Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
Plans for Mark Scher Week of 10/14/02 (Days DEAB)
English 9 (9.01 on Days ACE; 9.03 on Days ABD; 9.06 on days ACD)
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English 9x4 (Days ABCD)
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Day 1:
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Review first 15 vocabs from Global.
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- Students take test on oral reading from letter to editor about year-around-schooling (handout).
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- Students (depending on earlier progress) apply our definition of love to “She loved him” (Elements 333), “McKinney” (Elements 326) and “Kidnap Poem” (Elements 297).
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- Students explain difference between summary and creation. They produce (singly or in pairs) a parallel to “Kidnap Poem” (Elements 297) if not completed last week.
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Days 2 and following:
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- Students review literary elements (characterization, motivation, sensory detail, prediction). Students compare how visual media compared with stories use these elements.
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- Teacher introduces plot structure. Students apply the concept to “Sunday in the Park” and “We Bad.”
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Teacher provides overview of Romeo and Juliet, passing out texts. Students begin to lay out plot structures, relating this skill to prediction.
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Students view Baz Lurman production.
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Standards: 115, 116, 122, 123, 125, 322, 323, 324, 41, 422
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English 12 (Days ABD)
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Students finish debates.
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Students examine earlier CAP essays and other research papers.
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Students create first drafts of their CAP paper.
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If possible, students work with elementary classes, after intro. to children’s needs by teacher.
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College Application essay rewrites are due by end of day, 10/22/02.
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Standard 3.2, 4.1
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ACE/AP English (Days BCE)
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Day 1: students examine each other’s research papers for citation, completeness of argument.
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Day 2: students begin unit on personal identity. Before class, they read St. Augustine (Findings 139). In class, students answer 140, #6–10 in class discussion. They discuss further what they would have written in response to 141, #3.
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Day 3: Before class, students read Laye, 142. In class, they explore answers to 151, 1–10 and write a quick response to 151, Writing Assignment #2.
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