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.