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