Holdet 2024 EN/1 - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25
Institution Nærum Gymnasium
Fag og niveau Engelsk A
Lærer(e) Julie Uhrskov Gøricke
Hold 2024 EN/1 (3g EN/1, 3g EN/vikar)
Oversigt over gennemførte undervisningsforløb
Titel 1 Shspeare: love, conflicts and rel-ships ORAL EXAM
Titel 2 Kite Runner: power, immigr, redemption ORAL EXAM
Titel 3 English Language and Literature ORAL EXAM
Titel 4 Climate Fiction ORAL EXAM
Titel 5 American Postmodernism ORAL EXAM
Titel 6 SRP/Easter holidays

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Shspeare: love, conflicts and rel-ships ORAL EXAM

Taught by Julie Uhrskov Gøricke

Shakespeare: love, conflicts and relationships (ORAL EXAM)

At the end of the unit you will be able to:
- explain Shakespeare's language
- explain Shakespeare's poetry
- analyse parts of Romeo and Juliet
- analyse and discuss Shakespeare's thematisation of love, relationships and conflicts in selected works, first of all Romeo and Juliet (1597)
- discuss the Renaissance and the ideas of humanism
- discuss the Elizabethan era and the Elizabethan theatre

In this course, the students will be focusing on selected works by Shakespeare within the thematization of “love, relationships and conflicts”.

The course will take a stand in an introduction to the historical, societal and cultural context of William Shakespeare and the Elizabethan era, the Elizabethan theatre, humanism, the Renaissance and a focus on the hierarchical structure of society. This is followed by a brief insight into how Shakespeare influenced and developed the English language.

We will then zoom in on Shakespeare's iambic pentameter, and the sonnet is introduced through a pop sonnet version of Carly Rae Jepsen's "Call Me Maybe" and an analysis of sonnet 130 as an (untraditional) love poem.

Selected scenes in the play Romeo and Juliet (1597) will be investigated and analyzed with a focus on love, relationships (in many different shapes) and the difficulties each character comes upon (“conflicts”).

The students are (re-)introduced to the basic principles of New Criticism and The Historical approach as methods for the analysis of fiction, while focusing on the rather complex figures of speech used by Shakespeare. Argumentation theory with a specific focus on Toulmin’s model of argumentation, monological and dialogical argumentation and different types of arguments (from The English Handbook) will be introduced as a method for the analysis of non-fiction, specifically in connection with paper 1 on “Why is Shakespeare more popular than ever?” by Will Gompertz (article from BBC, 2016) and therefore used in relation to the written product of an analytical essay. The rhetorical pentagram and the three modes of persuasion are (re-)introduced as methods for the analysis of non-fiction.

Texts:
Sonnet 130, "My Mistress Eyes are Nothing like the Sun"
The prologue to the play Romeo and Juliet (1597)
Romeo and Juliet's first meeting (Act 1, scene 5)
The famous balcony scene (Act II, scene 1)

Film:
Romeo + Juliet ( Baz Luhrmann, 1996)

Supplementary material:
"The Renaissance (1500-1660)", The English Handbook
"Why Shakespeare Loved the Iambic Pentamenter - David T. Freeman and Gregory Taylor", https://www.youtube.com/watch?v=I5lsuyUNu_4
"Pop Sonnets - Shakespeare Unlimited", episode 41, Erik Didrikson interviewed by Barbara Bogaev. Link: https://www.folger.edu/shakespeare-unlimited/pop-sonnets
"The History of English - Shakespeare", https://www.youtube.com/watch?v=BMkuUADWW2A&list=PLA052734D94263ED4
"The History of English - Global English", https://www.youtube.com/watch?v=70KHDbLmr_I&list=PLA052734D94263ED4
https://myshakespeare.com/romeo-and-juliet/act-1-scene-5-video-performance-romeo-and-juliet-lines-92-110

(app. 50 standard pages)

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Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 Kite Runner: power, immigr, redemption ORAL EXAM

The Kite Runner: power, immigration and redemption ORAL EXAM

Taught by Julie Uhrskov Gøricke

At the end of the unit you will be able to:
- analyse and discuss the novel The Kite Runner
- discuss the ideas of power, immigration and redemption in the novel
- discuss the novel as seen through a postcolonial lens

This course will take a stand in the novel, Kite Runner, by Khaled Hosseini (2003) with a thematic frame of power, immigration and redemption.

The students will read the entire novel but divided into meaningful reading parts that are correlated in terms of content, analytical progress, and suited reading amount. We will do some reading in class, but most of it will be assigned as homework combined with a detailed reading list that assigns analytical focus points to look for and make notes to while reading.

The novel (and therefore analytical work in class) will address the complexity and ambivalence of Amir’s story and thereby incorporate close reading of selected passages throughout each “reading-part” and a thematical focus when relevant.  

The students are again met by the basic principles of New Criticism when analyzing context/settings, characters, language, narration. Also, the historical approach can be applied when relevant (for example when briefly including Ronald Reagan and Jimmy Carter in relation to Baba) as a method for the analysis of fiction, however, a new approach will be the postcolonial approach. This method will be used to question the themes of power, immigration and redemption through a postcolonial lens.

Texts:
The Kite Runner, Khaled Hosseini (2003)
"On the notion of Home", by John McLeod, from Global Voices by Ulla Rahbek
"An Afghan American recalls a childhood spend straddling cultures at war", an opinion piece by Jamil Jan Kochai (text used as in the analytical essay, "Paper 3")

Supplementary material:
- A theoretical framework on a postcolonial approach (see document): excerpts from The English Handbook and Beginning Postcolonialism by John McLeod
- Postcolonial terms overview (see document): power, binary oppositions, diaspora, privilege, home and displacement, redemption
- Characteristics of a personal essay/opinion piece from: https://davehood59.wordpress.com/2010/05/02/what-is-a-personal-essay/  

(app. 275 standard pages)

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ordbogen.com
merriam-webster.com
thesaurus.com
urbandictionary.com/
ordnet.dk
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 English Language and Literature ORAL EXAM

Taught by Rikke Sterum

History of the English language and literature

At the end of the unit you will:
- be able to discuss the role of English as a global language and the lingua franca of the globalised world.
- know the roots of the English language.
- know one of the oldest examples of literature in English: Beowulf.
- have an overview of the major literary periods within English literature and be ready to discuss literary examples of these.
- be able to discuss the Romantic Age in more detail
- be able to detect and explain postmodern literary devices (e.g. metafiction, intertextuality, unreliable narrator, quest for identity)

Materials for the first part of the course:
David Crystal: What is a Global Language? + David Crystal British Council talk on English as a Global Language: https://www.youtube.com/watch?v=5Kvs8SxN8mc. Focus on the concepts of amalgamation/hybridisation of English and English as a lingua franca.
Gunnel Melchers and Philip Shaw: The Roots of English + Does the English Language Still Borrow Words From Other Languages? (article, Philip Durkin)
John Agard: Reporting from the Fronline of the great Dictionary Disaster (poem, 2006)

The unit then goes through the most important periods of the English/American literature (from: A Short History of Literature in English, Barkholt and Jepsen, Systime, 2010):

The Beginnings of English Literature: Beowulf (unknown date/c. 700)
The Renaissance (The Elizabethan worldview + repetition of Romeo and Juliet + sonnets)
The Romantic Age (special focal point). The students will give creative presentations of the romantic poems: The Solitary Reaper, To A Butterfly and I Wandered Lonely as a Cloud (William Wordsworth)
The Victorian Age: The Angel in the House (Coventry Patmore, 1854)
Modernism: The Owl (poem, Ted Hughes, 1963)
Post-Modernism: Interflora (poem, Susan Hamlyn, 2002)

Films:
Beowulf (Robert Zemekis, 2007, 30 minutes)

(app. 60 standard pages)

minlæring.dk
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merriam-webster.com
thesaurus.com
urbandictionary.com/
ordnet.dk
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 23 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 Climate Fiction ORAL EXAM

Taught by Rikke Sterum

The unit focuses on the current climate crisis and the reaction to it as reflected in the genre called climate fiction.

At the end of the unit you will be able to:
- explain what the anthropocene means
- name, discuss and analyse examples of the genre Climate Fiction
- explain why much climate fiction is related to science fiction and postmodernism
- explain the UN World Goal # 13 Climate Action

The unit opens with a visit to the exhibition The Water is Coming. It then moves on to the fictional cautionary tales of the consequences of this climate crisis as depicted in climate fiction. Short stories, poems, and a film are read in the light of the characteristics of climate fiction from the realistic to the speculative, and the common thread through the unit is WATER.
The concept of the anthropocene and the perception of nature are central elements. Other focal points of the stories are children and the challenges of future fertility.

Texts:
Drowning (Dakoda Barker, 2014) (short story)
The Disaster Store (Helen Phillips, 2019) (short story)
Monarch Blue (Barbara Litkowski, 2016) (short story)
Diary of an Interesting Year (Helen Simpson, 2009) (short story)
The Moment (Margaret Atwood, 1995) (poem)
The Last Snowman (Simon Armitage, 2017) (poem)

Film:
Waterworld (Kevin Reynolds, 1995)
Videos:
https://www.youtube.com/watch?v=E_975SJa6kw
https://www.youtube.com/watch?v=P9XuxHtfOxQ
https://www.smithsonianmag.com/videos/category/science/what-is-the-anthropocene/
https://www.youtube.com/watch?v=YUzHBMaVSqQ (UN Goal 13: Climate Action)

Exhibition/project:
In relation to the unit, the students have participated in a bespoke, interactive exhibition at DAC, Copenhagen The Water is Coming, Feb. 2025

(app. 50 standard pages)

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merriam-webster.com
thesaurus.com
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Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 American Postmodernism ORAL EXAM

Taught by Rikke Sterum

The final unit of the complete English course will summarise analytical components and analytical terminology and prepare you for the exam. The unit reflects American postmodernism, as it draws on knowledge of genre features of prevoius periods and of postmodernism from previous units. Also the question of what comes after postmodernism - hyper realism - is dealt with.

At the end of the unit you will be able to:
- analyse fiction and and non-fiction using correct analytical terminology
- analyse and discuss the most important concepts of postmodern thinking and literature from consumerism to loss of the grand narratives
- compare postmodernism to previous literary periods, especially the Romantic Age and Modernism.

Texts:
Background: Through Literary Landscapes (Systime, 2020)
How to eat a poem (poem, Eve Merriam, 1964)
The Trouble with Television (essay)
Television (poem, Alcott)
Strawberry Spring (short story, Stephen King, 1978)
Cold Calling (short story, Chuck Palahniuk, 2015)

Music video (supplementary material):
Take on Me (a-ha, 1985)
Television is Drug: https://www.youtube.com/watch?v=E4MQhTceWe8
Film:
Fight Club (David Fincher, 1999)

(app. 25 standard pages)

minlæring.dk
ordbogen.com
merriam-webster.com
thesaurus.com
urbandictionary.com/
ordnet.com
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 4 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 SRP/Easter holidays

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 1 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer