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.