Drama: 12/14-22/09

1. Study and take next chapter tests
2. Improvisations practice
3. Give final chapter presentations
4. Review and give semester exams
   

English 4: 12/15-22/09

1. Complete all projects, homework, make up work, and essays and turn in
2. Review for semester exam
3. Give semester exam
   

English 4: 12/11,14/09

1. Post and go over exam study guide
2. Reminders, Q & A regarding all due dates and deadlines
3. Spend the class period working on completing all Frankenstein and Macbeth assignments. Frankenstein requires an AR test and 12 to 15 journals. Macbeth requires all margin and end questions for all acts and the cause and effect paper.
4. I will spend the class period assisting students individually.
   

Drama 12/10/09

1. Reminders
2. Video tape story telling projects
3. Work on preparing for chapter 5/20 tests, next class
   
4. Prepare for chapter 5/20 projects, next class
5. Students will complete story telling projects next class.
   

English 4: 12/9,10/09

1. Frankenstein final deadline 12/15/09. All work not completed in class must be completed as homework.
2. Macbeth: finish reading the play
3. Model the 4 D's of writing preparation for the cause and effect paper. Answer all questions related to the assignment. Deadline is 12/15/09.
4. Class time to work on all projects.
   
5. Warning: Students who have not completed the Frankenstein journals and test and the Macbeth cause and effect essay (4 D's, first draft, final edited copy) will loose any exam exemption they may have had.
6. Students must make sure they have the following handouts in their notebook for the semester exam: A. Unit 1 and 2 vocabulary; B. Frankenstein vocabulary; C. punctuation; D. capitalization; E. word parts; F. 5 stages of writing and prewriting; G. Figures of speech; H. poetry/literary terms; I. Singular/plurals

Drama: 12/8/09

1. Complete all improvisation projects.
2. Begin videotaping storytelling projects
3. Work on Chapters 5/20. Go over and fully develop project requirements and give time to work.
4. Students who took an active role in the "Our Time Capsule" performance from beginning to end will be excused from the semester exam. Their extra curricular work which required 2 months of 3 nights a week, 3 hours a night rehearsals will cover as their exam.
   

English 4: 12/7,8/09

1. Reminder: do Frankenstein every available moment. Final deadline for test and journals is 12/15/09.
2. Read Macbeth. Complete acts 2, 3, and possibly 4.
3. Assign margin and end questions for homework.
   
4. Take up Frankenstein vocabulary puzzle for lesson 2
5. Take up work as students complete it.
6. Answer Q & A regarding parts of a sentence and cause & effect essay.
   

Drama: 12/4/09

1. All students who bring proof of attending the sesquicentennial play at the Performing Arts Center tonight, tomorrow night, or Sunday will get 25 points extra credit added in their grades where they need it most.
2. Continue presenting improvisation projects for grade
3. Continue with class evaluations
4. Assign next chapter and next chapter projects. Give time to work if any available.
   

English 4: 12/3,4/09

1. 20/30 minutes to prepare and finish homework.
2. Test on Macbeth Act 1.
3. Take up all Macbeth Act 1 margin and end questions
4. Take up Franken Voc 2 puzzle homework
5. Reminders of due dates for essay, Macbeth, and Frankenstein (12/15/09)
6. Q & A regarding all projects and Parts of Sentence
7. All students who bring proof of attending the sesquicentennial play at the Performing Arts Center tonight, tomorrow night, or Sunday will get 25 points extra credit added in their grades where they need it most.

English 4 and Drama: 12/2/09

1. Short day: No academic plans or activities possible. Drama class did not meet.
   

Drama: 11/30/09

1. Clearly go over evaluation expectations for the improvisation assignment. Give examples and make sure students know what to look for and what will be looked for in their performance.
2. Assign that all student will do one complete evaluation on another team.
3. Give students 30 to 45 minutes more to prepare. The list of requirements and evaluation requirements will be posted on the projector.
4. Students will spend the rest of class performing projects and being graded.
5. The next chapters are assigned with their related projects.
   

English 4: 11/30-12/1/09

1. Frankenstein work for 20/30 minutes. Stiff reminder -- all journals and test are to be complete on or before 12/15/09. If it can't be finished in class, it must be finished at home. The journals need to represent, be spread through, the entire book, not just the beginning or end. Journals are to be one good paragraph each and analytical. Simple summaries will receive an "F" grade. Students have been given prompts and many examples and are not to fall back into doing what is most comfortable. The point of the journals is to manifest the reading strategies being taught for reading success.
2. Handout puzzle for FrankenVoc 2 list. Due next class.
3. Macbeth: read aloud and finish Act 1. Margin and end questions are due next class. Students will receive a quiz on Act I next class as well. The work must be completed at home if it can't be completed in class. Students need to remember to study and not assume they can multiple guess their way through. All tests have essays and some tests are all essays. Students need to be prepared to provide information from their own memories in their own words.
4. Students are sternly reminded that many are not making up missed work. Missed work is a zero until it is make up. After a reasonable time, the zero becomes permanent. I gave several tests recently and many have not made them up. This becomes extremely serious the closer we come to the end of the grading period. Absences require make up!
   

Drama: 11/23/09

1. Prepare, study, review, and take chapters 4/19 tests.
2. The rest of class will be spent playing the storyteller game "Once Upon a Time" to develop skills in improvisational thinking and story telling.
   

English 4: 11/23, 24/09

1. Take Schoolnet test
2. When test is completed, students can get computer and/or books to work on either of the following assignments: A. Frankenstein reading and journals (final deadline is December 15th); B. Macbeth margin and end questions, margin questions include the light blue questions as well as the lettered questions (M & E questions will be taken up at the end of each act. There will be a test at the end of each act as well.)
3. Preparation for the Cause and Effect Essay for this grading period: Students will take notes related to the 4 D's of writing preparation. Full explanations will be given with Q & A time. Models of the C & E chart will be provided from classzone.com and Inspiration 8 (the issue isn't a fancy computer generated chart -- the issue is creating a complete chart). Students are referred to the model and requirements pages 530 to 535 for their draft and final essay. The final report and all its parts is due on or before December 15.
4. Read Macbeth in class from "No Fear Shakespeare" at sparknotes.com because the play is in old and modern English. Try to read through Act 1: Scene 3.
   

Drama: 11/19/09

1. Half of class was an extended model of how to do the improvisation assignment. We chose the topic "Castle" and began to develop all the characters and details that would set a thorough background for the project. At the point of presentation, the teacher will provide a storyline that the group will have to improvise around.
2. The final pantomime was performed. Over half the students have not done the assigned evaluation. This is their last chance.
3. Students were given a fair amount of time to prepare for their chapter test and their improvisation presentation.
   

English 4: 11/19,20/09

1. Students will have 20/30 minutes to read/work on Frankenstein assignment
2. Cover note taking skills with a complete example. Assign students to take notes on pages 332-339 in the lit book in preparation for the next quiz. Note taking is critical to success, and students will probably be allowed to use their notes on the semester exam.
   
3. Students will continue to take short/extended answer tests until they become proficient.
4. Begin Macbeth, page 340. Students are assigned all margin and end questions which will be due at the end of each act. Students will also have a test at the end of each act.
5. Students will read the play in both old English and modern English, one to see the beauty of Shakespeare's language and one to assure understanding.
   

Drama: 11/17/09

1. Go over grades -- Yuck! It is one thing to take a test and do poorly, but to retake the exact same test and still do poorly?
2. Missing pantomime evaluations
3. Explanation: Three parts to every chapter. 1. Read, understand, and test over chapter. 2. Perform project and learn by doing. 3. Observe and evaluate others to establish understanding.
   
4. Assign next chapters. Next chapter test will be Monday, November 22.
   
5. Level 1's: Pick a group and a topic. Begin brainstorming and mapping ideas, events, and characters related to topic. On the day of the performance, teacher will give students a storyline related to their topic. Students will turn in all their preparatory brainstorming/idea lists and begin/improvise around the given storyline.
6. Level 2,3's: Group created a staging project last chapter. For this chapter, they will create a complete lighting plan for the staging project including all the details covered in their chapter.
7. Chapter presentations will begin on November 30. Students who are absent on the day of presentations will be skipped over (their group will go on without them) and/or they will be given a zero. We are dragging projects on far too long until they no longer fit with the class project due to absent students.
8. "Tell" items need to be honed to perfection. They will be performed and videotaped by the end of the grading period for a major class grade.
9. Students were given a long time to work on their chapters and projects.
   

English 4: 11/17,18/09

1. Prepare and review and take the following tests: A. History test over pages 286-197; B. Frankenstein vocabulary from specter to fluctuate; C. Pastoral poems test.
2. Remind and take up the following late work: A. Pastoral poems margin and end questions; B. Essay Smart assignment; C. History journal; D. Any other make up work
3. Make up work not turned in by this Friday will become permanent zeros
4. Begin page 332 - Shakespeare and Macbeth to be completed by Christmas.
5. Frankenstein must be completed, all journals and test by December 15th
   

Drama: 11/13/09

1. Begin the period with a retake of the exact same last test since they did so badly on it the first time.
2. The rest of the period was spent finishing performing chapter projects and performing "tell" projects.
3. Students assigned the next chapter for content. Begin to study and prepare for the next test. I suggest taking notes.
   

English 4: 11/13,16/09

1. 20/30 minutes to read Frankenstein and work on journals. Remind/go over journal requirements.
2. Go online to do EssaySmart at Classzone.com. Students assigned to write and submit descriptive prompt 2. Some students will have to provide activation code which is put on the board. The program has problems and will not accept every submission. Students who can't submit are to print and turn in their essay to print or to studentdocs.
3. Finish 304-309 in the lit book, the pastoral poems. Do all margin and end questions and be ready for a quiz next class.
4. There will be the first Frankenstein vocabulary quiz and a history quiz next class. The history quiz will cover pages 286-297 in the literature book.
5. Students are reminded to do their make up work. Many are not.
6. Students are reminded to come in with their vocabulary plan for Frankenstein.
   

Drama: 11/10/09

1. Clearly go over last test. Students did not study when given class time and they have books at home. No level 1 passed the test. They will be given this test again immediately upon entering next class. The second test will be averaged with the first to give them a final grade. This is a last warning that all assignments, especially the book assignments, are not optional to be done if or when they want!
2. Spent the next major section of class performing chapter projects, pantomimes. Students were reminded that each person has to evaluate at least one pantomime. The evaluation rubric was put on the board and gone over again.
3. The last portion of the class was spent working on tell item presentations and teaching story telling techniques.
   

English 4: 11/10,12/09

1. 20/30 minute time for Frankenstein work - don't forget the journals. There needs to be 12 to 15 journals spread from throughout the book. I don't want summaries. I want thinking journals. Students can use the Active Reading bookmark as a prompt. Many examples are given in class.
2. Complete reading history section, pages 292-297 and discuss. Assign a journal for the history section as we are requiring for Frankenstein. Model and discuss the journal in class.
3. Hand out first 200 words from the Frankenstein book. Assign the first test over the first 25 words on 11/13,16/09. Assign students to come in with a plan for a way to cover the words without requiring a test for each section of words.
4. Read 304 to 309, pastoral poems. Assign all margin and end questions. There will be a quiz over these poems when we finish working on them.
   

Drama: 11/6/09

1. Introduction of Jonathon Morriss, the director of the sesquicentennial play, "The Time Capsule."
2. Students perform "Tell" items. Each performance becomes a teaching tool to increase student understanding of items like relating to the audience, fighting nerves, getting into character, transitions, motions and gestures, teller's point of view, posture, and much more.
3. Student performances and related teaching/discussions took the entire period.
4. Students will return to completing chapter projects next class.
   

English 4: 11/6,9/09

1. 20/30 minutes reading/work on Frankenstein
2. Review for and take Unit 1 Vocabulary 3 test
3. Read and discuss Unit history pages 288-291 including the Elizabethan Period, The Rise of the Stuarts, The Deveat of the Monarchy, Cultural Influences, and Renaissance Literature.
4. Read and discuss "The Sonnet Form," pages 302-305.
5. Hand out Unit 2 vocabulary list. Next test will be on Academic Vocabulary, from censured through intricate.
   

Drama: 11/4/09

1. Students must be ready for "Tell" performance on Friday. We will have a visiting director to coach and evaluate. Students need to have props and/or costumes, as needed, for their performance.
2. Students perform chapter projects, pantomime. First team picked randomly. Then each team picks the next.
3. Each student is required to evaluate at least one presentation based on the following criteria: A. Planned, to what extent does the performance show thoughtful planning. B. Detailed, to what extent does the performance show detailed action, plot, and elements. C. Function, to what extent is the performance manifest believable elements and actions. D. Performance, to what extent is the performance believable with characterization and emotion. Students are required to write notes explaining the "to what extent" part and/or examples from performance that prove their evaluation/grade.
4. Performances that are not completed this class will be completed class after next due to the visiting director and the work on "Tell" items.
   

English 4: 11/4,5/09

1. Frankenstein: Students given choice how to do Frankenstein. No longer required to do margin and end questions. Students are required to do journals, about one per two chapters, one good paragraph -absolutely no longer than a half page each. One of my student aides will create a list of the vocabulary words for the tests. Give students the option of working through Frankenstein on Sparknotes.com or combining Sparknotes with their reading.
2. All students will be required to do vocab tests and AR test based on Frankenstein in addition to their journals.
   
3. Show slide show of diagramming to picture parts of sentence structure with related discussion and explanation.
4. Show students the grammar items and other resources that are posted on the intranet.
5. Begin literature book, page 286, history of British Renaissance to page 288.
   

Drama: 11/2/09

1. Review/prepare/give chapter 3/18 tests
2. Work on "tell" item. Students must be ready to perform by Friday. We will have a guest who will evaluate performances with Ms. Wilks and me. All props, costuming, or anything else needed, must be brought and ready on Friday.
3. Watch video of Marcel Marceau "My mask is stuck."
4. Talk about quality of believability for the mimest.
5. Watch section of Gone with the Wind. Discuss costume, events, word pronunciations, dialect, and the harsh reality of the time the actors needed to make believable.
6. We will begin class project presentations next class.
   

English 4: 11/2,3/09

1. Read Frankenstein, pages 9-26. Pages 1-8 should be complete by now. Do margin and end questions and turn in (label carefully). Keep underlined vocabulary list on separate paper. Vocabulary tests will come. Work on this for one hour.
   
2. Vocabulary test Friday on the unit 1 section three words beginning with "legislation." There will be 18 words on the test.
3. Introduction to parts of a sentence.
   
4. Grammar workbook, page 19, subjects and predicates, do all. Grade and turn in.
5. Review history slide show for unit 1 in class.
   

Drama: 10/29/09

1. Warm up, improve pantomimes. Create 4 lists with each student adding to the list: events, object, movie, animal.
2. Class lecture: The performance movie magic - when the audience steps into suspended belief to allow themselves to believe and become the secret witnesses to what is happening in the performance as though it were real. All giggles must go. All silliness must go. For the audience to believe, the actor must believe.
   
3. Description of method acting - where do the emotions come from? Finding your connection
4. Review chapters: Chapter test next class. Chapter projects due next class.
5. Give the rest of the class for students to prepare and practice.
   

English 4: 10/29, 30/09

1. Bellringer: Literature book page 284: Should religion be tied to politics
2. Class open discussion: Pages 282-283, goals for the unit/grading period.
   
3. Pre-reading strategies explained and written for an assignment: activating prior knowledge. Apply pre-reading strategy to preparing/introducing unit
4. Read Frankenstein in class beginning with the preface, page 1. Assign margin questions and underlined vocabulary. Students will be tested over the underlined vocabulary and tested over the book content.
   

Drama: 10/27/09

1. Go over class grade document, color coded with highlighter to show zeros, failing grades, and other information.
2. Clearly explain what I expect and how I expect it to be done. Use the class notes from English as focus since the study/work techniques are so similar.
3. Discuss three primary current projects and their values: A. Tell item, B. Current Chapter project, C. Gone with the Wind for Olustee.
4. The Tell item is very important. Student are assigned to look up information about the author and relevant historical information needed to present the piece. Students need clearly determine the character(s) that will be a part of the presentation so their performance can be accurate.
5. Discussion on anachronisms related to time piece performances. Much discussion about the time and background of the Civil War Era in costume, lifestyle, culture, and more. Hosted by Ms. Wilks who is a reenactor.
   

English 4: 10/27,28/09

1. Students pass out papers
   
2. Go over and discuss grades and expectations for work. Clearly go over the published class grade document showing all the zeros and failed assignments, visually represented by highlighter.
3. Some special make up for those absent.
4. Class do's: A. Know what happened in class whether you are here or absent; B. Make up all work - no zeros; C. Ask questions - be sure you understand; D. Turn in what I ask for, the way I ask for, on deadline or before.
5. Reading: apply skills to the job. Handout active reading bookmark.
   
6. Show overhead of "Pre-reading, Background Knowledge." Some classes will have time to write a journal based on Frankenstein.
7. Some classes will have time to write an exit journal about what they learned, understood, have questions about, or related to today's class discussion on grades and job readiness.
   

English 4: 10/26/09 - Periods 4 & 6 only

1. Students spent the day playing and discovering the program Comic Life on the laptop cart. Students were required to turn in a journal or a created page. Either/both were to show what techniques they learned or problems they had using the program.
2. Took up work at end of period.
   

Drama: 10/22/09

1. Make up day: complete all term projects, make up all tests, turn in all make up work
2. Show video of Red Skelton: Freddie Freeloader and the Baby. Assign journal which describes all techniques related to pantomime and emotions communicated. Played the video twice.
3. Individual/group work on "Tell" items
   

English 4: 10/22,26/09

Make up days

1. All tests, projects, writing assignments, reading ISR/AR requirements
   

Drama: 10/20/09

1. Last Chance observation project turn in
2. Level 2 & 3 perform their Chapter 17 project
3. Introduction and assign chapters 3 and 18 with related projects
4. Individual and group work: A. The "Tell" assignment, including props and wardrobe
5. Students give individual rough presentations of "Tell" project for help, individual instruction, and encouragement
   

English 4: 10/20,21/09

1. Review parts of speech and give students choice of 2 tests. They will receive the best of the two scores.
2. Sir Gawain test.
3. The rest of the class will be spent on the following items that must be completed and turned in before the end of the day tomorrow (10/22/09) the last day of the grading period: A. Sir Gawain margin and end items; B. Independent reading/AR reading requirements; C. Compare/contrast 4 D's of writing preparation and 1st draft; and D. Make up work.
   

Drama: 10/16/19

1. Take up observation, Chapter 2 project. Today is final deadline.
2. L2,3 Chapter 17 project is delayed to next class due to one of its members being absent.
3. "Tell" item check: is it here, is it annotated?
4. Call students individually to the front and go over "Tell" items giving insights and suggestions, asking questions and helping them prepare
5. Students not in front of the room are encouraged in participating in developing the presentations or working on the next chapter and the next chapter project.
6. Assign journal for rough throughs
   

English 4: 10/16,19/09

1. Review parts of speech. The test will be next class. Students are advised to have their notebook with their memory list words available on test day.
2. Review/prepare: Sir Gawain and the Green Knight test is next class.
3. Students are allowed to work in pairs or small groups to complete all margin (10 items) and end (11 items) questions.
4. Students are allowed to work in pairs or small groups to work on the 4 D's of writing preparation and the first draft of the compare/contrast paper on Sir Gawain and the Green Knight and Beowulf. The 4 D's and rough draft are due on or before 10/22/09, the last day of the grading period.
5. The ISR/AR assignment is due today, tomorrow at the latest.
6. Students are given time to work with any assistance they need.
   

Drama: 10/14/09

1. Students give some time to prepare and review for their various chapter tests
2. Tests given and students allowed to complete in their own time
3. Took up observation project assignment and requested Chapter 17 project.
   
4. When it became evident that students were not taking project and home assignments seriously, steps were taken. These assignments due today have been asked for several times. Student who do not have them ready to turn in at the beginning of the next class will not be allowed to turn them in.
5. The final deadline for the annotated copy of the "Tell" item is 10/16/09. At that point we will begin rehearsals and rough performances.
6. Chapters 3 and 18 are assigned with related chapter projects.
7. Students were given time to work.
   

English 4: 10/14,15/09

1. Students given 20 to 30 minutes to finish work on Beowulf and review for the test.
2. Mini-lesson on Mary Lewis writing with specifics and examples on how to write short and extended essay answers in preparation for the test.
3. Students given the Beowulf test and allowed to work until they complete.
4. Students given time to work in groups on a Venn diagram or three column notes in preparation for the compare contrast paper. These notes will be part of D-3 of the 4 D's of writing preparation.
5. Big Note: ---- All ISR work is due 10/19/09 and will not be accepted after 10/20/09.
   

Drama: 10/12/09

1. Check "Tell" item.
2. Watch Bill Cosby, "The Dentist"
   
3. Completely evaluate, discuss, and analyze the Cosby video for every story telling technique, visual, tonal, and verbal.
   
4. Assign all: Students are to go over their "Tell" item in complete detail, marking and noting all the techniques they will use to present their "Tell." Use the Cosby story and class discussion as a model. I will be looking for clarity, quality, and depth.
5. Assign Level 1: Observation essay/journal will be 3/4 page in length or more and cover a storyteller (any: family, friend, TV comedian, etc). The essay will be a descriptive observation of all the elements (like the Cosby model) that can be observed in the performer.
6. Assign Level 2: Pick any performance common to the three. Create the project as described on page 198 as closely as possible. They must show a complete understanding of how the chapter information applies to real life.
7. Chapter tests will begin in the first 10 minutes of next class.
8. Students were given time in class to work on their various assignments with my assistance as needed.
   

English 4: 10/12, 13/09

1. Use the first 20-30 minutes of class to finish Beowulf items and make up work.
2. Lit book page 220. Read "Get up and Bar the Door" and discuss.
3. Give class notes about the 4 D's of writing preparation. Explain in detail how the 4 D's work to prepare the writer for the first draft of any writing assignment. This process will be required throughout the year, will be an important grade, and will require quality effort (expectations fully described). Used a Venn diagram as a potential technique.
   
4. Lit book page 266-268. Go over explanation and model in the book for a comparison contrast essay. Identify all the parts and processes as described and explained in the materials.
5. Assignment: Students will write a comparison/contrast paper (5 to 8 paragraphs) based on the two stories -- Beowulf and Sir Gawain and the Green Knight. Use the reading today to begin notes in preparation for the essay.
6. Read Sir Gawain and the Green Knight
7. Use any remaining time to work on ISR and literature assignments.
   

Drama: 10/8/09

Note:

Students missed this class due to field day homecoming activities. They must come to next class with their "tell" items and prepared to test on their current chapter assignment.

English 4: 10/8,9/09

Note: This is the end of Homecoming Week. The number and amount of class interruptions has large.

1. Catch up, make-up, prepare day.
2. Beowulf test will be within the next two class days. Students need to be ready by next class.
3. Students were told all work they were/are missing for make up.
4. Beowulf work by section: A. pages 38-50, 12 margin items and 4 end items; B. pages 51-57, 5 margin items and 3 end items; C. pages 58-67, 9 margin items and 10 end items. All due today (or next class day if more time is given due to interruptions.
5. Students were given class time to work/complete make up work, Beowulf, and work on Independent Reading work as they need.
   

Drama: 10/6/09

1. All students will clean out the drama storage room in preparation for new shelving and hanging rods.
2. Check "tell" items by student
3. Each student will give a summary of their "tell" item, and class will discuss possibilities.
4. Students were severely warned about not being ready with their "tell" items. They are to have their items next class or get another zero and be assigned an item to work on. They must have a copy of the item for markup of annotations related to vocal, pacing, and visual presentation.
5. Work on chapter and chapter projects for next test as time permits.
   

English 4: 10/6,7/09

1. Finish prepositions as needed; grade in class and take up.
2. Assign conjunctions, page 16. Discuss, teach, do odds, grade, and take up.
3. Finish Beowulf to the end of the story. All A-Y items due as the literary questions on pages 50, 57, and 67. Discuss and give individual help as needed. Read the passages aloud.
4. Note: Test on Beowulf is coming soon, next week after homecoming.
5. Notes on lit book pages 24 plus as time permits.
6. Remind students to follow through and complete make up work or the missing assignments become permanent zeros.
   

Drama: 10/2/09

1. Get with partner, share "tell" item. Begin to annotate the "tell" regarding to pacing, pronunciation, and gestures.
2. Since students were not ready for number 1 above, we recovered the process: A. find the story/poem (American Author; presentation time minimum 3 minutes), B. Read until completely familiar, C. Research: know time and circumstances of the item; look up anything required to understand the work, D. Make a copy of the piece for annotations of pacing, pronunciation, and gestures. E. Some stories will have to be rewritten according to how students will retell them in their own words.
3. Complete presenting warmup and introduction projects
4. Spend time on chapters 2/17. Because students weren't prepared and spent the lion's share of class on book chapters, the chapter tests will be next class.
   

English 4: 10/2,5/09

1. Vocabulary homework is due and taken up
2. Vocabulary review and test.
3. Complete 38-50 in the literature book, margin and section items
4. Prepositions: Grammar workbook page 13 odd items. Students are encouraged to use the handout. Discussion and Q and A to help with this or any parts of speech.
5. Continue Beowulf, beginning page 51.
6. Continue note taking as time permits, beginning page 24.
   

Drama: 9/30/09

1. Students prepare for make up introductions and to continue presenting chapter projects.
2. Do presentations with commentary and observations
3. Class discussion related to the students participating in the ACT (Alligator Community Theatre) play. Particular attention given to staging related to all discussions of last class. Focus on focus and subordination by movement and placement.
4. Level 1: assigned Chapter 2: Observation. Read, study, take notes, prepare for test. Do the project as described on page 12.
5. Level 2: Assigned Chapter 17: Go to a live performance. Read, study, take notes, prepare for test. Do the project on a live school performance, especially since homecoming is this week.
6. All students: Must have story telling item, poem or story, in class next class. Be ready to give summary of piece and interpretation. Interpretation is any understanding required for acting, voice, or related that will be required to present the piece. Explained and exampled in class.
   

English 4: 9/30-10/1/09

1. Literature book, page 17, write the essay based on "Ideals." (Think compare) Remember support, support, and more support. Read aloud, discuss, develop ideas and techniques.
   
2. Work on Beowulf pages 38-50, margin items A-L and end of section questions. Discussions regarding applying current skills (like all the sounds of rhythm and rhyme in rap) to the current reading. Provide a variety of examples of known skills to class assignments. These items due today.
3. Reminder: Vocabulary test and homework due next class.
4. ISR work, go over and discuss. Many still do not have books on list.
5. Read aloud Beowulf pages 51-61. Assign all margin and end of sections items.
6. Work time with individual help.
   

Drama: 9/28/09

1. Spend time in preparation for students to present/teach their chapter related projects.
2. Students must be able to explain the whys and hows of their warmup. They will practice the class until the class is able to do the warmup on their own.
3. Level 2's: perform a warmup practicing students on stage movement and locations.
4. A fair time was spent teaching the points, purposes, and understandings related to staging
5. Students were give an optional extra credit assignment related to staging. They can spend a day being aware of themselves as though they were on a stage and writing a journal about what that awareness teaches them.
6. Warmup projects will continue to next class.
7. Reminder that students should have and begin preparing their storytelling pieces

English 4: 9/28, 29/09

1. Reminder: Vocab test on next 20 on Friday and Monday. Vocabulary homework is due then.
2. Grammar workbook, pages 10 and 11, adjectives and adverbs. Do odd numbered items. Do and grade in class and turn in for a grade. Answer all questions related.
3. Read and discuss essays on fate. Primary points (example on board) A. make points clear; B. give support for points; C. give examples, illustrations for support; D. develop ideas - go beneath the surface; E. Follow a pattern as exampled on the board as a habit until it becomes natural
4. Read aloud: Beowulf, pages 38-50. Do all margin and section end questions and assignments.
5. As time permits, work on history notes, pages 24-31 in the literature book.

Drama 9/24/09

1. Study, prepare, take chapters 1 and 16 tests.
2. Complete individual introductions
3. Each student was told his/her individual make up work. Give time to do it.
4. Begin presenting warm up projects from chapter 1.
5. Level 2 students will do a warm up based on moving students through stage positions as part of the project for their chapter.
6. Be sure to get each student's storytelling item on the list. Assignment is late after today.
   

English 4: 9/24,25/09

This lesson is tied to the last class agenda in the hope the classes can balance and catch up.

1. Grammar workbook: read, study pages 7,8; do odd items; correct in class; discuss/teach/Q & A all related
2. Read time on ISR. Be sure all students have registered their ISR book on my list for credit.
3. Essay from literature book page 17: Does Fate control our lives?
4. Work time on the following: A. Beowulf, margin and end items; B. Make up work; C. Individual help
5. All students have been told, individually, all assignments each has missed
   

Drama 9/22/09

1. Break room into teams. Each team is to compete in two events based on Sarah . . Stout. A. First competition is speed. The first group through reading the entire poem according to their group plan while getting all the words wins. B. Second reading is for dramatic impact.
2. Prepare, study, take Chapter 1/16 test.
3. Work on projects: A. Show rehearse warm ups; B. work on stage movement
   

English 4: 9/22,23/09

Note: This lesson may be extended due to early release day which will pretty much keep curriculum from taking place on the 23rd.

1. Grammar workbook, page 4, odd numbered sentences: identify the pronouns. Grade and turn in
2. Literature book pages 19-23: Read and take notes in preparation for a quiz. Apply note taking strategies discussed in class.
3. Discuss how the information is already set up in outline format
4. Show slide show up to Norman Conquest to add to and further clarify the notes.
5. Remaining time will be spent on "Beowulf"
   

Drama: 9/18/09

1. Students who have gone to auditions will discuss their experience with the class.
2. L2 students will lead the class in the human machine. Time will be taken to figure out/explain how this exercise works and what is its purpose for the actor and the performance.
3. Discussion about warm ups, how and why.
4. Assign L1, chapter 1; L2, chapter 16. All students are to read and take notes on their assigned chapter as a study guide in preparation for their test.
5. L2 will use blocking to do a warm up and begin to set up the blocking for the first performance, a story telling event or radio show.
6. L1 can individually or with a partner pick one of the warm ups on pages 6-8 or 11. They will lead the class in their warm up and be able to explain its point, purpose, and use.
7. Students were given time to work and prepare with the warning that the chapter tests will be soon, possibly as soon as next class.
   

English 4: 9/18, 21/09

1. Debrief, what has happened and where are we in the middle of all the required pre and baseline testing.
2. Give students time to work on vocabulary homework. Do class review. Give Unit 1, Vocabulary 1 test.
3. Review pages 6-8, using critical lenses -- the function and purpose; how this relates to real world analysis;
4. Page 9: Reading British Literature strategies. Bringing the overlooked details and information to the surface and to understanding (like watching a favorite movie brings out all that was overlooked in the first watch) Reading techniques which apply to many thinking activities.
5. Review Beowulf assignment and give whatever time is left to work on it.
6. Take up/record student ISR (Independent Student Reading) materials on my list
7. Basic instructions for ISR requirements: A. Whatever is being read for ISR must be shown to me and be put on my list. B. The ISR materials need to be brought to class every class day. C. Students are required to write journals related to their reading (the object of this is to apply any technique for reading, comprehension, analysis or . . . that we discuss in class to their book and to verify/prove to me they are actually reading and thinking about their book. D. Maintain a vocabulary log of words in their reading that are not common to their personal vocabulary and look them up. E. Additional assessments, final projects will be discussed, but standard book reports are not sufficient. Details of what will be considered sufficient will be detailed in class.
   

Drama 9/16/09

1. Ms. Wilks had the class today.
2. Students were assigned to create an alter ego.
3. Students were paired and one student's alter ego was to introduce the other's alter ego and vice versa.
4. The students spent the entire day on the activity.
   
5. The local recruiters were attending as audience and were extremely complimentary about the students' imagination and talents. Go Drama Students!!
   

English 4: 9/16,17/09

1. Library day for orientation and book check out. Students need to sign up for their books and have their names and reading materials put on the class list.
2. Students need to sign up for which of the reading programs they have chosen.
3. Announce that vocabulary test one, unit 1 is next class
4. Some classes went to do the FAIR test in the library
5. All classes were assigned to begin working on Beowulf, doing all margin, section, and end exercises to turn in.
6. Classroom reading grades will begin as soon as all have gone to the library. Students must have their reading materials available in class every day!
   

Drama: 9/14/09

1. Write a clear, complete description regarding something in your life as told from your pet's point of view. Must be G rated. Share and discuss. (written improvisation)
   
2. Story telling: Who were the story tellers? What was their role in their societies?
   
3. Spend time at the story teller's website "The Art of Storytelling." Note taking required for tests. Show storytelling videos.
   
4. Pull examples of campfire stories and the like. "I am the Vasher, and I'm coming to your house."
   
5. Who are the story tellers in your life? In your family? Family history? Your history?
   
6. What is the purpose of the story teller?
   

English 4: 9/14, 15/09

1. Open the literature book to pages 1-5. Work with a partner. Students will teach the teacher regarding A. What is on these pages? B. Why is it important? C. What does it show us? D. How does it connect us to the information in our world and in this book?
2. Pages 6-8: students will read and do the "close reading" exercises.
   
3. All of 1 and 2 above will be the setting for the class discussion related to cultural how we study, use the materials we've been given, assign value to what we are doing, see beyond the pictures and words on the pages, use cultural lenses to see layers in literature, and connect our world and the process of living to the world of literature and reading.
   

Drama 9/10/09

1. Story telling example: How do you know when you're in trouble?
2. Warm up lead by L2's: Emo day. Call up and show these emotions.
3. Mini Lesson: A. How we see, relate, imitate, recognize emotions in the world around us, B. How pretending can cause us to feel what we are pretending,
   
4. Class discussion: A. Practical application of reading and showing all emotional indicators. Many examples. B. How this translates in the real world on a daily basis. Examples of how students do this instinctively. C. The power of non-verbal communications in the classroom: the Oxford professor, MacDonalds/Burker King bet, and more. D. The power of words and non-verbal and how it can distort as well as communicate: Senator Yakalot's speech to his constituents
5. Go over storytelling assignment.
   
6. Read example of Chapter 7 from The Adventures of Tom Sawyer: Tom and Pete the cat. Show how this book excerpt can be turned in to a story.
   

English 4: 9/10,11/09

1. Bellringer: Grammar workbook, page 1, nouns. Correct in class and turn in for a participation grade.
2. Check signed syllabuses, reminder CrossPointe online grades, remind make up work or zeroes will become permanent.
3. BR. Grammar workbook, page 1, nouns. Grade in class and turn in. Self evaluation -- "How did you do? What do you need to do?"
4. Mini-lesson: Parts of speech. A. The categories, where, how and function, B. Mannequins, physical metaphor for the parts and their connections, C. Q and A and problem solve: the shortest and most reliable ways to review and catch up.
5. Primary lesson: Note taking techniques including two column notes, Q & A notes, outlining, and abbreviations/shortcuts
6. Students trade and grade their "Getting to know your book" exercise and turn in
   

Drama 9/8/09

1. Warm up: say what I say as I say -- "Sarah Sylvia Cynthia Stout."
2. Warm up: Acting out the verbs: Tarzan, a Love Story
3. Class discussion: the value and purpose of warm-ups, learning the movement, vocalizations, breathing, and feelings associated through warm-ups.
4. Separate boys from girls for courtesy instruction. Ms. Wilks with the girls and Mr. J. with the boys. What is appropriate dress and manners. Being on stage shows more than some intend. Drama is action and movement, not just sitting in a desk and reading. Students are encouraged to bring clothes that will allow them to move and be active in class. Students were instructed in the courtesies expected of them.
5. The basic story telling assignment was given with explanation. Students are to find, get a copy of, and share with Mr. J. for approval, a poem, short story, or novel extract from an American author. Student will be required to tell the story as a professional story teller, or perform the poem, with all the vocal and physical mannerisms that would effectively dramatize the piece. References were made to "Sarah Stout," Mark Twain's "The Celebrated Jumping Frog of Calavaris County," and more.
   

English: 9/8,9/09

1. Students get computers and complete online registration for online book.
2. Complete the "Get to Know Your Book" survey and turn it in.
3. Show, discuss, and experiment with the online classzone.com resources including what the book has available, vocabulary games and exercises, writing resources, reading resources, and more. Model and show as well as give students time to try the resources themselves.
4. Tell students that all current grades are available on CrossPointe for their viewing if they have set themselves up for that.
5. Hand out all graded essays. Discuss my statements on their individual papers. Answer all questions related to the assignment.
6. Teach the Mary Lewis method of point, supporting detail, example/illustration. Cover examples of good writing, going from general to specific, and making examples come to life.
7. Handout solution to vocabulary plan and go over.
   

Drama: 9/3/09

1. Warm up, Joiner: Say what I say and say as I say: Sarah Sylvia Cinthia Stout Would Not Take the Garbage Out.
2. Pass the baton: Each person read 3 lines of SSCStout and call on the next person. When they call the next person, they will instruct them how to read -- things like accent, attitude, speed, voice tone, character, physical position, or any other thing they can think of. Do it once for method. Do it a time or two more for speed with the same criteria or one criteria for all.
3. Finish the class doing the introductions.
   

English 4: 9/3,4,/09

1. Student go directly to Kaplan test and complete.
2. Go to media center to Star test
3. Check out computers: log on, go to Classzone.com, create a Classzone account, activate the online book
4. Spend the rest of class working on the "Get to know your book" assignment and turn it in.
   

Drama: 9/1/09

1. Bell ringers: Level 2 students will lead the class in a series of poses. The boys will lead in body builder poses, the girls in runway model poses. Then, level 2 (L2) students will lead in improvisation. They will call a student up, hand them a prop from the props box and say/require the following: This is an artifact from an archeological dig. Who are you on the archeological team? What is the artifact and what does it do? What significance did this artifact have in the culture we are studying.
2. Brainstorm a list of questions for student introductions and put on the board.
3. Pair students with partners and have them prepare for the introductions
4. Begin student presentations with Joiner and Wilks taking notes for later activities.
   

English 4: September 1,2, 2009

1. Reminders of dress code and other related.
2. Put names on lists
3. Check for book or reading materials
4. Check off signed syllabuses
5. Bell ringer: "Who Changes Society?"
6. Class Discussion: go over the bell ringer and push the class until they engage in the discussion. Focus on elaboration and give examples. Connect discussion to English history and preparation for the book.
7. Go to library for book check out
8. Spend rest of class working on Kaplan test.
   

Drama: 8/28/09

1. Hand out a copy of Sarah Sylvia Cinthia Stout (SSCStout) for students to keep and read over. They need to bring their copy to class everyday for ongoing work.
2. Read aloud and practice read aloud to get some personality into the words
3. Based on the handout and reading of SSCStout, have each student build a character description based on the 16 points of character development in the Celtx program.
   Discuss the similarities and differences of the student character descriptions. Discuss why students ascribed the attributes in their description to the character in the poem. How is this character like others they know? Begin the process of considering putting on the character or the narrator's character to read the poem.
4. Turn in written character description.
   

8/28-31/09 English 4

1. Q & A from last period or to date
   
2. Dress code and listing violaters
   
3. Survey: how many will want book, how many CD, and how many online?
   
4. Show and tell reading material
   
5. Check off signed syllabuses
6. Bell Ringer essay: What Makes a True Hero?
7. Complete, share, discuss Vocabulary plan and choose.
8. Work on Kaplan test for rest of period. The Kaplan test will continue on to next class.
   

8/26/09 Drama

1. Open class with "sound bites." Students follow the oral high/low, loud/soft of the director. Also, students began playing with reading "Sarah Sylvia Cynthia Stout Would Not Take the Garbage Out" to visual cues. Also the poem was modeled for them and will be assigned in detail later.
2. Students were given improvisations to do in class, particularly modeled by level 2 students.
3. Class discussion related to improvisation, character, and related topics with Ms. Wilks according to her experience in community performances. Special focus was given to building an actor's community of trust.
4. Students wrote and are sharing their essay on their favorite character. Focus is on what makes the character believable and interesting. This is a set up for the introductions which will come next class period.
   

August 26-27, 2009: English 4

1. Opening reminders: dress code, get your reading materials for ISR, have class materials ready.
2. Q and A left overs from last class
3. Give parts of speech pretest, grade, give back and go over -- where's the problem. For most it was the vocabulary like "interrogative."
4. Bellringer: esay on "Who are you academically and what do you believe about yourself in school?" Followed by discussion.
   
5. Class discussion: all about working in groups, what works and what doesn't and why
6. Groups projects: Handout vocabulary list for Unit 1. Students will come up with a plan, or I will. Spent the rest of class working on the project. This process will continue into presentations next class.
   
7. Took up the bell ringer and the group work to point.
   

August 24, 2009 Drama

1. Handout syllabus and go over in complete detail.
2. Introduce self and Ms. Wilks
3. Give hat and materials assignment
4. With Ms. Wilks go over the public performances and related work ethic
5. Introduction to hat project with slide show and quick intro to Celtx
6. Class assignment 5X5X5. Each student is to meet five others in class. For each they are to find at least one similarity and one dissimilarity. For one of the five, they are to find five similarities and five dissimilarities.
7. Brainstorm what to ask someone you are meeting.
8. Be prepared that introducing each other comes next.
   

August 24, 25, 2009 English 4

1. Welcome and self introduction and other introductions if possible.
2. Handouts: A. Punctuation, B. Capitalization, C. Word parts, D. Transitional words, E. 5 Stages and prewrite, F. Editing signs, G. Syllabus, H. Figures of Speech, I. Poetry terms and definitions, J. Noun/Verb singular and plural, K. Transitional Words, L. 6 Writing Traits
   
3. 3 X 5 with student information including: Name, address, home phone, emergency phone, parents name, email address,
4. Review all class procedures and expectations and syllabus
   
5. Joiner's big four goals that are included in all work: 1. employability skills, 2. read for success, 3. write/communicate for success, and 4. analyze/think through every job
6. Introduction to the website materials and blogspot
7. Introduction of Castle theme with PowerPoint
   

May 26-29, 2009 All Classes: English & Drama

• The final four days of school are semester exam review days and semester exams for all classes.
  

May 13-22, 2009 Drama

• Complete all work and presentations related to Chapter 12, including the Chapter 12 test on May 20th.
• Continue to work on researching items related to next years Shakespeare Festival theme.
• Review and evaluate lessons learned from major performances this year with related essays.
  
• Prepare for semester exam
  

5/13-22/09 English 2

• We have completed through Shakespeare 10 of the interpret and respond. Students who want to replace a zero for one they missed may do so by working on Shakespeare 11-13.
• Read "A Midsummer Night's Dream" (MSND) to completion, taking a test on each act as it is completed.
• Completing the C & E chart is part of the writing preparation for the currently assigned essay.
• Elements of Language (EOL) pages 104-113 are assigned. Those pages give a complete explanation and example of how the writing preparation and rough draft essay must be done. This has been covered completely in class. The only difference between the book and my assignment is that the topic for the essay must come from the play (MSND).
• All essay components are due on or before May 22.
• All AR work and reading logs are due on or before May 22.
• All make-up tests should be completed by May 22, but some leeway may be available for emergencies.
  

5/12/09 Drama

• Students spent the class on chapter 12 and chapter 12 project, using computers to research comedy, stories, and preparing their project. The chapter test will be next Wednesday.
• Some students have begun researching for next year's Shakespeare project.
  

5/11,12/09 English 2

• Complete through Shakespeare 10 interpret and respond. This will be the last one assigned.
• On your own, begin to review, in EOL, all grammar and punctuation. I can not guarantee that I will have sufficient time to completely review this by semester exam. Bring all questions or trouble to class for answers and assistance.
• We will have the computer carts through the end of next week. During this time, we will complete MSND, complete the C&E chart, complete the writing preparation, and complete the rough draft of the C & E essay.
• Reviewed in class, all pages 98-100.
• Carefully explained and exampled pages 104-113 and assigned the writing preparation and rough draft
• Spent the rest of class working on reading MSND and working on the C & E chart
  

5/8/09 Drama

• Pack trailer with all props and costumes for tomorrow's performances.
• Prepare in all ways left and possible for the performances
• If any time is left over, work on current chapter.

5/7,8/09 English 2

• Review and take Lesson 15 vocabulary test
• Take up Lesson 15 vocabulary homework
• Take Lesson 15 notebook test
• Read Act 3, MSND, and work on Cause and Effect Chart

5/6/09 Drama

• Work, discuss, teach, about priorities and line of authority in play production
• Complete plans and schedule for Saturday performance (schedule listed below and provided to students)
• Work on preparation for Saturday show

Saturday

• 8:00 a.m. Actors show up for performance at Olustee Park at the gazebo.
• 9:45 a.m. to 1:00 p.m. Students are on their own and on their own for lunch.
• 1:00 p.m. Students who need a ride to the mall will meet at the Mural Parking Lot downtown for transportation
• 1:30 p.m. All actors meet at the mall for set up, rehearsal, and preparation for the 6:30 p.m. performance. All students except those returning to Olustee Park for the 5:00 p.m. performance will remain at the mall. Dinner will be provided.
• 6:30 to 8:00 p.m. Complete Shakespeare performance.
• 8:00 Tear down and pack up all materials, props, and costumes.

Students need to stay in close communication with instructors. See Mr. Joiner for contact numbers.

5/5,6/09 English 2

• Hand out printout of Shakespeare Act by Act vocabulary and quotes for interpretation and response.
• Assign Shakespeare 9 interpret and respond
• CYA 34 with related notes and mini-lessons
• Prepare and give test for Act 2, "A Midsummer Night's Dream"
• Remind vocabulary and notebook tests 15 next class. Have homework
• Read in Act 3 and work on C & E chart
  

5/4/09 Drama

• Assign Chapter 12 with project assignment.
• Spend the day giving examples of comedic story telling based on chapter and chapter project
• Go over details of rehearsals and performances for this week end
• Assign Level 3 student his last project/semester exam based on creating a foundation for next year's Shakespeare festival.
  

5/1,4/09 English 2

• Shakespeare 8 interpret and respond
• CYA 33 with notes and related mini-lessons
• Complete Act 2; possibly begin Act 3
• Work on Cause and Effect chart
• Act 2 test next class
  

4/30/09 Drama

• Continue to work to complete "Thank You" banners.
• Discuss next performances at the Mall on May 9th.
• Begin the plans for next years performance "Early American Shakespeare"
  

4/29,30/09 English 2

• Review and Act 1 test from MSND
• Shakespeare 7 interpret and respond
• CYA 32 with related notes and mini-lessons
• Read Act 2 and work on the C & E chart
  

4/28/09 Drama

• Presentation day for level 3 student.
• Create list of all "thank-yous" to deserving volunteers and support persons who made Shakespeare Festival possible.
• Work on "Thank You" banner for on-campus help.
  

4/27,28/09 English 2

• Reminder: Act 1 test for MSND next class.
• Shakespeare 6 interpretation
• CYA 31 with related notes and mini-lessons
• Give lesson 15 words if class has missed them
• Read Shakespeare and work on C & E chart in preparation for coming essay assignment.
  

4/24/09 Drama

• Wind down: Discuss the play, the performances, the process, and goals and plans for next year.
  

4/23,24/09 English 2

• Complete Kaplan test
• Reminder: a test follows each act and the C & E chart for each act needs to be turned in on test day
• Give Act 2 vocabulary words
• Give Lesson 15 vocabulary words and assign the homework due on next test day
• With whatever time is left, read "A Midsummer Night's Dream" (MSND) and work on the C & E chart

4/22/09 Drama

• Complete all preparations and rehearsals for tomorrow's performances.
• Tomorrow, April 23rd, all drama students will be on SSA all day to work and perform the festival.
  

4/21,22/09 English 2

• Students will take the standardized Kaplan test. The test typically takes a full class period and part of another.
  
• Any time remaining will be used on giving lesson 14 vocabulary and reading "A Midsummer Night's Dream." Act one test will be soon!
  

4/20/09 Drama

• Students complete chapter tests
• This is Shakespeare festival week. Students are rehearsing, presenting, working on props, working on costumes and all other tasks related to Thursday's double performance.
• All students will be required to perform their parts either during the school day performance or at the evening "Shakespeare Under the Stars." Students who fail to perform will suffer severely in their grade because this is the culmination of many hours of required work and has been the primary focus of this entire grading period.
  

4/17,20/09 English 2

• Vocabulary lesson 14 due by end of period
• Review and give Vocabulary 14 test
• Give Notebook 14 test
• If possible give vocabulary 15 words and assign next homework due on test day
• Guidance gives registration information and hands out forms
  

4/16/09 Drama

• Volunteer drama coach is here to rehearse students for Shakespeare festival.
• Some level 1 students took their chapter test
• The rest of the class, and all of the class for most, was rehearsal for the Shakespeare festival.
  

4/15, 16/09 English 2

• Shakespeare 5 with the last (probably) long detailed example and model in class. Expectation is for students to write nothing less than a half page and to go as far as time allows beyond the half page.
• CYA 30 with all related notes and mini-lessons
• Reminders of tests and vocabulary homework
• No Fear Shakespeare: try to finish Act 1 with test to follow in the next class. Students are to be maintaining a Cause and Effect chart on the play, which they will turn in at the end of each act. Discussion and Q & A will be held continually during the reading process.
  

4/14/09 Drama

• Level 2 student is the director and videographer of the class documentary of "Creating a Shakespeare Festival." All students will perform their parts and answer interview questions during their rehearsals as part of the documentary. The video will be edited and put in kiosks on the day of the festival.
• Students were given a list of prop and material needs. Students signed up for what they could provide.
• Money will soon be collected for the T-shirt performers have ordered for the performance
• The complete plan for performance day was discussed. Students will be given an SSA for the day so they can complete the process.
  

4/13,14/09 English 2

• Definitions for Act 1 vocabulary which will be on the test
• Shakespeare 4 interpret and respond
• CYA 29 with related notes and mini-lessons
• No Fear Shakespeare: 1. Assign parts; 2. Joiner read old English, students read parts in modern English; 3. Discuss carefully all that was read; 4. Remind that students are to keep an ongoing cause and effect chart of the story and be able to past the act by act tests.
  

4/3/09 Drama

• Go over all projects and deadlines for current chapters.
• Spend the day rehearsing for Shakespeare day.
• This is a short day due to Club Day schedule.
  

4/2,3/09 English 2

• Handout "A Midsummer Night's Dream" plot overview.
• Assignment related to handout: Follow the plot overview and create a modern version of the story or compare the plot overview to a current story that is similar. Students given the entire period to work on the project.
  
• Friday, April 3, is club day for "Dancing with the teachers."
• Clearly go over all reminders and deadlines, including AR, Cause & Effect project, and C & E charting
  

4/1/09 Drama

• Students spent the entire period practicing their parts for the Shakespeare festival.
  
• Today was a early dismissal day.
• We had two acting coaches working with the students: the director for Alligator Community Theatre who is producing the vignettes for the Shakespeare festival, and a former principal/drama teacher who is a training coach for the school for NEFEC.
  

3/31-4/1/09 English 2

• Shakespeare 3 interpretation and writing: We have done so many examples by this time that I am expecting detailed and thoughtful explanations and examples.
• CYA 28 with related mini-lessons and notes
• Class practice: create a Cause and Effect chart based on the mythological tale of Orpheus in the literature book, pages 10 and 11.
• Grammar review: The sentence, subject and predicate
  

3/30/09 Drama

• Final deadline for current assignment projects. Students given much time to work to complete.
• Level 2 student presented his project on the poetry slam
• Level 3 student researched and worked on script for his presentation
• Students were given time to rehearse for their Shakespeare presentations
• A list of props necessary for the Shakespeare performance was created. The list will be distributed, and students will be assigned to find or create the props.
• Chapters 11 and 26 were assigned to their respective levels

3/27, 30/09 English 2

• Shakespeare Quote 2 with interpretation and discussion about how the quote relates to today.
• CYA 27 with related mini-lessons and notes
• Cause and Effect practice: 1. Go over book patterns for C & E charting, 2. Go over Inspiration C & E chart, 3. Read from Mark Twain to practice charting C & E in a storyline
• Handout: Inspiration C & E chart for use with Shakespeare and/or as AR reading log.
• AR reading logs for this grading can be the same as last grading period, the Inspiration C & E chart, or any combination of the two. Four reading logs are required.
• Dates have changed due to change in Midterm Deadline. Now the first AR assignments are due on or before April 14th.

3/26/09 Drama

• Students were given time to study before given their chapter tests.
• Some students were pulled to be coached for their Shakespeare performances.
• The rest of class time was given for students to complete the chapter assignments which is due next class.
• Students are to have their Shakespeare lines with them every day for class and be prepared for practice. All lines must be completely committed to memory by the end of spring break.
  

3/25,26/09 English 2

• Shakespeare quote will replace the show-not-tells. Each day a student will be given a new quote. They are to translate the quote into today's language and put the quote into the context of a today's type experience. If possible, students are to try to identify the type of figurative language. Today's quote is, "What's in a name? That which we call a rose by any other name would smell as sweet." by Juliet.
• CYA 26 with all related mini-lessons and notes
• Students must use the time given to complete all work from page 91 to 101 in the Elements of Language book. This assignment began last class and ends today. Students have had enough class time to complete the work in addition to the home time.
• Students are being taken to the library and the books must be put on the teacher list to count for AR
• The new calendar is posted on the class wall and on the internet.
  

3/24/09 Drama

• Each student will present his or her Shakespeare part to the class. Each part will be discussed for background, context, and character analysis.
• Students are assigned to write an observational journal based on the presentations.
• Chapter tests will be next class: 3/26/09. The current chapter project is due on March 31st.

3/23,24/09 English 2

• Play two videos from the National Endowment for the Arts: "Why Shakespeare," and "Shakespeare in America." Students are to take notes and/or pay careful attention.
• Elements of Language (EOL): Beginning page 91, read and take careful notes and do all assignments through page 101. They will be held accountable for all information and will be required to manifest knowledge of the information in the context of their coming essay. The notes from these pages will be on the next notebook test.

3/20/09 Drama

• Students given time to work on memorizing and preparing their assigned parts for Shakespeare festival. All have a part, either for the class to be performed during the school day or for ACT which will be performed at night.
• Go over chapter assignments and projects
• Given time to work on chapter notes. Test date will be 3/26/09.
• Project will be due 3/31/09.
  

3/19,20/09 English 2

• Vocabulary and notebook 13 tests today. Students given time work/prepare and reminded that the notebook test will cover pages 178-183 of EOL and CYA's 22-25. Review words before the test.
  
• Take up vocabulary 13 homework.
• Take up completed research assignments from the last class.
• Give lesson 14 vocabulary words and assign related homework due next test day.
  

3/18/09 Drama

• Low impact research paper. Can be completed by end of class, but the final deadline is Friday the 20th. All students will perform at the Shakespeare festival, either during the school day or during the evening performances. All students have been given their character assignments. Today, all students will research their individual character to find out all the information they can related to the character they have been assigned. A report and documentation of their research is required.
  
• Go over all details related to the Shakespeare festival.
  
• Go over all details related to class expectations and need for obvious improvement in performance at all levels.
  

3/17,18/09 English 2

• Low impact research paper: for details get copy of handout from website http://joinerhj.googlepages.com (handouts page)
• Students will go to a number of different websites looking for information related to "A Midsummer Night's Dream" and documenting their work to turn in. The project can be completed in class, but for those who don't, Friday the 20th is the final deadline.
• Any remaining time in class is to be spent getting ready for the vocabulary/notebook tests next class. Vocabulary homework will be due.
  

3/16/09 Drama

• Students were given the computers and sent to Nettrekker.com to research all things related to costumes and makeup for "A Midsummer Night's Dream."
• This was a very short day due to FCAT testing schedule.
  

3/13,16/09 English 2

• All AR and AR reading logs must be completed by end of school 3/13/09
• Computers: Nettreker.com: Teach sign on, read aloud, dictionary function, timeline, and search techniques. Students are assigned to go to the timeline to begin their search. The goal is to find something "interesting," in whatever form that might be, and keep a log of the sites and information they find.
  

3/12/09 Drama

• Complete all required assignments for the end of the grading period -- in particular the chapter 7 project.
• Read and practice Shakespeare projects
• Assign next chapter and next chapter projects with deadline for test and project
  

3/11,12/09 English 2

• FCAT tests continue and will consume most of the time available
• Primary concern is to complete AR work and assignments
• Set up next grading period calendar
• With whatever time is available, begin to play with nettrekker on the class laptops in preparation for Cause and Effect essay and research for Shakespeare
  

3/10/09 Drama

• Level 3 student made his preparation
• Rest of class spent on Shakespeare and drama assignments
  

3/9,10/09 English 2

• SNT 25: Change -- (take any direction you want)
• CYA 25 with all related notes and mini-lessons
• Spend remainder of class working on AR and FCAT Explorer
  
• 3/10 is the first day of FCAT testing and classes are only about a half-hour long after the test.
  
• Gift: I will delay the final deadline for AR and AR logs until 3/13/09 at the end of the school day.
• Reminder: Next vocabulary and notebook tests will be 3/19,20/09
  

3/6/09 Drama

• Students reminded of dire consequences of not finishing their projects by deadline and extended deadline
• Spent class day doing auditions and Shakespeare preparation/rehearsals with Mr. Frank Hubert of Alligator Community Theatre.
  

3/5,6/09 English 2

• Show-not-tell 24: It was fun!
• CYA 24 with related notes and mini-lessons
• Time with Redneck Elmo (R.E.)
• The rest of the class is spent on FCAT preparation. Students will go over the "Rockin the FCAT" slide show, go over the practice FCAT booklets, do FCAT Express on the overhead, and go through Kaplan test results.
• The only assignment left for the grading period that is not being counted off for being late is the AR. AR final deadline and the final deadline for make up tests is March 10th.
  

3/4/09 Drama

• Today we had a visitor, Mr. Frank Hubert, of Alligator Community Theatre. Mr. Hubert used the period to audition and rehearse students for the school Shakespeare Festival which he is directing. All students in class will be participating in the class rehearsals and the festival. All students have been assigned parts from Merchant of Venice or have auditioned for vignettes that Mr. Hubert is directing.
• Much time was spent in understanding Old English as a second language and interpreting Shakespeare.
  

3/3,4/09 English 2

• Short story 4 D's and first draft due today. Students given generous time to work.
• Last day for make up on the short stories "Lather" and "Black Cat"
• Have students grade their own papers based on the FCAT booklet and answer any/all questions related to why a mistake or how to know a right answer.
• In any remaining time, work on AR assignments (final deadline 3/10/09) and FCAT Express online.
  

3/2/09 Drama

• Severe discussion based on students lackadaisical efforts. Many assignments are not being completed with sufficient effort or being turned in on time. A complete explanation was provided regarding the value of the assignments and the expectations that students are to meet.
• Students are currently loosing one letter grade per day for each day the current project is late.
• Each student performed an oral reading of his/her assigned "Merchant of
  Venice" part. Information related to the various parts were given.
• Parts for Act 5 of "Midsummer's Night Dream" were given, and the Act was read aloud in class for basic timing and understanding.
  

2/27-3/2/09 English 2

• Show-Not-Tell 23: "That style is . . . ."
• CYA 23 with related notes and mini-lessons
• Use R.E. to show and discuss the SNT
• Go over writing prep and first draft instructions again, pages 178-187 EOL, and answer all questions.
• Remind that final deadline for all make up tests and AR assignments is March 10th. Go over and answer all questions related to AR.
• Students are given an AR practice booklet. Students are to complete the booklet and turn in the work. We will go over the answers next class.
• The rest of the period is to be spent on completing the short story and AR assignments.
  

2/26/09 Drama

• Study time in test preparation
• Give tests for Chapter 9 and 24
• Chapter projects are due, next class is the final deadline
• Remind of overextended deadline for chapter 7 makeup
• Work on Shakespeare festival. Have students do a "say as I say, do as I do." Have students read their MOV parts. Discuss various aspects of what will be expected of them on festival day.
  

2/25,26/09 English 2

• Spend half period in library working on either short story writing project or AR.
• Go over all aspects of short story writing assignment due next week.
• AR final deadline for all work is March 10th
• Pass out work and check grades.
• Give time for make-up
  

2/24/09 Drama

• Today was test day, but half the class was out sick.
• Next class will be test day, Chapters 9 and 24.
• Chapter projects due today will be required next class.
• The class spent today working on Shakespeare festival scripts, writing and rehearsing. Tonight is the second auditions night. All are encouraged to participate.
  

12/23,24/08 English 2

• SNT 22: "I define success as . . ."
• CYA 22 with related mini-lessons and notes
• Push students to come out and participate in the auditions for the Shakespeare festival. All participating students will get extra credit.
• Read and discuss student essays on R.E. through the overhead
• EOL pages 178-187: cover all processes for writing preparation and first draft. Do a model in class based on the short story "The Use of Force" by William Carlos Williams. Create heavy distinction between "summarizing" (a guarantee for an "F" paper) and "analyzing" which is required..
• The due date for the 4 D's and first draft is March 3 and 4, depending on which class a student attends.
  

2/20/09 Drama

• Have students work on current chapter. Test will be next class.
• Online Folger website: comparison two different performances of Hamlet's "To be . . ." soliloquy followed by a lengthy discussion of character analysis, audition preparation, and applicability of character analysis skills
• Begin reading Merchant of Venice aloud so students can be prepared for their part in proper context.
  

2/19,20/09 English 2

• Remind students of all essays they are missing (SNT's and FCAT practice)
• Give work time to complete vocabulary homework and other make up work
• Review and give vocabulary 12 test
• Take up vocabulary 12 homework
• Give Notebook 12 test
• Give lesson 13 vocabulary words
• Give time to work on any and all make up and due assignments
  

2/18/09 Drama

• Students will break up into groups and work on condensing and compiling sections from different Shakespearean plays in preparation for tonight's auditions for the annual Shakespeare festival at FWHS.
  

2/17,18/09 English 2

• Short story day
• Students will begin reading short stories beginning with "The Black Cat" on page 151 of the literature book. Students are to answer all margin and end questions.
• Students are to do the same for each successive story until the bell rings. (I am home with the flu)
  

2/16/09 Drama

• Level's 1 and 2 work on their respective chapters and chapter projects.
• Level 3 preparing for presentation by the end of this week
• Constant reminder and press for level 1 to complete the chapter 7 project
• Last level 1 group prepare to present their chapter 8 project.
• Work on memorizing "Merchant of Venice" lines. Try to spend some time reading so students can put their lines in perspective.
  

2/12,16/09 English

• Last day for poem poster share and journal
• SNT 21 "Apply" interpret as you will
• CYA 21 with related notes and mini-lessons
• Vocabulary lesson 12 words if not already given
• Discuss the "apply" essay and how knowledge must be applied to be useful
• Hand out for the second time: "Novel and Short Story Terms" and "How to Read a Short Story"
• Miners and submariners: going beneath the surface to get the goods
• Read "Lather and Nothing Else" in class and give time to answer margin and end questions.
  

2/11/09 Drama

• Went over new chapter 9 in detail with many examples. Students are assigned to pick a project on page 97 and do it as an individual. Additionally, students are required to write up 3 to 5 characters based on all the information described in the chapter. It was recommended that they go to Olustee and speak with reenactors or use a video that has great special features, which explain how actors develop their charactors.
• Went over chapter 24 in less detail. Students are assigned project 4 from page 328. Students are required to expand the project by looking for all the items listed in the book on the video and writing it up.
• One level 2 student gave her props presentation.
• All level 1 students were given another copy of the chapter 7 project, which is yet incomplete.
• Two groups gave their Chapter 8 project performances, which were discussed.
• Students turned in observation journals as required for each day we have class performances.
  

2/10,11/09 English 2

• Note: 2/10/09 was FCAT writing and caused all classes to be shorter. That day did not complete as much as the 11th.
• Prepare for Vocabulary/notebook tests: Review words, vocabulary homework, book notes on pages 173-175, and anything else needed.
• Give vocabulary and notebook 11 tests.
• Take up vocabulary homework
• Give lesson 12 vocabulary words (as time permits)
• Continue share poem posters and related journal (as time permits)
• Literature book page 142: assign all margin and end questions for "Lather and Nothing Else." Few students were able to do this. I'm sure this will carry over.
  

2/9/09 Drama

• Students were found to be woefully unprepared for their projects. Students were assigned new groups. One group performed a model for how the work was to be done. Projects will be completed next class that all students are available.
  
• Provide students with tape recorder for chapter 7 projects.
• Begin chapters 9 and 24. Outline chapters and assign projects as time permits.
  

2/6,9/09 English 2

• Final finish for all make-up and poem posters. All work on list not made up by the end of today becomes a permanent zero. Students have been given 2 class days over a week-plus period of time to get in all make up work.
• Continue poster enjoy and reflective journal
• FCAT writing preparation for Tuesday. Discuss vague vs specific. Write ten vague and ten specific sentence examples based on 5 adjectives and 5 adverbs. Share with class. Give and go over a sample writing prompt.
• Vocabulary and notebook tests 11 are delayed to next class.
• Reminded students that they can download Open Office for free at openoffice.org.
  

2/5/09 Drama

• Discussion: Students can download "Audacity" free and were shown how to do it so they can complete and turn in the Chapter 7 project.
  
• Discussion Shakespeare Festival at our school: basic plans for the festival were discussed and questions answered. Students can choose to only do their assigned "Merchant of Venice" or make a selection as one of the teams presenting from other plays. Choosing to be a part of another Shakespeare play will require after school auditions (February 18 in the school cafeteria) and after school rehearsals.
  
• All students are being asked to attend an audition or a rehearsal and write a journal about the experience.
• Students were given time to prepare their current chapter presentations.
• Level 3 student gave his current presentation.
• One level 2 student gave his current chapter presentation.
• All other presentations will be required at the beginning of next class.
  

2/4,5/09 English 2

• Reminders: Vocabulary/notebook tests are scheduled for next class, and all vocabulary homework must be turned in then. Students have (including today) two class days spread over one week to complete and turn in all make up work and projects (all assignments were given to each student). The final deadline for all work is Friday, February 6. No late will be received after that date. AR work is required. Many do not have a book on my list. AR work does not count unless the book(s) is/are on my list. FCAT writing test is next Tuesday during 1st block -- be there and be ready.
• Class Poetry Reading: Students will look over other student poem posters, read the poems and enjoy their fellow students' work. Each student will write a reflective journal about the experience with a main idea and supporting, specific details.
• Make up time: Students will spend the rest of the time left working on and turning in all make up work.
  

2/3/09 Drama

• Prepare and take chapters 8 & 23 tests
• Go over and make sure all are signed up for a "Merchant of Venice" (MOV) part; print out individual copies for each student.
• Go over requirements for the (MOV) presentation
• Give students last opportunity to complete projects. All last chapter projects will begin next class.
• Remind students of chpt. 7 project must be completed soon.
  

2/2,3/09 English 2

• SNT 20: Life is magical or full of wonder (video metaphor)
• CYA 20 with all related notes and mini-lessons
• Finish and turn in all make-up work and poem project
• Go over all lesson 11 vocabulary words and remind date of next test.
• Hand out poetry terms for notebook notes
• Do class poetry project example: read poem examples; copy poem analysis steps; read and examine "Love Poem" by John Frederick Nims and use the process and the terms for a complete example.
  

1/30/09 Drama

• Went over all chapter projects for all levels. Gave worksheet handouts for all current chapter projects.
• Went over/discussed severe need for makeup last chapter project with level 1 students. I will try to get a recorder and a blank cassette to help. This work is due immediately.
• All students need to be ready to present current chapter projects next class.
• All students need to be ready to take current chapter tests next class.
• Level 3 student needs to be prepared to give his next presentation next class.
• Students given class time to work with individual assistance as needed.
  

1/29,30/09 English 2

• Make-up day: call out all missing assignments to each student.
• All make up work will be for reduced credit.
• Assignments being called out: A. Chapter 4 Your Turn 1 & 2 and questions; B. 10 telling sentences rewrite; C. Chapter 5 Your turn 1,2, & 3 and questions; D. Literature Unit 2, the first five poems.
• Period 2 and 6 were given the vocabulary and notebook tests late.
• Students were given time to work with individual assistance as needed.
  

1/28/09 Drama

• Primary focus for the day is to go over all possible Merchant of Venice presentations and have each student select/assigned one. Students are to memorize their part, be prepared to perform their part in character, and create/have any props necessary for their scene. Additionally students may consider costume and makeup. This is for all levels.
• Secondary focus is the nearly complete lack of Chapter 7 projects that we spent so much time on in class. Students must find a way to complete and make up this work on their own because the computers are no longer available to us. Midterm grades will be bad because of this. Students were to both create and record the voice they made and give a brief description of the character with the written report regarding the 7 parts of voice creation.
• Spend the rest of class time on the two above projects along with the current chapter projects.
  

1/27/28/09 English 2

• Review and give vocabulary 10 test.
• Take up vocabulary 10 homework
• Give notebook 10 test
• Give vocabulary 11 words, definitions, and homework assignments
• Give rest of period for make-up, clean-up, and finish-up
• Reminder: Midterm grades will be turned in on Thursday and go home early next week.
  

1/26/09 Drama

• Share with all about the presentation made at FETC and all the thought and work that goes into it; especially making all parts work together
• Discuss projects and all related.
• Give students time to work on chapters in preparation for next test and projects in preparation for next presentation.
  

1/23, 26/09 English 2

• CYA 19 with all related notes and mini-lessons
• EOL: Pick up where left off (page 172) and complete notes and assignments through page page 175.
• Literature: Pick up where left off and do the next 2 to 3 poems, answering all margin and end questions.
• Reminders, Q&A: AR work and assignments; Poem Poster project
• Every day students are allowed to go to the library, particularly at the end of class, up to 5 at a time
  

1/22/09 Drama

• Level 2 students present their makeup projects to the class.
  
• Level 1: Assign new chapter (8) and related project. Students may break into teams. They are to create, and write up, a setting, scenario, and characters. On the day of the presentation, each group will be given a pack of improvisation items. They will be given a short period of time to prepare (appx 2 to 5 minutes) before they present, using the items in their setting, scenario, and characters.
• Level 2: Assign new chapter (23) about props. They are to take an Act from Merchant of Venice and create the complete props plan and other work related to their project
• Level 3: Continue to work, research, and prepare for next presentation.
  

1/21,22/09 English 2

• CYA 18 with all related notes and mini-lessons
• Elements of Language, Chapter 5 beginning page 166. Read and take notes on all bold print, listed, and chart information to keep. Do Your Turn 1 and all the questions on the example story.
• Open the literature book to page 56. Read and answer all margin and end questions for the first 1 to 3 poems. Go as far as class time allows
• Have students copy Poetry Poster project instructions and assign the project due by midterm grade time.
  

1/20/09 Drama

• Watching the inauguration took up most of the period, which was already an activity day schedule.
• Today was the completion day for Chapter 7 and 22 projects to be turned in.
• Level 3 student gave his first presentation for the grading period.
  

1/16,20/09 English 2

• Give handout that includes the instructions for AR for the grading period, continuum notes, synthesis notes, and Q notes. Use overheads to explain each of these FRI strategies in detail. Students are required 4 reading logs, one of each of the FRI strategies on the handout and one from the last FRI strategy handout on effective and efficient notes.
• Take up the rewrite of the ten telling sentences (digital or paper)
• Last day to complete and turn in the 4 D's and first draft of problem-solution essay. Students are allowed to check out laptops to complete their work, or complete their work on paper. This completes the work on Chapter 4 EOL.
  

1/15/09 Drama

• Students given time to prepare for test, then given the test.
• Handouts related to the Chapter 7 project were given.
• Level 3 student will make his first presentation next class, 1/20/09
• Level 1 and 2 projects are due by the end of school on 1/20/09
• Ms. Wilks mentored level 2 students related to their project on makeup
• Laptops were provided to all students who needed them for work on their projects. Level one students are creating their voices and presenting them on Audacity. Level 2's are printing and annotating period costumes and makeup for their project. Level 3 is researching and working on PowerPoint for his presentation.
  

1/14,15/09 English 2

• Review and give Vocab 9 test
• Give notebook 9 test
• Give lesson 10 vocabulary words and assign related homework
• Take up lesson 9 vocabulary homework as extra credit since I did no reminders of the requirement and students had short time to prepare.
• Take up 10 telling sentence rewrite homework, paper or digital turn in
• Remind students to get CYA 18 from the computer teacherfiles.teacherdocs
• Spend the rest of the class period working on the computers to complete the 4 D's and first draft of the problem-solution essay. This work is due completed and turned in by the end of the school day 1/20/09
  

1/13/09 Drama

• All students work on their chapters in preparation for test next class.
• All students check out computers and work to complete the project related to their assigned chapter. The project will due to be complete on or before 1/20/09.
• Level 3 student to research and prepare for first presentation.
• Exploratory student work on computer mastery in preparation to aid students and teachers.
  

1/12,13/09 English 2

• Go to library for AR books. Went over requirements for AR for the grading period. Recorded books on the list and reminded students that books only count if they are on the list.
  
• Discussion: EOL chapter 4. Generalizations must be clear and reasonable use of credible facts and information. Gave example of the uniform prank and the misuse of logic and facts.
• Laptops: Explained again the 4 D's of writing as applied to current problem solution essay. Gave computers to 1. Do 10 telling sentence corrections and turn in; 2. Continue working on the 4 d's and rough draft; and 3. Do CYA 18 if time.
• Reminders: Vocabulary and notebook tests 9 are next class.
  

1/9/09 Drama

• Now that we have computer speakers---Replay and complete the recording about how to develop character voices. Pause the play periodically to discuss what was said and make points about the notes students should include in the assignment
• Assign level 1 their Chapter 7 project. Student will go through the process explained in the tape to create a character voice. They will write a journal/explanation about the how's, why's, and what's related to the following items to consider in creating their character: volume, pitch, rate/timing, diction, voice quality, word choice, and accent. The paper should begin with a brief description of the character the voice is to represent. The second part of the assignment is actually to perform and record the voice on Audacity and save as a mp3 file to turn in.
• Level 2 students are to choose a character from Merchant of Venice whom they will use as their focus. Part 1 of the assignment is to get (from the internet) or draw the costume appropriate for their character (they will be allowed to use the class computers) and notate explanations relevant to the different parts of the costume - especially those parts that are different from today's wardrobe. Part 2 is to create correct stage make up for their character. They are to make themselves up and either wear to school for me to evaluate in person, or submit a picture (digital or otherwise) of their final make-up work.
• Level 3 student will make a classroom speech every two weeks on a different segment of his book work. The speech will conform to all standards of presentation excellence which was explained in detail. At the end of the grading period, the student will perform a 2 to 5 minute performance from his chosen historical time period. The performance is required to be at the quality level expected of someone being paid to perform.
• Exploratory student was set up with a laptop logon. She was assigned to learn all basic computer procedures including logon and save. She was additionally assigned to work toward mastery of the following 3 programs: Audacity, Inspiration, and Picasa (in that order). The student will act as monitor and assistant to students working on the laptops, for me and for other teachers.
  

1/8,9/09 English 2

• The new grading period calendar is posted in the classroom and on the internet.
• The "Christmas Break" SNT give last class is due at the very beginning of class.
• The EOL work, pages 126-132 is due at the very beginning of class
• Students are assigned to take notes and do Your Turn 2, pages 132-134, due by the end of class
• Students were given the definitions for lesson 9 vocabulary words (test will be on 1/14, 15/09)
• Use RE (redneck elmo) to show the difference between telling (summary) statements and showing (specific detail) statements on their Christmas essay.
• Pass out laptops. Show use of Inspiration software. Assign graphic organizer as preparation for problem/solution essay. Students are to focus on creating a list of problems, identifying related factors, creating a solution(s), and researching evidence. The work needs to be saved to their folder or my student docs folder.
  

1/7/09 Drama

• Pass out papers from last term.
• Give a complete summary of Merchant of Venice (MOV). Students are assigned to read and prepare to sign up for parts. The performance of the parts will be accomplished during the school Shakespeare festival and possibly before the community.
  
• Play the "Create a Voice" mp3 file that both teaches and examples how to create voices for different characters. The file will need to be repeated and completed due to volume issues.
• Level 1 students are assigned to begin Chapter 7.
• Level 2 students are assigned to begin Chapter 22. Students are encouraged to incorporate Chapter 21 project with the Chapter 22 project if possible.
• Level 3 student will be required to make weekly reports and bi-weekly presentations to the class in addition to a ending performance that must be public stage-worthy quality.
• Exploratory student is working on checking on AR titles, running the MOV sign up, and learning laptop procedures and software.
• Final discussion was to prepare class to compete/volunteer for two acting positions required for a literacy day performance. The characters will be Bella and Edward from Twilight.
  

1/6,7/09 English 2

• Pass out papers and show students their semester 1 ending grades.
• Turn to page 126 in EOL. On a separate paper take notes on the bold print, step by step, and/or chart information. Do Your Turn 1 on page 127 and answer the questions on the essay pages 128-132. Turn in to the homework chair or have complete at the beginning of next class.
• SNT "Christmas break was ______." Explain the simple model of topic, main idea, supporting details. Model on the board with personal examples. Discuss real life applications of this communication skill. Turn in to homework chair or have complete at the beginning of next class.
• Give the following handouts: note taking strategies, 4 D's of literary analysis, "How to Read a Poem" and a list of poetry terms to define.
• Reminders: 1. AR requirements haven't changed, and we will go to the library next Monday and Tuesday; 2. My website which all all the poetry terms defined for downloading and printing; and 3. Calendar will be up and posted next class.