Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser
Termin(er) 2017/18 - 2019/20
Institution Roskilde Katedralskole
Fag og niveau Engelsk A
Lærer(e) Annette Holck, Ole Juul Lund
Hold 2017 EN/b (1b EN, 2b EN, 2b EN (puljetid), 3b EN)
Oversigt over gennemførte undervisningsforløb
Titel 1 Class, School and Obesity
Titel 2 Crime and Punishment
Titel 3 Willy Russell, "Educating Rita" - education
Titel 4 Utopia and Dystopia
Titel 5 Sproglig opmærksomhed og korrekthed
Titel 6 SRO: America and Cuba
Titel 7 Youth in Literature: Eleanor and Park
Titel 8 Shakespeare: Othello
Titel 9 The British Empire
Titel 10 Australia
Titel 11 Harlem Renaissance
Titel 12 Online hjælpemidler anvendt i undervisningen
Titel 13 Revision

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
Titel 1 Class, School and Obesity

Class, School and Obesity

Faglige mål:
• Kendskab til det britiske samfund: betydningen af klassetilhørsforhold, social mobilitet
• Kendskab til det engelsk skolesystem: offentlig skole/ privatskole
• Analysemetoder i forbindelse med film: how to read a film (Toolbox)

Tekster:
• Mustad et al., Being British (Gyldendal, 2014), pp. 46-48
• Kamal Ahmed, "The boy on the left had no future ...", (Engberg-Pedersen et al., Contexts; Gyldendal, 2003), pp. 141-144
• Amelia Hill and Kamal Ahmed, " TV, public school and Ryan's fall", (Contexts), pp. 145-149
• Beth Hale, ”Teen tearaway sent to public school for ill-fated television experiment is now a proud dad... with high hopes for his daughter” (Mail Online, 13 April, 2009 - http://www.dailymail.co.uk/news/article-1169534/Teen-tearaway-sent-public-school-ill-fated-television-experiment-proud-dad--high-hopes-daughter.html
• John Simpson, ”Teenager swaps council estate for Eton” (The Times, February 27, 2014)
• Stuart et al., “Manchester is one of the worst areas in the country for obese 11-year-olds” (Manchester Evening News, 27 November, 2016 - http://www.manchestereveningnews.co.uk/news/greater-manchester-news/children-manchester-obese-worst-country-12124091)


Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 2 Crime and Punishment

Litteraturlæsning – analyse og taksonomier
Britiske samfundsforhold
Sproglig iagttagelse
Grammatik - korrekthedsbegrebet


Anvendt litteratur og andet undervisningsmateriale fordelt på kernestof og supplerende stof

Kernestof:
1.J.G. Ballard, Running Wild; Systime, 1990 –  (1988)
2.Graham Greene, “”The Case for the Defence” (in Twenty-One Stories; Penguin, 1975) - (1954)
3.Laurie Lee, “Public Death and Private Murder” (i Andersen og Watts, Sparks of Contact; Gyldendal, 1977) – selvbiografi, 4,3 ns (1959)
4.“Before the Clock Struck Eight” (i Juul Lund et al., Bridging the Gap; Kaleidoscope, 1993) –  (1992)

Supplerende stof:
1.Social Class Grade: http://www.nrs.co.uk/open_access/open_methadology/index.cfm, http://en.wikipedia.org/wiki/AB_demographic
2.The Times: http://www.timesonline.co.uk/
3.The Sun: http://www.thesun.co.uk/
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 3 Willy Russell, "Educating Rita" - education

En gennemgang af af det engelske uddannelsessystem set i et klassemæssigt og uddannelsesmæssigt perspektiv.

Kernestof:
Willy Russell, Educating Rita; Samuel French, 1981 - 1981
“Schoolgirls fight to wear trousers” BBB, July 4, 2002 – 2002
“Parents ‘struggle to buy uniforms’” (www.news.bbb.co.uk, 27 February, 2002)  – 2002
“Jailed truancy mother’s release bid” (www.news.bbb.co.uk, 14 May 2002) – 2002

Supplerende stof:
Film: Educating Rita" (1983)

Omfang: ca 110 pages
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 4 Utopia and Dystopia

Utopia and Dystopia
En gennemgang af Dystopi-genren - litterære analyse modeller samt genrebevidsthed inden for forskellige genrer

Kernestof:
Ray Bradbury “The Smile” (in "Medicine for Melancholy and Other Stories"; New York, 1990) - 1952
David Campton, Then (eget duplikat) – 1957
John Wyndham, The Wheel” (in Christensen, "50 tekster – en historisk antologi til engelsk"; Gyldendal, 1989) - 1954
Anastasia Toufexis, "Creating a Child to Save Another" (in Juul Lund and Ohland-Andersen, "Engelsk grammatik med synonymer - Øvelsesbog 3"; Gyldendal, 1997) – 1990
Ray Bradbury, “The Pedestrian” (in "Medicine for Melancholy and Other Stories") – 1951
Aldous Huxley, "Brave New World" - extracts (in Bom et al., "Munksgaards engelsk antologi - fra 1500 til vor tid"; Munksgaard, 1982) - 1932

Supplerende stof - Film:
“The Children of Men” (dir. Alfonso Cuarón; 2006)
”Nineteen-Eightyfour"” (dir. Michael Radford, 1984)

Omfang: 55 sider
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 15 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 5 Sproglig opmærksomhed og korrekthed

På baggrund af midtvejsscreening i "Min Læring" identificeredes nogle grammatiske fokuspunkter, som blev gennemgået af elever ud fra retningslinierne i "Engelsk grammatik med synonymer - Øvelsesbog 3 (Gyldendal, 1997, s. 67.

Grundbøger:
Herskind og Graver Pedersen, "Engelsk grammatik med synonymer" (3. udgave, Gyldendal, 2002)
Tornøe og Juul Lund, "Write on" (Gyldendal, 2017)

Emner:
Kongruens
Ordstilling
Ubestemte artikler
Adjektiver/adverbier
Udvidet tid
Genitiv
Komma

Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 9 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 6 SRO: America and Cuba

Problemstilling: Hvordan har forholdet mellem USA og Cuba ændret sig siden “El Período Especial”?


Materiale i Engelsk:

- Cuban Refugees Adapt to Life in U.S., Volsky, The New York Times, 1985, https://www.nytimes.com/1985/09/29/us/cuban-refugees-adapt-to-life-in-us.html, article

- Excerpts of News Conference on Cuban Refugees, President Bill Clinton, August 19, 1994, https://www.c-span.org/video/?59689-1/news-conference-cuban-refugees, conference

- Statement by the President on Cuba Policy Changes, 2014, The White House,  https://obamawhitehouse.archives.gov/the-press-office/2014/12/17/statement-president-cuba-policy-changes, speech

- Found In Cuba: The American Dream (And Nightmare), Kramer, Huffington Post, 2017, https://www.huffingtonpost.com/entry/found-in-cuba-the-american-dream-and-nightmare_us_58ed15eee4b0c89f91221383?guccounter=1, article

- Thousands of Cuban exiles are exploring an unusual option: Returning to Cuba to live, Moreno, Brandenton, 2018, https://www.bradenton.com/news/nation-world/world/article204765139.html, article


Problemformulering 1
- Redegør for årsagerne til flugt fra Cuba til USA under “El Período Especial”.

- Med udgangspunkt i to selvvagte cases fra dokumentaren “Balseros”, analyser hvordan USA bliver portrætteret som modtagerland og sammenlign med hvordan Obama taler om forholdet mellem de to lande, samt de cubanske flygtninges muligheder i USA.

- Diskuter hvilke fordele og ulemper Obamas tiltag har haft for de cubanske flygtninge.


Problemformulering 2
- Redegør for forholdet mellem USA og Cuba fra 1959 til i dag med særligt fokus på “El Período Especial”.

- På baggrund af to selvvalgte cases fra dokumentaren “Balseros” ønskes en analyse af årsagerne til at den amerikanske drøm ikke lykkes for dem. Inddrag både økonomiske og kulturelle faktorer. Sammenlign med repræsentationen af den amerikanske drøm i artiklen “Found In Cuba: The American Dream (And Nightmare)”.

- Diskuter hvad der kræves for at integration af cubanske flygtninge vellykkes i USA og hvilken rolle forholdet mellem de to landet spiller.


Læringsmål for fagene, skriftlig fremstilling og mundtlig fremstilling findes på SRO-sitet.
Derudover:
- Du kan udvælge og strukturere relevant viden om Cuba og USA's forhold og anvende den i opgaveformuleringen.
- Du kan anvende retorisk analyse af enten en artikle eller en tale til besvarelse af din opgaveformulering.
- Du kan anvendedokumentaranalyse til besvarelse af din opgaveformulering.

I engelsk, omfang: 15 sider
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 7 Youth in Literature: Eleanor and Park

This theme focuses on how youth and love is represented in different modern texts. Central to the theme is the novel Eleanor and Park.

CORE TEXTS
Eleanor & Park, Rainbow Rowell, novel
“Likes”, Sarah Shun-lien Bynum, The New Yorker, short story
“Cat Person”, Kristen Roupenian, The New Yorker, short story

Other
A review of Eleanor and Park by John Green
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 26 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 8 Shakespeare: Othello

This theme focuses on Shakespearean tragedy and the play Othello. Central to the discussion is why we still read Shakespeare.


Primary material

Othello, Oliver Parker, 1995, film

Excerpts from Othello (1604):
- Act I, scene 1, ll. 1-118 (Iago and Roderigo's conversation in the beginning and when the talk to Brabantio)
- Act III, scene 3, ll. 17-134 (Iago manipulates Othello to think Cassio and Desdemona's behaviour is suspicious)
- Act V, scene 2 (death scene)

Sonnet 18 (Shall I compare thee to a summer’s day), Shakespeare

“Shakespearean Tragedy" from Romeo & Juliet, Bo Høpfner Clausen og Jesper Kaalund, Gyldendal, 2017, pp. 46-52

Background text on Sonnets

“Why Shakespeare loved iambic pentameter - David T. Freeman and Gregory Taylor”, TED Ed on youtube, 2015, https://www.youtube.com/watch?v=I5lsuyUNu_4



Secondary material
Sonnets 2, 3 and 27
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 16 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 9 The British Empire

The theme focuses on the British Empire as seen from their own perspective and that of the invaded countries. We also look at English as Lingua Franca. Central to the theme are ideas of identity, occident and orient, as well as the 'other'.

Overall, the theme seeks some of the answers to the following questions:
- how did Britain view imperialism during the Victorian Age and how has that view changed up until today?
- how did/do the countries of the British Empire view imperialism?
- what role does English serve as the modern Lingua Franca?

Number of pages: 27 normalsider (ns)

Primary Texts
"Historical and Social Background: The Victorian Age", from Fields of Vision, Ciaran Ward et. al., Pearson Education Limited, 2003, pp. 124-125, 1ns

"Rule, Britannia", poem, 1ns

"The White Man's Burden", Rudyard Kipling, poem, 2ns

"Country Lovers", Nadine Gordimer, 1975, short story, 6ns

"Shooting An Elephant", George Orwell, 7ns

"Small Places", Jamaica Kincaid, from Angles, 1988, essay, 6ns

"Listen Mr Oxford Don", John Agard, 1967, 2ns

"How Britain Made the Modern World", Niall Ferguson, from Angles, 2003, 2ns


Secondary Texts
"The UK and Me" from Wider Contexts, Jonna Engberg-Pedersen, Gyldendal, pp. 30-32
Questions for background web hunt, from Wider Contexts, Jonna Engberg-Pedersen, Gyldendal, pp. 254-255

“Postcolonial studies - a definition”, AHB from Gladsaxe Gymnasium, adapted from Abrams, M. H.: A Glossary of Literary Terms, Wadsworth Cengage Learning, 2009

Keywords
empire, imperial, mercantile, exploration, acquisition, territory, possession, independence, autonomy, superiority, exploitation, colony, people vs peoples

Postcolonial key terms
cultural imperialism, discourse, oriental, occidental, orientalism, master narrative, the other, agency, the colonial subject, eurocentric norms


Learning Objectives
- I am able to use the keywords correctly in a sentence and describe their meaning in English

- I am able to explain and use the postcolonial key terms when analysing the primary texts of the theme

- I know of some of the mechanisms that prompted Britain to expand the British Empire during the Victorian Age

- On the basis of the primary texts of the theme, I am able to explain how the British saw imperialism during the Victorian Age and now

- On the basis of the primary texts of the theme, I am able to explain some of the reactions to imperialism by some of the colonised peoples

- I am able to discuss English’ role as a Lingua Franca today

- I am able to make a literary analysis with a focus on the text as a comment on society

- Using the rhetorical pentagon, I am able to make a rhetorical analysis with a focus on the text as a comment on society
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 21 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 10 Australia

This theme focuses on Australian history post "discovery" in 1770 and the problem of defining a singular Australian identity. We look at the Stolen Generations as an example of European Australians' treatment of Aboriginal Australians and how Australia today attempts to deal with their colonial past.

Learning Goals
I am able to analyse and interpret a short story
I am able to analyse a speech
I am able to use the correct technical terms for analysis of short stories, poems, speeches and other non-fiction texts
I have knowledge of Aboriginal Australian history post 1770
I am able to think critically about the symbolic value of images and word choice in connection with historical and social context
I know what term the Stolen Generations refers to
I know and am able to use basic Postcolonial thinking (the Other, who can speak for whom, Orientalism, eurocentric values)

Key terms
Aboriginal, Indigenous, people/peoples, the Stolen Generations, reconciliation, assimilation, identity, authenticity, imagining others complexly



Texts
"We Are Going", Oodgeroo Noonuccal (Kath Walker), poem
"Took the Children Away", Archie Roach, song
Excerpts from the Bringing Them Home Report (personal experiences, non-fiction)
"N'Goola", Katharine Susannah Prichard, short story
"Sorry Speech", Kevin Rudd, 2008, speech
Stone Bros., dir. Richard Frankland, 2008, film
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 14 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 11 Harlem Renaissance

This theme focuses on the period known as the Harlem Renaissance in America in the 1920s-30s. We will take a look at relevant historical events during the period and read the works of key authors and poets. As a part of the theme, we discuss literature and art’s ability to give a voice to a minority and to act as social criticism.

“We younger Negro artists who create now intend to express our individual dark-skinned selves without fear or shame. If white people are pleased we are glad. If they are not, it doesn’t matter. We know we are beautiful. And ugly too.”
- Langston Hughes, “The Negro Artist and the Racial Mountain”


LEARNING GOALS
- I know why the period known as the Harlem Renaissance started and ended
- I know what characterises literary works that are part of the Harlem Renaissance
- I know what characterised America and African Americans’ experience during the 1920s and 1930s
- I am able to discuss the value of literature and art as a way of giving a voice to a disenfranchised minority and making them able to reclaim their cultural agency
- I am able to make a literary analysis with a focus on the text as a comment on society
- I am able to analyse poetry with a focus on linguistic and stylistic devices, including rhyme scheme and rhythm

CORE TEXTS
“The Autobiography of an Ex-Colored Man” by James Weldon Johnson, 1912, novel excerpt 8,5ns, http://www.gutenberg.org/cache/epub/11012/pg11012-images.html

“I, too, sing America”, Langston Hughes, poem

“If we must die” / “The Harlem Dancer” by Claude McKay, poems

“Sweat” by Zora Neale Hurston, short story, 8ns, https://biblioklept.org/2013/01/21/sweat-zora-neale-hurston/

BACKGROUND
"Harlem Renaissance", History.com, https://www.history.com/topics/roaring-twenties/harlem-renaissance
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 10 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer
Titel 12 Online hjælpemidler anvendt i undervisningen

Til den skriftlige prøve, har I kun ret til at tilgå ting på nettet, som
1) har været anvendt i undervisningen
2) ikke kan downloades
3) fremgår af undervisningsbeskrivelsen.

Følgende elektroniske hjælpemidler har været anvendt i undervisningen og MÅ GERNE anvendes online i løbet af en skriftlig prøve:

Ordbøger
Oxford Learner's Dictionaries: https://www.oxfordlearnersdictionaries.com/
Gyldendals Røde Ordbog: https://ordbog.gyldendal.dk/


Grammatik
Minlæring.dk - Engram: https://minlaering.dk/bog/1-engram


Materiale anvendt følgende steder SKAL DOWNLOADES, hvis I vil have adgang til noget derfra:
- lectio
- meebook.dk
- google drev

I må IKKE anvende internetbaserede hjælpemidler eller undervisningsmaterialer, som ændrer i jeres tekst, såsom Grammarly eller Google Translate.
Indhold
Kernestof:
Omfang Estimeret: Ikke angivet
Dækker over: 18 moduler
Særlige fokuspunkter
Væsentligste arbejdsformer