Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
Mark Scher Week of 11/12/02 (Days CDEA)
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| ACE/AP English (Days BCE)
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| In Findings, pp. 241-246, several authors present ideas about the structure or nature of the universe. Student groups will demonstrate what each author shows; the class will derive common principles from them.
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| Next week: students will apply their findings to Lewis Thomas (247-251) and to Sagan: what is science, then?
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| This unit ends with an essay on Eiseley’s “The Brown Wasps” (333-339): how (or does) Eiseley’s essay reflect the interests and skills of the other writers we’ve examined (247-251)?
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| English 12 (Days ABD)
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| Day 1
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| Students continue Jobs Unit.
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| Before going to computers: we set goals for this week.
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- Students conduct research matching their interests and skills with actual employment/higher education opportunities.
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- They read newspaper ads/college catalogs and use networking skills to find job/college opportunities.
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- 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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| Day 2: half the class observes and joins Mrs. Pevo’s class; the other half joins Mrs. Semans’ class. What can these children do; how do they think; what do they value?
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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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| Day 1: Last drafts are due for their essay: what does Romeo’s behavior reveal about his mood at any one point in the movie so far?
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| Students review Global vocab 16-20
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| Through week: for Baz Lurman production of Romeo and Juliet, students review particular scenes (after class decides which scenes are central to plot). Groups decide what motivates characters’ behavior; groups identify and track themes. They provide class lesson on their findings.
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| For break, students follow directions for “Glory That Was Greece” handout.
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| Standards: 115, 116, 122, 123, 125, 322, 323, 324, 41, 422
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