Holdet 2v En (2025/26) - Undervisningsbeskrivelse

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Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2024/25 - 2025/26
Institution Greve Gymnasium
Fag og niveau Engelsk B
Lærer(e) Laura-Marie Lønstrup, Therese Sunniva Kolind
Hold 2024 En/v (1v En, 2v En)

Oversigt over gennemførte undervisningsforløb
Titel 1 Social Media and Technology
Titel 2 Traditional Literature
Titel 3 Crime Fiction
Titel 4 Gender and Gender Identity [Eksamenstema]
Titel 5 Black America [Eksamenstema]
Titel 6 India [Eksamenstema]
Titel 7 Digitale Hjælpemidler til Årsprøve og Eksamen

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Social Media and Technology

Forløbet har fokuseret på sociale medier som nutidigt fænomen, og dets natur og effekt er blevet undersøgt i forskellige tekstgenrer med forskellige metoder. De centrale analysemetoder har været det retoriske pentagram, argumentationsanalyse og grundlæggende dele af skønlitterær og filmisk analyse. Undervejs har eleverne arbejdet individuelt, i grupper og par og har trænet både mundtlighed og i nogen grad skriftlighed.
Undervejs er de desuden blevet undervist i grundlæggende grammatik med fokus på verber.

Tekster:
“What is Social Media?”, Daniel Nations, Lifewire, 26/1 2021 (artikel)
“1,000 Danes Accused of Child Pornography for Sharing Video of Teens”, Martin Selsoe Sorensen, New York Times, 15/1 2018 (artikel)
“The Guilty Feminist 19: Internet w. Emma Holten”, Deborah Frances-White, 2016 (podcast)
“Black Mirror: Shut Up and Dance”, Charlie Brooker, Netflix, 2016 (serieepisode)
“140 (A Social Media Short Story)”, Ben Harrington, 2016 (novelle)
“The upside of selfies: Social media isn't all bad for kids”, Kelly Wallace, CNN, 7/10 2014 (artikel)
“The Psychological Effects of TikTok”, Valeria Sabater, exploringyourmind.com, 27/11 2021 (artikel)
“Why Selfies Matter”, Alexandra Sifferlin, Time, 6/9 2013 (artikel) [buffer]
“Look Up”, Gary Turk, 2014 (digt)
“Black Mirror: Nose Dive”, Charlie Brooker, Netflix, 2017 (serieepisode) [buffer]
“QAnon followers distance themselves from the movement's most bizarre conspiracy theories as they rebrand”, Will Carless, USA Today, 04/08 2021 (artikel)
“How Social Media Causes Disruptive Group Dynamics”, Tony Saldanha, Gritdaily, 18/1 2021 (artikel)
Indhold
Omfang Estimeret: 19,00 moduler
Dækker over: 0 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 2 Traditional Literature

For this theme, the students have worked with various subgenres of traditional literature such as Fables, Folksongs, Folktales and Fairytales. The students have learned to identify these genres as well as how to analyse them. In working with traditional literature, the students have worked with relating the works to not only modern day but also the historical or cultural heritage which these works reflect.

In working with traditional literature, the students should be made familiar with the concept of “fair use” and the commodification of fair use works of art, especially traditional literature. As part of this focus, the students will learn to recognize differences in traditional versions of e.g. fairytales, and modern, commodified versions as well as analyse and interpret the cultural impact of these commodified versions produced, primarily, by the Walt Disney Company.

The theme finished with a project in which the students had to design a commercial for Disney+ targeting a specific consumer group. In working on this project the students were introduced to basic theories on communication, advertising and persuasion such as the Minerva model and Laswell’s model of Communication.

In this theme, the students have made use of the following models of analysis:
- The Actantial Model for analysing folktales
- The Contract Model (Home-Away-Home) for analysing folktales
- Lyrical Analysis

The theme should enable the students to better their knowledge of:
- principper for tekstopbygning og tekstsammenhæng
- standardsprog og variation, herunder elementer af det engelske sprogs udvikling
- tekstanalytiske begreber og metoder til analyse af fiktive og ikke-fiktive tekster
- et genremæssigt bredt udvalg af fiktive og ikke-fiktive tekster fra forskellige perioder
- væsentlige sproglige, historiske, kulturelle og samfundsmæssige forhold i Storbritannien og USA
- kommunikationsstrategier

Texts:

Fables:
- The Fox and the Grapes (1 ns), Goldilocks and the three bears (1,ns), The three pigs (1,ns)

Folktales/Fairytales/Short stories:
- Little Red Riding Hood by James Finn Garner [1,63 NS]
- The Rose-Tree by Joseph Jacobs [2,03 NS]
- Mr. Fox [3,39 NS]
- The White Road by Neil Gaiman [5,81 NS]

Folksongs/Poems:
- The Fox [1,4 NS]
- Robin Hood and the Bishop [3,2 NS]

Films:
- Walt Disney's Robin Hood
- Walt Disney's Snow White

Non-fiction:
- Commercializing the Fairy Tale by Marisa Cortez [5,5 NS]
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
The Fox analysis 20-11-2024
The Fox analysis 27-11-2024
The Rose Tree 06-12-2024
The Rose Tree 06-12-2024
The Cultural Impact of Fairy Tales 20-01-2025
The Cultural Impact of Fairy Tales 20-01-2025
Advertisement Project 10-02-2025
Advertisement Project 14-02-2025
Omfang Estimeret: 17,00 moduler
Dækker over: 20 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 3 Crime Fiction

I dette forløb har vi arbejdet med krimi genren. Vi har fokuseret på karakteristiske træk i setting, characters og plot indenfor genren.

Indledningsvist arbejdede vi tværfagligt med Matematikfaget omkring filmen The Imitation Game.

Tekster læst:

Guy Walks into a Bar (Case Reopened p. 23-27)
The Man Who Loved Flowers af Stephen King, 1977
A Study in Scarlett (kapitel 1 + 3), Arthur Conan Doyle
A Study in Pink (BBC, Sherlock, episode 1)
Don't you hate having two heads, af Christine Poulson, 2006
The Perfect Mark af Melodie Campbell. Tilgået på http://flashfictiononline.com/main/article/the-perfect-mark/  

Teori om genren:
Case Reopened, Tine Rønlev Eriksen, Lindhardt og Ringhof, 2017.
Indhold
Kernestof:

Skriftligt arbejde:
Titel Afleveringsdato
Engelsk aflevering 24-03-2025
Min læring lektie 08-05-2025
Omfang Estimeret: 17,00 moduler
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 4 Gender and Gender Identity [Eksamenstema]

For this theme, the students have worked with the concept of non-traditional and non-binary gender identities. The students have been made familiar with a broad vocabulary to talk about gender in a varied and respectful way. The students have been made familiar with the concepts of gender as a binary as well as a spectrum and been exposed to various stories (fictional and real life) about and by people who have non-traditional gender identities.
In working with this theme, the students have gained an insight into a highly debated issue in contemporary society which had previously been unfamiliar to many of the students in the class.
The theme has discussed the concept of gender and gender identity as well as the challenges facing non-cis people and the concept of transphobia.

Kernestof:
- et genremæssigt varieret udvalg af primært nyere fiktive og ikke-fiktive tekster
- tekstanalytiske begreber og metoder til analyse af fiktive og ikke-fiktive tekster
- væsentlige historiske, kulturelle og samfundsmæssige forhold i Storbritannien og USA

Texts:
- Transgender Kids, directed by Louis Theroux (2015). [Documentary, 60 minutter]
- We Must Protect Minors from Gender Transition Procedures by Matt Sharpe [Opinion, 2,6 ns]
- Changes by Neil Gaiman [Short story, 6,6 ns]
- Seahorse, directed by Jeanie Finlay (2019). [Documentary, ~90 min]
- The lesbians who feel pressured to have sex and relationships with trans women by Caroline Lowbridge. BBC News, 2021. Abridged. [Article, 4,4 ns]
- The Trans Story Includes You by Nicole Maines (2016). TEDxSMCC. [TED talk, 13 minutter]
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 12 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 5 Black America [Eksamenstema]

The theme has focused on the black experience in past and present USA and the history of black people in the US from the antebellum period to the present day.  As such, the theme was kickstarted with an exercise in which the students created a timeline of black history in the US with predetermined events which became the guideline for putting the texts we later worked with in a broader historical perspective.

In working with the theme, the students have been presented with a wide variation of genres including an excerpt from a slave narrative, short stories, a novel, a documentary, poetry, and non-fiction works.

Throughout the theme, the students have worked with different methods for analysing texts both in terms of analytical approaches and work methods (both group work and individual work, and written and oral focus).

Texts:
- Excerpt from Narrative of the Life of Frederick Douglass, written by Frederick Douglass (1845). [Excerpt from Slave Narrative, 4,6 ns]
- 12 Years a Slave directed by Steve McQueen [Film, 134 minutes]
- The Lynching of Jube Benson by Paul Laurence Dunbar (1904) [Short story, 7 ns]
- I Have a Dream, Martin Luther King Jr. (1963). [Speech, 4,2 ns]
- Dear Martin, Nic Stone (2017). [Novel, ~200 ns]
- Keep your eye on the by Evie Shockley [Excerpt of poem, 1 ns]  
- Ross Kemp: Extreme World USA (2017). [Documentary, 45 min]
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 24 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 6 India [Eksamenstema]

For this theme, the students have worked with India as an English speaking region outside the US and UK. The theme has covered a broad range of topics, both historical and contemporary. The theme began with a brief history lesson on Indian history and then the students worked with post-colonial criticism in texts written during the British colonialisation of the Indian subcontinent. The theme then took a more or less chronological path to modern India, covering Indian independence and partition. Throughout the theme, a particular focus has been on the role of women in Indian society.
Working within the theme, the students have analysed, interpreted and discussed a wide variety of texts and genres, including short stories, documentary, poetry, film, and various non-fiction texts. The theme has also touched on language in India and the use of both Hindi and English as the Indian lingua franca.

Primary texts:
- Rikki-Tikki-Tavi by Rudyard Kipling [Short story, 13 ns]
- Beyond The Pale by Rudyard Kipling [Short story, 5 ns]
- Karma by Khushwant Singh [Short story, ~ 4,5 ns]
- Tryst With Destiny by Jawaharlal Nelru [Speech, ~ 2,7 ns]
- The Partition Of Panjab: My Family Story by Inni Kaur [Interview, 5,5 ns]
- Marital rape is still not outlawed in India. Changing that would be ‘excessively harsh,’ government argues by Helen Regan and Esha Mitra [Article, 3 ns]
- Search For My Tongue by Sujata Bhatt [Poem, 1 ns]
- Don’t Fall In Love, Excerpt from the 2013 novel How to Get Filthy Rich in Rising Asia by Mohsin Hamid [Excerpt of novel, 9 ns]
- Slumdog Millionaire directed by Danny Boyle [Film, 120 minutes]

Secondary Texts:
- India’s Daughter directed by Leslee Udwin [Documentary, 63 minutes]
- Ambition, Economy, Politics, And Religion -  an introduction in Narrating India by Katrine Brøndsted
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 20 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer

Titel 7 Digitale Hjælpemidler til Årsprøve og Eksamen

Du må medbringe alt materiale, som er i fysisk form, eller som kan opbevares lokalt på din computer. ”Opbevares lokalt” betyder materiale, som er gemt på din computer og ikke fx i et digitalt værktøj eller program (dog må du gerne have materiale liggende i et noteprogram).

Hvis du bruger et noteprogram (som fx OneNote) skal du kunne tilgå dine noter uden internetadgang. I OneNote gør du følgende: Synkroniser de notesbøger du skal bruge, hold dem åbne og slå automatisk synkronisering fra under eksamen.

Du må medbringe computer men IKKE telefon eller andet kommunikationsudstyr (som fx smartwatch eller smartglasses).

Du må ikke bruge digitale værktøjer og programmer m.v. (herunder AI) – dog må du bruge et tekstbehandlings (skal fungere offline).

Som udgangspunkt må du altså IKKE tilgå internettet, men følgende online materiale må tilgås under den skriftlige eksamen og i forberedelsestiden til den mundtlige eksamen:

E-bøger på MinLæring:

Do It, Write! [Link: https://app.minlaering.dk/bog/25]

Grammatikbogen ENGRAM Basis [Link: https://app.minlaering.dk/bog/6]


Ordbøger:

Dansk/Engelsk og Engelsk/dansk ordbog på Ordbogen.com [Link: www.ordbogen.com]

Amerikansk engelsk: Merriam-Websters ordbog [Link: https://www.merriam-webster.com/dictionary]

Britisk engelsk: Oxford Learners Dictionaries [Link: https://www.oxfordlearnersdictionaries.com/]

Merriam-Websters synonymordbog [Link: https://www.merriam-webster.com/thesaurus]
Indhold
Kernestof:
Omfang Estimeret: 0,00 moduler
Dækker over: 1 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer