Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2017/18 - 2018/19
Institution Odense Katedralskole
Fag og niveau Engelsk B
Lærer(e) Anne Louise Sølvtoft Ottosen
Hold 2017 En/z (1z En, 2z En)
Oversigt over gennemførte undervisningsforløb
Titel 1 2. Twisted Minds (ikke eksamensemne)
Titel 2 3. Identity: Nature or Nurture?
Titel 3 4. American Dream, American Nightmare
Titel 4 5. Dystopian Visions (+ værk)
Titel 5 6: Addiction: Choice, disease or environment?
Titel 6 7. Aspects of Britain

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 2. Twisted Minds (ikke eksamensemne)

The texts in this topic all hold examples of someone or something twisted.
The topic also introduces you to analyzing and interpreting texts belonging to the genres fiction and non-fiction.
Thus, the aim is to help you achieve the basic analytical skills that you can use henceforward every time you work with a written text.

Central terms you are expected to know by the end of the topic:
Analysis, genre, interpretation, quotations, theme, message, point of view, character, atmosphere/mood, setting, implicit meaning/explicit meaning as well as the forms of appeal (pathos, logos and ethos) in connection with non-fiction analysis.

Kernestof:
From Eva Pors et al., Open Wide, L & R, 2015:
- Zdravka Evttimova, 'Blood', 2005
- Staze Budzko, 'How to set a House on Fire', 2004
- James A. Reasoner, 'Graveyeard Shift', 1978
- Dan Frosch and Kirk Johnson, 'Gunman Kills 12 in Colorado, reviving gun debate', 2012

Terry McCarthy, 'Warning', 2001 (from Contexts, Gyldendal)

Charles Bukowski, 'Son of Satan', 1982 (In Texting; Systime) - 7 s.

25 sider

Supplerende stof:
Short film, How to Set a House on Fire: https://www.youtube.com/watch?v=t2RiZYJaiFs
The 2nd Amendment to the US constitution
Jon Snow interview https://www.youtube.com/watch?v=JNlFps28fqE
Animated short film,'Behind Closed Doors' at http://jonnybutton.com/behindcloseddoors/
13 s.

I alt 38 s.

Grammatik: kongruens og tællelighed

Forløbet afsluttes med en 3-2-1 evaluering


Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 12,00 moduler
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 3. Identity: Nature or Nurture?

What makes us who we are? Some scientists argue that our nature or genetic code is to blame, while others point to the importance of nurture or upbringing. This topic deals with behaviour caused either by nature or nurture, or both.  We will read articles that discuss the warrior gene (MAO-A gene) and whether this genetic predisposition can make you into a psychopathic killer. However, we will also read texts that point to your social environment as an important factor in who you become.

Kernestof:

1. Kimberly Powell, 'Nature vs. Nurture. Are We really Born That Way?' About.com, 2006
2. Barbara Hagerty, ‘A Neuroscientist Uncovers A Dark Secret ‘ (2010), npr.org
3. Barbara Hagerty, ‘Can Your Genes Make You Murder?’, (2010), npr.org
4. Lesley Glaister, ‘Serrusalmus’ (1992) from Contexts, Gyldendal, 2004
5. Kevin O’Sullivan,’ My sons on Death Row’ (1991) From ‘The Lift’
6. Film, We need to talk about Kevin ( 2011)


Supplerende stof:
Nick Collins, ‘Nature vs nurture: outcome depends on where you live ‘, Science Correspondent, 2012, 2s
James Fallon interview: Exploring the mind of a killer - Three ingredients for murder: https://www.youtube.com/watch?v=Vx8RxRn6dWU (indtil 6.00), 2s
Nicola Barker, Back to Front, (2003) - used for written work (essay) - 8s
Trump’s speech after Parkland Shooting, Feb. 15, 2018 + cartoons - 5s
CNN, The Parkland SchoolShooter, From 'broken child' to mass killer: https://edition.cnn.com/2018/02/16/us/shooter-profile-invs/index.html (2 s)
Statistics on mass shootings in the US: https://www.theguardian.com/us-news/ng-interactive/2017/oct/02/america-mass-shootings-gun-violence (2 s)
Clip from documentary, Identical Strangers, https://www.youtube.com/watch?v=1gwnzW4jOMI about identical twins separated at birth. 3 s


I alt 53 s

Eleverne har anvendt https://www.oxforddictionaries.com/ , gyldendals røde ordbøger og ordbogen.com løbende.
Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 12,00 moduler
Dækker over: 11 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 4. American Dream, American Nightmare

We are going to look into some of the American core values (Individual Freedom and Self-Reliance, Equality of Opportunity and Competition, The American Dream and Hard Work) and how these are the foundation of ‘the American Dream’ as expressed in the Declaration of Independece. According to some people today, the American Dream is dead or not realistic anymore. Class differences in the US have led to a growing disillusionment among working class and lower middleclass people (no jobs, poverty, not being listened to by the government, no opportunities to obtain the dream) and thus the dream has turned into a nightmare for some groups of people.

Kernestof:
- The Six basic American Values at http://vintageamericanways.com/american-values/ (1 s)
- Studs Terkel, Arnold Schwarzenegger interview from Arildsen og Plougheld, The Sky is the Limit, 1984 (2 s)
- Speech, 'Arnold Schwarzenegger Recalls Lessons From 25 Years as a U.S. Citizen-Learn English, Participate in Politics, and Give Back', 2008 (2 s)
- Jason Miller, Circus Lady, 1972 (15 s)
- Larry Foundation, Deportation at Breakfast, 1991 - 3s
- Film: The Pursuit of Happyness - (5 s)
- Ari Shapiro, May 29, 2012, 'The American Dream Faces Harsh Realities' (3 s)
- Childish Gambino, 'This is America' (lyrics), 2018 - (5 s)
- excerpt from Obama's speech, 'The American Promise' - mostly with focus on literary devices used. (3 s)
- 'Undocumented immigrants struggle in Trump's America' (excerpt from documentary) at https://www.youtube.com/watch?v=B9YAYMqoM1A (3 s)

Supplerende stof:
- The Declaration of Independence (excerpt) - (1 s)
- 'Coming to America' - the history behind America - (2 s)
- Emma Lazarus, 'The New Colossus', 1883 (excerpt from the poem) - (1 s)
- The Real Chris Gardner story: https://www.youtube.com/watch?v=58vkmQklbdU (1 s)
- Excerpt from Martin Luther King's speech, 'I have a dream', 1963 - 1s
- CBS, 60 min. 'Happiness' (about the American Dream in Denmark) at https://www.youtube.com/watch?v=IBzDSq0KDLs - 2 s
- Visit from 2 exchange students from the US and from Australia.

I alt 52 s.

Fokus i forløbet har været at kunne identificere amerikanske værdier og den amerikanske drøm i forskellige former for litteratur og aktuelle samfundsmæssige elementer. Vi har arbejdet med bagrunden for immigrationen til Amerika, men også forskellige gruppers oplevelse af hvor svært det kan være at opnå den amerikanske drøm (med fokus på afro-amerikanere og udokumenterede immigranter). Vi har også sammenlignet den amerikanske drøm med det danske samfund og dets mulighed for social mobilitet. Sidst, har eleverne arbejdet med et fordybelsesområde indenfor emnet, den amerikanske drøm, og fremlagt dette på klassen.

Vigtige begreber fra forløbet:
Litterære virkemidler: anaphor, contrast/antithesis, personification, allusion, metaphor, tricolon
Historisk viden: The six basic American Values, the Declaration of Independence, immigration/deportation, undocumented immigrants and their children.

Eleverne har anvendt https://www.oxforddictionaries.com/, Gylendals røde ordbøger og ordbogen.com  løbende.


Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 19,00 moduler
Dækker over: 19 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 5. Dystopian Visions (+ værk)

This topic will focus on dystopian visions of the future in literature and film. By reading classic authors, such as Ray Bradbury and Kurt Vonnegut, as well as a contemporary writer, Suzanne Collins, we will try to answer the following questions:
• What defines a dystopia?
• What are some of the common dystopian characteristics in literature?
• Why write dystopian literature?
• Are popular dystopian visions warnings or a glimpse of the day after tomorrow?

Central keywords:
- Thomas Moore’s definition of ‘Utopia’ in 1516 – later ‘dystopia’ as antonym
- Characteristics of dystopian literature (conformity, social control, lack of individual freedom etc.)
- Language as a means of power in dystopian societies (e.g. euphemisms)
- Characteristics of dystopian protagonists

Kernestof:
• 'Dystopias: Definitions and Characteristics' (1 s) at http://www.readwritethink.org/files/resources/lesson_images/lesson926/DefinitionCharacteristics.pdf
• TED ED, Alex Gendler, Dystopias, at https://www.youtube.com/watch?v=6a6kbU88wu0 (2 s)
• Kurt Vonnegut, '2BR02B', 1962 (7 s)
• Ray Bradbury, The Veldt’, 1950 (14 s)
• Suzanne Collins, ‘The Hunger Games’, chapter 1, 2008 (18 s)
• Netflix, Black Mirror, ‘Nosedive’, 2016 (5 s)
- Ray Bradbury, Fahrenheit 451 (værklæsning): Del 1 + 3 læst intensivt, Del 2 læst ekstensivt (værk i alt 175 s)

Supplerende stof:
• Film clip: Gary Ross, 'The Hunger Games' (2012), the opening scenes - (3 s)
• HBO film, Fahrenheit 451, 2018 - (5 s)
• Why Fahrenheit 451 is the book for our social media age (excerpt) - (3 s): https://www.nytimes.com/2018/05/10/books/review/fahrenheit-451-ray-bradbury.html
- Graphic novel, Fahrenheit 451 (excerpts used for analysis and comparison with the book) (10 s)
- Victor Luckerson, 2017, The Rise of Like Economy: https://www.theringer.com/2017/2/15/16038024/how-the-like-button-took-over-the-internet-ebe778be2459 (3 s)
- Erving Goffman and the Performed Self (clip): https://www.youtube.com/watch?v=6Z0XS-QLDWM (frontstage + backstage) - 1 s

I alt 72 s + 175 s (værk)

Eleverne har anvendt https://www.oxforddictionaries.com/ løbende samt Gyldendals Røde og Ordbogen.com
Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 22,00 moduler
Dækker over: 21 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 6: Addiction: Choice, disease or environment?

Addiction: Choice, disease or adaptation to your environment?

In this topic we will explore different views of addiction and dependence syndrome. Scientists cannot seem to agree on whether addiction is a personal choice the individual has made (and thus can unmake), a biological disease due to ones brain or a simple adaptation to the environment we find ourselves in. We will analyze fiction as well as non-fiction texts and determine their points of views in this discussion as well as their use of literary techniques and devices in trying to convince their readers. Furthermore, we will discuss the consequences of the different views when it comes to treatment or recovery of the person suffering from dependence syndrome.

Kernestof:
• Marc Lewis, Addiction: A Matter of Choice? From Psychology Today, 2012 (2 s)
• Szalavitz, Hooked on Addiction: From Food to Drugs to Internet Porn, 2011 (3 s)
• Reward Pathway in the Brain/Khan Academy: https://www.khanacademy.org/science/health-and-medicine/mental-health/drug-abuse-and-drug-addictions/v/reward-pathway-in-the-brain (3 s)
• What causes addiction – Alexander’s Rat Park Experiment: https://www.youtube.com/watch?v=sbQFNe3pkss (2 s)
• Johann Hari – A different view on addiction (TED talk):  https://www.youtube.com/watch?v=PY9DcIMGxMs
- https://www.youtube.com/watch?v=ao8L-0nSYzg (3 s)
• Ben – the life of a heroin addict: https://www.youtube.com/watch?v=SsKWhcBDVHY (5 s)
• Russell Brand: “From addiction to recovery” (documentary on Netflix) (5 s)
• Chris Womersley, The Shed (Australian literature). From ‘From Where You Are’, 2010 (5 s)

Supplerende stof:
- WHO - Definition and criteria for Dependence syndrome: http://www.who.int/substance_abuse/terminology/definition1/en/  (1 s)
- Who can you Trust? Unreliable narrators: https://www.youtube.com/watch?v=AM7pALSwH_I&feature=youtu.be (1 s)
- Lyrics that deal with addiction (project – group presentations) - 3 s pr gruppe

I alt 33 s.

Eleverne har anvendt https://www.oxforddictionaries.com/ løbende.

Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 13,00 moduler
Dækker over: 13 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 7. Aspects of Britain

This topic deals with two main aspects of Great Britain, social class and the multiculturalism that permeates the British culture as a legacy of the British Empire.
Some people say that Great Britain is the most class-ridden society in the world? We will look into this and explore how the class system came about as well as how it affects British identity today. Furthermore, we will have a brief look at the history of the British Empire and how this started a large-scale immigration to Britain from many of the colonies. In what way is Britain still a multicultural society and how do cultures clash sometimes? How might Brexit be seen as a wish to return to the glorious past?
In connection with this, we will also look at the English language as a global language.

Social class:
Kernestof:
Fra Grønlund et al. Studieretningsbogen SA -EN, Columbus, 2018:
• Great Britain. The most class-ridden society? (from traditionally three social classes to a new survey, which resulted in seven social classes based on Bordieu's terms economic, social and cultural capital) - 2 s
• The birth of social classes: The Victorian Age (1837-1901) - Keywords: aristocracy/hereditary wealth, the newly rich, the Industrial Revolution and the rising middleclass, bad working class conditions. - 2 s
• Excerpt from Charles Dickens, Oliver Twist (1837), chapter 2 (the 'I want more'-scene) - 2 s
Clip: The Great British Class Survey launches on BBC One Show: (Bordieu and capitals and class):  https://www.youtube.com/watch?v=zInIRiBOp44 (2 s)
Excerpt from the play ‘Posh’ (by Laura Wade, 2010), Act 2, scenes 2 and 3 (3 s)
Film clip: The Riot Club, 2014 (same scenes as from the play) - 2 s

Supplerende stof:
• New class distinctions, 2013: http://www.bbc.co.uk/science/0/21970879?fbclid=IwAR2Vslq9gpiPSQrlTcdRRMIHtLewkFjmuLhUFO3AJvcIwAc3gtSAuBcKz4s (1 s)
• Andrew Grice, The Independent, 2016, 'Middle-income families, young and poor being left behind economically, government warned' (about so-called threadmill families) - 2 s
• BBC, Hungry children eating from school bins: https://www.bbc.com/news/uk-england-lancashire-46827360 - 2s

Global English (Kernestof):
• David Crystal, interviews, 2011, from Worlds of English: English as a Global Language and New Englishes (2 s)
• Jon Packer, Lingua Franca, 1996 (from A New Entrance, systime, 2001) - 2 s
• Youtube: different Englishes - 1 s

The British Empire and its legacy:
Kernestof:
- From Mustad et al, Being British, 2014, p. 84-90: 'Britain's road from Empire to reluctant European: A Historical Perspective' (historical background information about the Empire) - 6 s
- From Flensted et al., What's Up Britain, Gyldendal, 2008, p. 120-122 about ‘Immigration today’ - 3 s
- George Orwell, Shooting an Elephant, 1936 - 9 s
- Rudyard Kipling, We and They, 1926 (poem) - 1 s
- Film: East is East (5 s)
- Sarfraz Manzoor, Second Generasians, from Spotlight, 2004 (3 s)
- Theresa May’s Brexit Speech, 2017 (excerpts) (3 s)

Supplerende stof:
- Trevor Noah, Stand up about colonization: https://vimeo.com/130619176 (2015) - 1 s
- Excerpts from Great Britain's National Anthem and other patriotic songs - 1 s
- Dansk artikel om Brexit som baggrundsstof: Forklaringen på den britiske EU-skepsis, https://jyllands-posten.dk/premium/indblik/International/ECE8775734/forklaringen-paa-den-britiske-euskepsis/
- Newsweek: Britain’s Brexit Crisis Explained (Newsweek): https://www.youtube.com/watch?v=KL-8_3uivwE (1s)


I alt 51 s

Eleverne har anvendt https://www.oxforddictionaries.com/ løbende.



Indhold
Kernestof:

Supplerende stof:
Omfang Estimeret: 25,00 moduler
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer