Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2022/23 - 2024/25
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Institution
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Gefion Gymnasium
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Fag og niveau
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Engelsk B
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Lærer(e)
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Janus Randbøll Jensen, Julie Gulløv Munk
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Hold
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2023 En/q (1q En, 2q En)
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Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
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Titel
1
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Footprints
About the course
This course will focus on the footprints we leave behind in our virtual lives – both positive and negative ones.
Furthermore, it will investigate how technology impacts our lives and it will present the students to both utopian and dystopian scenarios.
Finally, the course will investigate the rise of AI. The students will begin to learn how to work with AI and explore all the positive aspects as well as the negative ones, such as biases.
The students have worked in matrix groups and chosen between three texts on severe subjects: either cyber bullying, selfharm due to social media or sexting. They have worked out a presentation of the most important points of the text and presented them in new small groups.
The students will be introduced to the following genres through the texts:
Short stories, poems, excerpt from a novel, posts from social media, ted talks, documentaries tv-shows.
Learning goals:
To acquire basic terminology for textual analysis
To do creative writing
To gain new insight in technologies and social media
To speak a lot of English
To have fun
To refresh grammar from the introductory course
Materials
Text - Carol Ann Duffy (poem) (2015) (0,5 ns)
Noah (2016) - Short film https://www.shortoftheweek.com/2016/08/22/noah/ (5 ns)
Afterlife - Ali Smith (2015) Short story (7 ns)
The Circle - Dave Eggers (2013) (excerpt from the novel) (4 ns)
Nosedive (tv-episode from the show Black Mirror) (2016) (20 ns)
'Real-life Black Mirror' - https://www.dailymail.co.uk/sciencetech/article-11790339/The-real-life-Black-Mirror-Creepy-VR-app-lets-rewatch-memories.html (2023) (2,5 ns)
Your online life is as permanent as a tattoo - Juan Enriquez (2016)- TED-talk (https://www.ted.com/talks/juan_enriquez_your_online_life_permanent_as_a_tattoo?subtitle=en&trigger=30s) (2 ns)
The Social Dilemma - Jeff Orlowski - docudrama (2020) (31 ns)
One of the three texts (2 pages each)
Cyberbullying: Bill Ratner - Cyber Manners - Parenting for the Digital Age (2014)
Selfharming due to SoMe - Sophie Borland- More children are self-harming due to social media (2016)
Sexting: Daily Mail- Now teenagers think sharing naked selfies is ‘normal’ (2016) + Megan’s Story (Informational video)
Texts read in total: 74 ns
Products
Creating an AI-product, e.g. homemade chatbot, AI-Art (pictures), AI-videos etc.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
15,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
2
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American beliefs and values (eksamensemne)
Om forløbet
I dette forløb vil vi se på, hvordan amerikanske værdier er skabt og været med til at forme det amerikanske samfund. Derudover en perspektivering til nutidig problemstillinger, der er relateret til amerikanske værdier. I 2024 er der valgår i USA og dette forløb er en introduktion til det amerikanske værdier og identitet, der senere ligger som baggrund for videre arbejde med US presidential election.
Eleverne læser et udvalg tekster, der giver dem et indtryk af forholdene og opfattelserne i det tidlige USA, herunder digte der besynger det nye land og dets muligheder samt vidnesbyrder, der sætter fokus på uligheden.
Eleverne arbejder med musicalen Hamilton, som fokuserer på, hvordan Hamilton, som en af The Founding Fathers, bliver et udtryk for den amerikanske drøm. Eleverne forholder sig desuden til konceptet history in fiction samt til virkemidlerne som f.eks. valg af musikgenre til karaktererne, colour blind casting med mere.
Som et moderne perspektiv og som en del af CPH:DOX ser eleverne desuden en dokumentar om forholdene i et amerikansk fængsel og møder virkeligheden i det amerikanske fængselsvæsen samt forskellige personers (både fanger, betjente og kunstners) opfattelser af fængselsvæsenet - herunder holdninger til straf, frihed, etniske grupper med mere. Dokumentaren fokuserer på, hvordan positive fællesskaber og andre værdier kan give de indsatte nye muligheder.
Eleverne holder desuden oplæg om et selvvalgt emne, der har at gøre med USA. Eleverne sætter deres emne i perspektiv til de værdier, vi har arbejdet med i undervisningen.
Materiale
Ch. 2 "Traditional American Values and Beliefs" i The American Ways terms: individual freedom and self-reliance, equality of opportunity and competition, material wealth and hard work) - Grundbogstekst (9 ns)
The Chinese Exclusion Act (baggrundstekst) - fra Britannica.com (3,5)
https://www.britannica.com/topic/Chinese-Exclusion-Act - Version med gloser ligger i drevmappe.
Lee Chew, Denounces Prejudice in America, 1882 from Major Problems in American History volume 2.pdf - reflections on the anti-chinese sentiment (2 ns)
Emma Lazarus, The New Colossus - digt (1 ns)
Walt Whitman, I Hear America Singing - digt (1 ns)
Hamilton (2015) - Lin-Manuel Mirand - Broadway - Musical (55 ns)
Tehachapi (JR / Frankrig / 2023 / 93 min) - Dokumentar (31 ns)
Set under CPH:DOX i Imperial
Grammatik
Substantiver - artikler: https://app.minlaering.dk/bog/6/kapitel/10732/sektion/10736
Substantiver - flertalsdannelser og tællelighed https://app.minlaering.dk/bog/6/kapitel/10732/sektion/11863
I alt: 4 ns
Tekster læst i alt i forløbet 106,5 ns
group work, film-, poetry- , speech analysis, essay structure, fiction analysis and interpretation
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
12 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
3
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Voices (eksamensemne)
About the course voices
This course focuses on the power of speaking and rhetoric in general. The students have acquired knowledge on rhetorical analysis by studying theory on rhetoric and by analysing rhetorical artefacts/speeches and by producing rhetorical artefacts and doing exercises themselves.
Grammatically, the course focuses on verbs in present and past tense + word order + revisiting the genitive case of nouns
Furthermore, the course introduces the students to the non-fiction, analytical essay.
Learning goals for the course:
After the course, students ought to:
- Be confident with rhetorical analysis and able to use it on texts
- Be able to write a small text with a rhetorical mindset
- Be able to create an argument and identify the types of argument
- Know the modes of persuasion
- Know some of the basic rhetorical devices
- Be inspired by great speakers throughout the times
- Have challenged themselves
- Gained knowledge on the tenses of the verb + word order + the genitiv case
- Have gained knowledge on producing an analytical essay on non-fiction
Theoretical texts with theory on:
The rhetorical situation (Cicero's rhetorical pentagram) + types of speeches (1,5 ns)
Toulmin's model of argumentation +Types of arguments (5,5 ns)
Rhetorical devices (4 ns)
Modes of Persuasion (2,5 ns)
From "The English Handbook" (2024) + teachers' documents.
Grammar:
Regelmæssige verber i præsens og præteritum:
[url]https://app.minlaering.dk/bog/6/kapitel/14854/sektion/14864 (2 ns)
Uregelmæssige verber i præsens og præteritum:
https://app.minlaering.dk/bog/6/kapitel/14854/sektion/19079 (2 ns)
Ligefrem og omvendt ordstilling:
https://app.minlaering.dk/bog/6/kapitel/33734/sektion/33738
Genitiv (apostrof og of-genitiv)
https://app.minlaering.dk/bog/6/kapitel/10732/sektion/13707 (2 ns)
Theoretical texts in total: 19,5 ns
Texts used for rhetorical analysis
Focus on the rhetorical situation
Alexandria Ocasio-Cortez: Rep. Alexandria Ocasio-Cortez (D-NY) Responds to Rep. Ted Yoho (R-FL) https://www.youtube.com/watch?v=LI4ueUtkRQ0 (3,5 ns)
Modes of persuasion
Greta Thunberg: "The disarming case to act right now on climate change" - TED talk (2018) https://www.ted.com/talks/greta_thunberg_the_disarming_case_to_act_right_now_on_climate_change?language=da&subtitle=en&trigger=30s (4 ns)
Example of modes of persuasion - pathos:
Michelle Obama: Michelle Obama at the 2008 DNC (excerpt)
https://www.youtube.com/watch?v=sTFsB09KhqI&t=75s (2 ns)
Example of modes of persuasion - ethos/sponsorship ethos:
Carlsberg - The Danish Way Mads Mikkelsen
https://www.youtube.com/watch?v=jEKLwFdntPs (1 ns)
Example of modes of persuasion - logos:
Subway ad - Buy one, get one free (1 ns)
Rhetorical devices
Abraham Lincoln: The Gettysburg Address (1963) (1 ns)
Non-fiction texts in total: 12,5 ns
Text used for written assignment:
Analysis of Katie Britt's Repsonse to the State of the Union Address (excerpt, 3,5 ns)
Texts read in total in this course: 35,5 ns
Rhetorical exercises and products
The 5-second speech - I am ... and I believe that...
Present yourself with an artefact
Creating your own argument using Toulmin's model (simple and expanded)
Creating different types of arguments to the statement: "Students should do their homework"
Exercise: Hot air-balloon
X is better than Y-speech (in pairs)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
10 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
5
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Introduction to Literary Analysis
Fokus på litterær analyse som metode i engelsk, hvor vi både arbejder med selve de litterære virkemidler via dokumentet Literary Devices Chart, på strukturering af analyser via PEEL-modellen samt på strategier for overstregning i tekster for at få overblik over de vigtigste og centrale dele i tekster.
Elever skal analysere novellen "The Death of Tommy Grimes", hvor de skal anvende ovenstående tre elementer i en håndskreven aflevering med særligt analytisk fokus på hhv. setting og mood.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
6,00 moduler
Dækker over:
6 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
6
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Book Club Dystopia (eksamensemne)
Course of unit:
Purpose:
To get to read a complete work and to appreciate literature. Also to try to be in charge of a discussion on literature. To work thematically with a work of literature. To work on something the teacher does not control, but which the students will control, thereby being more encouraged and motivated to learn (self-efficacy).
Content and material:
Book clubs of 3-4 students
A novel based on the theme dystopia
1 session of 20 minutes structuring the 5 book club sessions
5 sessions of 30 minutes [insert period]
4 modules linking novels together into a collective angle
1 module “omlagt skriftlighed” (evaluation)
Theoretical text on the theme of dystopia linking all novels together
Creative group assignment preparing to present the book club novel to the rest of the class also explaining how you have worked with the novel and what things you have talked about, perhaps even recommend the book to the rest of the class?
Individual essays on the novel and theoretical text on dystopia
Short story as representation of the dystopian genre as preparation for oral exam
Session 1 (September 6) (20 minutes):
Read the first page and talk about the introducing paragraph: How does this paragraph set the mood and what theme do you expect to read about?
Talk about the very first sentence: First sentences of novels are often referenced by fans: Why are first sentences in novels this popular to quote, and in your particular novel, what do you find interesting about it?
Look at the following sessions and distribute the book club sessions amongst you. That student will personally as the book club captain be in charge of that book club meeting deciding what should be discussed, analysed, reflected upon etc.
Distribute passages out evenly on each book club session making sure the entire book is read by the final book club session.
Rest of the module will be spent on individual reading of your theoretical text
Sessions 2-5 (of 30 minutes each):
Student in charge will open the book club session by giving a short summary of the passage read for this session working as an introduction to the book club session
Perhaps student has prepared the rest of the book club on what you will be talking about so that while reading they will know what to focus on during this book club session.
Each student must choose a quote from the passage they find interesting so that you can always talk about this should you run out of other things to talk about.
Each session must have a specific analytical focus which you will write down in a collective google document you will share with your teacher. Remember to add quotes and page references in your analysis. These could be:
Session 2 (September 20): Characterisation of the main character and maybe one or two other characters.
Session 3 (October 4): Setting analysis
Session 4 (October 25): Language characteristics
Session 5 (November 4): Thematic analysis: Dystopia and other main themes, plot analysis + summing up
Module 1 September 9:
Homework: Theoretical text on dystopia
Group work talking about (and writing down) how the novel works with the theme and how it fits with the theory
Class talk on how to understand the theory
Module 2 November 6:
“Omlagt skriftlighed I”: Starting on your individual essays
Module 3 Insert date:
Reading a short story with focus on how an oral exam might go about based on your individual novels.
Module 4 Insert date:
“Omlagt skriftlighed II”: Finishing your individual essays.
Books covered: (200ns)
The Handmaid's Tale
1984
Fahrenheit 451
Theory:
"Dystopia" (from: New Dictionary of the History of Ideas pp. 606-610) (6ns)
Mock exam: "Examination Day" (1958) by Henry Slesar (3,1ns)
Texts read in the theme: 209,1)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
22 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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US Election 2024 (eksamensemne)
This theme stretches across two units, "Voices" (1st year course) and "US Political System" respectively.
In the first unit (Voices) students have worked with different rhetorical tools covering 1) the three forms of appeal, including Toulmin's model of argument, 2) common rhetorical devices, 3) the rhetorical pentagram. These have been covered in the 1st year under the theme "Voices".
In the second unit we will work with the US political system in relation to the 2024 US presidential election as a project. Students will start by investigating the two main candidates, Trump and Harris and their vice president candidates, which will be used to investigate their ethos. Then students will do a project on five different elements of the political system, a) checks and balances, b) two-party system, c) electoral college, d) congress, e) divided states of America.
At the end students will use the two units described above to analyse a rally speech by Harris and a rally speech by Trump from the 2024 presidential race.
Material:
US Election: A really simple guide to the presidential vote (2,4ns)
"Electing a US President in Plain English" ( 1,2ns) https://www.youtube.com/watch?v=ok_VQ8I7g6I
Full transcript: Kamala Harris rally in Madison, Wisconsin: September 20, 2024 (6,8ns)
Donald Trump speaks at Wilmington rally: September 21, 2024 (6,2ns.)
Additional material:
Project material: See links in document "2. 2023q Project description US Presidential Elections" (assessed at 20ns.)
Democrat vs. Republican https://www.diffen.com/difference/Democrat_vs_Republican
House Republicans: https://www.gop.gov/
We are the Democratic party - Democrats: https://democrats.org/
Total: 35,4ns
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
15 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
8
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Grammatikforløb
Engelsk Grammatik med Synonymer:
Herskind, Aase og Uffe Gravers Pedersen (2004): Engelsk grammatik med synonymer (3. udvidede udgave), Gyldendalske boghandel, Nordisk Forlag, København
Emner:
- Ordklasser
- Syntaks
- Ordstilling §§194-196
- Kongruens §§1-12, 154-167
- Genitiv §§13-15 + §§56-58, 72c, 78b,
- Substantivers bøjning §§1-6
- Apostrof §§205a, 216
- Artikler §§21-26
- Adjektiver §§27-36
- Adverbier §§37-47
- Hjælpeverber + modalverber §§104-130 + §§133-138
- Pronominer §§48-103
- Sproglig stil
- Jumbled sentences
- Konjunktioner §§168-172
- Småregler §§197-219
- Kommatering
Tilladt online:
www.thefreedictionary.com
www.ordbogen.com
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
15 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
9
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British Colonialism and Post-Colonialism (eksamen)
This theme focuses on the role British colonialism has played then and today. We will look at the history of British colonialism from its early years across its height and to its relative demise leading to the post-colonial era and the colonised nations' rediscovery of autonomy.
This unit's purpose is to give students a broader understanding of the history and consequences of British colonialism and imperialism on social structures. It covers three key terms, colonialism, imperialism and post-colonialism. It also covers three perspectives, first the British reasoning behind colonialism as altruistic; second as a British critique of the structures behind colonialism during a period of colonisation; finally as a critique in the post-colonial period of the remnants of colonial structures still present.
Students will write essays on "Shooting an Elephant" analysing it either as fiction or non-fiction. The theme will be rounded up by a debate on the impact of colonialism and imperialism today.
Material:
- “Brief History of the British Empire | Thomas Sowell TV” (2022) YouTube video of the history of the British empire. (2,5ns)
- "Colonialism and Imperialism" (source unknown) - theoretical text explaining the two concepts (2,5ns)
- "The White Man's Burden" (1899) poem by Rudyard Kipling (1,9ns)
- "Shooting an Elephant" (1936) essay by George Orwell (7,4ns)
- "The Moment Before the Gun Went Off" (1991) short story by Nadine Gordimer (4,6ns)
- "Sweet Country" (2017) movie by Warwick Thornton (9ns)
Additional content:
- (post-)colonialism and/or imperialism expressed on social media
- debate with the motion: "This house believes, all things considered, colonialism and imperialism have created a stronger global sense of unity"
Total: 27,9
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Indhold
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Kernestof:
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Omfang
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Estimeret:
14,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
10
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British Youth Cultures (eksamensemne)
Formålet med dette forløb er at give indblik i det britiske klassesystem samt skolesystemet, herunder hvordan de er gensidigt afhængige. Forløbet lægger ud med, at elever i grupper laver powerpoint-præsentationer af de forskellige typer skole i Storbritannien (se supplerende materiale nedenfor). Eleverne arbejder yderligere med forskellige klassificeringer af det britiske samfunds klassesystem hvor der fokuseres særligt på den uformelle klassificering samt Bourdieus kapitaler og The Great British Class Survey. Vi arbejder med forskellige fiktionstekster, hvor både skolesystemet og klassesystemet spiller en rolle. Afslutningsvist undersøger vi perspektiver på debatten om private skoler over for statsbetalte skoler igennem to artikler.
Forløbet afrundes med hhv. en mock exam og en formel debat over "This house regrets the role the private education sector plays in British society today."
Materiale:
Baggrundsteori:
"Social Class in the United Kingdom" on wikipedia.org (excerpt accessed and edited 2024) https://en.wikipedia.org/wiki/Social_class_in_the_United_Kingdom. (12ns)
"Class" (1979) by Jilly Cooper (satirical presentation of classes in Britain) (1,5ns)
"Different types of UK school" (2022 article) (lines 1-151) by Oliver Schouder, https://bedrocklearning.org/literacy-blogs/different-types-of-uk-school/ (4,7ns)
(se yderligere supplerende materiale nederst)
Analyserede tekster:
"Keeping Up Appearances" (Series 1, episode 1) (1990) (6ns)
"The Happiest Days of Your Life" (1978) by Penelope Lively (short story) (4,0ns)
"The Sin Bin or Lucy's Heart" (2000) by Lucy Cross (short story) (4,5ns)
"Adolescence" Episode 2 (Netflix 2025) (6ns)
"How I overcame the horrors of a state school education" (2014 article) by Dean Burnett, https://www.theguardian.com/science/brain-flapping/2014/dec/10/state-private-school-education-difference-privilege-influence (3,6ns)
"Private schools are demonised in Britain but are the envy of the world" (2012 article) by Dr Christopher Ray, http://www.telegraph.co.uk/education/9684779/Private-schools-are-demonised-in-Britain-but-are-the-envy-of-the-world.html# (1,9ns)
Mock exam tekst: The Observer, “The Observer view on radical change being needed to overcome elitism in education” (2022) (2,7ns)
Supplerende materiale:
Types of English schools - assignment 2025
Total: 46,9ns
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Indhold
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Kernestof:
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Omfang
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Estimeret:
10,00 moduler
Dækker over:
11 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
11
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Recap oral/written exams
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
3 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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