++++++++++++++++++++++++++++++++++++++++++
ACE/AP English (Days BCE)
++++++++++++++++++++++++++++++++++++++++++
++++++++++++++++++++++++++++++++++++++++++

Mark Scher Week of 12/09/02 (Days DEABC)

++++++++++++++++++++++++++++++++++++++++++

*ACE/AP English (Days BCE)*

ACE English Unit on Moral Choices

Essay due Tuesday, 12/10/02, by 7 p.m.: 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.

IN SEQUENCE:
1: For Rohmer (571-581), students compare the first person narrator’s behavior to behavior they have observed in themselves or in others in school. Students relate this to Laye’s “I Was Very Young.”

2: Students start to pull this unit together: what rules or guides do we have for our behavior? Modern game theory notes that in cutthroat competition, the winner in the long run benefits less than participants who find a “win-win” outcome. Does that finding add anything to their moral judgements?

3: Start essay in class: in O’Brien’s “On the Rainy River” (212-226), O’Brien reports a number of choices the narrator made. What moral judgements guide his choices? How deeply does he think, as a moral creature? Due Tuesday, 12/17/02, 7 p.m.

Standards: 2, 3, 4

++++++++++++++++++++++++++++++++++++++++++
English 12 (Days *ABD*)


For *The Day the Earth Stood Still* students compare/contrast characters’ behavior in terms of rationality. Write essay explaining how the director portrays humans in terms of rationality. We need to set due date.
Students view and compare *It: The Terror from Beyond* for sophistication of plot, character, theme.
Students devise an essay topic to pull these movies together in a significant way.
Standard 1, 3, 4

++++++++++++++++++++++++++++++++++++++++++

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

Through the week: daily, introduce and review new vocabulary.
In order:
1. Students fill out lit. review sheet for *Romeo and Juliet.*
2. Students finish watching *Independence Day* for items noted on handout. Students turn in handout. In discussion, students justify their answers to the handout.
3. Students respond orally to the quotation from Tiger Woods’ father. What does he mean? How would you do it?

I challenge you. I dare you.I challenge you to be a winner. No, not in golf, but in your own life, in whatever you choose to do, whatever you care about. I challenge you to make a difference in the world, to reach higher and farther than you ever imagined. I challenge you to start something. Are you up for it? (Woods, Earl, with Shari Lesser Wenk. Start Something. New York: Simon and Schuster, 2000, p. 9).

4. Students write letter to members of the U.S. Coast Guard
5. In class: read aloud “Scarlet Ibis,” for characterization, motivation, description, theme. Students see guide on overhead transparency and fill out guide as assessment.
6. Students write essay from handout following our new procedure, listing certain info on draft.
Standards: 1, 2, 3, 4

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 1 of 1

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 3 of 3

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 5 of 5

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 7 of 7

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 9 of 9

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 11 of 11

draft of 12/08/02. . . printed 11/15/22 . . . 12:00 am . . . page 13 of 13