Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2017/18 - 2019/20
Institution Nørre Gymnasium
Fag og niveau Engelsk A
Lærer(e)
Hold 2017 EN/a (1a EN, 2a EN, 3a EN)
Oversigt over gennemførte undervisningsforløb
Titel 1 01, Classic, British Children's Literature
Titel 2 02, Modern technology and Human Identity
Titel 3 Grammatik
Titel 4 Repetition + Group Presentations
Titel 5 03, The Trauma of War
Titel 6 04, Science Fiction
Titel 7 05, Non-Fiction - Technology
Titel 8 04, Science Fiction: BM Christmas Special
Titel 9 06, American Values: the American Dream
Titel 10 07, The African American Experience
Titel 11 Feedback + Introduction to Gothic Fiction
Titel 12 08, Gothic Fiction - EKSAMEN
Titel 13 09, Victorian Perspectives and Anxieties - EKSAMEN
Titel 14 10, Shakespeare's Othello - EKSAMEN
Titel 15 11, Englishes
Titel 16 12, Canada - EKSAMEN
Titel 17 Repetition - Focus on the written exam

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 01, Classic, British Children's Literature

Faglige mål

- At øve os i at analysere skønlitteratur og lære de væsentligste analysebegreber at kende
- At lære væsentlige træk ved børnelitteratur og fantasy at kende
- At møde forskellige teorier om  børnelitteratur og bruge dem til at diskutere børnelitteraturens betydning.
- At opøve et ordforråd omkring barndom, litteratur og det at vokse op.
- At kunne se sammenhænge mellem litteratur og det omkringliggende samfund

Læste tekster:
A.A. Milne: Winnie-the-Pooh: Introduction, Chapter 1, Chapter 6, The Exposition to the North Pole + Disneys slutning: o https://www.youtube.com/watch?v=YyJ-H34KAH0
Taoism explained: http://taorestore.org/taoism-explained/ -
J.M. Barrie: Peter Pan and Wendy, chapter 3, first part of chapter 4, + a selection of important quotations.
Film: Finding Neverland
The Dark Side of Peter Pan, article about Mr. Barrie
"What is Fantasy", introduction to the Fantasy-genre
C.S. Lewis: "The Lion, the Witch, and the Wordrobe". Excerpt from “Worlds of fantasy”, p. 24-31
Film: Harry Potter and the Goblet of Fire
The Potter Wars; p. 157-171  (157-160 midt), (163 (nederst)-165 (nederst)), (167 top-171)
“Why the British tell better children’s stories”

Indhold
Kernestof:
Omfang Estimeret: 16,00 moduler
Dækker over: 24 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 02, Modern technology and Human Identity

I forløbet undersøger vi, hvordan forskellige moderne teknologier påvirker hvad det vil sige at være menneske. Hvilke fordele og ulemper er der i brugen af teknologierne, og hvilke etiske problemstillinger er der i brugen af dem.

I forløbet øver vi os på analyse af både skønlitteratur og sagprosa. Sagprosateksterne arbejder vi med ud fra det retoriske pentagram og lidt argumentationsanalyse. Desuden ser vi på ordvalg og troværdighed. Vi arbejder også med troværdighed og hvordan man kan faktatjekke en tekst på nettet.

Læste tekster:
Digital Media:
Daniel Martin: How using Facebook could raise your risk of cancer
Digital Media & Learning, Press Realeases: New study shows time spent online important for teen development
Baroness Susan Greenfield: How Facebook addiction is damaging your child's brain
Netflix: Black Mirror, Nosedive. (Kun 1a)
Roger Scruton: Can virtual life take over from real life?
https://www.youtube.com/watch?v=FwfQrHfcgLc
https://www.youtube.com/watch?v=iezi9W8if10
https://www.youtube.com/watch?v=XOsPTchvmwc – se til 4.44

Cloning:
Caryl Churchill: A Number (manuskript og forestilling på That Theatre, værk)
Gregg Easterbrook: Embrace Human Cloning

Genetic Engineering and Designer Brains:
Michael Le Page: Suffer Little Children
Gautam Naik: A Baby Please, Blond, Freckles - Hold the Colic
Andrew M. Niccol: (uddrag af) Gattaca, a Screen Play
Andy Coghlan: Will Designer Brains Divide Humanity?
Netflix: Black Mirror, Be Right Back
Ellen Huet: Pushing the Boundaries of AI to Talk to the Dead
Bryan Aldriss: SuperToys Last All Summer Long
Documentary: Cyborgs Among Us









Indhold
Kernestof:
Omfang Estimeret: 15,00 moduler
Dækker over: 23,5 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 Grammatik

Vi har brugt "Getting Started" og har lavet kapitel 1 om verber og 62-69 om adverbier og adjektiver.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 Repetition + Group Presentations

Repetition of what you learned last year and getting to know each other :)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 03, The Trauma of War

This course focuses on the psychological trauma of those most closely connected to active warfare: soldiers. The fictional texts explore the war experience of the soldiers from three different wars (WWI, WWII, the Vietman War), whereas the non-fiction texts discuss different aspects of modern-day warfare (US in Iraq and Afghanistan). A short documentary about shell shock has helped us understand the historical background of our discussion. What psychological trauma do the soldiers face in battle? How does the individual soldier cope with the harsh realities of warfare while in battle and after the war? How does outside society perceive the experience of those in the front line? We have also worked across the subjects by combing Religion and English in our analysis of Jacob's Ladder.

Reading List:
- Siegfried Sassoon, "Repression of War Experience", 1917 (poem)
- Roald Dahl, "Death of an Old Old Man", 1946 (short story)
- Tim O'Brien, "Speaking of Courage", 1989 (short story)
- Adrian Lyne, dir. Jacob's Ladder, 1990 (film)
- Sarah Palin, "Why they serve", 2010 (autobiographical text)
- David Zucchino, "A soldier's story: War affects whole family", The Boston Globe website 2008 (article)
- Joel Pitney, "The Making of a Marine Officer", 2008 (book review)

Additional Material:
- "Shell Shock: Minds the Dead Have Ravished" (YouTube documentary)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 04, Science Fiction

This course explores some of the central themes in the science fiction genre by looking at older and contemporary fictional texts that offer a dystopian vision of the future. Some of the questions that we will address are: What is our present and future relationship with machines and technology? What makes us human? What makes a perfect human and should we use technology to achieve perfection? We've also worked across the subjects by combing Biology and English in our analysis of Gattaca.

Reading List:
- Richard Kadrely, "Iron Wit", 2001 (short story)
- Andrew Niccol, dir. Gattaca, 1997 (film)
- Ray Bradbury, ''Marionettes, Inc.'', 1949 (short story)
- Brian Aldiss, "Super-Toys Last All Summer Long", 1970 (short story)
- Vonda McIntyre, "Spectra", 1972 (short story)
- Charlie Brooker, creat. Black Mirror episode "White Christmas", 2014 (TV-series)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 7 05, Non-Fiction - Technology

Continuing our discussion about our relationship with technology, we've read a selection of non-fiction texts that explore similar questions: How is our ability to communicate and to understand ourselves and others influenced by new technologies? Which are the present and future challenges of automation in the labour market and should anything be done about them?

Reading List:
- Sherry Turkle, "Connected, but alone?", 2012 (TED talk)
- Alissa Quart, "Automation is a real threat. How can we slow down the march of the cyborgs?", 2017 (article, The Guardian website)
- Kevin Kelly, "Better than human: Why robots will - and must - take our jobs", 2012 (article, the Wired website)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
(in class) How Trump answers a question 17-12-2018
Omfang Estimeret: 4,00 moduler
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 8 04, Science Fiction: BM Christmas Special

This text is added to the Science Fiction course.
Indhold
Kernestof:
Omfang Estimeret: 2,00 moduler
Dækker over: 2 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 9 06, American Values: the American Dream

Through the study of older and contemporary texts, we discuss core American values such as freedom, self-reliance, equality of opportunity, and the idea of success. Central to this discussion is the American Dream. Is there a definitive definition of the concept? Has the idea of the American Dream changed throughout time? Has the way immigration is perceived changed? What challenges do newer immigrants face? This course is also part of the SRO for some of the students.

Reading List:
- Emma Lazarus, "The New Colossus", 1883 (poem)
- Pat Mora, "Immigrants", 1986 (poem)
- Courtney E. Martin, "Is the American Dream a delusion?", 2006 (essay)
- Clint Eastwood, dir. Gran Torino, 2008 (film)
- Katy Perry, "Chained to the Rhythm", 2017 (song)
- John Oliver, host, Last Week Tonight with John Oliver, Season 5, Episode 6, segment "Immigration Courts", 2018 (comedy, talk-show)

Additional Material:
- Maryanne Datesman, et. al. American Ways: An Introduction to American Culture, Chapter 2, "Traditional American Values and Beliefs", 2014 (textbook)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
En2 - Non-Fiction Analysis 15-01-2019
Omfang Estimeret: 10,00 moduler
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 10 07, The African American Experience

Working with To Kill A Mockingbird as our main text, we discuss past and present life for African Americans in the US. From Negro Spirituals and "Strange Fruit" to Gambino's "This is America", we examine the challenges African Americans faced and still face. In groups, the students conduct research and prepare ppt presentations on: Negro spirituals; lynching and white supremacy; key events and figures of the Civil Rights Movement; contemporary black activism. A text that brings together most of the elements in this course is the documentary I Am Not Your Negro, which is based on the writings of James Baldwin. In our analysis of TKAM, we have focused on the contrasts in Atticus as a character; the setting (time, place, the community); the world of the children vs. the world of the adults; and the role of race and social class (close reading of Chapters 1,2,3,18,19,20,23).
Focus points for this course: How is black identity shaped in connection with the legal and the financial circumstances of African Americans? How does the crime of lynching fit in this context? How are blacks marginalised and ultimately dehumanised?

Reading List:
- Negro Spirituals: "Follow the Drinking Gourd", "Wade in the Water", "Steal Away to Jesus", "Go Down Moses"
- Abel Meeropol, "Strange Fruit", 1937 (poem)
- Harper Lee, To Kill A Mockingbird, 1960 (novel).
- Robert Mulligan, dir., To Kill A Mockingbird, 1962 (film)
- A Mississippi KKK leaflet from 1964
- Raul Peck, dir. I'm Not Your Negro, 2016 (documentary)
- Childish Gambino, "This Is America", 2018 (song)
- Peter Farrelly, dir., Green Book, 2018 (film)

Additonal texts:
- Ed Pilkington, "From The Green Book to Facebook: how black people still need to outwit racists in rural America", 2018 (article, The Guardian website)
- Peter Bradshaw, "Green Book review: a bumpy ride through the Deep South", 2019 (film review, The Guardian website)
- Andrew Pulver, "Why Green Book should win the best picture Oscar", 2019 (film review, The Guardian website)
- Zora Neale Hurston, "Spirituals and Neo-Spirituals", 1934 (short excerpt from essay)
- Teacher material on Harriet Tubman and the Underground Railroad
- Introductions from the anthology Voices from the African-American Experience (Fran Hopenwasser and Carl Pedersen, Munksgaard 1995).
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
En3 - Choose: F or NF 02-05-2019
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 11 Feedback + Introduction to Gothic Fiction

Feedback on the latest essay; preparation for the end-of-year written exam; introduction to our next course about Gothic fiction and the novel we will be reading over the summer holiday.
Indhold
Omfang Estimeret: 4,00 moduler
Dækker over: 0 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 12 08, Gothic Fiction - EKSAMEN

The purpose of this course is to provide the students with an in-depth understanding of the gothic genre. Through the analysis of older and contemporary texts, we study the motifs, the conventions, and the typical themes in gothic literature. What was the typical hero and heroine like? How can we identify the gothic elements in a text? We have also briefly discussed the emergence of gothic fiction in the wider sociopolitical context: first, at the end of the 18thC, then at the end of the 19thC, and in our time. We have focused on the setting; characterisation; themes; the Gothic hero and heroine; Gothic sexuality; and used the terms: the uncanny, the sublime, the supernatural, metonymy.
As part of our work with Emily Brontë's Wuthering Heights, the students worked in groups and prepared individual oral presentations of preassigned chapters with the additional aim of practising the oral exam. Close reading of Chapters III, XII, XIII in Volume I and Chapters I, XV, XX in Volume II.


Reading List (kernestof)
- Horace Walpole, The Castle of Otranto, 1764 (novel excerpt)
- Henry Fuseli, "The Nightmare", 1781 (painting)
- William Beckford, Vathek, 1786 (novel excerpt)
- Edgar Allan Poe, "The Raven", 1845 (poem)
- Emily Brontë, Wuthering Heights, 1847 (novel)
- Bram Stoker, Dracula, 1897 (novel excerpt, Chapter 3)
- Jordan Peele, dir., Get Out, 2017 (film)

Additional Material:
- Margaret Atwood, "Lusus Naturae", 2014 (short story, assignment option in En14)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 17 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 13 09, Victorian Perspectives and Anxieties - EKSAMEN

In connection with the study trip to Manchester with History and English, this course focuses on 19thC England and examines the social, historical, and economic context of Victorian literature. We focus on three aspects of Victorian life: Industrialisation; gender roles; the British Empire. More specifically, we analyse a selection of literary texts that mirror central Victorian ideas and anxieties that are directly connected to the industrialisation process and social class, the changing gender and family norms and roles, and the consolidation of the British Empire.
In our analytical work, we have used Marxist theory, post-colonial theory and gender theory. This theoretical work is also used as the background of FF5 (Danish and English) that focuses on selected theoretical approaches to literature.

Reading List (kernestof):
- Lewis Carroll, "The Walrus and the Carpenter", 1871 (poem)
- Elizabeth Gaskell, North and South, 1854-55, Chapter XXII (novel excerpt)
- Emily Brontë, Wuthering Heights, 1847, Vol.I, Ch.VI+VII (novel excerpts revisited for a gender reading)
- Oscar Wilde, The Importance of Being Earnest, 1894 (play excerpt)
- Rudyard Kipling, "The White Man's Burden", 1899 (poem)

Additional Material
- Background historical and literary information about the period from Denis Delaney, et.al. Fields of Vision: Literature in the English Language, Volume 2, Longman 2003, pp. 124-140.
- Teacher ppts
- Charles Dickens, "A Walk in a Workhouse", 1850 (essay, assignment option in En14)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 14 10, Shakespeare's Othello - EKSAMEN

We've read excerpts from Shakespeare's Othello and worked with the relevant terminology for the analysis of Shakespearean texts (aside, soliloquy, tragic irony, imagery, iambic pentameter, the Great Chain of Being, etc.). Our focus has been on characterisation (Iago, Othello, Desdemona), the use of language, racial and gender relations, and the workings of power. Through a series of class presentations, we've collected knowledge about the societal and political structures in the Elizabethan era; the Elizabethan sonnet; Shakespeare's life and works; the conventions in Elizabethan theatre.

Reading List (kernestof):
- William Shakespeare, The Tragedy of Othello, the Moor of Venice, 1603-4 (play)
     Act I, scene i, 1-116 & 138-142 (introduction to Iago and his tactics)
     Act I, scene iii, 48-189 (introduction to Othello, Desdemona and their relationship at this stage)
     Act III, scene iii, 29-92 (Iago sets his plan in motion; Desdemona and Othello)
     Act III, scene iii, 92-283 (Iago: tactics+the power of language; Othello's development)
- Shakespeare's Sonnets 18 and 130
- Oliver Parker, dir. Othello, 1995 (film)

Background Info
- Denis Delaney, et. al., Fields of Vision: Literature in the English, Volume 1 (textbook, Longman 2003), chapters: "The Renaissance: The Literary Background", "The Renaissance: Historical and Social Background", "A Timeline of Shakespeares' Works"
- "The Elizabethan World Picture" in Ole Juul Lund, ed., William Shakespeare: Macbeth (Gyldendal)
- "Shakespeare's Life and Theatre" in Rebecca Warren, William Shakespeare, Othello (York Notes, Longman 1998)
- "Why Shakespeare loved iambic pentameter", TED-Ed (educational video)
- Teacher ppts
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
En9 - Choose between F+NF (3) 12-01-2020
En10 - Shakespeare Presentations 17-01-2020
Omfang Estimeret: 12,00 moduler
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 15 11, Englishes

This short course focuses on the English language around the world: English as a lingua franca; the types of Englishes that are created over time; the necessity for native English speakers to learn foreign languages. All of the texts are non-fiction and this has given us the opportunity to refresh our knowledge of argumentation analysis (Toulmin's model and fallacies).

Reading List (kernestof):
- David Hughes, "Do we really need to learn foreign language skills to flourish?", 2012 (opinion piece, The Telegraph)
- David Thomas, "Why do the English need to speak a foreign language when foreigners all speak English?", 2017 (opinion piece, Daily Mail)
- Simon Nixon, "In any language, monoglot Brits have been left far behind the rest", 2018 (opinion piece, The Times)
- Shashi Tharoor, "'Kindly adjust' to our English", 2018 (opinion piece, The Week)
- David Crystal, "World Englishes" and "Will English always be the global language?", 2013 (interviews, YouTube)
Indhold
Kernestof:
Omfang Estimeret: 3,00 moduler
Dækker over: 3 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 16 12, Canada - EKSAMEN

We're reading a selection of texts that explore key aspects of Canadian identity: Canadian vs. American identity and the importance of cultural differences; the social and cultural space the indigenous peoples occupy in Canadian self-perception; the role of the landscape in the formation of the individual; and Canadian multiculturalism (mosaic vs. the melting pot).

Reading List (kernestof):
- Molson beer commercial, "I Am Canadian, the Rant", 2000 (TV-commercial)
- Will Ferguson, "America Is Sexy", 1997 (essay)
- Henry Kreisel, "The Broken Globe", 1965 (short story)
- Anne Jew, "Everybody Talked Loudly in Chinatown", 1971 (short story)
- The Canadian National Anthem, 1908
- Lenore Keeshig-Tobias, "Canada", 1992 (poem)

Background Info:
- Eva Pors, Cross Country Canada, L&R Uddannelse 2014 (anthology), chapters: "A Very Brief History of Canada", "Introduction to Canadian Multiculturalism", and "Introduction to Indigenous Peoples of Canada"

Additional Text:
- Gloria Sawai, "The Day I Sat With Jesus on the Sun Deck and a Wind Came Up and Blew My Kimono Open and He Saw My Breasts", 1981 (short story, assignment option in En14)
Indhold
Kernestof:
Omfang Estimeret: 8,00 moduler
Dækker over: 8 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer