Mark Scher Week of 11/25/02 (Days ABC)

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*ACE/AP English (Days BCE)*

ACE English Unit on Moral Choices


Day 1, for von Moltke 524-535, especially his last letter, students answer 535, #1-10 and 536, 1-3 orally. Focus on what choice(s) he made. Why? Should he have made those choices? Why do you say so?


For day 1 or day 2 (time depending), for Brecht, 536-539, support your answers to 539-540 orally.


For day 2 or after break, read Barnes 540-551, making yourself ready to discuss your answers to 557-559. This story is based on the events on the *Achille Lauro*, in which an elderly American Jew, in a wheelchair, was executed and his body thrown overboard a cruise ship, by terrorists. The piece by Barnes starts from that truth and builds a moral fiction on it.
After break: Essay: in order to ensure that his girlfriend lives, the main character does as the terrorists require; by the end, the woman evidently despises him. What should the man have done? Give several reasons for your answer.
Standards: 2, 3, 4


Students complete letters of application, resumes, and cover letters for the jobs that they have researched. Here is one measure: would the human resources department invest time with this applicant? Students evaluate each other’s work. This packet is due start of first class this week.
Students provide list of potential occupations for mock interviews.
We start Science Fiction Unit: after teacher and student introduction to some characteristics, they watch *The Day the Earth Stood Still,* for characterization, plot, theme. Students first read summary; during movie, they fill out “Guide” (handout) to turn in at end.

Standard 1, 3, 4

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English 9 (9.01 on days **ACE; 9.03 on days ABD; 9.06 on days ACD)**
English 9x4 (Days *ABCD*)

Day 1:

Day 1: for *Romeo and Juliet*, groups present lesson on what motivates characters’ behavior; groups identify and track themes. They provide class lesson on their findings. Each lesson must end with assessment of class learning.
Day 2: Students watch *Independence Day* for items noted on handout
Next week:
Individual students write in-class essay on “They stumble that run fast” (see assignment, below): 1/2 period. Exchange for reader to mark thesis statement and topic sentences. Return for authors to see. Exchange to proofread. Return for writing of final draft. Due by end of period.
In-class essay assignment: do you agree or disagree that you can act too quickly? Create a thesis that answers the main question, using two examples for a character in *Romeo and Juliet* acting before thinking and using an example from real life.

Standards: 1, 2, 3, 4

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