid lines. We will look at act 1, scene 3. You must answer all study questions dealing with Romeo and Juliet, Act 1, Scene 3 No homework We will lok at the rest of act 1, scene 3. Please read act 1, scene 4 (until where it says:"ROMEO 1.4.57: In bed asleep, while they do dream things true!").Pay attention to literary devices used and highlight them. Look at the homework note from yesterday and do a thorough reading of Lady Capulet’s dialogue as she speaks about Paris in scene 3. Complete the study questions dealing with Romeo & Juliet (act1, scene4 til Mercutio begynder at tale om Queen Mab) Read the rest of act 1, scene 4. SLÅ AAAAALLE ORD OP. I får (🐑) en test. Og jo I skal læse resten af scenen og ikke kun til Queen Mab 🤟🏻 Re-read ([mer-kju-shi-o]) Mertudio's "Queen Mab" speech, from where it says:"... She is the fairies' midwife, and she comes...". Note down things that Queen Mab is doing, when, and describe her (in your own words). Read act 1, scene 5 thoroughly! Look up all words, and consider the literary devices used. Tjek jeres HG mails og nærlæs HELE dokumentet. Øv på "din egen" del af det (og på omkvæderne). HUSK at medbringe de ting I nu skal uden at det er grønt. Send mig en mail på ms@hasseris-gym.dk når du har lavet lektien 😎 Read all of act 1 scene 5, and answer the study questions (NO CHATGPT - OR GOOGLE) which I will send you here at Lectio before the lesson starts. Send mig gruppe-selfie (maks. 4 personer i hver gruppe!) ved timens afslutning. Afsnit We will go through all study questions relating to act 1, scene 5 Answer all questions in the attached document. Spend 15 minutes digging online for "The great chain of being". Det er bare fordi, hvad er det for noget? Go check it out. Answer all study questions relating to The Great Chain of Being
Omfang	Estimeret: Ikke angivet Dækker over: 31 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 11	Australia (racism) Australia as a former colony and the treatment of the native Aboriginels. Materiale: A short introduction to Australias history (youtube) https://www.youtube.com/watch?v=bpAS5f4TjNw Derudover har eleverne, i grupper, forberedt og præsenteret relevante emner: The Discovery of Australia and Australia as a Penal Colony The Aborigines – The Indigenous People of Australia The White Settlers in Australia Immigration Policy and Multiculturalism Facts About Australia Today Colonizing New Worlds (Britain as a colonial super power) Filmen "Rabbit Proof Fence" er vist, analyseret og diskuteret for at får indblik i "The Stolen Generation" og de efterfølgende konsekvenser for de Australsk indfødte.
Indhold	Kernestof: Sidste lektion til Australia præsentationerne. I skal præsentere i næste lektion. You must be ready to present your Australia topic. Please, share your power points before the lesson starts. De sidste 2 grupper præsenterer, og vi ser en film om "The Stolen Generation". Tjek beskeder, og opgaver, da jeg har lagt en ny opgave ud (som jeg har valgt bliver mundtlig). We will watch the rest of Rabbit Proof Fence (and you will need to answer a few questions) Please, answer all study questions dealing with "Rabbit Proof Fence". We will complete last lesson's homework. Husk grammatikbog. Løs opgave 1, 2 og 3. (Husk grammatikbogen). Opgaver.docx Løs opgaverne 1-5. Jeg gennemgår 2, 3 og 4. Please wear sensible clothes/shoes and get ready to smash some home runs and slice some pizza— rounders with the old guy!
Omfang	Estimeret: Ikke angivet Dækker over: 8 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Vis samlet undervisningsbeskrivelse samt elevtilknytning til forløb