Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2025/26
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Institution
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Rødkilde Gymnasium
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Fag og niveau
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Engelsk A
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Lærer(e)
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Jane Knudsen
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Hold
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2025 EN/1 (3gEN/1)
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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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Postmodernism EXAM
THEME: POSTMODERNISM
Description:
This course introduces key features of Postmodernism and explores how literature reflects a fragmented and uncertain modern world. The postmodern writers subjectively reflect the tendencies in a modern society, where the story typically takes place in a setting where traditional roles and landmarks have disappeared, and where the main character’s perception of reality is fluid (causing alienation, fragmentation and a sense of nihilism). Fragmentation and experimentation characterise both structure and content.
Students thus work with texts and media where traditional structures, stable identities, and clear truths are challenged, and where meaning is often subjective and open to interpretation.
Materials
- About Postmodernism (based on texts from Barkholt og Jepsen: “Postmodernism” from A short History of Literature in English. Pp. 78-89 + The English Handbook, Systime)
- David Fincher: "Fight Club" (film)
- Charles Higson: The Red Line. Now & Zen, Systime, 1993 (short story) pp. 62-75
- Gibbons, Alison: Postmodernism is dead. What comes next? (article). TLS. February 8, 2019.
Extra materials:
- Student music video presentations
- Powerpoint illustrating modernism vs postmodernism
- Kid - a poem by Simon Armitage
Terminology:
Terminology: Postmodernism, the loss of a grand narratives (=there are many truths; the text has no centre, no major purpose), mini-narratives, fragmentation, alienation, nihilism, dehumanisation, consumerism, the postmodern shrug: anything goes (=there are no dictating morals or rules; no limits), playfulness, subjectivity, death of the author (=nothing is inherent in the text – the text is only what we bring to it), intertextuality, pastiche
Kompetence generelt
Stilleje, billedsprog, tekstanalyse, filmanalyse
Kompetencer ift. lærerplanen
- tekstanalytiske begreber og metoder til analyse af fiktive og ikke-fiktive tekster
̶ væsentlige strømninger i britisk og amerikansk litteraturhistorie
- væsentlige sproglige, historiske, kulturelle og samfundsmæssige forhold i Storbritannien og USA samt andre
engelsksprogede regioner.
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Indhold
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Omfang
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Estimeret:
14,00 moduler
Dækker over:
13 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Forelæsninger
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Gruppearbejde
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Individuelt arbejde
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Lærerstyret undervisning
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Pararbejde
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Titel
2
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South Africa EXAM
This course explores Apartheid in a historical and cultural context, focusing primarily on living conditions for Black South Africans during apartheid and the lasting inequalities before and after its abolition. Students examine how race, power, and identity have shaped South African society.
Through a mix of texts, film, and media, students analyse both fictional and non-fictional representations. The course also engages with perspectives on language and identity, including English as a global lingua franca.
Key concepts include racism, segregation, inequality, identity, and the role of political movements such as the African National Congress, as well as figures like Nelson Mandela.
Students develop skills in analysing texts and media while gaining insight into historical and contemporary issues in the English-speaking world, including language variation and global English.
Primary materials:
• Michelle Faul (2013): What life was like in South Africa during apartheid. (**FATZ pp. 10-13) (article)
• James Matthews: The Park (1962) (short story)
• Justin Chadwick: Long Walk to Freedom (2013) (feature film)
• Robin Wright: Mandela’s Dream for South Africa is in Ruins, July 28, 2021 (article)
• Kim Chakanetsa: Africa's lost languages: How English can fuel an identity crisis. 16 May 2021, The Comb podcast, BBC World Service (article)
Supplerende materiale:
● Student tasks about apartheid: National Party, ANC, The Population Registration Act, Bantu Education Acts, Bantu Homelands Citizenship (FDTD pp. 14)
● Comedian Trevor Noa talks about South Africa at the Apollo Theater, 2014 (8 min) https://www.youtube.com/watch?v=uRk0TMLRzbs
Central concepts and persons:
Apartheid
Racial segregation, racism, inequality
White minority rule over a Black majority
Dompas / passbook system
Townships
Afrikaans and Afrikaner identity
National Party (established apartheid in 1948)
Racial classification, pencil test
Whites vs. Blacks vs. “Coloureds”
African National Congress (ANC)
Nelson Mandela (first black president, 1994)
Identity and language
Affirmative action
Dækkes ift. lærerplanen:
● Andre dele af den engelsksprogede verden – historiske og aktuelle forhold
● gøre rede for indhold og synspunkter i forskellige typer engelsksprogede tekster og mediestof, herunder film
● Standardsprog og variation, herunder elementer af det engelske sprogs udvikling
● Tekstanalytiske begreber og metoder til analyse af fiktive og ikke-fiktive tekster
*Karen Bente Holmgaard Andersen og Birger Axen: From dompas to democracy – South Africa’s road to freedom in fiction and non-fiction. 1. udgave, 1. oplag 2015. Gyldendal. (forkortes FDTD)
** Niels-Martin Trier: From apartheid to Zefside. Lindhardt og Ringhof. 1. oplag, 1. udgave, 2015. pp. 10-13 (forkortes FATZ)
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Indhold
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Omfang
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Estimeret:
15,00 moduler
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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VÆRKLÆSNING (differentieret)
Eleverne læser selvvalgte værker.i hhv. læsecirkler og makkerpar, hvor fokus har været på fordybelse, udvide ordforråd og tematiske læsninger
1. The Old Man and the Sea by Ernest Hemingway (1952) – Alexander, Kamal
2. Normal People by Sally Rooney (2018) – Rose, Ditte, Emma G, Melanie
3. Dead Poet’s society by Nancy Kleinbaum – Emma S, AC
4. To Kill a Mockingbird by Harper Lee- Filippa
5. Animal Farm by George Orwell – Mia
6. The Catcher in the Rye by J. D. Salinger – Ida
7. A thousand Boy Kisses by Tillie Cole – Mathilde
8. The Bell Jar by Sylvia Plath– Line
9. Montana 1948 by Larry Watson – Laura
10. Born the 4th of July by Ron Kovic - Frederik
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Indhold
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Omfang
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Estimeret:
7,00 moduler
Dækker over:
10 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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Aspects of Love EXAM
Aspects of Love
This course explores how the concept of love changes across literary periods, focusing on the Renaissance and Postmodernism. Students examine how writers are shaped by their historical context and how shifting social values influence representations of love and gender.
In the Renaissance section, students analyse scenes from Romeo and Juliet and sonnets by William Shakespeare, (typically) focusing on love as structured, idealised, and tied to social order. Key concepts include the Elizabethan worldview, fate vs. free will, and sonnet form.
This is compared to postmodern texts such as Valentine by Carol Ann Duffy, Happy Endings by Margaret Atwood, and the film Her. Here, love is presented as unstable, ironic, and shaped by modern conditions, though often still driven by a desire for connection.
Students develop skills in literary and film analysis while gaining insight into how ideas about love, identity, and gender evolve over time.
A comparative analysis shows the the premise that writers are affected by the time they live in, and new social conditions and moral values have an impact on how literature describes different aspects of love.
Renaissance: Love as hierarchical, patriarchal, tied to family honor and obedience (Romeo and Juliet). Love = order, beauty, harmony
Vs
Postmodernism: Love as negotiated, unstable, sometimes exploitative or commodified Love = uncertainty, fragmentation, irony
Shakespeare both praises and critiques love Vs Postmodern writers still long for connection
Main objectives:
• Gain an understanding of Renaissance values and the Elizabethan World view
• Have the ability to analyse sonnets structures and theme
• Use knowledge about the Renaissance in an analysis of the characters in Romeo and Juliet
• Acquire knowledge about societal matters which makes it possible to explain why texts from the Renaissance versus the Postmodern era portray love (and gender) differently
Materials:
The Renaissance (early 16th century – early 17th century)
• Scenes from Romeo and Juliet: Prologue, Act 1, scene 5: Holy Palmer’s Kiss, Act 2,
scene 2: The balcony scene.
• Sonnet 18 "Shall I compare thee to a summer's day?" by William Shakespeare: (1609)
• Sonnet 130 "My mistress' eyes are nothing like the sun" by William Shakespeare, (609)
Postmodernism (1980-)
• Valentine by Carol Ann Duffy (poem, 2004)
• The film "Her" (2013) by Spike Jonze
• Happy Endings by Margareth Atwood (short story, 1983)
• Heidi Priebe, "We Don't Always End Up with the Lovers of Our Lives (and) That's Okay", 2016, Thought Catalog. - opinion article
Supplementary materials:
• Shakespearean Sonnet Basic (handout)
RELEVANT TERMINOLOGY (DIVIDED INTO SECTIONS):
LITERARY PERIODS AND CONTEXT:
Renaissance
The Elizabethan World Picture (Great Chain of Being, Wheel of Fortune)
Humanism
Fate vs. free will
Postmodernism
DRAMA:
Play, tragedy
Tragic hero, tragic flaw
Aside, soliloquy, dramatic irony
POETRY AND FORM:
Sonnet, quatrain, (heroic) couplet
Iambic, iambic pentameter
Blank verse (unrhymed, regular meter)
Free verse (no fixed meter)
Prose
LOVE AND RELATIONSHIPS:
True love, romantic love, unconditional love
Obsessive love
Platonic/familial love
THEMES AND CONCEPTS:
Gender roles, stereotypes, gender identity
Alienation, fragmentation
The mundane
Conceptual breakdown (redefining familiar ideas)
Dækkes ift. lærerplanen:
- uddrag af værker af Shakespeare
-væsentlige strømninger i britisk og amerikansk litteraturhistorie
- standardsprog og variation, herunder elementer af det engelske sprogs udvikling
- tekstanalytiske begreber og metoder til analyse af fiktive og ikke-fiktive tekster
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Indhold
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Omfang
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Estimeret:
12,00 moduler
Dækker over:
17 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
6
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Playing God EXAM
Theme: Playing God
This course explores the possibilities and consequences of humans “playing God” by manipulating life and nature. Through literature, film, and a contemporary talk, students examine how scientific and technological advances challenge ethical boundaries and our understanding of humanity.
Th course begins with excerpts from Frankenstein, connected to Romanticism as a reaction against rationalism, emphasizing emotion and nature. Students analyze Victor Frankenstein’s experiment as an example of the dangers of overstepping natural limits.
This is followed by excerpts from Brave New World by Aldous Huxley, introducing dystopian themes such as genetic engineering, control, and determinism.
A modern perspective is added through a TED Talk by Eric Nguyen on artificial intelligence and the creation of new life forms, raising ethical questions about emerging technologies.
Finally, students analyze Never Let Me Go by Mark Romanek, focusing on cloning, identity, and what it means to be human.
Students develop analytical and critical thinking skills while reflecting on the responsibilities that come with scientific progress.
Materials:
- Frankenstein (chapter 5, 15 and 16) by Mary Shelley , 1818 - Excerpts from the novel
. Aldous Huxley: Brave New world, 1932. - Excerpts from the novel
- TedTalk: How AI could generate new Lifeforms by Eric Nguyen (October 2025): https://www.youtube.com/watch?v=EnbfoFUFm2s
- Never let me go by director Mark Romanek, 2010 - film
Terminology:
- Romanticism (literary movement - a reaction against Enlightenment, focus on emotion and the individual experience over reason a + celebration of nature)
- Playing God, inkering with life and nature,
Nanotechnology, artificial intelligence,t futuristic, utopia, dystopia, ethics, scientific and technological advances, genetic engineering, genetic determinism, cloning,
Punkter fra lærerplanen:
- væsentlige strømninger i britisk og amerikansk litteraturhistorie
̶ væsentlige sproglige, historiske, kulturelle og samfundsmæssige forhold i Storbritannien og USA samt andre
- et genremæssigt bredt udvalg af fiktive og ikke-fiktive tekster fra forskellige perioder, herunder skrevne værker
engelsksprogede regioner.
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Indhold
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Omfang
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Estimeret:
12,00 moduler
Dækker over:
11 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
7
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Minimalist Fiction
American Minimalist Fiction - Hemingway and Carver
Beskrivelse:
I det korte forløb ”American minimalist fiction” analyseres og fortolkes noveller af Ernest Hemingway og Raymond Carver med fokus på hvad der på formsiden kendetegner skrivestilen minimalisme. Centrale begreber er ”The Iceberg Technique” , ”Economy of Words” og "mini-narratives" , og formålet med forløbet er at træne elevernes analytiske evne til at læse mellem linjerne, da forfatterne ikke giver os hele historien.
Der arbejdes med analyse og fortolkning af noveller, herunder temaer som f.eks. (lack of) communication, gender, identity and boredom.
Udover komparativ analyse mellem de to forfattere, så perspektiveres der kort til modernisme og postmodernisme.
Centrale nøglebegreber:
Minimalist style of writing e.g. iceberg technique, showing versus telling, dialogue, blank spaces
kernetekster
• Hemingway: Mr and Mrs Elliot
• Raymond Carver: Neighbours + Why Honey
- film: We Need to Talk About Kevin
supplerende materiale:
Handouts om "Literary Minimalism” samt et om ”” Modernism Vs postmodernism”
Kompetencer generelt: forløbet har fokus på næranalyse af skriftlige noveller med relevante litterære begreber
Kompetencer ift. lærerplanen:
- væsentlige strømninger i britisk og amerikansk litteraturhistorie
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Indhold
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Kernestof:
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Omfang
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Estimeret:
Ikke angivet
Dækker over:
11 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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