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.