English 4: 12/10, 13/10

1. Work day.
2. Make up and complete all zeros. There should be no zeros for any assignment. All make up work must be done.
3. Complete Macbeth for any who need to read.
4. Work on/complete if possible the process writing assignment: Cause and effect, pages 530-537 based on a character from Macbeth
5. Begin organizing and preparing for the semester exam.
6. Students were given the period to work, my assistance as needed, and a computer as needed.
   

Drama: 12/10/10

1. Set up semester exam and then spend the rest of class working on it.
2. Students are to choose a scripted character or create their own.
3. Written material required: 1. Character description; 2. Character background that would make motives and goals understandable; 3. Character motivations and goals
   
4. Performance requirements (each will be evaluated on a 0 to 5 scale with 5 being excellent): 1. 3 to 5 minute time limits: cut off at 7 minutes; 2. Character is distinct and separate from actor; 3. Character is believable; 4. Visual content: mannerisms, movements, body language; 5. Accent, language, word use; 6. Relationships to self and/or others; 7. Script: story content; 8. Emotional content
   
5. Students were given the rest of class and use of the computers to prepare.
   

English 4: 12/8,9/10

1. Reminder: primary goals for the rest of this semester: A. Clean up and complete all zeros and make up work. B. Complete Macbeth and the process writing assignment. C. Prepare and take the semester exam.
2. Read and take notes for the writing assignment Acts 4 and 5 of Macbeth. Discuss and explain the various aspects of the reading.
3. Discussion: Q and A regarding Macbeth and the writing process paper.
   

Drama: 12/8/10

1. Discussion, what makes comedy funny.
2. Read Chapter 12 aloud, 124-133.
3. Intersperse reading with video examples. Evaluate the various videos and stories for what made them funny.
   
4. Point of this time of study is not just to know something is funny or do something that is funny, but to know/evaluate/analyze the elements at work in a humorous piece.
5. Test on Chapter 12 expected next class.
   

English 4: 12/6,7/10

1. Handout that covered the last agenda, giving instructions and reminders regarding their cause and effect writing assignment due on or before December 15.
2. Students are assigned to create a list of all their zeros from the current print out of grades for my initials (and for a grade in the grade book). Students can take the list home for a parent signature and bring back for extra credit.
3. Read and take notes (as preparation for the essay) all of Acts 2 and 3.
4. Spend any remaining time working on the project.
   

Drama: 12/6/10

1. Completed students presenting their "Mannerisms" papers with trials and illustrations.
2. Students given an example of prosody from "A Tell Tale Heart" by Edgar Allan Poe
3. Students assigned to do a prosody example. They are to bring in a reading that will take them one to four minutes to perform. They are to be rehearsed and ready.
4. Students presented their "Relationships" papers, explaining the different motivations and goals of the persons/characters they observed.
5. Reminded students of the requirements for the "Comedy" observation paper, particularly focusing on timing, content, physical mannerisms/content, and staging
6. Students began reading Chapter 12 beginning on page 124 in class. The test will be soon.
   

English 4: 12/2,3/10

1. Remind: Writing assignment is prompt 2, page 530 (choose a character from Macbeth and follow the cause and effect events that lead to the character's final outcome in the play)
2. Example: A model for the writing assignment is on pages 531, 532.
3. Pre-writing is half the project grade. Students can choose to follow the process on pages 533, 534 or the 4 D's. The rough draft is the other half of the grade.
4. During the reading, students are to use the following two questions to guide their work on cause and effect relationships in the play: A. Why did this happen? and B. What does this change?
5. We read all of Act 1 aloud in class in the modern English from No Fear Shakespeare. Students are to take notes on the character they have chosen to write about as part of their prewrite assignment.
   
6. Resources: A. Sparknotes.com has the study guides that explains and provides the analysis for the different elements of the play. B. No Fear Shakespeare has the complete play with the old English and the modern English side by side.
   

Drama: 12/2/10

1. Present and discuss "Mannerisms" paper. Students imitate mannerisms described. Discussion includes how the mannerisms make us feel or help us understand from doing it as well as from watching it.
2. As soon as this is complete, we will go on to the "Relationship" observation journal and the "Comic Moment" observation.
   

English 4: 11/30 - 12/1/10

1. Pages 290-293 discussion questions in preparation for test. Spent most of class discussing the answers. Absent students will need to get a copy and write the answers. Point out the need for students to express their understanding and how the questions were a study guide to understanding.
2. Assign the cause and effect essay page 530, prompt 2. Students will do the C and E essay based on one of the characters from Macbeth. Showed students the resources in sparknotes.com.
3. Read and discussed the model paper on pages 531, 532.
4. Gave the students the choice between the book process write on pages 533, 534 or the 4 D's. Showed and explained the processes.
   
5. Final paper due on or before 12/15/10
6. Assigned to read for discussion pages 316, 317, and 331-339.
7. We will begin reading Macbeth next class.
   

Drama: 11/30/10

1. Asked students for homework. Only one was not surprised.
2. Placed the homework on the projector. Made all students read in unison until it was clear that they could. Had all students copy the assignment to be turned in with the assignment. All assignments turned in after today will be for partial credit.
3. Spent time discussing the value of observation to an actor.
4. Printed and handed out a copy of the Twas the Night skit interruptions. Each student marked their copy of the poem with locations of the interruptions and the emotion to be expressed in the interruption.
5. Students were numbered so they would know which interruptions they were responsible to present and given time to prepare.
6. We did a read through of Twas the Night with the interruptions.
7. Discussed comedy and assigned, read Chapter 12.
8. Assigned an observational journal: Watch a moment of comedy from any of a variety of sources listed; observe timing, content, physical mannerism/content, and staging. Write a journal based on the observation showing how the different elements created the funny response.
   

English 4: 11/23,29/10

1. Assignment "What led to the British Civil War?" is now due and required.
2. Extended review of pages 287-289.
3. Students given test over 287-289.
4. Students assigned pages 290-293. We began going over the information generally. Students were challenged to consider two assignments I offer or come up with their own in an effort to more adequately study the pages. A test will come soon (within two class days).
5. The two suggested assignments are as follows: A. Paint yourself into the time and, through your imagination, try to understand what life was like during the period being studied; B. Compare what is described on pages 290-293 to life in America now.
6. Students are assigned to read pages 331-339 for class discussion.
   

Drama: 11/22/10

1. Improvisation: The Thanksgiving scene around the farm - each student given their role, but all part of the whole scene.
2. Improvisation: One at a time, each student was given a prop to improvise with. The theme, "It's Christmas." Each student had two opportunities.
3. Character analysis: Looked up pictures of Thanksgiving including one by Norman Rockwell. Students analyzed the pictures to identify the roles and life based on the props, setting, clothing, and other visual cues. From this students discussed generational relationships and other relationships represented in the pictures.
4. Different stories from experiences were shared to shed light on relationships and how they point to motivations and goals of a character or person.
5. Students assigned to do a written analysis of a minimum of 3 character relationship. They can do more, but 3 is the minimum. Students are to look and examine the relationship dynamics in an effort to uncover goals and motivations for each of the characters. They can choose real life (sensitivity required) or from other venues like TV or movies.
   

English 4: 11/19,22/10

1. Sgt. Tomes speaker informed students about the NROTC scholarship that is available.
2. Study and review time for the Unit 2 Vocabulary 3 test.
3. Students take the vocabulary test
4. Students were given the rest of class to prepare for the test on literature book pages 287 - 289 and to create the list/chart that answers the question "What led to the British Civil War?" The pages 287-289 are sufficient for both assignments.
5. Students were warned repeatedly that the holidays is no excuse to forget. The test will occur next class. The chart will be due next class and for partial/half credit any time after.
   

Drama: 11/19/10

1. No class due to early release day. Football team went to play offs.
   

English 4: 11/17, 18/10

1. Second and last call for the Cause and Effect chart/list based on topic of student's choice.
2. Complete the reading of A Land Remembered with notes as normal.
3. Remind students: Vocabulary test 3 is next class.
4. Remind students: Test on lit book pages 287-289 will be in two class days.
5. Read, discuss, and set up assigned cause and effect chart/list to answer the question, "What led to the British civil war in the 1640's?" Students are to use the information on pages 287-289, and the assignment is due next class.
   

Drama: 11/17/10

1. Severe discussion related to behavior and work not being turned in.
2. Grades published on the wall. Pointed out missing work.
3. Mannerism assignment is absolutely due next class. Discuss the point and value of mannerisms and how they communicate the life of the communicator.
4. Clearly define what is required and what will be graded on the character development assignment. Students were given a handout related to expectations. The assignment is due in two class from today. Students need to label the parts or write in order of expectations.
5. Students given handout of "Twas the Night Before Christmas." Each student was assigned a section to read. They were to create an accent for their individual section of the reading and be able to identify the character they are doing.
6. Students were allowed to rummage through a variety of different parodies of the poem for later performances in class.
7. Students are assigned to be able to read the original poem in their character's voice from the character development assignment.
   

English 4: 11/15,16/10

1. Current grades posted for students with information related to zeros and levels of improvement.
2. Take up Cause and Effect assignment given last class
3. Give handout about England's rulers. Assign - read 287-289 and create a cause and effect chart/list which answers the question, "What led to England's civil war in the 1640's?"
4. Reminder: Next vocabulary test over words "turmoil" to "staying power" will be on 11/19 and 22/10.
5. Spent rest of period reading ALR with the usual notes, starting page 174. Reading ended: period 1, page 210; period 3, page 207; period 2, page 207, ; period 6, page 208.
   

Drama: 11/15/10

1. Study time for Chapter 10 test.
2. Give Chapter 10 test, open book. Two students made up Chapter 9 test.
3. Go over posted grades and missing work.
4. Long discussion with many examples of mannerisms and what they express. Examples of common mannerisms related to hair, clothes, and various activities.
5. Begin individual meetings over character development project.
6. Discuss character development project. List some expectations: A. Book list of things to include 104, 105; B. Handout that gave a lot to include in character; C. History - experience- whys which lead to motivations; D. Mannerisms and physicality of the character
7. I expect the mannerism assignment next class.
8. I expect the character development project to be complete in the next two classes.
   

English 4: 11/10,12/10

1. Last call for make up work except reading logs. Make up work will get less credit after work today.
2. Review vocabulary words "strictures" through "distinguished."
3. Vocabulary test 2.
4. Read pages 150-175 with related notes
5. Assign: Do a cause and effect chart/line/list for the subject of students own choice. Student can do a cause and effect list for a newspaper article or series, personal experience, observed event, or whatever. The goal is to show the cause and effect relationship between the outcome and the connecting items that created the outcome.
6. Assign pages 287 - 289 reading as homework in preparation for a quiz next class.
   

Drama: 11/10/10

1. Finish going over Chapter 10 in complete detail with discussion and examples.
2. Assign page 108 from the book: Do a critique of a performance and performer as explained on page 108. Do the critique on a play, TV performance, or movie instead of students work.
3. Give students the rest of the period to work on and help each other related to the character development project.
4. Reminder that the Chapter 10 is next class!
   

English 4: 11/8,9/10

1. Grades are posted with all zeros highlighted. Students are encouraged to see what they are missing. They have until next class to clean up all zeros except the reading notes, including: A. Canterbury Prologue notes; B. mini research on strange history; C. Choices; D. Grammar workbook assignments; and E. turn in dictated instructions. After next class, all late work will be graded at an increasing loss of points per day late.
   
2. Students were required to turn in the Mary Lewis paragraph assigned last class
3. Read ALR pages 126 to 152 with notes as usual.
4. Students given the rest of the class to complete make up work and assignments with teacher assistance.
   

Drama: 11/8/10

1. Remind of character assignment handout student are to be completing
2. Require students to turn in a character brief including three things: A. Name; B. Connection to Trenchards; C. Basic physical description.
3. Spend class going over chapter 10, pages 101 to 105 (stopped here). Discussed and gave multiple examples for each point in the book.
   

English 4: 11/4,5/10

1. Continue volunteer, extra credit program to encourage attendance and turning in work.
   
2. Continuing to take up make up work which is now overdue: A. Canterbury Tales Prologue notes; B. Something peculiar mini-research; C. Choices digital turn in assignment; D. Parts of Sentence in grammar workbook; E. Dictated instructions.
3. Reminder: Next vocabulary test will be on 11/10,12/10 over words "stricture" through "distinguished." Students are encouraged to find a way to study. If their techniques are written (like flash cards) they are to turn them in on the day of the test. There is no guarantee, but it will be noted and considered to help the student's grade if he/she gets in trouble.
4. Read pages 101 to 125 and take notes, as usual, in ALR. Turn in notes at the end of class.
5. Copy notes on Mary Lewis writing. Assign: Write a Mary Lewis paragraph on any topic and label the A. point; B. supporting detail; C. example/illustration
6. Discuss what study skills work and how to face the daunting task of reading 287-303 in preparation for a test.
   

Drama: 11/4/10

1. Review/give time to study for test.
2. Give open book test, Chapter 9
3. Go over and assign the handout on character development given last class. Add to the assignment: A. Make a physical manifestation of the character like a puppet, drawing, hat, or whatever is reasonable and can be carried with them. B. They will interact with the character in dialogue; C. The character can be any character from the play, Our American Cousin, or any character that would be there at that time in that place and interact with those people.
4. The above will be the assignment for Chapter 10, beginning on page 100.
   

English 4: 11/2, 3/10

1. Continuing to take up make up work which is now overdue: A. Canterbury Tales Prologue notes; B. Something peculiar mini-research; C. Choices digital turn in assignment; D. Parts of Sentence in grammar workbook; E. Dictated instructions.
2. Read ALR pages 76 through 101 with notes as usual
3. Review and take Unit 2 Vocab 1 test, words "censured" through "intricate"
4. Assign next vocabulary test, words "strictures" through "distinguished," for Nov. 10 and 12.
5. Begin discussion of Mary Lewis writing
6. Assign: answer the question, "What study techniques work?"
   

Drama: 11/2/10

1. Students were interviewed for a class grade: "Who is your favorite actor/actress and why? What skills do they show in their performing?"
2. Students read Chapter 9 aloud with much commentary and discussion.
3. Students were assigned to do an analysis on a TV or movie performer based on the chapter information.
4. Students were given a handout on character development to read over and begin to understand. The assignment will be given next class.
5. Students will be given a test on Chapter 9 next class.
   

English 4: 10/29 to 11/1/10

1. Continue the mentor/volunteer program.
2. Read ALR pages 26-76. **Assign two column notes (characters and plot). ***Take up two column notes at the end of the period.
3. Give the rest of the period to work, complete, turn in the following assignments which have been ongoing for several class periods: A. Find interesting mini research; B. Choices Unit 2 reading list; C. Parts of sentence Grammar for Writing Workbook (page 19, A & B; page 20, A; page 22, all; page 23, A); D. Turn in hand copied instructions when A, B, and C above are complete; E. Turn in notes from Canterbury Tales Prologue (assigned and completed 10/15,18/10)
4. Note for the grammar workbook assignment: do the exercises without copying the sentences. Just write the answer or as much as needed to understand the answer.
5. Reminder: vocabulary test section 1 next class.
   

Drama: 10/29/10

1. Students and I had a long discussion about behavior, representing the class, representing the school, and handling oneself in a manner that is proper and appropriate.
   
2. We took up the reassignment of the set project: list the backdrop and set pieces; list the activities that happen in relation to those set items.
3. Spent the rest of the class reading the script of Our American Cousin. We ended at the beginning of Act 1 Scene 3.
   

English 4: 10/27,28/10

1. Classes began the student volunteer for extra credit program. Mentors were introduced, and other volunteers began to help students with catch up, make up, and attendance.
   
2. Handout vocabulary for Unit 2.
3. Assign for test, words censure through intricate. The test will be November 2 and 3.
4. Read ALR pages 26 through 50. Students assigned two column notes (Characters and Plot) for the reading. Students turned in the notes at the end of the day.
5. Students given the rest of class to work on the "Read Instructions" assignment, which includes A. Find something peculiar mini research; B. Choices assignment; and C. Grammar Workbook assignment.
6. Students advised that next class will follow the same pattern as today.
   

Drama: 10/27/10

1. Hand out copies of the rules by Becky Dugan.
2. Spend a fair amount of time reading and discussing the rules to make sure they are clear and the purposes are clear.
3. Discussed and worked on the setting reassignment. This second try at the assignment is due next class. Time was given to work.
   

English 4: 10/25,26/10

1. Students were given a handout on the new plan for students to earn extra credit by helping other students.
2. A bonus point reward will also be given to all members of each class that reduces absences and zeros by 20%
3. The entire process of helps was discussed and explained in class including the way to gain the points.
4. Read aloud pages 1-25 of A Land Remembered. Students are assigned to keep two column notes on the reading and turn in the notes at the end of each period.
   
5. The two column notes: One column is for the characters. The second column is a plot list of events.
6. The goal is to read between 21 and 25 pages per day which takes about 40 to 60 minutes depending on interruptions, questions, and needful explanations.
   

Drama: 10/25/10

1. Students were reassigned part of the set assignment from last grading period. The original assignment was not done well. Students are to make a complete list of all backdrops and set pieces of the set they've been assigned. They are to create a list of all actor activity related to any part of the setting, backdrop or pieces.
   
2. Students continued to watch and take notes on all the behind the scenes production information presented on the bonus features of the Pirates of the Caribbean: The Curse of the Black Pearl and Dead Man's Chest.
   

English 4: 10/21,22/10

• These were Homecoming days in which too many students were absent or classes were missed altogether due to activities.
• Mild discussion related to what we've learned from last grading period grades, which are posted on the wall by student number.
• Tentative plans: A. Set up a goal of 20% reduction in absences and 20% reduction in missed or not-turned-in work. Any class who meets the goal will receive bonus points. The entire class needs to realize it is their job to help each other; B. Volunteer to record who was absent on which day so absent students will know what work they missed. C. Volunteer to mentor absent students in getting and making up work. C. Translator: a student or students who will ask questions for the shy or put instructions in kid terms. D. Students are asked to come up with their own suggestions as to how the class can help itself succeed.
• Students were given the rest of class to work on any current project or interest.
  

Drama: 10/21/10

• No class today. This was early dismissal day for the Indian Uprising.
  

English 4: 10/19,20/10

1. In response to students issues with written instructions, the students are given a Written Instructions project. I give students step by step instructions which they are required to write down. I model following the steps as the steps are given.
2. The steps include the location of student save-to folders, turn-in-work folders, resource folders, labeling work to turn in to the student docs folder, and three assignments.
3. Students will be graded based on completing the assignments, the details of accurately following the instructions, and the actual copied instructions themselves.

Drama: 10/19/10

1. Students continued to watch and take notes on all the behind the scenes production information presented on the bonus features of the Pirates of the Caribbean: The Curse of the Black Pearl.
2. This week is homecoming week for the school and is filled with shortened classes and interruptions.

English 4: 10/15,18/10

1. Video clip of opening to the Canterbury Tales prologue in the original middle English.
2. Rap video clip of opening to the Canterbury Tales prologue in the original middle English.
3. Rap video of the Pardoner's Tale
4. Student read along as we read The Prologue for the Canterbury Tales. Assignment: Keep a timeline or a list of the people introduced by the narrator. Determine if the narrator approved or disapproved of each person introduced.

Drama: 10/15/10

1. Students allowed to finish up their project work for the set assignment
2. We began watching the bonus features for Pirates of the Caribbean.
3. Students are assigned to take notes on all aspects of the different elements of production as explained and exampled on the video footage.
4. Notes will be ongoing. This is homecoming week, and, to the extent possible, we will continue studying how the professionals do make up, set design, character development, and the many other items covered in the videos.

English 4: 10/13,14/10

1. Brief review of most asked questions related to current projects.
2. Time for open forum Q & A related to current projects
3. Students were given the rest of class to use laptops and class books to complete the following projects that are due on or before Friday, 10/15/10: A. Sir Gawain assignment as given last class; B. Spontaneous Vocabulary assignment (25 words is a D, A's begin at 40, over 50 is some extra credit); C. Compare/contrast essay with all its parts.
4. Individual help and coaching provided throughout the period.
   

Drama: 10/13/10

1. Discussion with examples on creativity in humor and seeing life from different perspectives.
2. Students had the class time to work on the computers on their Chapter 18, set, project. The set project is due with all its parts on or before Friday, 10/15/10
3. Individual assistance given as needed.
4. Four parts of the project that are to be turned in were posted on the board. Refer to last agenda.
   

English 4: 10/11,12/10 student had a substitute

1. Students were assigned pages 224 through 240: "Sir Gawain and the Green Knight."
2. With the story, students are to A. Read and comprehend the story; B. Answer the 9 to 11 margin questions/items; C. Answer the 11 end questions; D. Add all margin and bottom-page vocabulary to the "Spontaneous Vocabulary" assignment due by the end of this week.
3. Reminders: Due by the end of the week: Sir Gawain assignment, Spontaneous vocabulary assignment, and compare/contrast essay
   

Drama: 10/11/10 - Students had a substitute

1. Students took two open book tests, Chapters 4 on improvisation and 18 on set design
2. Any remaining time was spent working on the set design project as follows: A. Each students has been assigned a different set from the play "Our American Cousin." B. Each is to create a list of what set pieces and backdrops are required for the set; C. Each is to list all the actions that take place in relationship to the set pieces or backdrops; D. Each is to create a drawing of the set and can include pictures downloaded from the internet or cut out of magazines or newspapers; E. Each is to create a diorama of the set.
3. Students were reminded to do and turn in their "Mannerisms" observation journal. This assignment is past due.
   

English 4: 10/7, 8/10

1. Open forum Q & A related to current events and assignments
2. Powerpoint regarding the use of laptops with special emphasis on shut down procedures, logon issues, and using Internet Explorer instead of Firefox for the online book.
3. Completely explain the compare/contrast essay assignment in exhausting detail with deadlines and expectations
4. Students were given the majority of the period to use the computers to work on two assignments: A. The spontaneous vocabulary assignment (due next week), B. The compare/contrast essay assignment.
5. Some students were allowed to use the time for make up work

Drama: 10/7/10

1. Read Chapter 18 aloud and discuss it together
2. Asked for mannerism observation journal. Many students still have not done this. I warned that this assignment is to be turned in next class or it will become a permanent zero
3. Each student has now been given a complete copy of the play, "Our American Cousin"
4. Each student has been assigned a set to work on.
5. Students have been given the following assignment: A. List all the physical elements and backdrops needed for their set, B. They are to list all the actions that take place in relationship to the set pieces, C. They are to create a drawing of the set and can include pictures downloaded from the internet, D. They are to create a diorama of the set
6. Students were given the rest of the period to work on the project
7. Reminder: Students were reminded that they would have two open book tests next class -- Chapters 4 and 18.

English 4: 10/5,6/10

1. Complete listening to the reading of Beowulf and answer any questions.
2. Give students the test covering pages 1-23 and Beowulf. Students were allowed to use the book and notes on the test.
3. Student were given a handout detailing the writing assignment due 10/15/10. The assignment is a process writing assignment in which all parts of the process have to be written and turned in for a grade. Students can use either the 4 Ds process or the book process detailed on pages 11 and 12.
   

Drama: 10/5/10

1. Asked students if they had their non-verbal communications journal. They did not. The assignment was re-explained and re-given. Students are to watch/observe someone's non-verbal communication movements. Alone, they are to mimic the motions. Then, they are to write a journal explaining what their observation and imitation taught them about the feel, purpose, sense of the communication.
2. Students had been assigned reading Chapter 12, beginning page 212. Since they had not, we read the majority of it aloud in class.
3. Students were each given their own copy of "Our American Cousin." We went through the play and marked all acts and scenes.
4. The class identified each set used in the play (a total of 7 sets for 12 scenes)
5. Each student was assigned one of the sets as their chapter/class project. Between now and next class, each students are to read all scenes related to their set. Students are to make a list of all things needed for their set and what physically happens related to the set. Due next class.
   

English 4: 10/1, 4/10

1. Discussion related to how the Jigsaw assignment wasn't working and how we were going to adapt.
2. Show, give a visual tour, of the online/e-book and how it works. Show various views, tools, and ways to navigate around.
3. Use the book reader to read Beowulf aloud. Stop at various points to model analysis, interpret reading, point out salient literary features and structures, and answer questions.
4. Reminders: A. We will finish Beowulf next class and take a test over pages 1-23 and Beowulf. B. The formal essay will be assigned next class (given with brief review over process), C. The spontaneous vocabulary list each student is keeping will be taken up and graded before the end of the grading period.
   

Drama: 10/1/10

1. Finish turning in Greek Masks
2. Each student presents their masks. Discussion of the symbolism represented in each.
3. Play video of Ben Bagby telling a section of Beowulf in the original language and style. Discussion of story telling techniques, displaying emotion, and use of manner and mannerisms.
4. Assignment: Watch/observe someones non-verbal communication. Get alone and try to carefully mimic what you observed. In a journal, write what you felt, understood, and experienced from the observation and imitation.
5. Class was short due to pep rally and fund raiser events.
   

English 4: 9/29,30/10

1. Series of Benjamin Bagby video clips performing Beowulf in its original form and language. Students are first shown an interview. Next is a video of performance without the translation on the screen to evaluate how the story teller uses emotion, attitude, and non-verbal communication. The last video is a performance segment with the translation on the screen so students can apply the first two videos to complete the context.
2. Students are broken into 8 groups. and given the following assignment: A. Each group is assigned one of the eight segments of the Beowulf story. B. For their segment of the story, groups are required to answer all three of the cultural/historical lense questions found on page 6, using the support materials on pages 19-23 and 36-37. C. Students are also required to be able to clearly and completely summarize their section for the rest of the class. D. Groups are to keep and turn in their written records of their work.
3. This assignment also reflects the English department plan to build background reading techniques and use of literary elements in understanding as part of the A Land Remembered project.

Drama: 9/29/10

1. Talk about Greek masks and take up the ones available.
   
2. Begin presentations on the masks.
3. Spend rest of class doing training and auditions through Alligator Community Theatre
   

English 4: 9/27,28/10

1. Clean up from last week. Give students sign up sheets to sign up for A. consultation appointments, B. Medieval handout worksheet, C. Parts of speech plan, D. The game sign up, and E. Tutoring.
   
2. For students doing the medieval background worksheet, a website was shown on the overhead and what it contains explained. Students warned -- no plagiarism.
3. Literature book: A. Go over in detail British literature form and reading skills, page 9, B. Thinking skills and requirements, page 10, C. The writing process, pages 11 and 12. Class explanation and discussion occurred for each topic.
   
4. Students broke into groups to interpret all 8 steps of the writing process to A. Make sure they understood all the parts, and B. Understood that when I assign a formal writing assignment that they are to show all parts of the process when they turn in their work.
5. The 4 D's of writing preparation handout was given. It is the shorter, easier form of the 8 point writing process. Students can choose which they prefer to use, but evidence of all steps must be turned in with their paper.
6. A copy of the 4 D's can be downloaded from my website: joinerhj.googlepages.com
   

Drama: 9/27/10

1. Students took an open book test on Chapter 3, pantomime.
2. Students watched videos of Marcel Marceu doing pantomime performances with discussion.
3. Students watched a variety of short videos showing paraprosdokian surprise endings with discussion.
4. Students watch short videos showing how excellence wins big.
5. Students could turn in Greek masks if they have them ready.
   

English 4: 9/23,24/10

1. Reminders of make-up opportunities. Q & A regarding all things grade and make-up
2. Pages 4-6 with discussion and notes: Literature in Context; Literary Movements; and Literary Lenses.
3. Create and begin a spontaneous vocabulary sheet. Students are required to grow, maintain, and keep an ongoing vocabulary list of the words that give them trouble in the reading, any reading. These notes will be taken up eventually for a grade (or from time to time). Examples were given related to words and word meanings and how the vocabulary shapes understanding.
4. Explain and discuss Literary Lenses. It is a requirement students know this and be able to apply this to any assignment, any time.
5. Library orientation for half the class.
6. Make up missed work and discussions from last class due to short day and early dismissal on Wednesday.
   

Drama: 9/23/10

1. Take up make up improv items.
2. Improv warm up: The Pirate Ship. Set up 10 positions related to the pirate's ship. Each student picks a number and finds out their position. Set up the ship and give students a few minutes to plan and think. As they perform the improv, I chance the circumstances from weather to boarding and more.
3. Discussion/talk: Working together. Improv in teams means seeing, knowing your partners and reacting to them and the situation.
4. Complete pantomime presentations.
5. Discussion talk: Detail in English and drama creates the magic and excitement. Point about racing through the pantomime because of the story to developing the details so the story unfolds.
6. Reminders: Read pantomime chapter at home; read 400 to 415 at home; create a Greek mask.
7. Turn in the "Out of Character for Individual or Situation" observation journal.
8. Join Ms. Wilks for story telling -- "Football?"
   

English 4: 9/21,22/10

1. This lesson plan will have some slop over into the next two days because of the short day Wednesday which kept periods 2 and 4 from accomplishing anything class related
2. Post midterm grades for all students. Explain that the high failure rate is caused by the number of zeros. All the missing grades have been highlighted. Many simply have not attended, not made up the work, or did not do assignments for whatever reason.
3. Presentation: turning a loss into a win. What to do when you've made a mistake, especially a mistake you can't afford to make.
   
4. Students were give six optional options to rebuild their loss grades. Time limits were imposed for one of the items (24 hours), and limits were placed on the other options. Students will not be able to cover all the assignments with rebuilding options, but will be able to bring their grades up.
   
5. All graded work was passed out so students could see their grades, see if a "no name" paper was theirs, and evaluate if their paper was somehow overlooked.
6. Q & A to resolve any remaining issues.
   

Drama: 9/21/10

1. Take up improvisation items
   
2. Pass an improv item around for students to examine. Ask the question, "How can this be used or useful," and have students come up with as many ideas as possible.
   
3. Discussion related to creativity and thinking on their feet.
4. Give students time to work on pantomimes and prepare.
   
5. Two groups performed their pantomimes, and the other two groups must perform next class
6. Gave students the following list of assignments and assignments reminders: A. In the book at home, read the chapter on pantomimes and pages 400 to 415 on drama history; B. Last chance to bring in late improv items; C. Bring in written observation journal related to "Acting out of character for you or the situation;" D. Create a Greek mask.
7. Talk today on creating the magic bubble and drawing people into the magic -- acting where you are and its impact.
   

English 4: 9/17, 20/10

1. Reminders: Many are absent and not making up work. Those people are failing. Missed work has a zero grade, if not made up in sufficient time, a permanent zero grade.
2. September 17th is/was the last day for all make ups related to the video "A Sense of Place" and related assignments
3. Students were given a complete review of all things parts of speech with examples on the board. Q & A time provided.
4. Students took a 50-item parts of speech test and were allowed to use the memory list handout and the book on the test.
5. Students were prepared/set up for the next class assignment. They will work individually or in teams related to the literary elements and history reading. The goals will be threefold: 1. Adjust speed to accommodate different reading needs, 2. Historical/cultural background (sense of place for writers of the period), 3. Vocabulary strategies.

Drama: 9/17/10

1. Ask for assigned improvisation items which were due last class. Student were not ready.
2. Used improv items from last year. Divided students into two groups of five each. Put together a bag of unrelated items of five per bag, one bag per group. Students were assigned to create a story, weaving the five items seamlessly into one plot. Each student was to create/be a character in which they acted out/told the story with the items.
3. Class discussion covering the following: A. Creating the magic moment/ shaping the environment that will draw others in and make the moment believable. B. Fighting the things that sabotage the magic moment, like giggles, in and out of character, pre/post performance distractions, and the like.
4. Etiquette discussion: Giftedness is only as good at the discipline and sincerity that supports it. Listening, being a part and not upstaging, giving room and consideration to others, focus, following directions quickly and completely, are all traits that are critical to the success of the team and all in the team.

English 4: 9/15,16/10

1. Q & A all past and current assignments for catch up and make up
2. Parts of speech: Students are broken into groups of three. Each group is assigned to create five categories and sort all students of the class into the five categories they have created.
3. Explanation of all things parts of speech and show how the class sorting stunt directly relates to parts of speech
4. Handout: "Memory List Words"
5. Warning: expect a parts of speech test in the next two class days.
6. Begin set up for history section of the book: We will invade and begin to uncover Britain's since of place, both in the history background and in their story telling
7. Students will be allowed to pick teams for the background especially since one focus will be on vocabulary strategies.
   

Drama: 9/15/10

1. Discussion/explanation: "You have the power to create this school's sense of place."
2. Pinky and the Brain, the metaphor for the current push to impact the school and the community
3. Go over current plans and expectations to attend this week's football game and the School Board meeting at our school on 9/28/10. Cost, dress, and expectations outlined
4. Discussion on gags, mini-scenes, understanding and defying expectations.
5. Assignment: Perspective surprise. Do something that is out of character for you or for the situation. Remember that the guidelines for this activity is not to create conflict or hardship. You must use wisdom in what you choose to do. Examples are things like rushing home to do what you parents want, but that you normally refuse or avoid. In writing, describe A. what you did, B. why it was out of character for you or the situation, and C. the reactions you observe that are caused by your action.
6. The pantomime/improve assignment and the perspective surprise are due next class.

English 4: 9/13, 14/10

1. Motivation videos with related discussions: A. "Famous Failures" B. "Nick Vujicic"
2. Set up and try computer logons and get computer online book. If the computers fail to work, students are to copy the instructions so they can do it at home.
3. Pages 16, 17 of the literature book for class discussion: A. What makes a true hero? B. Who really shapes society? C. Does fate control our lives? D. Can people live up to high ideals. The discussion takes up the majority of the class period. One of many goals is to get students to realize that value systems are build from environment and we have personal identities that include our community, state, and nation (sense of place). Getting to know Britain is getting to know their sense of place and personal/corporate identity.
4. Period 2 would not engage in the class discussion and was assigned 1 page essay per question for all 4 questions on pages 16 and 17, due next class. It is critical for a grade that the students give specific details and examples.
   

Drama: 9/13/10

1. Do make ups
2. Long warm up: Show me emotion. Director calls out an emotion for students to perform. After the list of seven different emotions, held class discussion. Discussion processes steps to improvising and method acting
3. Students got books and took Chapter 2 open book test.
4. Assignment 1. Individually or in a team up to 3, students are to create a pantomime for 2 to 4 minutes. The pantomime must have identifiable actions and a story line with a point.
5. Assignment 2. Each student is to bring in 1 to 3 items to donate to the class for improvisations. The items need to show thought. Also, students need to write up an improvisation idea or story which can be passed from student to student or team to team.
6. Students were given time to work.
   

English 4: 9/9,10/10

1. Discussion: Media analysis of the international frenzy surrounding the protest in Gainesville
2. FRI analyze and examine the book classroom assignment. Students complete in class
3. Students grade and correct their own "Get to Know Your Book" assignment and turn it in.
4. Take up the video notes.
5. Take up the three short essays assigned last class: How did he do it? Why did he do it? and Describe your "Sense of Place"
6. With whatever time is left in class begin reading and taking notes on the history background for Unit 1: pages 18-35.

Drama: 9/9/10

1. Class notes and discussion: Create an actor's notebook. Notes and preparation for coming auditions
2. Notes and discussion on actor's etiquette.
3. Assign: Prepare for auditions including English accent, find and read the play if possible, understand puns and other play on word types.
4. Various improvisation activities
5. Make up presentations for warm up and introductions
6. Next class, complete observation assignments

English 4: 9/7, 8/10

1. Video and discussion: Failure the secret to success by Honda. Learning requires risk.
2. Review of where we are with note taking and "A Sense of Place"
3. Finish watching and taking notes on the movie, "A Sense of Place." Notes are targeted to answer the questions "How did the author do it?" (author's process) and "Why did he do it?" (author's purpose).
4. At the movie's completion, students will break into groups to discuss and complete their individual notes.
5. Assignments due next class: A. Write a summary/answer the question, "How did he do it?" Limit up to one quality paragraph. B. Write a summary/answer the question, "Why did he do it?" Limit up to one quality paragraph. C. Each student is to write an essay describing his/her personal sense of place. Maximum: two paragraphs.

Drama: 9/7/10

1. Do the improvisation, "What is it?" With cupped hands as though holding something out of sight, the person beginning the improv passes the invisible thing on to someone saying, "It changes every time it changes hands. What is it." The invisible thing gets passed around until all have played.
2. Class discussion about improvisation.
3. Complete student warm ups.
4. Handout "Sarah Cynthia Sylvia Stout" and read it aloud in class. Discuss the sounds. Do a warm up on the poem, "Say what I say and do what I do."
5. Class discussion on history: What are the roots of acting?
6. Students go and pick up books from library. Assign read pages 400 through 415 at home.
7. Begin observation assignments assigned last class.
   

English 4: 9/2, 3/10

1. Story: Football game, the difference between basic understanding and analysis. Seniors are to be at higher order thinking/analytical skill level.
2. Discussion: Sense of Place. What is it? What does it mean? Is it important? How does it shape you?
3. Discussion and notes: Note Taking: different techniques. Notes for the discussion go into the "Literary Analysis" section of the notebook.
4. Watch some of "A Sense of Place" video
5. Assign for the movie: Take notes on the movie, two columns. Column 1 is "Author's Process," how did he go about accomplishing the book. Column 2 is "Author's Purpose," why he did what he did (what he wants to communicate).
6. The movie is interrupted along the way for discussion and will have to be completed another day.
   

Drama: 9/2/10

1. Reminders of last projects
2. Give students invitation to participate in October performance fund raiser for Cystic Fibrosis, four nights
3. Story series: How dating really works; an exercise in observation.
4. Video: Inattentional blindness - focusing to a point you don't see what is in front of you.
5. Discuss observation as a skill for actors
6. Assign: Observe an actor in a scene or a person. Write the observations in careful and complete details with an eye to be able to perform what is observed and communicate the feelings and thoughts observed in pantomime. Remember to observe closely for details and generally to take in all the environment and supporting information.
   

English 8/31 to 9/1/10

1. Complete standards survey and turn in assignment.
2. Discuss standards and all related: terminology, point and purpose, repetitive nature, differences between senior and earlier standards, and more.
3. Create notebook structure for tabs: There will be seven tabs. The first six are based on the organization of the Sunshine State Standards. The last tab will be a catch all or notes tab. The tab labels and organization was discussed and explained, giving students a chance to clearly understand, ask questions, and put labels in their own words.
4. Went over all questions submitted last class on the checkpoint journal to clarify all the goals, processes, and activities of the class and the curriculum.
5. Began the video "A Sense of Place" about the book A Land Remembered. Discussion and related activities will arrive next class.
   

Drama: 8/31/10

1. Review and catch up for new students
2. Continue and complete warm up presentations except for new students who will be required to do make ups.
3. Next class - complete all introductions and warm ups
4. Begin creating actor's handbook in class. Give notes on 5 stage types, actor positions, and stage directions. Walk through and observe differences in stages and positions on mock class stage. Students are to understand these notes and requirements because they will be expected to take notes of all stage directions on their scripts.
   
5. Assign: At home, map out/practice identifying stage types, positions, and stage directions. Create a list of advantages and disadvantages of each stage type.
   

English 4: 8/27,30/10

1. Correct rosters
2. Give students time to complete work on map/list assignment in their groups: A. Combine lists with the class list, B. Sort/organize list according to group developed categories, and C. Expand the list beyond the generic and into the specific.
3. Q & A time for all issues and assignments.
4. Post papers and have all student create a class composite of all lists
5. Show cartoons and video to encourage shoot for excellence
6. Checkpoint journal: Overhead list of items for student written response to self evaluate and class evaluate where we are at this point in time. Journal also requires prediction, goal setting, and unanswered questions.
7. Students are given a handout of all the Sunshine State Standards for the class.
8. Standards assignment: Read all the standards on the handout. On a separate piece of paper number all the standards by the last three numbers like 5.2.2. By each standard number they are to rate themselves according to where they believe their mastery level is now at this time. Due next class.
   

Drama: 8/27/10

1. Videos and cartoons were shown to prompt the "Excellence" discussion. We spoke of the qualities of excellence in the classroom and in performance. We included how the program is growing and why. We described the impact of excellence versus the impact of ego and prima donna attitudes.
2. We spoke of the CERT performance, going over the pictures and discussing the entire event.
3. We modeled improvisation and warm up exercises.
4. All introductions were finished.
5. We began the warm up performances.
   

English 4: 8/25, 26/10

1. Welcome and roll with corrections and adjustments
2. Catch up students who missed or changed classes.
3. Check/grade two assignments: signed syllabus and list/map of fantasy elements
4. Q and A: attack the bobble heads, people who nod that they understand when they don't. Answer all questions that they had failed to ask before and make sure the entire assignment and process is clear.
5. Make process clear: we don't start at the end
6. Problem solve: how do you approach these types of assignments and the creative process of building a project
7. Class discussion: Cover all the lists student created. Continue to ask students until they explain parts and processes of fantasy games/stories. Create an Inspiration list of basic elements presented in the ideas of the students. Print the list and post on the projector.
8. Assignment: Consolidate, expand, and organize. Students will consolidate all the items on their list and the classroom list together into one large list. Students will create their own categories, whatever they feel appropriate, and sort all the items on the consolidated list into those categories. Students will expand the list as they see fit and possible (For example, if "weapons" is on the list, they can add weapon types). Students can work in groups or as individuals. The lion's share of the assignment is to be complete by next class, but some time will be given in next class to complete. Students are to attach their individual lists to the back of the consolidated list. Group work needs to clearly be labeled as group work with all the group members names clearly listed.
   

Drama: 8/25/10

1. Welcome and catch up for all students who missed first class
2. Review expectations for introductions. Gave time for students to prepare themselves. Gave permission for students to work with partners. New students will complete the assignment next class.
   
3. Students made presentations, and were graded.
4. Assignment for next class with some time to prepare: Students will create a 1 to 3 minute warm up, which is designed to prepare someone physically, vocally, emotionally, mentally, or creatively to act or go on stage.
   

Drama: 8/23/10

1. Welcome and introduction
2. Correct and adjust roll
3. Clearly and completely go over the syllabus
   
4. Discuss with many examples and mini characterizations what drama is, how it works, expectations, and requirements
5. Assign the following due next class: A. Bring in (or represent with a picture) 5 symbols that represents and shows who/what you are as a person. B. Identify your favorite actor/actress and explain how you relate to them and what they show about who you are. C. Identify your favorite movie/TV show and explain how you relate to them and what they show about who you are. D. Identify your favorite book or story and explain how you relate to them and what they show about who you are.
6. Give class time to work.
   

English: 8/23,24/10

1. Welcome and personal introduction
2. Correct/adjust roll
3. Go over syllabus, class rules, procedures, and expectations
4. Go over the six rules of success (employability skills)
5. Explain/show website and blog site and related make up expectations
6. Explain/model concept map
7. Assign concept map due next class: In a web/cluster, listing, or any type of graphic organizer, brainstorm all the parts, processes, and structures of a role playing game or story. Students can use digital games, books, or movies as their models. This is the first stage of creating the English education game that students will play throughout the year.
8. Some classes have written a journal based on how they see themselves and what their goals are in the educational system
   

Drama 5/6/10

1. Review and study time for chapter tests
2. Take chapter tests
3. Work on chapter projects.
   
4. The "On Your Feet" presentation is due next class.
   

English 4: 5/5-10/10

1. All make up work must be completed by the 7th to be considered for exam exemption, by the 10th to receive credit. By the 11th all will be closed except exams.
2. All ISR interviews/journals must be complete or turned in by the 7th to be considered for exam exemption, by the 10th to receive credit. By the 11th all will be closed except exams. Students are required to do the following by interview or journal: A. Prove they have read the entire book; B. Prove they understood the content of the book; C. (and most important) Prove their analytical skills in examining the book
   
3. All process writing projects are due by the 7th to be considered for exam exemption, by the 10th to receive credit. By the 11th all will be closed except exams. It is critical that all parts of the process, from beginning to end be done thoroughly and turned in complete.
4. Whatever time is left is to be spent reviewing grammar, punctuation, capitalization, and organization/review of materials for the exam.
   

Drama: 4/29/10

1. Class discussion: Cover how students group themselves; how they see themselves versus how others see them; how introspection works to develop character; stereotypes in school; method acting traits of pulling up from own understanding and experience to fuel a character
2. Class discussion: What is drama; at school; how shown; how manifested; how does presentation play a part; how does projection play a part; is exaggeration or manufacture of more emotion than necessary required for drama
3. Introduce and assign Chapter 11, pages 112 - 123. Go over and explain "On Your Feet" assignment due next Wednesday and project assignment with performances beginning next Friday
4. Introduce and assign Chapter 25, pages 332-343. Go over and explain "On Your Feet" assignment due next Wednesday and project assignment with performances beginning next Friday

English 4: 5/3/10

1. Please refer to last blog. This is for 1,3,5 students only.
2. Students will be given grammar/editing review worksheets and challenges (which will need to be made up by those who are absent. If an assignment is given, it is graded. If graded, it is in the gradebook.)
3. Students, if any time is left over, will be given opportunity to work on their process writing project and their ISR.
   

English 4: 4/29-5/4/10

1. NOTE: This blog covers two class days. 4/29 and 5/4 are together. 4/30 and 5/3 are together. 4/30 is a 2,4,6 day and is senior picnic. So many seniors will be absent that scheduling work would be completely impractical. 5/3 I will be absent from school, and special lesson plans will be provided which will not get the schedule for the classes to be disrupted. 4/29 and 5/4 will have the lesson plans listed below.
2. Margin and end questions for the unit 4 and 6 assignments are to be completed and turned in today. Unit 4: pages 752-761; Unit 6: pages 1092-1100.
3. Students will be given an open book test that covers their unit assignments listed above.
4. The remaining time in class will be used for the ISR presentations and work. It must be noted that students who are absent for presentations must make arrangements to meet with me and make up the session
5. Reminders: Next week begins the last two weeks of seniors on campus, ending with semester exams on 5/13, 14. All process writing projects must be complete and turned in as soon as possible. They must be completed by the end of next week.
6. Students should be reviewing grammar and editing for exam questions. Editing their final paper is a good time to review themselves.
   

Drama: 4/27/10

1. Discuss Wednesday event and its cancellation.
2. Work for short while on video
3. Assign a multiple question event evaluation and discussion essay related to the Shakespeare events
   
4. Assign a multiple question self evaluation related to the Shakespeare events
5. Write and turn in assigned essays.
6. Dispense remaining props, setting materials, and personal effects left over from Friday and Saturday
   

English 4: 4/27,28/10

1. Print and publish grade sheet with all zeros highlighted for make up
2. Complete, go over, and discuss: A. Periods 1 and 6 - Unit 6, pages 1092-1100; B. Periods 3 and 4 - Unit 4, pages 752-765
3. Completed homework for the assigned unit pages due next class
4. Test over assigned pages next class
   
5. Update/check process writing progress
6. Remind ISR day next class and talking points list

Drama: 4/23/10

1. SSA all day for Shakespeare production. Students will be stationed in the library, will do all preparations and set up, will rehearse and perform all work necessary for performance after school.
2. Performance after school for re-enactors: Students will be available at their station to present from 6 to 8 p.m. and clean up after.
3. Performance after school for stage actors: Students will go to costume and make up by 7 p.m. The performance begins at 8 p.m. with clean up after.
4. Stage performers will be at the mall, tomorrow (April 24) beginning at 4 p.m. in preparation for the performance set for 6:30 p.m.
   

English 4: 4/23,26/10

1. Study and review for vocabulary test 2
2. Take up vocabulary homework
3. Take vocabulary test
4. Periods 1 & 6: Unit 6: A. PowerPoint and discussion, "Hollow"; B. Pages 1092 - 1100, read and do all margin and end questions.
5. Periods 3 & 4: Unit 4: A. PowerPoint and discussion, "Tyger" and "Lamb"; B. Pages 752 - 765, read and do all margin and end questions
   

Drama

1. Final days of preparation for performance on April 23 and 24.
2. All costumes, props, settings are now past due
3. All rehearsals and preparation must be complete and perfect.
   

English 4: 4/21,22/10

1. PowerPoints for review and discussion: A. The Writing Process; B. Purpose and Tone
2. Today is ISR day (students who were absent for number one need to make it up before school, after school, or during class work time). Students will be allowed to make their coffee and snacks while we hold class round table discussions regarding the events and analysis related to their individual books.
3. Some students are doing journals and will work independently.
4. If any time is left after the discussions, students will be given independent time to work on class projects: ISR, process writing
   

Drama: 4/19/10

1. Drama rehearsals for Shakespeare.
2. Performance is this week. All costumes, sets, props, lines, and performances must be complete, perfected, brought in, and made ready
3. Students given SSA forms to be signed for Friday, April 23, 2010
   

English 4: 4/19,20/10

1. School Net test
2. Commas review complete
3. Open notes/book comma test for grade.
4. Q & A related to all projects and activities
5. Reminder for all students who have missed book discussions and other class activities to get with me for make up. Class activities are grades as much as turn in homework, and a zero is still death to the report card.
   

Drama: 4/15/10

1. Students give progress reports
2. Rehearsals for Shakespeare
3. Re-enactment will be major portion of class grade for mid term
   

English 4: 4/15,16/10

1. Review vocabulary
2. Take up vocabulary homework
3. Give vocabulary test
4. Review instructions on process writing project
5. Clarify topic and prompt issues
6. Spend class working on essay providing individual help
7. Give grade for project participation and evidence of progress
8. Give absent students opportunity to make up ISR discussion individually
9. Students will have to make up class activity individually with teacher or the activity will be a permanent zero on their grade.
   

Drama: 4/13/10

1. Ms. Wilks discusses needs and expectation regarding our final two week timeline
2. Joiner point out impact of re-enactment on grade
3. Outline where each re-enactment group is at this time and what their needs are to bring to completion.
4. Spend the rest of the class doing rehearsal.
   

English 4: 4/13,14/10

1. Independent reading day
2. Rules regarding coffee and snacks; costs, etc.
   
3. Students give books to put on list
4. Students turn in list of discussion topics for their individual books
5. Class discussion: Put chairs on a circle; A. Students required to show knowledge and understanding of their own book; B. Students must show analysis regarding what their reading; C. Students must be able to interact with other students regarding their books and any compare/contrast; D. Be able to identify literary elements discussed
6. Take up journals from those doing journals
7. Assign journals as befitting the group.
   

Drama: 4/1/10

1. Warm-ups and games related to Shakespeare and improvisation with some focus on mime
   
2. Rehearsals and dry runs for each of the re-enactment segments for Shakespeare
   

English 4: 4/1,12/10

1. Finish essay tests as needed
2. Go over schedules and deadlines for the grading period again
3. Q and A related to all projects, especially independent reading and essay
4. Give class work day for reading and writing with individual assistance as needed. Laptop computers available.
   

Drama: 3/30/10

1. Go over pictures from disaster drill/CERT event.
2. Discuss the acting, make up, and improvisational techniques of the event
3. Discuss the outcome and response of CERT to our efforts.
4. Class dismissed early for school wide assembly presentation.
   

English 4: 3/30,31/10

1. Review essay writing skills and synthesis of information for complete answers from the source.
   
2. Review history section of respective units and give open book essay test covering the information. The test will take all period and require all the short essay and answer skills they have mastered.
   

Drama: 3/26/10

1. Review and prepare for Chapters 10/24 tests
2. Give the tests
3. Put students to work preparing for Shakespeare
4. Halt work for severe talk about protocol, behavior, and work ethic
5. Return to rehearsal and preparation for performance

English 4: 3/26,29/10

1. Recap where we are in our class and class decitions
2. Create class calendar of events
2a. History test: 3/30,31
2b. Assembly in the afternoon: 3/30
2c. Spring Break 4/2-4/11
2d. 1st ISR day: 4/13,14
2e. First Vocabulary test: 4/15,16
2f. Writer’s Workshop: 4/15,16
2g. 2nd vocabulary test: 4/23,26
2h. 2nd ISR day 4/21,22
2i. 3rd ISR day 4/29, 30
2j. Midterms go home: 4/29
2k. Last ISR day: 5/5,6
2l. Last vocab test: 5/5,6
2m. Final Deadline for the following
2n. ISR
2o. Essays
2p. 5/7
2q. Last day for seniors: 5/14
3. Go through all 3 writing choices with detailed explanations and examples
3a. Reflection essay beginning page 874
3b. Biography essay beginning page 1056
3c. Literature analysis essay beginning page 1356
4. Hand out vocabulary list and identify words for tests

Drama: 3/24/10

1. Break out information for re-enactment segments.
2. Students work on segment preparations including the following: recruiting, training, staging, information development, and rehearsal.
3. Students reminded of required work in chapters 10/24
4. Discussion of grades and expectations.
   

English 4: 3/24,25/10

1. Pass out papers
2. Discuss grades and employability skills
3. Recap where we are at this point regarding the unit, independent reading, and history
4. Go over and discuss the history slide show
   
5. Have students work on the history segment and test questions in preparation for the test over this section of the chapter
   

Drama: 3/22/10

• a. Students are currently working on projects for the Shakespeare festival. Have them put that aside for the day.
  b. Have Level 1 students work on Chapter 10, page 100, and be prepared for a test next class. Their project is the current Shakespeare project. I expect them to show me what their group re-enactment will look like. Be sure to remind them that they are to do a project application journal in which they describe how the information in the chapter is translated into the world around them. Their project preparation will be a clear and complete character description of one of the people in their Shakespeare re-enactment.
  c. For the only level 2 student. Assign him chapter 24, page 316. Ask if he would be able to rent a musical like My Fair Lady, The Sound of Music, or some other musical to watch at home? If so, I want him to apply the chapter information to the performance. Write it up in report format to turn in.
  
  

English 4: 3/22,23/10 (from sub plans)

1. English Plans Specific for Periods 3 and 4
a. Have students write a journal on “What do we learn from nature” on page 736
b. Students can work individually or in groups on the history section. I prefer groups, at least
3. Have each group create a test of at least 20 questions which covers the historical
information from pages 738 through 751. Be sure that all group-members names are on
their joint effort test.
c. If you have time left over, begin to work through the information on William Blake, page
752, and his poetry (through page 761). Do all margin and end questions.
2. English Plans Specific for Periods 1 and 6
a. Have students write a journal on “What does it mean to be modern” on page 1074
b. Students can work individually or in groups on the history section. I prefer groups, at least
3. Have each group create a test of at least 20 questions which covers the historical
information from pages 1076 through 1091. Be sure that all group-members names are on
their joint effort test.
c. If you have time left over, begin to work through the information on T.S. Elliot, page 1092,
and his poetry (through page 1100). Do all margin and end questions.

Drama: 3/18/10

1. Students will complete the entire process for their individual Shakespeare group.
   
2. We will create a class list of who will be doing what for each group
3. We will create a class list of props, setting, costumes, needed for each group
4. We will finalize scripts for each group
5. We will begin staging and rehearsals.
6. Students are assigned to begin to get, make, gather, bring in, all the materials needed for the presentations.
   

English 4: 3/18,19/10

1. Begin with class discussion about why we read books from the student perspective. Create PowerPoint of student list during discussion and show on the projector. Push students to develop their ideas as thoroughly as possible. Show other classes' lists.
2. Show students the Excel list of book class sets. Give them time to review the list.
3. Discuss class set or individual choices for independent reading. Have students choose by class vote.
4. Next, discuss class requirements for their reading choice and personal accountability. Create a list of assignments or we-will-do items. Create and define class independent reading plan.
5. Talk about the primary drives for the class this grading period: A. Literature book unit; B. Independent reading; C. Writing process; D. Editing
6. Students are given the choice of writing assignments from Units 4, 5, or 6. They are required to go through the entire process of the 4 D's and as described in the writing workshop they choose. We will have workshop times to help students with their projects. All are advised to get started soon and get the job done and behind them instead of waiting to the last minute.
   

English 4: 3/16, 17/10

1. Background: We have one more grading period and three different units we have not covered: The Flowering of Romanticism; The Victorians; and Modern and Contemporary Literature
   
2. Students are being divided into three groups. Each group is assigned a unit to review. Each unit will be presented to the rest of the class. The class will decide which unit it wants to cover. Each presentation is to cover a complete survey of what is in each unit including the writing assignment and their opinion about the unit and its parts.
3. Once the presentations are complete, the class will vote on the unit they want, and that will be the unit they study for the remainder of the year.
4. As time permits, the class teams will each work to make a history test over the first section of the unit with an answer key. Each team will take another team's test.
   

English 4: 3/12, 15/10

1. Students are reminded that now is the end of the grading period. All independent reading, make up work, and essays are past due.
2. Today students will take the last vocabulary test for this unit, 30 words. Vocabulary homework is due.
3. Students will be completely informed about the plans for the Shakespeare festival, and opportunities will be given for volunteers to gain extra credit for participating.
4. Students will be given a brief explanation about next class plan for deciding the unit of study.
5. Students are given the rest of the period to complete and turn in all late work.
   

Drama: 3/8& 12/10

1. Drama will only meet on 3/8/10 this week due to FCAT testing.
2. Students will continue to work in their re-enactment groups in an effort to fully develop their characters and presentation for the Shakespeare Festival.
3. Each group will present what they have created for the re-enactment. Class will work to see that all four sets are complete and thorough.
   

English 4: 3/8-11/10

1. There are no lesson plans for days 3/9, 10/10 because these are excused senior absence days due to FCAT testing. Also, 3/11/10 is the last day of FCAT testing in which only one class will meet.
2. Lessons are only for 3/8 and 12/10
3. are reminded that their next vocabulary test will be next class, beginning 3/15/10.
4. Ms. Wilks classes will join mine for these two class days.
5. I will read the students' persuasive essays aloud. Students will discuss the concepts and ideas in the essays. The focus will be idea exchange, not criticize the writer. We will look at content and basics.
6. Ms. Wilks classes have been given a criteria for evaluating the papers and will be allowed to enter discussions. Every effort will be made to protect the identity of the writers and their feelings.
   

Drama: 3/2-5/10

1. Students have been divided into four groups: 1. Ashgrove Theater; 2. Melville and Shakespeare; 3. Shakespeare in the old West; and 4. Adams/Jefferson's trip to Stratford upon Avon.
2. Each group will get together, with the laptops, and work/research to create the frames for the Shakespeare re-enactments. They are to research/define information related to the following: A. Set/setting; B. Script/dialogue set up; C. Characterization; D. Costuming; E. Props.
3. Students given time to work.
   

English 4: 3/2-5/10

1. Writer's workshop and project work days: Provide students with any help they need, corporate or individual, to complete the persuasive essay with all parts on or before March 5th. Students have laptops to research and do any project related work. Stated goals: 1. Complete the project; 2. Students end project with sense of satisfaction and completion.
2. Post grades to this point. Give students opportunity to make up work for less points and do all make up tests for full credit.
3. When the above two are complete (if), students are encouraged to spend the rest of the time working on the independent reading assignment due by the end of next week.
   

Drama 4: 2/26/10

1. Watch three videos: Real footage of Mark Twain; Hal Holbrook performing Mark Twain; and the performance of an adaptation of "Is Shakespeare Dead."
2. Videos are preparation and part of research related to character analysis and Shakespeare festival.
3. Class discussion to relate the videos to the chapter goals and to the Shakespeare project.
   

English 4: 2/26 and 3/1/10

1. Pass out papers and do grade related information. Give student opportunity to find out what they are missing and get it in.
2. Get out movie notes from Gulliver's Travels. Discuss with class all the items in the story. Relate them to author's purpose. Relate the points to current world situations and systems in detail.
3. Have students write a up-to half page reflective journal and turn it in with their notes on the movie.
4. Remind: Persuasive essay with all parts due on or before March 5. ISR work, all completed, due on or before March 12. Vocabulary test 4 is at the end of next week.
5. Answer all questions related to movie, book, and persuasive essay.
6. Students are to come to next class for a work day on the essay. Laptops will be available.
   

Drama 2/24/10

1. Clean and organize drama closet. Put away remaining costumes from Olustee festival
2. Students review and take tests 9/23
3. Students work on laptops to research to following items: 1. African Grove Theater
   2. Herman Melville (Moby Dick) and Shakespeare
   3. Shakespeare in the old West including native Americans and settlers
   4. John Adams and Thomas Jefferson’s trip to Stratford upon Avon
   5. Requirements:
   A. Find out all you can and take notes or print out what you find to turn in
   B. You want to understand the people, the situation, and the potential for dialogue.
   

English 4: 2/24,25/10

1. Review: Introduction: Reading doesn’t mean understanding
2. Review Warm up: Create an image of the rulers/leaders of the restoration through the
following: History; Samuel Pepys Diary; Journal of the Plague Year; Rape of the Lock, and A
Modest Proposal. Consider their character, attitude, and sensitivities.
3. Advance 1: Apply the image above to the current time and the government leaders/business
leaders/trend setters of our time now.
4. Advance 2: Integrate leadership views from the source of the writers and from your and your
classmates knowledge of the current world. Examine for similarities and differences.
5. Advance 3: Separate the stories from the message in the warm up list. Be able to answer the
question for each story, “What’s the author’s point?”
6. Evaluating Media: Gulliver’s Travels in book and video
7. We will watch the movie in segments. Breaks will be given for students to work individually or
in groups. Students will take notes and look for the following things in the movie:
a. Suspension of unbelief: camera angles, actor interactions, sound, anything that sells the
fantasy or makes it believable
b. Elements of transition from book to movie: same/different
c. Characteristics of any of the characters and what that might mean to fulfilling Swift’s
purpose
d. How the story integrates (compares/contrasts) with other insights we’ve gained from
earlier
discussions and the other stories we’ve read so far.
8. Students will be prepared to discuss their findings with the class and turn in their notes. They
may be required to write a detailed essay if they are unable to carry on an active discussion.

Drama: 2/22/10

1. Remind students that their application journal is due. Many were not prepared.
2. Pulled out behind the scenes video footage from special features DVD's related to making two of the Pirates of the Caribbean movies. Students watched all the presentations about how the characters were developed, costumes made, props selected related to developing a full image of the different characters. Video segments were related to the requirements for the two chapters and related to the requirements for the coming Shakespeare festival
3. Students were numbered from one to four. Each student chosen for number one will begin to research the African Grove Theater. Students chosen for number two will research Herman Melville (the author of Moby Dick) and Shakespeare. Students chosen for number three will research Shakespeare in the old West including Native Americans and settlers. Students chosen for number four will research John Adams and Thomas Jefferson's trip to Stratford upon Avon. Students are required to take notes on what they find or print out articles to turn in. Their focus is to understand the people, the times, and the events. Students are to look at this as research to accomplish the chapter goals of analyzing and developing their characters.
   

English 4: 2/22, 23/10

1. Class discussion reading versus understanding. Several cartoons including political, were shown as part of the discussion. There is a difference between the ability to read and the ability to understand.
2. Connections: Class discussion pulled all the information together from the history and unit readings to this point with a focus on integrating the images given in the writings regarding the character of leaders and the ruling aristocracy. The images from the book were compared to the reality of current leadership anywhere in the world, but particularly America and Haiti.
3. Read aloud the beginning of Gulliver's Travels through Gullivers being set free. Discuss "suspension of disbelief" and translating the book into a movie.
4. Watched the first 10 minutes of the movie and discussed techniques used related to item 3 above.
5. Assign a learning journal related to today's events.
   

Drama: 2/18/10

1. Chapter 6 last make up performance
2. Begin discussion of Shakespeare in Huckleberry Finn. Read Chapter 21 of the duke and dauphin preparing to put on the play
3. Detailed discussion and planning for the Shakespeare in America festival. Auditions will begin approximately March 1st. The performance will be on the evening of April 23rd from 6 p.m. to about 9 p.m. The performance will have an open time of various re-enactments and a stage performance.
   

English 4: 2/18,19/10

1. Give students 30 minutes to work on all current assignments, especially ISR
2. Review and give Unit 3 Vocabulary 3 test
3. Review and give Unit 3 "A Modest Proposal" test
4. Take up vocabulary homework
5. Take up margin and end questions from "A Modest Proposal"
6. Go over reminder deadlines: All persuasive essay parts due on or before March 5th; all ISR related work and tests on or before March 12th; article journal assigned due on or before 2/26
   
7. Assign next 30 vocabulary words (ply to indulge). Choose and do 3 words for the word wall.
8. Play "Did You Know" video regarding how fast the world is changing and discuss impact on their need for education.
   
9. Work on persuasive essay including: going over all the parts and what is expected for each; models and examples for anything with which they are having difficulty; do a discussion in class with emphasis on correct use of logic and reasoning - avoiding logic fallacies.
10. Refer students to, and use, the model for writing a persuasive essay pages 718-723 in the book
    

Drama: 2/16/10

1. Students were given an opportunity to finish last chapter projects.
2. Seven students in class participated in the Olustee parade and performance last weekend. A fair amount of time in class was given to discussing the event, what they experienced, and what they learned.
3. Chapters 9 and 23 were reviewed and assigned. Students in Chapter 9 will be doing project 2 on page 97. The historical period and focus will be given next class in relationship to the coming Shakespeare Festival. All students will be required to do historical research for their potential part. All students will be required to go to auditions and one rehearsal, even if they will not be a part of the performance.
4. Students were given the rest of the class to study the chapter and prepare for more specific assignment next class.
   
5. Students are given the opportunity for extra credit for going to the current play at High Springs Community Theatre. All they need is proof of attendance to get the extra credit.
   

English 4: 2/16, 17/10

1. Review requirements of D-2. Define purpose, audience, and tone and explain how each will have an impact on students writing their persuasive essay.
2. Explain requirements for D-3: a thorough T chart of for and against their individual topics plus the thesis statement. Expectations for the chart and purpose of the chart were clearly given.
3. Q and A time for all items related to the persuasive essay.
4. Class discussion on personal accountability preceded calling out each student's missed work. To graduate students have to pass. To pass they have to do the work. Zeros cause students to fail.
5. Students were given the rest of the period to work on make up work and coming deadlines.
6. Reminders that next class students will have their next vocabulary test and the test over "A Modest Proposal."
   

Drama: 2/11/10

1. Complete Chapters 7/22 presentations
2. Give students time to complete evaluations and turn them in
3. Give students time to write reflective journals and turn them in.
4. Give students time to complete and turn in inflection assignment.
5. Chapters 7 and 22 are now complete as of the end of this class period.
   

English 4: 2/11, 15/10

1. Give students 30 minutes to work on current projects including ISR
2. Assign all related to "A Modest Proposal" pages 608-620
3. Read "A Modest Proposal" and assign all margin and end question due class after next. Test will be class after next as well.
4. Discuss and model D-2. Define purpose, audience, and tone and explain how these will impact the writing of the persuasive paper.
5. Assign a warm up for D-3. Students are to find an article related to their chosen persuasive topic. They are to do 3 things with the article: 1. Give the title and author, 2. Give the exact location of where the article was found to the point that I could easily find it myself. Include all relevant information depending on type of article: web, book, magazine, newspaper, etc. 3. Write an informal journal about the content of the article and how it relates to the chosen topic. Length of the journal is approximately 1/2 page.
6. Reminders about D-3 which will be assigned later.
7. Dates to remember: 1. Vocab test 3 and "A Modest Proposal" tests on 2/18,19. 2. Completed persuasive essay with all parts (4 D's of writing preparation, rough draft, and final edited copy) due March 5 or before. 3. All ISR related assignments (journals and test) due March 12 or before.

Drama: 2/9/10

1. Give students a few moments to gather their thoughts for their presentation.
2. Go over evaluation requirements.
3. Begin presentations.
4. Pause presentations over stunned revelation that students have not paid attention to instructions. Give students 25 minutes to repair their presentations.
   
5. Continue presentations.
6. Remind students that evaluations and reflective journals are due at the end of presentations.
7. Remind students that the inflection marks assignment is due by the end of presentations.
8. 3 students have yet to make up their movement project.
   

English 4: 2/9, 10/10

1. Students given 30 minutes to work at the beginning of class on all current and ISR assignments.
2. Review list of terms and potential questions were put on the board to prepare students for the literature test.
3. Today is the final deadline for all margin and end questions for "The Rape of the Lock"
4. Review and test over "The Rape of the Lock"
5. Take up list of 25 persuasive topics (D-1 for essay). Have students identify the topic they've chosen and turn in. Go over list and have class suggest content ideas for various chosen topics.
6. Explain and assign D-2 (purpose, audience, tone, and how these three will impact writing the paper)
7. Remind students to begin working on D-3 by gathering and listing information necessary for their essay.
8. Take up comma metaphor assignment. Show on projector as time permits.
   

Drama: 2/5/10

1. Gone with the Wind rehearsal day. Included all students and students from outside the classroom who are part of the production. Rehearsals include many practical mini lessons on a wide variety of skills critical to performing and production.
   
2. All normal class work projects are delayed to next class.
   

English 4: 2/5, 8/10

1. Give students time to work on current projects including ISR.
2. Complete QAR assignment from last class and take up. Be sure students have created QAR questions and shared them with a partner for critique and answering. Discuss "How does it help to use this technique to understand what you are reading?"
3. Discuss "The Rape of the Lock." Margin and end question are due next class. Test covering 596-606 will happen next class.
4. Brainstorm persuasive ideas. Require a list of 25 items they personally could/would argue about, ready to turn in, next class.
5. Punctuation: pages R53,54 in the lit book. Assign: choose one of the comma rules and write a metaphor for it with a short explanation. This should be able to be accomplished in 3 to five sentences. Example from end marks: I am a stop sign. You must stop at me before going on to the next section of road. A period is like a stop sign because it signals the end/completion of a thought or idea. You must stop/realize the thought is complete before going on the the next idea to avoid confusion.
6. All partial credit make up work is due today or Monday the 8th.
7. Reminders of next vocabulary test and homework.
   

Drama: 2/3/10

1. There continues to be some students who need to do their Chapter 6 presentation.
2. Grades are posted on the wall. A major section of the class was spent going over the grades and expected requirements. There are way too many zeros from students not turning in assignments or making up work. The value and merits of the various assignments were explained again. Students were given ample opportunity to ask any question about any assignment they might not understand. Students have been given the opportunity to make up the lost work for less credit by this weekend.
3. Take up application journal assignment.
4. Take up Chapter 7/22 project preparation assignment if ready.
5. Students given the rest of the period to prepare and practice for chapter presentations which will begin immediately after the tardy bell next class.
   

English 4: 2/3, 4/10

1. Give students 30 minutes to work on ongoing projects including ISR
2. Read and discuss satire, pages 596, 597. Assign information about Pope and literary/reading techniques, pages 598, 599
3. Give QAR handout and explain (Question, Answer, Relationship). This is a Florida Reading Initiative technique.
4. Assign the QAR chart, creating two questions for each type of information. Students will trade papers, evaluate each others questions, and answer them next class. Students may do the QAR assignment on pages 596-597, 598-599, or 600-606.
   
5. Students are also assigned the margin and end questions for "The Rape of the Lock" pages 600 to 606.
6. Go over requirements and expectations and model ISR journal on the overhead.
   
7. The next vocabulary test will cover the words "whereof" to "clarion." The test will be 2/18,19/10. Students are to pick two words and do the word wall assignment.
8. Students are to come to class next time prepared to brainstorm persuasive essay ideas and logic fallacies.
   

Drama: 2/1/10

1. Discussion with Ms. Wilkes: A. Go over all information and plans related to Gone with the Wind and the Olustee festival; B. Discuss the value of the arts and drama to grow life and increase positive experience and understanding.
2. Give students study time for the test.
3. Give Chapters 7/22 tests
4. Work on presentations, chapter assignments, and make up work.
   

English 4: 2/1,2/10

1. Give students 30 to 40 minutes to work on ISR and current assignments
2. A Journal of the Plague Year: discuss, review, take up margin and end questions, and give test.
3. Set up second discussion since the editorial discussion was such a challenge. Assignment - students must find a discussion topic or way to prove they understand logic fallacies. Several examples were placed on the board to warm up students toward the assignment.

Drama: 1/28/10

1. Continue, complete chapter presentations if all students are here.
2. Work on chapter assignments and preparation.
3. Review chapters thoroughly.
4. Chapter tests next class.
5. Give students time to work on chapter presentations, also due next class.
   

English 4: 1/28,29/10

1. Work time for 30 to 40 minutes on current assignments and ISR
2. Review and Unit 3 vocabulary 2 test.
3. Discussion based on the editorial assignment.
4. Will need to find another discussion topic. Students have insufficient information about world events to interpret editorials. Continue to work on logic fallacies
   
5. Spend some time on A Journal of the Plague year, lit book pages 580-587. All margin and end questions due and test next class.
   

Drama: 1/26/10

1. Students will watch the behind the scenes excerpts from Mr. Magorium's Magic Emporium about costuming, character development, set design, and more regarding what it takes to put together a dramatic performance. The content and implications will be discussed in class.
   
2. Students will be assigned a page long journal based on the video and class discussion and be given time in class to write it.
3. Go over and assign Chapters 7 and 22 to respective levels. Students for Chapter 7 will choose, explain, and perform one of the audio exercises. They will also be required to choose a short passage from a story, make a copy, and mark it for reading with inflection marks as shown on page 68.
4. Chapter 22 students will follow the project assignment as described on page 280.
5. Both chapters were summarized and discussed. Test requirements were outlined. Value, importance, and application of the chapters were outlined.
   

English 4: 1/26,27/10

1. Students give 30 minutes to work on independent reading and other current assignments. Laptop computers are available.
2. Today is the final deadline to turn in the "Political Language" handout assignment. Some assistance and Q & A provided. This will be discussed in context with next discussion/assignment as well.
3. Discussion: Persuasion writing: misuse of logic and reasoning. Story - the uniform prank. Class materials: Writer's Inc., items 558-574. Cover logic fallacies and how they work and how to apply that knowledge to public information.
4. Assign: find an editorial or an editorial cartoon and bring it to class next class. Be ready to discuss the editorial regarding the good or fallacious use of logic and reasoning. If students are unprepared to discuss, they will be required to do the assignment in a written format.
5. Assign literature book pages 580 to 587, Daniel Defoe and "A journal of the Plague Year." Students are to do all end and margin questions.
6. Reminder to do their vocabulary homework and the vocabulary test is next class.
   

Drama: 1/22/10

1. Push all desks aside and complete chapter presentations.
2. Discuss costuming, especially as to how it relates to our understanding the people around us. Include learning to perceive others.
3. Mini-lesson on method acting: learning to use your own experience and emotions to understand others and to perform in character.
4. Give detailed instruction about the point and purpose to reflection to grow and improve as an individual and in the craft of acting.
5. Give students 20 minutes to complete and turn in evaluation and reflective journal
6. Explain hambone. Show students examples of hambone and washboard performances.
   

English 4: 1/22, 25/10

1. Students given 30 to 40 minutes to work on any or all of the following: ISR, Samuel Pepys Diary, discussion journal from last class, Political Language handout assignment.
2. Last day to turn in margin and end questions for Samual Pepys Diary
3. Last day to turn in discussion journal from last class
4. Turn in Political Language assignment for full credit today, for partial credit next class
5. Review, go over, discuss Samuel Pepys reading, then give test.
6. Major point for the day: P.A.S. make a personal connection to your reading. Connect through your own experience, knowledge, emotion.
7. Reminders: Vocabulary test begins end of next week. Vocabulary homework due before.
   

Drama 1/20/10

1. Today is the final deadline for "application journal" assignment
2. Take up project preparation assignment when student presennt.
3. Go over evaluations pages 60 and 275 in detail, and assign students to evaluate one presentation.
4. Give students 30 minutes to work, prepare, and finalize their presentations
5. Give and evaluate presentations
6. Assign the reflection journal
   

English 4: 1/20, 21/10

1. Students given time to work on Pepys questions, ISR, and/or Political Language handout
2. Overhead: read internet information about the plague and the great fire of London in the 1660's. Discuss the impact and reality of the two tragedies. Compare to the hurricane disaster to New Orleans and the current crisis in Haiti. Focal point - put yourself in these situations to discover the power and reality of the events. Second focal point: fear and disaster cause people to react in common ways, then and now.
3. Test on Pepys diary at the beginning of next class.
4. Next vocabulary list test assigned from "critique" to "inconsiderable." Each student is to pick any two words from the list and do as last assigned, create word wall work. Next test is 1/28, 29/10.
5. Political Language handout assignment postponed to next class, but will be taken up as final deadline.
   

Drama 1/15/10

1. Go over chapters thoroughly.
2. Go over current assignments that are due and answer all questions.
3. Go over evaluation for chapter projects.
4. Discuss current Gone with the Wind project and schedule.
   
5. Give students time to prepare for project presentation. Presentations will begin at the beginning of next class.
   

English 4: 1/15, 19/10

1. ISR is on the board, reminder to use every spare moment. 3 to 5 journals due by the end of the month.
   
2. Re-give students history test open book.
3. Study, review, and give the Unit 3 vocabulary 1 test.
   
4. Hand out Political Language 1 and 2 with the following assignment: A. give a brief summary/interpretation f the printed speech (no more than 1/2 page, but not less than 1/4 page). B. Students need to give their best idea of the point of the speech. Interpret point as you will. I think of it as what is the writer trying to do, possibly adding why or how or both. C. Students are to back up the point with proofs of the point with support from the material and with their own reasoning. I'm looking for thoughtfulness and detail. D. Parts B and C of this assignment, together, should be between 250 and 500 words (about 1 to 2 handwritten pages or 1/2 to 1 page typed. E. This is homework to be completed by next class.
5. Spend the rest of class working on ISR, literature book pages 568 to 576, and/or the handout assignment.