Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
Mark Scher Week of 10/28/02 (Days CDEAB)
ACE/AP English (Days BCE)
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- Research Papers are due by email on 10/29/02 by 7 p.m.; or by floppy next morning.
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Students post notes to explain what hidden events or messages take form in
Findings
, pp. 163–167. Other students post responses to those notes. Class may come to consensus on response.
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- Students reveal the notions of identity visible in Gomez’ “Foul Shots,” 163-166, answering questions orally on 165-166, starting with question 10 and then answering questions 1-9.
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Day 2:
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- For Galsworth’s “Air Raid,” 167-171, students use questions 1–10 (pp. 171-172) to define in discussion the speaker’s sense of identity.
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Day 3:
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- Students turn in 2 copies of essays in response to Writing Assignment 2 (p. 158), with coded identification of author.
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Students rate randomly distributed copies with our rubric.
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Students start Jobs Unit.
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- Interview family, neighbors, friends for non-economic reasons or values in working. Report results to class at day 2.
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- Students conduct research matching their interests and skills with actual employment/higher education opportunities.
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- Students review their interest and skill inventory from earlier grades and update that information. (This gives opportunity to note consistency or growth since entering high school.)
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They read newspaper ads/college catalogs and use networking skills to find job/college opportunities. |
- They use the Guidance Office’s paper resources and access to the Internet to find fuller details about potential jobs/colleges: prerequisites, working/living conditions, potential opportunities for initial hiring/admission and for advancement; geographic limits, etc
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Students fill out teacher-provided forms as assessment and guide.
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Concurrently, students write drafts of CAP paper for teacher input.
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Standard 1, 4
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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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Through week:
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Students view Baz Lurman production of Romeo and Juliet.
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Day 2:
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Students take vocab quiz on Global list 1–15.
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Day 3:
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- Students write in–class essay: what does Romeo’s behavior reveal about his mood at any one point in the movie so far? (20 min.)
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Standards: 115, 116, 122, 123, 125, 322, 323, 324, 41, 422
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