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.