1. English 9 (Block 9.01, meeting A1C2D1 [25 students]; 9.06, meeting A6C5D6 [23 students] {with Mr. Daucher}; 9.07, meeting B3D1E2 [22 students]
  2. ACE English (meeting A3B1D2) [16 students]
  3. From Easterbrook, in Faigley, 645–653, follow the steps in Faigley, 100–102. Turn in an early draft at a date to be announced and a final draft at a date to be announced. For this assignment, you are focusing on “good reasons,” audience, and ethos. That is, you are concentrating on logos, pathos, and ethos We called this the “Scream” assignment. This is due to <Turnitincom> by midnight on Saturday, 11/12.
  4. English 12 (meeting B5C6E5) [26 students]
  5. ELA Lab.09 (meeting C1)

English 9 (Block 9.01, meeting A1C2D1 [25 students]; 9.06, meeting A6C5D6 [23 students] {with Mr. Daucher}; 9.07, meeting B3D1E2 [22 students]
 
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Daily, students show knowledge of definitions and use of Global voc. (see list)

Global voc. (abbot, abdicate, absolutism, acid rain, the Acropolis, The Age of Enlightenment, imperialism)

 
Start each class with an episode from videotape of Odyssey, asking students to report their observations about the conduct of major characters (characterization and motivation) and identify ongoing themes. {The classes stopped at different points.Trust them to find the right beginning.}
 
 
Students will have finished reading “The Most Dangerous Game, Elements, 14-29 in order to “taste the text,” checking for sensory detail. They will have class time to read as then chart the plots (learning to identify major elements: conflict, exposition, complication, crisis, climax, resolution or denouement). We’ll use p. 30, questions 1-9 as a guide, which they will have answered in writing. This work should take just one day.
 
 
We will work on “Antaeus,” in Elements, looking at characterization and theme, especially as the piece relates to the myth of Antaeus. We will make connections in theme and setting with our earlier readings. Students may have to complete the reading outside of class, so that we can finish our work by the end of the week.
 


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ACE English (meeting A3B1D2) [16 students]
 
 
Weeks 09-10. Oct. 31-Nov. 11:
 
Through this week, students will have time to complete the following assignments in class, so as to gain teacher and peer input.
 
Now that you have a firmer handle on definition argument, follow the directions in Faigley, 125–127, in writing an essay. In addition to focusing on definition, you will focus on your skills with ethos and pathos. WE called this the “Definition” essay. This is due to <Turnitin.com> by 8 a.m. on Wednesday, 11/08.
 

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From Easterbrook, in Faigley, 645–653, follow the steps in Faigley, 100–102. Turn in an early draft at a date to be announced and a final draft at a date to be announced. For this assignment, you are focusing on “good reasons,” audience, and ethos. That is, you are concentrating on logos, pathos, and ethos We called this the “Scream” assignment. This is due to <Turnitincom> by midnight on Saturday, 11/12.
 
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Creative Writing (meeting B4D4E6) [16 students; on day D, Teresa Fico is scheduled elsewhere; on day E, Cody Clark is scheduled elsewhere.]
Students examine closed forms (sonnet, blank verse, limerick) vs. open forms and create some closed form poems.
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English 12 (meeting B5C6E5) [26 students]
 
We view of Independence Day. After re-viewing it, students will develop a topic as a class and independently turn in an essay on theme or characterization in Independence Day. They could develop a movie review. What important matters involving these literary elements do they see here?
 

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ELA Lab.09 (meeting C1)
Students catch up or work ahead of English class. Students may work on other subjects, with teacher leading them into using ELA skills.

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draft of 11.03.05 . . . printed 11/08/05 @ 12:04 PM . . .Page 1  of 1