Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2023/24 - 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
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Hold
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2023 En/r (1r En, 2r 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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Engelsk grundforløb
I dette forløb skal eleverne arbejde med temaet 'Growing Up'. Formålet er en overordnet introduktion til engelskfaget i gymnasiet, de forskellige arbejdsmetoder og tilgange til tekster, samt indblik i de forskellige teksttyper, vi arbejder med.
Eleverne bliver introduceret til forskellige tekstgenrer (poetry, fairy tale, short stories, movies, non-fiction); måden de skal arbejde med disse genrer er mere indirekte analytisk end fokuseret analytisk - fokus er dermed mere praktisk end teoretisk forankret. Derudover skal eleverne arbejde med grammatik med særligt fokus på kongruens.
Forløbet afsluttes med et engelsk analytisk essay over en af teksterne, vi har arbejdet med. Her skal eleverne lære at strukturere afsnit jvf. PEE(-L)-modellen, samt skabe en rød tråd fra indledning til konklusion. Eleverne skal evaluere hinandens essays ud fra nogle synlige læringsmål via IT-systemet peergrade.io, hvor fokus ligger på at give konstruktiv kritik til deres ligemænd.
Forløbet varierer i arbejdsformer fra individuel fordybelse henover pararbejde til gruppearbejde i matrixgrupper. Fokus i arbejdsmetoder ligger dermed på høj variation af metode i forløbet.
Materiale:
This Be the Verse (poem by Philip Larkin)
Hansel and Gretel (fairy tale by Brothers Grimm)
Rabbits (short story by Dorothy Nimmo)
Sunday in the Park (short story by Bel Kaufmann)
Child Development (theory on parenting styles by Laura E. Berk)
Eighth Grade (movie by Bo Burnham)
Front Region, Back Region (sociological theory by Erving Goffman)
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Indhold
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Omfang
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Estimeret:
14,00 moduler
Dækker over:
0 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
3
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Introduction to literary analysis
Crash course to literary analysis, this course will do a forensic investigation into the mindset of the great literary author, the purpose of the unit being to gain a purpose with analyzing literature more than for the sake of the analysis itself.
The course will take its point of departure in the document 'Society and the Literary Text' to understand literature as critical comments on real life issues.
The course will primarily work with a deductive method where students will start with a hypothesis of the interpretation and from this use specific analytical tools to argue why this interpretation is correct. Students will mainly be writing in hand during this course to help develop skills for note-taking. Students will also work with telling the difference between the different taxonomical levels.
The unit will also be working with writing skills with two hand-ins, a) summmary and b) analytical essay.
Material will mainly consist of literary works that have a critical social focus commenting on structures and dynamics in society.
Materials:
Fiction:
a) She's Leaving Home, 1967 song by The Beatles
b) Black Panther 1973 and 2021 comic book excerpts
c) "The Sin Bin or Lucy's Heart", 2000 short story by Lucy Cross
Theory and methodology documents:
a) Society and the Literary Text
b) Racebending and representation in comic books
c) Writing summaries
d) Literary Analysis Chart
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Indhold
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Kernestof:
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Omfang
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Estimeret:
8,00 moduler
Dækker over:
8 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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Formal debate
I dette miniforløb arbejder vi med debatgenren. Formålet er at udvikle jeres kritiske sans, diskussionsevner, metodiske bevidsthed, researchevner, mundtlig præsentation og struktur, samt mundtlig levering. Vi anvender kompendiet "The Speech and Debate Competition Handbook for-Schools 2014" samt to powerpoint præsentationer som retningslinje og metode. Vi afrunder med at se en film kaldet The Great Debaters.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
4,00 moduler
Dækker over:
4 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
5
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English as a Lingua Franca (eksamen)
Dette forløb undersøger det engelske sprogs rolle i et globalt perspektiv. Vi undersøger det engelske sprogs udbredelse historisk set, hvordan det opstod, udviklede sig i forskellige retninger, accenter og dialekter, samt hvordan det har fået en rolle som lingua franca. Vi ser også på fordele og konsekvenser ved udbredelsen af engelsk som globalt sprog, samt analyserer fiktion og non-fiktion, der forholder sig til engelsk som et globalt sprog. Eleverne skal reflektere over, hvilken rolle forskellige former for engelsk spiller (fx standard engelsk vs. dialekter og idiomer).
Eleverne arbejder en del i forskellige former for gruppearbejde som resultat af coronasituationen.
Materiale:
David Crystal: What is a Global Language?, p.11
Why English?, p. 13 & What Is Standard English?, p. 16
Jennifer Jenkins: The Two Dispersals of English, The First Dispersal, English Is Transported to the "New World", p. 38 & The Second Dispersal: English Is Transported to Asia and Africa, p. 76
Jennifer Jenkins: Pidgins and Creoles p. 78
Short story: "The Only Speaker of His Tongue" by David Malouf
Article: "Finding Academic Success Meant Leaving My Language and Culture Behind" by Jocelyn Moran: https://www.voiceofsandiego.org/topics/education/finding-academic-success-meant-leaving-my-language-and-culture-behind/
YouTube:
Beowulf the prologue - Oplæst: https://www.youtube.com/watch?v=2kv1z_7qZJ8
30 Dialects of the English language in the UK: www.youtube.com/watch?v=2pZ-Ny8q22o
The history of the English language in 10 minutes: https://www.youtube.com/watch?v=SfKhlJIAhew
Ricky Gervais Teaches You British Slang | Vanity Fair: https://www.youtube.com/watch?v=TISVaYgT4K4
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Indhold
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Kernestof:
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Omfang
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Estimeret:
8,00 moduler
Dækker over:
10 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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Literary Devices (recap)
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. Forløbet står desuden i forlængelse af introduktionsforløbet "Introduction to LIterary Analysis" i starten af 1g (stamklasse).
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:
3,00 moduler
Dækker over:
5 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
8
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Book Club Dystopia (eksamen)
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: September 3 - ]
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
Individual essays on the novel and theoretical text on dystopia
Short story as representation of dystopian fiction as preparation for oral exam
Session 1 (September 3) (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 modules 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 book club novels.
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 17): Characterisation of the main character and maybe one or two other characters
Session 3 (October 1): Setting analysis
Session 4 (October 11): Language characteristics
Session 5 (October 29): Thematic analysis: Dystopian and other main themes, plot analysis + summing up
Module 1 September 4:
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 12:
Reading short story with focus on how an oral exam might go about based on your individual novels.
Material:
Theory: Dystopia (from: New Dictionary of the History of Ideas pp. 606-610)
Novels covered:
Maze Runner
1984
Never Let Me Go
Fahrenheit 451
Divergent
A Clockwork Orange
A Handmaid's Tale
Mock Exam: "Examination Day" (1958) by Henry Slesar
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Indhold
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Kernestof:
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Omfang
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Estimeret:
8,00 moduler
Dækker over:
27 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
9
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Rhetoric in US Politics (eksamen)
This theme stretches across two units, "Rhetoric in US Politics" and "US Political System" respectively.
In the first unit we will work with different rhetorical tools. We will cover 1) the three forms of appeal, 2) pronoun rhetoric, 3) common rhetorical devices, 4) the rhetorical pentagram.
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.
Students will also write a non-fiction essay on voter behavior.
Material (Rhetoric in US Politics):
Excerpt from the State of the Union speech (Feb. 7, 2023) by US President Joe Biden
Full transcript: Kamala Harris rally in Madison, Wisconsin: September 20, 2024
Theory:
Three forms of appeal (ethos, logos, pathos)
Pronoun rhetoric: a) identification rhetoric, b) authority rhetoric
The rhetorical pentagram
Rhetorical devices (list)
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Indhold
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Kernestof:
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Omfang
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Estimeret:
9,00 moduler
Dækker over:
5 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
10
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US Election 2024 (eksamen)
This theme stretches across two units, "Rhetoric in US Politics" and "US Political System" respectively.
In the first unit we will work with different rhetorical tools. We will cover 1) the three forms of appeal, 2) pronoun rhetoric, 3) common rhetorical devices, 4) the rhetorical pentagram.
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.
Students will also write a non-fiction essay on voter behavior.
Material (US Election 2024):
US Election: A really simple guide to the presidential vote
"Electing a US President in Plain English" https://www.youtube.com/watch?v=ok_VQ8I7g6I
Essay material:
Liz Peek, “Three reasons Trump triumphed”, November 6, 2024
https://www.foxnews.com/opinion/three-reasons-trump-triumphed
(0:00-3:49) “Voters explain why Trump still gets their vote” NBC News
https://www.youtube.com/watch?v=gwdvVMRRDxM
Additional content:
See document 2. 2023r En Project description US Presidential Elections (with links)
Additional material:
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/
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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:
15 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
11
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Grammatik
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:
13,00 moduler
Dækker over:
14 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
12
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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.
Materials used:
- “Brief History of the British Empire | Thomas Sowell TV” (2022) YouTube video of the history of the British empire.
- "Colonialism and Imperialism" (source unknown) - theoretical text explaining the two concepts
- "The White Man's Burden" (1899) poem by Rudyard Kipling
- "Shooting an Elephant" (1936) essay by George Orwell
- "The Moment Before the Gun Went Off" (1991) short story by Nadine Gordimer
- "Sweet Country" (2017) movie by Warwick Thornton
Additional content:
- formal debate with the motion: "This house believes, all things considered, colonialism and imperialism have created a stronger global sense of unity"
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Indhold
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Kernestof:
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Omfang
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Estimeret:
12,00 moduler
Dækker over:
12 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
13
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The Gothic Genre in the UK (eksamen)
This short theme works with the Gothic genre and is based exclusively on British writers. It will look into how the gothic genre has been used over a broard period of time from the first gothic novel of 1764 (The Castle of Otranto) to present day. It will cover different literary genres: poetry, novels and movies. It is mainly a literary theme rather than a British cultural theme. The focus will therefore mainly be on gothic as a literary style of writing. Students will develop their own gothic glossary continually though the unit. Students will also do two creative assignments: adapting The Woman in Black into a play and writing their own gothic inspired short short story or poem.
Material:
Theory:
"Gothic Literature" https://www.thoughtco.com/gothic-literature-2207825
"An Introduction to Gothic Literature" https://www.thoughtco.com/what-is-gothic-literature-739030
"Elements of the Gothic Novel - handout til elever" (origins unknown)
"Introduction to Gothic Literature" https://www.youtube.com/watch?v=873jPk9W05w&t=11s
Novel excerpts:
The Castle of Otranto (1764) by Horace Walpole (novel excerpt)
Dracula (1897) by Bram Stoker (novel excerpt)
The Woman in Black (1983) by Susan Hill (novel excerpt)
Movie: Harry Potter and the Half-blood Prince (VI) (2009)
Poetry: "My Last Duchess" (1842) by Robert Browning
Mock exam text: Ann Radcliffe, The Italian: “Vol. 1, Chapter 7” and “Vol. 2, Chapter 5” (1797) (excerpts from novel)
Supplementary texts:
Poems:
“Ode on Melancholy” (1819) by John Keats (poem) https://www.poetryfoundation.org/poems/44478/ode-on-melancholy
“Remembrance” (1845) by Emily Dickenson (poem) https://www.poetryfoundation.org/poems/43714/remembrance-56d22286a33c0
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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:
10 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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