| English 12 (meeting days BCE)
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| We will continue the paper trail: letters of application, etc., from the handout received earlier.
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| By now, you have submitted a resume. You will go on to letters of application, due after Thanksgiving break. After break, we will start work on interview skills.
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| Day 1: students will write cover letters for their applications, following the recommendations and format in their handouts. The letters are due by end of class.
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| Day 2: students will review purposes and skills for interviews in our handout; view a PowerPoint presentation, and practice with one person.
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| Day 3: students will write three appropriate thank you and follow-up letters, with small groups working on format, content, and tone: one letter assumes no immediate response from the interviewer (with the interviewer saying, “We’ll get back to you”); one letter assumes a successful interview; a third assumes a negative interview.
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| Read von Molkte, 524-535; be ready to answer 535, #1-10 and 536, #1-2 orally. What choices did von Molkte have in his actions? What relationship do you see between him and his wife?
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| Read Brecht, 536-539; be ready to support answers to 539-540 orally. Main focus: why did the mother do what she did? Should she have?
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| Read Barnes, 540-551; be ready to answer orally 557-559. What forces acted on the protagonist? What should he have done? What do you wish that you would have done, if you had been him?
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| Write an essay explaining what the protagonist in Barnes (540-551) should have done
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| Read Boell, 565-571; be ready to answer defend orally answers to 570-571. What forms of corruption do you find in this story? What moral choices did characters make? Should they have? What led them to those choices?
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| Read Rohmer, 571-581; be ready to connect the behaviors here with those in Laye and in the students’ own lives. Do we see mere flirting? What intentions do the characters reveal? What understanding, self-understanding, or lack of these do the characters reveal (especially the protagonist)?
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| Write an essay responding to O’Brien, 212-226: what moral judgments guide the protagonist’s choices?
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| Day 1:
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| Students finish
their drafts of the critical lens essay on “they stumble that run fast,” based on our handout. The draft will be due at the end of the period.
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| Days 2-3:
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| Students read “The Scarlet Ibis,” noting evidence of characterization, motivation, theme. We are doing this not just because this is a great story, but in order to practice more-careful, more-observant reading. We’ll take time to puzzle out vocabulary, difficult phrasing, etc. The students will be taking notes.
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| For break, review vocab, introduce and study barter, biodiversity, bureaucracy.
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