Holdet 3c EN (2025/26) - Undervisningsbeskrivelse - Lectio

Holdet 3c EN (2025/26) - Undervisningsbeskrivelse

Undervisningsbeskrivelse

Stamoplysninger til brug ved prøver til gymnasiale uddannelser

Termin(er)	2023/24 - 2025/26
Institution	Roskilde Katedralskole
Fag og niveau	Engelsk A
Lærer(e)	Annette Holck, David Lenchler Rasmussen, Malene Brønd
Hold	2023 EN/c (1c EN, 1c EN (puljetid), 2c EN, 2c EN (puljetid), 3c EN)

Oversigt over gennemførte undervisningsforløb

Titel 1	Going Places (AH)
Titel 2	Murder they wrote - True crime and fiction
Titel 3	Hip Hop in the US
Titel 4	The American Dream [EKSAMENSEMNE]
Titel 5	Racial inequality in the US (SRO-emne)
Titel 6	Spoken English
Titel 7	Værklæsning
Titel 8	South Africa [EKSAMENSEMNE]
Titel 9	War poetry [EKSAMENSEMNE]
Titel 10	Modernism [EKSAMENSEMNE]
Titel 11	Shakespeare [EKSAMENSEMNE]
Titel 12	HJÆLPEMIDLER TIL SKRIFTLIGE PRØVER

Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)

Titel 1	Going Places (AH) GOING PLACES This theme looks at tourism with a focus on why people travel, how travelling might affect the individual on a personal level as well as the places they go to. James Georgalakis' short story "The Tourist" (2016) is used as the starting point. All class materials are kept in the class folder in google drive: 2023 EN/c Our work with the short story focuses on - analysis of language: how adjectives are used in the short story - character analysis - interpretation of theme - using the entire text when analysing and interpreting - using creative writing as a way to explore a text (interview exercise) Project and written assignment The theme finishes with a group project in which students: 1. research how real organisations market travelling and volunteering opportunities that fall under the category of development tourism 2. attempt to create their own advertisement/posters based on what the real organisations did and who the students choose as their intended receiver 3. present their poster in front of the class and reflect on the strengths and weaknesses of their end product 4. finish by handing in a written assignment in which they either reflect on their poster and/or discuss whether development tourism harms or helps people Core text Georgalakis, J. (2016). The Tourist. In: Clausen, B. H., Jensen, D. H., Kaalund, J., Kreiner, N. F. (2022). Compass. Systime, pp. 59-69 Omfang: 5 normalsider Thematic key words - tourism - travelling - backpacking - development tourism/voluntourism - push and pull factors General vocabulary and text vocabulary in focus - let down - fall short of expectations - have high hopes - dash the hopes - thwart - anticipation - dismay - disillusioned - discourage - despondency - chagrin - disenchantment
Indhold	Kernestof: Direct link to our google drive folder - today's text is number 2.2 Finish reading the short story from our previous lesson, "The Tourist" by James Georgalakis (hand-out in class and virtual here) How to proceed Today's Plan 5.2 The Tourist_Interview_Student guide sheet_1c EN 2023.docx description Task description: Ads Inspiration/visual research for your ads: Organisations that provide volunteering experiences Advertisement groups Advertisement - collection of resources and assets description Spend some time thinking about how your group can make your ad great. Research how organisations do it, find pictures and other resources that might be relevant. All info is on our previous lesson. Optional: Skim through this description of the advertisements, how you'll present them, and the written assignment that I've connected with it as well. description What to do during this lesson Presentation Guidelines Proof-read your "development tourism in New Delhi" advertisement and make sure that it 1) gives off the vibes you were going for 2) fulfills all requirements, incl. having 100-150 words on it. See full description below. Since Pau is ill again, this lesson will have to be virtual. You are to spend your time on the written assignment. A document to assist you will be up before/when the lesson begins. Document with a more clear description of the writing task is now here - you can aske me questions in the document's chat
Omfang	Estimeret: Ikke angivet Dækker over: 9 moduler
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Titel 2	Murder they wrote - True crime and fiction FOCUS AND OBJECTIVES OF THE TOPIC: To explore the fascination of crime with focus on serial killers and murder mysteries. Introducing and practicing different genres and forms of analysis as well as doing self-production of content and language via podcasting. Vocabulary and oral exercises. Hand-in: Self-produced True Crime podcast on a self-chosen serial killer and or case Grammar: Verbs, adjectives vs. adverbs Materiale: Why we love true crime: https://www.mentalfloss.com/article/559256/why-we-love-true-crime?fbclid=IwAR2D_jG_z6aVV8dR06n70Ch7mXL4g5gESXZwaHrWqm1sq36LSTm8sWyL8Uk (4 min) Vocab: https://www.mentalfloss.com/article/561752/killer-words-every-true-crime-buff-should-know https://www.youtube.com/watch?v=XbLhBISXbVA&t=32s “Narrating Truth” p. 128-137, 142-+157. + https://www.narratingtruth.org/true-crime, including: Murder Ballads: The Knoxville Girl + The Wild Rose, “In Cold Blood” af T. Capote. Podcast: Serial (season one) hosted by Sarah Koenig, This American Life, 3 Oct. 2014 In the Dark, Season 1, episode 1. Film+video: Our fascination with true crime: Our Fascination With True Crime, Explained (youtube.com) “Mindhunter”, season 1, episode 1. Netflix. Dir. David Fincher.
Indhold	Kernestof: Minlæring. Screening. Åbner 13.30.torsdag Vocabexercise vocabexercise Read the first 3 pages in the compendium on "Murder they wrote" handed out last Thursday (and also in the English googlefolder). You should look at the black drawn sidenumbers and read p.1-3. about True Crime as a genre. Focus questions for reading ( Substantiver. Getting Started.pdf description InColdblood. Groupquestions. Tasksheet.docx description Read "In Cold Blood" p. 4-6 in the compendium, only reading for this week. Think about how you think Perry's story has led to his murderous actions - what matters most: Nature (genes) or nurture (upbringing)?COMPENDIUM. MurderTheyWrote.Truecrimeandfi description Minlæring Re-read "In Cold Blood" - maybe it will make more sense now that you know more about the background of the text upload presentations here Minlæring. substantiver. øvelse Minlæring. utællel,ige substantiver Lav opgave 1+3+4 i det vedhæftede om substantiverSubstantiver. Getting Started.pdf description Medbring høretlf til din tlf. Serial Episode 1 Transcript People Map. SERIAL SERIAL. Questions. ep.1.sea1.docx description https://serialpodcast.org/season-one/1/the-alibi In the Dark. S1 E1: The Crime (34 min) PODCASTS: SERIAL + IN THE DARK look at homework for yesterday."In the Dark" episode 1. Spotify for podcasters DO YOUR OWN TRUE CRIME PODCAST.docx description Truecrime podcast. fra danskbog.pdf description Do research for your groupcase/story - maybe you need to listen, read or watch something. Give each other homework in the groups. Read up on the background text on true crime. We will start with a brief writing session (by hand) in class. YOUR OWN PODCASTS. Upload here – Google Drev Minlæring. lektie1 The four types of serial killers: Visionary, Mission, Hedonistic & Power. fourtypesofserialkillers. Article.from TIM.pdf description VOCABULARY EXERCISE. 4typesofserialkillers.article.docx description Bring the notesheet for Mindhunter. Mindhunter questions.docx description
Omfang	Estimeret: 15,00 moduler Dækker over: 16 moduler
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Titel 3	Hip Hop in the US Forløbet tager udgangspunkt i rapgenren med gennemgang af historisk baggrund for hip hip genren, herunder ses filmen "Straight Outta compton" om NWA og miljøet omkring gang-sta rappen beskrives. Der arbejdes med genre-karakteristik for rap og lyrics-analyse samt non-standard Engelsk. Faglige analysebegreber: slang, elision, rhyme (end-rhyme, slant-rhyme), alliteration, tone, theme, structure, figurative language (simle, metaphor hyperbole), ellipsis, fillers, style, signifying, contraction, storytelling Materiale: Fra "Open Wide" - 'A Brief history of hip hop" p.. 142-149 (6 ns) fra "Open Wide": 'Characteristics of rap and rap analysis guide" s. 159-161 (2 ns) Film. "Straight Outta Compton" (2015). Dir: F. Gary Grey. 147 min. (ca. 45 ns) LYRICS (ialt ca. 5 ns) NWA: "Fuck Da Police" 2pac: "Changes" Wu Tang Clan. "C.R.E.A.M" Kanye W + Nicki Minage: "Monster" verse 3 Eminem: "Stan" Kendrick Lamar: "Swimmingpools" Grammar: verbernes tider, non-standard english indicators
Indhold	Kernestof: COMPENDIUM. MurderTheyWrote.Truecrimeandfiction.pdf description Lesson 1 - Open Wide, Brief History of Hip-Hop-rotated.pdf description Lesson 1 - Reading circle print out.docx description Lesson 3 Fuck da Police. Task - lyrics in.docx description Pick 2 hip hop songs from the last 10 years (2012-2022), which you feel have been central or important contributions (bidrag) to the hip hop genre.They must be songs from English-speaking countries. Hip Hop Today. 1cEN songs Minlæring. Opgaver til virtuel time Google "NWA" and read up on the band and its history - what do you recognize from the film? Lesson 5 - Characteristics of Rap and Rap Analysis Guide.pdf description Lesson 3 - Questions for Straight Outta Compton.docx description Listen to the song "Changes" by 2Pac at home while following the lyrics Analyzeandpresentarapsong..pdf description Afsnit Assignment 3. Semantisk felt.docx description Minlæring Vejledning til ENGA skr. årsprøve.docx description 1cEN. googlemappe om skriftlighed
Omfang	Estimeret: 8,00 moduler Dækker over: 10 moduler
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Titel 4	The American Dream [EKSAMENSEMNE] Der tages afsæt i idéen om den amerikanske drøm. I begyndelsen af forløbet undersøges, hvordan pionerernes liv har været med til at forme amerikanske kerneværdier som "individualism", "self-reliance" og "equality of opportunity". Disse værdier perspektiveres til Steinbecks novelle ”Leader of the People,” billedmateriale samt et afsnit af HBO-serien Deadwood. Efterfølgende skifter fokus til Frihedsgudindens symbolske værdi for især indvandrere, lige som der læses et digt, der kritiserer disse påståede værdier. Senere undersøges idéen om social mobilitet gennem en tekst om Arnold Schwarzenegger, samt statistisk materiale mm. Afslutningsvis ses "Into the Wild", og eleverne opsummerer forløbet ved at sætte den i perspektiv med forløbets andre tekster, fra the frontier til i dag. Tekster: Declaration of Independence (uddrag) Hamilton, Bob, "A father tells his son about the Statue of Liberty" Hill, Walter (instr.), Deadwood, sæson 1, afsnit 1 ("Deadwood"). HBO. Kearny, Edward N., "The Frontier Heritage" Lazarus, Emma, "The New Colossus" Penn, Sean (instr.), Into the Wild Steinbeck, John, "The Leader of the People" Terkel, Studs, "Arnold Schwarzenegger" Billedmateriale: Bingham, George Caleb: Daniel Boone Escorting Settlers Through the Cumberland Gap (1851-52) Gast, John: American Progress (1872) Leutze, Emanuel: Westward the Course of Empire Takes Its Way (1861) Palmer, Frances Flora Bond: Across the Continent. “Westward the Course of Empire Takes Its Way” (1868)
Indhold	Kernestof: Test dine fordomme om USA State quiz Finish the comprehension and post-reading questions for The Frontier Heritage. Bring the text. Gradbøjning af adjektiver "The Leader of the People", p. 197-205 Across the Continent - Westward the coruse of empire takes its way American Progress Westering pictures description Finish "The Leader of the People" and answer the study questions. For each question, find at least one quote from the text that supports your answer. Daniel Boone Escorting Settlers Through the Cumberland Gap Westward the Course of Empire Takes Its Way.jpg Trivselsmåling Sørg for at kunne logge ind med Uni-login inden modulet Forbered spørgsmål til jeres skriftlige aflevering. Den skal afleveres i morgen. Minlæring Answer question 3, 5a, and 5b for "The New Colossus". Remember to bring your handout. Trump reimagines "The New Colossus" (Re)read "A father tells his son" from the Statue of Liberty mini-compendium. Answer the study questions. Remember to take notes. Studs Terkel, "Call me Arnold" description The myth of the American dream description Obama on social mobility in America Fælles feedback, 2c Which Floor.pptx description Win the White House - President Election Game Make sure that you've read "Hillbilly Elegy", which forms the basis of the written assignment. Prepare any questions for the text or your essay, so that I can better help you. Verber, V6 + øvelse 2 Aktiv og passiv Færdiggør øvelserne om do-omskrivning. MinLæring, V6, øvelse 2.
Omfang	Estimeret: 20,00 moduler Dækker over: 27 moduler
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Titel 5	Racial inequality in the US (SRO-emne)
Indhold	Kernestof: Black Voices, pp. 7-15 Answer the comprehension and analysis questions for the "Twelve years a slave" excerpt. Black Voices, p. 66-69 Finish reading "The Lynching of Jube Benson", (Black Voices, pp. 71-77". Answer the comprehension questions. Bring Black Voices to class Prepare any questions you might have for the written assignment Read "Invisible Man" (Black Voices, pp. 138-141) Finish the following tasks for "Invisible Man" (from Black Voices) Remember to bring Black Voices Finish reading "Concrete Rose" Eksamensopgave 6 Study questions for "Concrete Rose" SRO-opgaveformuleringer Retoriske virkemidler.pptx description American Dream definition https://meet.google.com/emf-edtt-mfu Meet
Omfang	Estimeret: 11,00 moduler Dækker over: 14 moduler
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Titel 6	Spoken English I dette korte forløb har eleverne arbejdet med engelsk som sprog. De har undersøgt hvor, hvorfor og hvordan engelsk tales rundt omkring i verden. De har også arbejdet med hvordan sproget ændrer sig på baggrund af konteksten, det tales i, herunder engelsk som lingua Franca (ELF) og engelsk som fremmedsprog (EFL). Forløbet er opbygget omkring artikler. I dette forløb er teksterne blevet analyseret, men i stedet brugt som baggrund for diskussion og undersøgelse. I forlængelse af teksterne har vi desuden arbejdet med fordele og ulemper ved at have engelsk som fælles sprog på en arbejdsplads. Læringsmål: - At kunne genkende og definere engelsk anvendt som lingua franca.- At kunne beskrive forskellige årsager til at lære engelsk – både for individet (uddannelse, karriere, forhold mv) men også samfundet (fx mhp. ligestilling, handel, demokratisering mv) - At forstå forskellige engelske idiomer og faste vendinger (særligt med præpositioner) - At opnå viden om sproglærings- og kommunikationsstrategier (EFL vs ELF) - I nogen grad at kunne beskrive afvigelser fra standardsprog og andre typer af sproglig variation Materiale: - English First. ” EF English Proficiency Index: A Ranking of 100 Countries and Regions by English Skills (2020)” (Forskellige elevgrupper har arbejdet med forskellige non-native engelsktalende regioner, og fremlagt i matrixggrupper. Alle har læst undersøgelsens ‘executive summary’). Link: https://www.ef-danmark.dk/epi/ - Hazel, Spencer. ”Why native English speakers fail to be understood in English – and lose out in global business” by Spencer Hazel. Feb 10, 2016. Theconversation.com: https://theconversation.com/why-native-english-speakers-fail-to-be-understood-in-english-and-lose-out-in-global-business-54436 - IDEA International Dialects of English Archive: http://www.dialectsarchive.com/ (Guangdong-3; Ukraine-2; Guanajuato-1; Egypt-5; Trinidad-7) - Peres, Francisco. “One language to rule them all. Or not”. Feb 28, 2019. Unbabel.com: https://resources.unbabel.com/blog/one-language-lingua-franca - Voice 21, “Voice 21 – Oracy – Who we are”, Nov 12, 2018. Youtube: https://www.youtube.com/watch?v=jhWfhpeyFUc
Indhold	Kernestof: Lesson 1 - EF EPI 2020 English description Questions for your region Lesson 2 - One language to rule them all. Or not.pdf description In your groups, finish the page needed for your presentation on your region. Groups below If you were not in class on Feb 27, read the summary (p. 4-5) of the pdf on that class. Lesson 3- Why native English speakers fail to be understood in English - with highlighted glossary.pdf description Lesson 3 - Why Native Speakers Fail - questions.docx description Lesson 3 - glossary ANSWERS.docx description Read "One language to rule them all" (pdf on our 7/3 class) and answer the following questions Read the text "Why English speakers fail to be understood" and answer the study questions Lesson 5 - The problem with _oracy_ incl study questions.docx description Fill out and bring your idiom sheet from last class (way back from March 13) Finish study questions for "Oracy is not enough" description
Omfang	Estimeret: 5,00 moduler Dækker over: 7 moduler
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Titel 7	Værklæsning
Indhold	Kernestof: Bring your novel Quote bank You have to have read 1/3 of your novel. Remember to bring your book. Remember that for today you need to be two thirds through your novel. Bring your book. Characterization posters. Bring your book Finish reading the novel - bring it to class. Your novel at a glance description Modal verbs Finish the novel Minlæring
Omfang	Estimeret: Ikke angivet Dækker over: 12 moduler
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Titel 8	South Africa [EKSAMENSEMNE] Forløbet fokuserer på apartheid-systemet i Sydafrika og på det sydafrikanske samfunds udfordringer i dag. Der læses noveller og artikler, ligesom der arbejdes med film. I begyndelsen af forløbet kortlægges Sydafrikas historie, fra kolonitiden til moderne tid. Teksterne belyser både tiden under og efter apartheid-regimet. I forløbet læses non-fiction, bl.a. i form af baggrundsmateriale og Mandelas “I am prepared to die”-tale, hvor retoriske virkemidler øves og repeteres. Desuden belyses emnet gennem læsninger af sydafrikansk litteratur. Materiale - Beyer, Lis R., "A Short History of the Colonisation of South Africa. Fra Beyer, Lis R.: Timeless Themes, L og R Uddannelse, 2013 (s. 41-42) - Charlie, Ayanda m.fl.: 'Inside South Africa's Operation Dudula'. BBC, 2023. - de Klerk, F.W, (Uddrag af) "Speech on the opening of the South African arliament 1990". Fra Beyer, Lis R.: Timeless Themes, L og R Uddannelse, 2013 (s. 50-53) - Gordimer, Nadine: "Country Lovers" i Kilduff, Hamer & McCannon: "Working With Short Stories", Cambridge, 1991 - Jacobs, Rayda: "The Guilt" i Engberg-Pedersen m.fl, Contexts, Gyldendal, 2004 - Mandela, Nelson: (Uddrag af) "I am prepared to die". 1964. Film: Chadwick, Justin (instr.): 'Mandela - The Long Walk to Freedom', 2013 "Horisont: Drabene på de hvide farmere". DR, 2019.
Indhold	Kernestof: Remember to bring your South Africa compendium Study questions pt. 2 Answer the four study questions that were handed out yesterday Narrating Truth, pp. 256-257 - analyzing non-fiction.pdf description Please read president F.W. De Klerk's speech (in the compendium) If you didn't watch the entire film, it can be found on Filmstriben. Answer the study questions about the film. Read the speech. Find at least three examples of rhetorical devices. description I am prepared to die presentation task.docx description Udvidet tid Your presentations have to be finished for today. You'll get 10 minutes to prepare, then we'll hear them. The world's most unequal country - Johnny Miller photographs description 13. The Guilt - worksheet.docx description Mary will bring cake. We're looking forward to it. Finish reading "The Guilt" Finish the seven study questions about The Guilt Study questions for BBC article on Dudula.docx description Finish reading the Operation Dudula article if you haven't already.
Omfang	Estimeret: 15,00 moduler Dækker over: 16 moduler
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Titel 9	War poetry [EKSAMENSEMNE] Forløbet omhandler digte af skyttegravspoeter fra Første Verdenskrig. Digtene læses kronologisk, startende med Rupert Brookes "The Soldier". Herefter læses yderligere digte, før Peter Jacksons dokumentar ses. Der perspektiveres til de læste digte. Udvalgte poetiske virkemidler øves og repeteres. Afslutningsvis laves en sammenlignende analyse, hvor digtene skematisk sorteres ift. hvordan de forholder sig til soldaterlivet, døden, krig generelt, samt hvilke poetiske virkemidler, der er særligt anvendte i de givne digte. Materiale: "The Great War, 1914-1918", fra Mustad & Rahbek, A Short Introduction to the History of the United Kingdom. Brooke, Rupert: "The Soldier" Jackson, Peter (instr.): They Shall Not Grow Old (2018) Grenfell, Julian: "Into Battle" (excerpt) Owen, Wilfred: "Dulce et Decorum Est" Sassoon, Siegfried: "Does it Matter?" Sassoon, Siegfried: "Suicide in the Trenches"
Indhold	Kernestof: Propaganda posters Read the text On Armistice Day In U.K., A Sea Of Red Poppies Honors The Fallen Bestemt artikel Støtteord ved adjektiver Analysis of WWI poem of your choice.docx description War poetry sum-up.docx description Make sure that you've read "No Angel", which forms the basis of your written assignment
Omfang	Estimeret: 10,00 moduler Dækker over: 15 moduler
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Titel 10	Modernism [EKSAMENSEMNE] Dette forløbs fokus er engelsksproget modernisme, her afgrænset af perioden omkring første verdenskrig og med særlig vægt på de amerikanske forfattere, der var aktive i 1920'ernes Paris. Med Ezra Pounds mantra "make it new" i baghovedet undersøges nye litterære eksperimenter, herunder stream of consciousness. Iceberg theory betones også ifm. læsning af Ernest Hemingway. Hemingway-undervisningen er desuden suppleres med en modul om gonzo-journalistik ifm. dækningen af Hemingway Days. Som afrunding ses Woody Allens 'Midnight in Paris' I forbindelse med emnet er F. Scott Fitzgerald "The Great Gatsby" læst i sin helhed. Tekster: Allen, Woody: 'Midnight in Paris' (2011) Fitzgerald, F. Scott: "The Great Gatsby" (1925) Hemingway, Ernest: "Indian Camp". Fra 'In Our Time', 1925. Larsen, Mathias: "New Journalism" og "Gonzo Journalism" fra Narrating Truth. Alt i Ord, 2021. Hemingway, Ernest: "Hills Like White Elephants". Fra 'Men Without Women', 1927l Joyce, James: "Yes" (uddrag fra 'Ulysses' fra Fields of Vision) Supplerende materiale: Green, John: "The Roaring 20's: Crash Course US History #32". YouTube. "Hemingway Days". Channel 5. YouTube.
Indhold	Kernestof: The Roaring 20s.pdf description Read this text as a bridge between our WWI poetry and our next topic: Modernism. Apologies for it being Danish. description Different covers from publications of "The Great Gatsby" description Read chapter 2 of The Great Gatsby Quote bank Read p. 41-50 (in my copy) / p. 33 in the other book - until "At small parties there isn't any privacy". Roughly first half of chapter 3. Finish reading chapter 3 Slides fra i dag description Undervisningsministeriets trivselsværktøj Finish chapters IV and V (pp. 73-93) Chapter VII, pp. 108-119 Gatsby, pp. 119 - 129 Diary entry Read chapter VIII of The Great Gatsby (pp. 140 - 154) Finish the Great Gatsby Læs jeres feedback på No Angel Medbring jeres Great Gatsby Compendium description Read "Indian Camp", which can be found in the Hemingway mini-compendium Reread Indian Camp. Take your time. Bring your Hemingway mini-compendium. Read the short story in the compendium Genlæs din terminsprøvebesvarelse. Feedback kan findes i "Terminsprøve" under "opgaver" (med frist 1/6) Sørg for at have læst Tin Man, som jeres næste aflevering handler om Punctuating the text
Omfang	Estimeret: 25,00 moduler Dækker over: 28 moduler
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Titel 11	Shakespeare [EKSAMENSEMNE] Forløbet lægger vægt på karakteristika ved Shakespeares drama, og sætter det i forhold til den Elizabethanske periode. Der læses uddrag af Romeo and Juliet ("What's in a Name?" og "Ah, what an unkind hour") Der fokuseres på billedsprog, dramatic irony, the tragic hero, Shakespeares skrivestil og drama som genre. Eleverne har desuden læst sonnet 18 og sonnet 130 efter indføring i sonnetgenren. Materiale: Shakespeare, William: "Romeo and Juliet" (uddrag af): "What's in a Name?" (act 2, scene 1) og "Ah, what an unkind hour" (act 5, scene 3). Desuden "The Prologue". Shakespeare, William: "Sonnet 18" Shakespeare, William: "Sonnet 130" Ole Juul Lund(ed): Macbeth, Gyldendal 1993 s. 25-29: "The Elizabethan World Picture" Luhrmann, Baz: 'Romeo + Juliet' (1996)
Indhold	Kernestof: Remember to bring your compendiums Finish the analysis questions for the first excerpt, "What's in a name?" Answer the comprehension questions that were assigned to you in last class (either 1-5 or 6-10) Remember to bring your Shakespeare compendiums Login på mitcfu.dk Laura brings cake How Romeo + Juliet made Shakespeare inviting for teens description Finish watching the film on mitCFU 13 - Sonnet intro (IMS).pdf description Sonnet 130 description Re-read the two documents from last week. Make sure you remember what a sonnet is, what it is about, what it looks like, etc. Læs side 111-119 i "Sådan skriver du SRP"
Omfang	Estimeret: 10,00 moduler Dækker over: 12 moduler
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Titel 12	HJÆLPEMIDLER TIL SKRIFTLIGE PRØVER Holdet må gøre brug af følgende hjælpemidler:under den skriftlige prøve Egne høretelefoner Grammatikbog: Getting Started Ordbogen.com Gyldendals ordbøger: https://ordbog.gyldendal.dk/ Merriam-Webster: https://www.merriam-webster.com/ Collins: https://www.collinsdictionary.com Oxford: https://www.oxfordlearnersdictionaries.com/ MinLæring: https://minlaering.dk/login Eleverne har adgang til ovenstående materiale på net under prøven. Intet andet. Eleverne må bruge egne noter, hvis de er downloadet og ikke hentes fra en fælles online-platform som Google Drev. MED ANDRE ORD SKAL ELEVERNE HAVE HENTET DERES NOTER NED OG HAVE DEM SOM pdf ELLER LIGNENDE.
Indhold
Omfang	Estimeret: 1,00 modul Dækker over: 0 moduler
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