Holdet IB2 EN A HL (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Viborg Katedralskole
Fag og niveau Engelsk -
Lærer(e) Lea Heiberg Madsen
Hold 2024IB EN A HL (IB1 EN A HL, IB2 EN A HL)

Oversigt over gennemførte undervisningsforløb
Titel 1 Time & Space (1)
Titel 2 Time and Space (2)
Titel 3 Intertextuality - Connecting Texts
Titel 4 Intertextuality - Connecting Texts
Titel 5 Readers, Writers, Texts (2) - Chronicle of a Death
Titel 6 Time & Space (2) - The Great Gatsby

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Time & Space (1)

Area of Exploration: Time and Space

Contextual perspective:
You take into account the background information of where and when the text was written, shapping your understanding og the meaning of the work in the ccontext of its historical time and place. You will also try to consider whether your understanding of the backdrop against which a work was written influences your interpretation in a meaningful way.

Literary work: The Thing Around Your Neck (2009) by Adichie (Collection of short stories)

BoW: "Crash" (2005) (Movie)

Bow: Nike (2012) Find Your Greatness (Advertisement Campaign)

Bow: Levi´s (2021) Buy Better Wear Longer (Advertisement Campaign)


Questions that we explore in class:
How important is cultural or historical context to the production and reception of a text?
To what extent do texts offer insight into another culture?  To what extent do texts offer insights into individuals´ lives? And how can individual stories nuance our understanding of a culture, a community, a time? How can writers and readers interpret and change traditional literary and non-literary conventions to discuss significant issues?

Links to TOK: Interpretation of texts; To what extent is the knowledge we gain from the study of visual-based texts different from the knowledge we gain through the study of language-based texts? Is there a wrong and right way to interpret a text? To what extent can a reader understand a text that was constructed in a different culture and/or time?


Global Issues:
  Field of inquiry - Politics, Power, and Justice.
  Field of inquiry - Belief, Values and Education

Concepts dealt with: culture, identity and perspective

Written tasks (introduction work)
Paper 1 practice
IO pratice (1)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
English assignment I 22-08-2024
Paper 1 (IB exam paper) 03-10-2024
Paper 1 (IB exam practice) 01-11-2024
English Assignment III: Analytical Paper 17-01-2025
Omfang Estimeret: Ikke angivet
Dækker over: 34 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Time and Space (2)

Time and Space (2)  - Languages of War

Contextual Perspective:

You take into account the background information of where and when the text was written, shaping your understanding of the meaning of the work in the context of its historical time and place. You will also try to consider whether your understanding of the backdrop against which a work was written influences your interpretation in a meaningful way.

Concepts we explore: culture, creativity, communication, transformation

Languages of War
1.1. Introduction to The Great War
1.1.1. WW1 Propaganda: Pro-war vs. Anti-war rhetoric, propaganda in songs, poetry, early 20C ideology (gender roles, war, religion, nationalism)
1.2. BoW - British Propaganda Posters WW1
1.3. Sigfried Sassoon´s A Soldier´s Declaration
1.4. Rupert Brooke´s poem: “The Soldier”
1.4. Women´s Recruitment Song

2. Literary Work: Wilfred Owen´s _The War Poems_ (15 poems covered)

3. BoW: Lalage Snow´s Photographic project: "Portraits of Soldiers" (2012) https://mymodernmet.com/lalage-snow-we-are-the-not-dead/?fbclid=IwAR0HhHY1C4w52B2p5VkFbs--75o635DeTIx3Z_kYNiNQDwlg2eFc9rXh0D8
Link to interviews with Soldiers: https://abcnews.go.com/blogs/headlines/2011/12/we-are-the-not-dead-soldiers-on-afghan-mission

4. BoW: Banksy´s Street Art & The Walled Off Hotel http://walledoffhotel.com/index.html

5. BoW: Nevinson, C R W. WW1 Paintings (1916-1920) https://www.iwm.org.uk/collections/search?filters%5BmakerString%5D%5BNevinson%2C%20C%20R%20W%5D=on

6. IO practice (2)

Links to TOK: Validity of language; Do we need to experience the world first-hand to acquire an understanding that is valid or can language give us an understanding of the world which is just as valid? How important is language in shaping our perception of the world?  (Note how Owen attempts to describe WW1 by appealing to the reader´s senses. In this way, he hopes that we will experience the scenes similarly to how he/the narrator did.)
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 27 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Intertextuality - Connecting Texts

Intertextuality: Connecting Texts


You consider the work in light of other works - both from the same and/or different time and place. We start the course by watching a 1990´s adaptation of William Shakespeare's play: Baz Luhrman's Romeo + Juliet. This screening will serve as a starting point for our study of the plot, but also - and more importantly - for understanding how Shakespeare's text is in itsef an intertext for many other texts.
The primary goal of this course, however, is to study the original _Romeo & Juliet_ in light of the playwright and poet´s own texts (sonnet 18, 116, 130 and 147) as well as in light of the Italian poet Petrarch´s depiction of romantic love (concept: the petrarchan lover). In this course, you will also look into 16C cultural ideas and dictates on marriage, love, family and gender, to understand how these 16C notions work as intertexts in the play. Ultimately, you will study the language of Shakespeare with the aim of understanding the use of humour in his text.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 30 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Intertextuality - Connecting Texts

Intertextuality: Connecting Texts

Literary Work: William Shakespeare´s Romeo & Juliet
You consider the work in light of other works - both from the same and/or different time and place. We start the course by watching a 1990´s adaptation of William Shakespeare's play: Baz Luhrman's Romeo + Juliet. This screening will serve as a starting point for our study of the plot, but also - and more importantly - for understanding how Shakespeare's text is in itsef an intertext for many other texts.
The primary goal of this course, however, is to study the original _Romeo & Juliet_ in light of the playwright and poet´s own texts (sonnet 18, 116, 130 and 147) as well as in light of the Italian poet Petrarch´s depiction of romantic love (concept: the petrarchan lover). In this course, you will also look into 16C cultural ideas and dictates on marriage, love, family and gender, to understand how these 16C notions work as intertexts in the play. Ultimately, you will study the language of Shakespeare with the aim of understanding the use of humour in his text.

BoW: Nevinson´s paintings
BoW: Lalage Snowe´s "We are the not dead"
BoW:
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 29 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Readers, Writers, Texts (2) - Chronicle of a Death

Readers, Writers, Texts (2) - Literary work in translation

You study the text solely as a work of art, entire of itself. You engage with the text personally as a reader and in trying to construct its meaning, you consider only its literary features or the conventions of its text type, without concerning yourself with the time or place in which it was written or how it might be different from other texts.

Literary work (in translation): Gabriel García Márquez´s _Chronicle of a Death Foretold.

Literary Genre: Magical Realism (novel)

Global Issues/Topics:
Toxic Masculinity & Collective Responsibility
Cultural Myths, Machismo & Masculinities

Fields of inquiry:

Culture, identity and community
Beliefs, values and education
Art, creativity and the imagination

BoW: GQ Magazine covers
BoW: #FighttheStigma #Unmute - Awareness of Toxic Masculinity Campaign (Philipphines)

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 26 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 Time & Space (2) - The Great Gatsby

Area of Exploration: Time and Space

Contextual perspective:
You take into account the background information of where and when the text was written. That is, the 1920s US. This background knowledge is arguably shaping your understanding og the meaning of the work in the context of its historical time and place. So, you will try to consider whether your understanding of the backdrop against which a work was written (in this case: the roaring twenties/ the jazz age) influences your interpretation in a meaningful way. However, it is also important that you think about how you might draw connections between the 'other' time/space and your/our present.

Literary work: F. Scott Fitzgerald´s novel _The Great Gatsby_ (1925)

Bow: Liza Donelly´s Political Cartoons
Bow: Lauren Greenfield, Generation Wealth

Questions that we explore in class:

How important is cultural or historical context to the production and reception of a text?
To what extent do texts offer insight into another culture or time?  And how can individual stories nuance our understanding of a culture, a community, a time? How can writers and readers interpret and explore traditional literary and non-literary conventions to discuss significant issues?

Links to TOK: Interpretation of texts > To what extent can a reader understand a text that was constructed in a different culture and/or time? What makes it relatable (or not)?


Global Issues:
Moral values and corruption; class issues (old money vs new rich), romanticed love, gender dynamics, the American Dream, etc.  

  Field of inquiry - Politics, Power, and Justice.
  Field of inquiry - Belief, Values and Education

Concepts dealt with: culture, identity and perspective

Written tasks
Paper 2 practice
mini-IO pratice (in class)
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
English Assignment 3 10-11-2025
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer