1. ACE/AP English (Days BCE)
      1. Review of Irony
      2. “The Necklace,” 177-183; 175-176
      3. “Saboteur,” 184-192
      4. ++++++++++++++++++++++++++++++++++++++++++

Mark Scher Week of 01/27/03 (Days CDEAB)

 
 
 

Mark Scher Week of 03/03/03 (Days BCDEA)

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


  
ACE/AP English (Days BCE )


Review of Irony


“The Necklace,” 177-183; 175-176



“Saboteur,” 184-192

  
Writing Assignment due Thursday, 03/06, by 7 p.m.: follow one of the “Further Suggestions for Writing,” 153.
    
Standards: 1, 2, 3, 4


  
++++++++++++++++++++++++++++++++++++++++++
English 12 (Days ABD)
Journalism Unit:
    
  • From actual articles and from textbook by Hall, evaluate the effect, in law and in a reader’s mind, of such words as said, alleged(ly) source, is reported, according to
  • Evaluate the section “Rights and Responsibilities” in Hall (pp. 11-24) for discussion of p. 21, #5 and p. 22 #7: what should the newspaper have done; what should it do now?
  • Evaluate the library article not printed in 1999–2000: determine whether it should have been printed as is.
  • Evaluate the editorial (handout) based on Wiener.
  • Evaluate the paragraphs (read aloud to students) from Hall’s workbook, 11-12): defend or criticize the paragraphs
  • Debate the solutions to the legal cases cited by Hall’s handbook, pp. 14–15. Then each student produces a final argument in editorial format.
  • Explain whether Hall’s workbook exercises on sports writing contain opinion or fact (pp. 26-27)
  • By examining professional news articles, determine the common structure of different kinds of articles
  • From a list of possible news and editorial topics, choose topics most appropriate for our audience (see handout based on Wiener)
    • Standard 1,2, 3, 4
    ++++++++++++++++++++++++++++++++++++++++++
    English 9 (9.01 on days ACE; 9.03 on days ABD; 9.06 on days ACD); English 9x4 (Days ABCD)
    (Split the hours between the writing assignment, the listening assignments, and the River project.)
     
    1. Students write the first formal critical lens essay (handout) after setting the due date.
  • Using Preparing for the Regents Comprehensive Examination in English:
  • Students work in small groups (except for items to be turned in).
  • Students work on the River project.
    • Standards: 1, 2, 3, 4

     
     

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    draft of 1/23/03. . . printed 10/12/09 .. . . page 1 of 2

     
     
     

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    draft of 10/12/09 . . . page 33 of 33