Holdet 2024 Self-taught language SL/1 - Undervisningsbeskrivelse
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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25
Institution Ikast-Brande Gymnasium
Fag og niveau Andet 1 -
Lærer(e) Sandra Beck Nielsen
Hold 2024 Self-taught language SL/1 (1i Self-taught/1)

Oversigt over gennemførte undervisningsforløb
Titel 1 Foundational course
Titel 2 Antigone (transl.)
Titel 3 SSST #1: Poetry
Titel 4 The Odyssey (transl. #2)
Titel 5 SSST #2: drama

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

Aims of this topic:
This topic introduces the students to the basics of SSST and establishes a fundamental understanding of what literature is and what it means to study it. Furthermore, the topics aims to genereate a beginning understanding of what a literary canon is, with focus on English-language texts as an example of such.

Materials:
The following chapters from "How to Read Literature Like a Professor" by  Thomas C. Foster (2017) are covered in class:
"...Or the Bible"
"When in doubt, it’s from Shakespeare... "

In addition, excerpts from the following works are covered:
The Bible: Genesis 2:4-3:24 (Adam and Eve, The Fall)
Summary of Homer's The Odyssey
"Alice in Wonderland" by Lewis C. Caroll (1916) - "Down the Rabbit Hole"
"The Ugly Duckling" by Hans Christian Andersen

Area of exploration
The topic has focused on these AOE questions:

Why and how do we study language and literature?
How are we affected by texts in various ways?

TOK links:
What do we learn about through literature? What role does literature fulfill? What is its purpose?
In what ways is the kind of knowledge we gain from literature different from the kind we gain through the study of other disciplines? How certain can we be of the knowledge constructed through reading literary texts?
How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers?
Are some interpretations of a literary text better than others? How are multiple interpretations best negotiated?
What constitutes good evidence in explaining a response to literature?

Assessment
In-class presentations on individually chosen significant writers in the students' own target languages
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Antigone (transl.)

Work:
Antigone by Sophocles (441 BC) (translated) (drama)

Description:
Discussions of this work mainly center on Antigone as a character and a "plot point" in relation to Creon, and on Creon's character development and his role as a tragic hero. The work is supported by analysis of the National Theatre adaptation of Antigone (2012).

Thematic keywords include destiny and predetermination, the will of the Gods, free will and responsibility.

Genre aspects include drama as a form (acts, scenes, lines, stage directions, dialogue, monologue, staging, props, costumes), ancient Greek drama (the function of the chorus).

Aims of the topic:
Introduction of drama as a genre, and practice fundamental analysis skills in relation to drama.

Area of exploration in focus
The topic has focused on these AOE questions:

Readers, writers and texts.
In what ways is meaning constructed, negotiated, expressed and interpreted?
How does language use vary amongst text types and amongst literary forms?
How does the structure or style of a text affect meaning?
How do texts offer insights and challenges?

Time and space:
How important is cultural or historical context to the production and reception of a text?
How do we approach texts from different times and cultures to our own?
To what extent do texts offer insight into another culture?
How does the meaning and impact of a text change over time?
How do texts reflect, represent or form a part of cultural practices?

TOK questions:
How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers?
How far can a reader understand a literary text that was written in a context different from his or her own?
To what extent is it necessary to share a writer’s outlook to be able to understand his or her work?
What is lost in translation from one language to another?
How might the approaches to a given time and place of a poet, a playwright or a novelist and a historian differ?
Is the study of literature better approached by means of a temporal perspective (grouping texts according to when they were written) or by means of a thematic approach (grouping them according to the theme or concern they share)? What impact does each one of them have on knowledge of the discipline?

ATL skills:
Thinking skills
Communication skills
Self-management skills

Concepts:
Identity
Culture
Communication
Representation

Learner Profile traits:
Inquirers
Knowledgeable
Thinkers
Open-minded
Risk-takers
Reflective

Assessment:
In-class assignment
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 SSST #1: Poetry

Independent study of a work in the student's target language. The work covered must be poetry.

Aims of the topic:
Independent study as directed by the individual student in cooperation with their tutor, with an introduction to method and general assistance by the SSST teacher.

ATL skills:
Thinking skills
Communication skills
Research skills
Self-management skills
Social skills

Learner Profile traits:
Inquirers
Thinkers
Communicators
Principled
Risk-takers
Balanced

Assessment:
Notes uploaded
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 The Odyssey (transl. #2)

Work:
The Odyssey by Homer (c. 750-650 BC) (translated) (epic poetry)

Description:
Discussions of this work center mainly on Odysseus and Telemachus as characters, as well as their character development.

Thematic keywords include the role of xenia, destiny and predetermination, the will of the Gods, free will and responsibility.

Genre aspects include poetry as a form, although the main emphasis is placed on the narrative structure of the story.

Aims of the topic:
Introducing poetry as a form, building on the previous topic's focus on fundamental analysis skills in relation to poetry.

Area of exploration in focus
The topic has focused on these AOE questions:

Readers, writers and texts.
In what ways is meaning constructed, negotiated, expressed and interpreted?
How does language use vary amongst text types and amongst literary forms?
How does the structure or style of a text affect meaning?
How do texts offer insights and challenges?

Time and space:
How important is cultural or historical context to the production and reception of a text?
How do we approach texts from different times and cultures to our own?
To what extent do texts offer insight into another culture?
How does the meaning and impact of a text change over time?
How do texts reflect, represent or form a part of cultural practices?

Intertextuality:
How do texts adhere to and deviate from conventions associated with literary forms or text types?

TOK questions:
How much of the knowledge we construct through reading a literary text is determined by the writer’s intention, the reader’s cultural assumption and by the purpose valued for the text in a community of readers?
How far can a reader understand a literary text that was written in a context different from his or her own?
What is lost in translation from one language to another?
How might the approaches to a given time and place of a poet, a playwright or a novelist and a historian differ?

ATL skills:
Thinking skills
Communication skills
Self-management skills

Concepts:
Identity
Culture
Communication
Representation

Learner Profile traits:
Inquirers
Knowledgeable
Thinkers
Open-minded
Risk-takers
Reflective

Assessment:
Paper 1 style in-class assignment
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 SSST #2: drama

Independent study of a work in the student's target language. The work covered must be drama.

Aims of the topic:
Independent study as directed by the individual student in cooperation with their tutor, with an introduction to method and general assistance by the SSST teacher.

ATL skills:
Thinking skills
Communication skills
Research skills
Self-management skills
Social skills

Learner Profile traits:
Inquirers
Thinkers
Communicators
Principled
Risk-takers
Balanced

Assessment:
Notes uploaded
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer