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.