English 4 & 4H: 12/5 through 9/11 all week

1. Monday/Tuesday: take up vocabulary 5 homework and give vocabulary 5 test


2. Monday/Tuesday: last days to turn in cause and effect project for full credit. It will be 20% off on Wednesday, 30% off on Thursday, 40% off on Friday which will also be the last day to turn it in for any points at all.


3. All week: Read Macbeth which will be covered on the semester exam. Students are encouraged to take notes that will help them on the exam.


4. Reminders to prepare for the semester exam by putting their notebook in order, finding all their work, and related. Notebooks can be used on the exam.


5. Reminders that Sparknotes.com is a good place to go to study for various literature pieces like Beowulf, The Hobbit, and Macbeth


6. Exam exemptions are notified, and the current failure list has been sent to the office.

Drama: 12/5-9/11 all week

1. Go over semester choices from class discussion and prepared sheet.


2. Create contract with each student as to what he/she will do for the exam


3. Schedule performance exams based on first come first serve


4. Clean up and complete all make up work or performances


5. Research historical character and prep for exam

English 4 and 4H: 12/2/11

1. Get computers and finish project with all assistance needed


2. Due to extra time given, Tuesday is the last chance to turn in the project for full credit. Wednesday, 20% will be taken from the final grade. More will be taken each day until Friday. After Friday, no projects can be turned in for any reason.


3. Today is the last class day to work on the project. If you need additional time, it will have to be before or after school.


4. Beginning Monday, we will read the rest of Macbeth. Students will be required to take notes on the reading. All of Macbeth will be on the semester exam.

Drama: 12/2/11

1. Handout discussion sheet for semester exam


2. Have exam/historical character discussion


3. Take up essays


4. Give students choice regarding their project/exam

English 4 & 4H: 11/30 to 12/1/11

1. Get computers and log on.


2. Joiner explain expectation of final paper again with Q and A.


3. Deadline for paper delayed until 12/5 & 6, but no later. This gives one more weekend.


4. Handouts: Capitalization and Punctuation sheets. Go over briefly and explain their value and use.


5. Went over rubric for grading the parts of the project. Clearly defined all expectations and ways to accomplish the goal in a winning fashion.


6. Students reminded of major issues that cause grade troubles.


7. Students given at least an hour to work on the project.


8. We will work on the project again on Friday

Drama: 11/30/11

1. Continue to press make up work


2. Continue completion of dramatic reading


3. Work on completing Chapters 5 & 6 presentations


4. Remind L1's of their chapters 9 and 10 assignment


5. Assign twin question essay due Wednesday has been delayed until Friday: A. How are we going to deal with semester exams; B. How are we going to deal with history character; both questions deal with the time constraints between now and semester end.


6. Discuss importance and requirements for Olustee. All will participate at one level or another. Include the possibilities as to how this assignment can be a part of the semester exam.


7. Explain Ms. Wilks semester exam as one of the choices they will consider.

English 4 & 4H: 11/28,29/11

1. Vocab test 4


2. Turn in vocabulary homework


3. Mini project continues with emphasis on topic for current writing assignment: the 9 step process for going from prewrite to rough draft. Student should have a good piece of their draft turned in digitally today


4. Deadline for final paper has been changed from December 2 to December 6 (Tuesday of next week). Same deadline for all classes. Papers turned in after the deadline will loose a significant amount of points.


5. Vocabulary test next week as usual. No puzzle, but homework assigned.


6. We will spending the rest of this week on completing the writing process paper including revising and editing.

Drama: 11/28/11

1. Continue to press make up work


2. Continue completion of dramatic reading


3. Work on Chapters 5 & 6 presentations


4. Assign L1's chapters 9 and 10


5. Assign twin question essay due Wednesday: A. How are we going to deal with semester exams; B. How are we going to deal with history character; both questions deal with the time constraints between now and semester end.

English 4 & 4H: 11/21,22/11

1. Take up vocab 3 homework


2. Give vocab 3 test


3. Reminders: many did not turn in make up work or parent notes -- sad days for grades


4. Introduce mini model with video and powerpoint


5. Mini C & E model: A. Get Hobbit books; B. Break into groups of 3; C. Each group pick a character; D. Each work process through initial prewrite; E. Each group present to the class


6. Mini project focuses on claim, proofs, and summary

Drama: 11/21/11

1. Continue to press make up completion and turn in


2. Continue to press to complete dramatic reading


3. Begin performances of Chapters 5/6 project


4. Begin discussion of first DAP presentation

English 4 & 4H: 11/18/11

1. Last chance for make up work: parent or guardian note required.
2. Students given the rest of period to work on their Cause and Effect papers. They may either use the book process or the 4 D's process. Each student should complete at least the first two sections and be well into the third.
3. Reminder that the next vocabulary test (3) and the related homework is due next class.

Drama: 11/18/11

1. Chapter 7 test, open book
2. Discuss and assign extra credit: Give a spontaneous performance that is out of phase with your surroundings. Write a journal that explains your awareness of yourself in this experience and/or how those around you reacted.
3. Take up completed make up work.

English 4 and 4H: 11/16,17/11

1. Make up work deadline, with parent note required, extended to Friday, November 18 by the end of the school day.


2. Hobbit #17: Read pages 184-201. Assign, write a descriptive word picture of the Lake-town setting


3. Macbeth: Read Act 1, Scenes 4-6 (except for 6th period). Continue assigned C & E chart of student selected character


4. Reminder: Vocabulary test 3 and related homework will be on Monday/Tuesday next week.

Drama: 11/16/11

1. Go over grades and missing work


2. Finish Dramatic Readings if possible


3. Prepare for Chapters 5/6 presentation


4. L1 Chapter test on Friday

English 4 & 4H: 11/14,15/11

1. Vocabulary homework due


2. Vocabulary test 2


3. Vocabulary puzzle 3 is available


4. Grades are posted


5. Make up grade assignment: A. From the posted grades, write down all zeros and F's; B. Tak the list home and have parent or guardian write note on the list indicating that they understand what it means; C. Make up work without the note will not be graded; Make up work must be complete and turned in by next class except for very few exceptional cases; D. The parent not will be attached to an RTI form for discipline or parent conferences


6. Shakespeare: Macbeth and "Prisoner from Azakaban"


7. Assign Cause and Effect writing paper, pages 530 to 535. Go over all requirements. Answer all questions. Due date is December 2, 2011


8. Reminder Vocabulary Test 3 is next Monday and Tuesday. Homework is due on the day of the test.

Drama: 11/14/11

• Go over grades and missing work.


• Prepare for Flash Mob event at J.C. Penney


• Research DAP/History character


• Discuss completion of Chapter 5/6 presentation


• L1 Chapter 7 test is this Friday

English 4 & 4H: 11/9,10/11

1. Reminder: Final opportunity to turn in Design project; Antidis... bellringer is now overdue; 3 Skeleton Key work is now overdue


2. Show notes for grade on lit book pages 332-337


3. Discussion zeros


4. Homework assignment: A. Find a newspaper article on same topics as before; B. Find at least 10 words with prefixes and/or suffixes (must vary and not all be the same ones repeatedly); C. Define the word parts from your handout; D. Due on 11/14,15/11


5. Read Shakespeare Act 1: Scenes 1 - 3.


6. Ongoing Shakespeare assignment for the course of the play: A. Pick one of the four following characters: Macbeth, Lady Macbeth, MacDuff, the witches; B. Create and maintain a cause and effect chart on the character you choose for the duration of the play.

Drama: 11/9/11

1. Complete preparation for the Monday Flash Mob at J. C. Penney's


2. Discuss zeros and need to turn in paperwork


3. Reminder, Chapter 7 test next week


4. Presentations of dramatic readings: don't forget to turn in hard copy with inflection marks.

English 4 & 4H: 11/7,8/11

1. BR: Read pages 338, 339. Answer the question: Why do we study Shakespeare in the modern time.


2. Reminder: Complete and turn in the "3 Skeleton Key" assignment.


3. Reminder: Complete and turn in the the word parts bell ringer


4. Homework: Read pages 332 - 337, take notes and be ready to show them next class.


5. Vocabulary tests every Monday and Tuesday for the next four weeks. Lesson 2 on 11/14,15, etc.


6. Be sure you have you have a word parts handout for your notebook


7. Hobbit #16: Read pages 160 - 184. Assign: describe/explain th conflict between the dwarves and the elves.

Drama: 11/7/11

1. Discussion, plan, coordinate event at J.C. Penneys for Monday, November 14


2. Discussion and DAP notebook check.


3. Example shown of my own process with my historical character.


4. Remind students to read and study Chapter 7,


5. Spend the rest of the class grading dramatic reading performances.


6. Remind students the assignment to turn in a hard copy of their dramatic reading with the inflection marks

English 4 & 4H: 11/4/11

1. Read and study page R73 related to word parts: prefix, suffix, root words


2. Pick up word parts handout and make it a part of your notebook resources


3. Do the following project in order: A. Break down the word "antidisestablishmentarianism" into its word parts. B. Define each of the word parts from the handout. C. Come up with your best guess definition. D. Check your definition against the real one, which you can find in a dictionary or online. E. Explain how well or poorly you guessed and why.


4. Hobbit #15: Read from 165 to 170. Assign: find twenty words that have prefixes and/or suffixes


5. Beginning 11/14, there will be a vocabulary test every Monday and Tuesday for four weeks. They appropriate homework will be required for each set of words on each test day.

Drama: 11/4/11

1. Students are to absolutely bring their DAP folder on Monday when the museum people will be here and for a grade.


2. Discussion and explanation of upcoming drama event at J. C. Penny on 11/14/11 at 3 p.m.


3. Students performed dramatic readings

English 4 & 4H: 11/2,3/11

1. Introduced Old Time Radio and Vincent Price


2. Played the OTR show "Three Skeleton Key," a suspense tale.


3. Students are assigned to write a summary of the story in their own words covering the main points.


4. Students are also assigned to create a list in which they identify the elements and techniques used in the performance to create a sense of suspense.


5. Any extra time was used to complete make up work and the "Design" project. The final deadline for the design project is Friday.

Drama: 11/2/11

1. Show and get checked, your DAP work to date


2. Work on DAP with computers. Resolve any log on issues.


3. Dramatic readings will start Friday, 11/4/11


4. Assigned Chapter 7. Referred and reviewed page 68 related to inflection marks.


5. Posted expectations for dramatic reading.


6. Reminder, Museum Leaders will be coming every Monday

English 4 & 4H: 10/31 and 11/1/11

1. Students prepare and take Unit 2 Vocabulary 1 test.


2. Vocabulary homework due and taken up. Students can only turn in vocabulary homework until the day they take the test -- not after.


3. Students reviews and exampled causal chain and cause and effect relationships


4. Hobbit assignment 14: Read pages 149-165. Students are to create a graphic or list map of the causal chain of events for this reading.


5. Hobbit assignments 7-12 can be turned in for partial credit until Wednesday, but not after.


6. The final deadline for the "Design" project is this Friday. Students can turn in the work between next Monday and Wednesday for partial credit. After next Wednesday, the work will not be received for a grade.

Drama: 10/31/11

• Prepare and take, open book, Chapter's 5 and 6 tests.


• Dramatic reading will begin on Friday, Nov. 4


• Went over expectations and Q & A related to DAP assignment


• All students not taking tests, and all students after tests were to work on the DAP


• Worked to resolve all logon issues with the computers.

English 4 & 4H: 10/26-28/11 last half of homecoming week

1. Due to homecoming, many classes are disrupted and students are disbursed to a plethora of SSA's.


2. Students have been given assignments to complete, either in class or on their own.


3. Students are to turn in all Hobbit assignments 7 - 13 with the related timeline. The reading for these assignments was completed last week. All Hobbit assignments are posted on the wall for student convenience.


4. Students are to work on the "Principles of Design." The assignment requires students to find the many graphic elements of creating a document from text settings to more complicated graphic possibilities.


5. Reminder: Hobbit assignments will be late after this week for a loss of credit.


6. Reminder: The vocabulary homework and test will be completed on 10/31 and 11/1

Drama: 10/26-28/11 last half of homecoming week

1. Students are preparing the carnival for Indian Uprising in the booths. They are creating carnival acts of all types as well as the stage, set, concessions, and anything related.


2. Any spare time will be spent of the Chapters 5/6 project


3. The chapter 5/6 tests have been delayed until next week.

English 4 & 4H: 10/24,25/11

1. BR: In the literature book, read page R10 (in the back of the book regarding cause and effect) and summarize the page in one paragraph


2. Hobbit #13: Read pages 136-149. Assignment: Find an example of internal conflict and explain. Also, give an example of your own internal conflict.


3. Hand out "Principle of Design" project instructions. Give examples. Give the students the rest of the period to work on the project.

Drama: 10/24/11

1. Reminder: Don't forget to turn in the journal regarding the Flash Mob event


2. Reminder: All towell sales due 10/31/11


3. Reminder: Chapters 5 & 6 test on Wednesday


4. Reminder: Dramatic reading due Oct. 31


5. Students spend the day preparing and rehearsing the Movement/Directions project

English 4 & 4H: 10/21/11

1. BR: Using vivid sensory language (explanation and examples given) describe a beautiful scene. The scene is of your choosing. If you think the buffet at Ole Country Time is beautiful, write about that


2. Reminders: (told and posted) Hobbit items 7-12 and the related timeline are due on Wednesday, October 26. Vocabulary homework and first test are due on Oct. 31/Nov. 1


3. Each student was given a copy of the 6 different possible vocabulary assignments. We went over the different possiblities. Students were told to keep these copies in section 2 of their notebook and use them for masters. They can copy them or do the assignments on their own paper, but do not ruin the masters.


4. Assignment: Choose one of the vocabulary masters for the current vocabulary homework. Students may vary vocabulary homework from test to test, but it must be one of the ones given.


5. Handout given: Unit 2 vocabulary list. All the academic vocabulary are marked for which test they belong to.


6. Q & A time.


7. Rest of period was given for students to work on vocabulary homework

Drama: 10/21/11

1. Write a complete journal about yesterday's flash mob experience. Include anything you think is related or relevant. For those who missed the event, they may write about rehearsals and all that they heard from participants and observors.


2. Covered all details and recommended all students go and try out at the High Springs Little Theatre auditions, Wednesday and Thursday, October 26 and 27 at 7 p.m. Any participation will be good for extra credit.


3. Major push for towell sales. Go to all homecoming events. Participate and sell.


4. Recommend homecoming. Any participation will count for the class.


5. L1's will have their Chapters 5 & 6 test on Wednesday, Oct. 26


6. Dramatic reading is due October 31. We went over the assignment completely and gave examples. Defined the word "prosody"


7. Students given the copy of the requirements to copy in their notes for the 5/6 project. Explained the two surprises of obstacles and unrehearsed instructions.

English 4 & 4H: 10/19,20/11

1. BR: Write a journal (minimum 1 paragraph) about your own writing habits, style, gifts, problems, and/or etc.


2. Mini-project: Students will break up into six groups or less. Each group will get an English resource book and look through it for vocabulary assignments or assignments that can be adapted for vocabulary study (the resource book contains FRI, CRISS, and related forms and ideas). Each group will make a choice, write the choice, and their reasons for choosing it. Each group will present their choice to the class and turn in their written copy. The class will vote and choose the homework they will be doing from this point forward.


3. Handout: Unit 2 vocabulary list


4. Next test date: October 31, November 1. The homework is due on the day the student takes the test, whether with the class or by make up.


5. Hobbit deadline: The Hobbit assignments 7 - 12 with the timeline are due October 26 and 27, 2011.


6. Hobbit: Read pages 128 - 136. Do continuing timeline. Writting assignment: If Gandalf (or Bilbo) were a car or a piece of furniture or an animal, which would he be and why?

Drama: 10/19/11

1. Test date for Chapters 5 and 6 (level 1's) is Wednesday, October 26


2. News and push for fund raiser. These are the last two weeks. We must complete towell sales by the end of the month.


3. Rehearse for tomorrow's flash mob event in the courtyard.


4. Look up and define the word "prosody"


5. Dramatic reading performance date beginning October 31st. Examples were given and requirements made clear.

English 4 and 4H: 10/17,18/11

1. BR: Handout on following directions. Do both sides. Be ready to discuss your opinion as to why this exercise is given the first class day after completion of project grading.



2. Check workbooks and post corrections on the overhead for students to correct their work.



3. Hand out projects. Go over project grades and grading processes.



4. Assignment: Students are to create a project evaluation pair of lists. They are to list 1. all comments I made on their essay, and 2. all areas where they lost points on the assignment (student may use the published grade process to determine where they lost points).



5. Students will keep the "project evaluation" as a worksheet for what they need to improve.



6. All projects will be turned back in. I will keep a notebook of projects for each class. Each grading period, students will have a process writing project. Each final, graded project will be put in the notebook, so the student and I can monitor their progress over time.

Honors: Write a short essay (one or two paragraphs), giving a personal plan to overcome any shortcomings that became evident in the last project (refer to item 4 above).

Drama: 10/17/11

1. Complete all remaining performances and work for the end of the grading period.


2. Meet with Pat from the museum regarding performances for the Olustee and other opportunities.


3. Sign up with the museum for extra help with training, research, geneology and related.


4. Push to remind about towel sales.

English 4 and 4H: 10/12-14/11 (two class days)

1. Do all the following in the order listed.


2. Complete all make up work, tests and all


3. Last opportunity to make up writing project for any points at all (late penalties have been in force since Monday)


4. Complete all Beowulf reading, margin and end questions. Due by end of class Friday. Margin questions are labeled with colored letters plus the Analyze Visuals on page 38. The end questions are on pages 50, 57, and 67


5. Complete workbook pages 13, 14A, 16, 17A. It will be graded on Monday and Tuesday of next week and will be the last assignment for the grading period.


6. Last chance for extra credit will be the Lincoln drive event at Rountree Moore Ford on Saturday

Drama: 10/12-14/11 (two class days)

1. Complete make up work


2. Complete pantomime assignments


3. Complete remaining improvisation projects


4. Work on Chapters 5 and 6 project


5. Always work on DAP project


6. Critical issue: Sell towels, Show up and work the Saturday fund raiser at Rountree Moore

English 4 & 4H: 10/10,11/11

1. Pass out all papers


2. Threat about copied work: some students have begun copying each others work instead of doing their own original work. This is automatic cause for a zero with no debate or second chance. Only notes can be copied - never a writing assignment.


3. Posted grades with all zeros highlighted. Highlight in red were previously posted and are no longer available for make up. Highlight in purple are assignments currently available for make up until this Friday at which point zeros remaining become permanent.


4. Projector notes: the epic standards with explanation and examples


5. Read The Hobbit, pages 116 - 128. Assignment: In two paragraphs minimum, show how The Hobbit fits the epic standards.


6. Assign workbook pages 13, 14b, 16, 17a due next class. This completes parts of speech. A test can come at any time, possibly even Friday.


7. Remaining class time is for silent work.

Drama: 10/10/11

• L+'s are assigned to create a Movement/Stage directions project for the L1's. Each L+ will be assigned a group for them to direct. Each L1 will be required an entrance, an exit, and 2 to 4 other movements while they are on stage. Each movement and stage direction can be independent of the others -- no storyline required. Each group will be graded and the L+'s will be competing and grading each other as part of their assignment.


• L1's will spend the period retaking Chapters 3 and 4 tests open book, since their last performance was extremely poor.

English 4 & 4H: 10/7/11

1. Silent work day. Do the following in the order given.


2. Complete process writing project: prewrite, draft, final, all put together and turned in before class is over.


3. Finish Beowulf margin and end questions. The end questions are on pages 50, 57, and 67. The margin questions are throughout the story.


4. Catch up/make up any missing work assigned since midterms (9/20/11) -- especially the Hobbit reading assignments.

Drama: 10/7/11

1. L+'s need to get a computer and work on their DAP assignment.


2. All L1's take Chapter 4 test.


3. After all tests are complete, everyone is to work on their research DAP assignment.

English 4 & 4H: 10/5,6/11

1. Model on projector, example of 4 D's with Q & A to resolve all needs related to the process writing.


2. Handout "Figures of Speech"


3. Read The Hobbit, pages 100+ to 116. Assignment: find, identify, or create similies, metaphor, etc -- regarding the story or characters and explain the comparison


4. Remaining time to be spent on the following three items: A. The process writing assignment; B. Complete reading and questions regarding "Beowulf."

Drama: 10/5/11

• Pantomime plan and rehearsals complete by today.


• Begin performances of pantomimes and grading


• Students assigned to do observation journal regarding what they see in the performance that teaches them something. Last item in journal is to vote for team they believe did the best.


• Reminder that the Chapter 4 test will be Friday


• Push to have all students complete their towel sales


• Work on the DAP program

English 4 & 4H: 10/3,4/11

1. All students are to get a computer and log on.


2. The entire class day was spent working on and resolving any and all issues related to the process writing assignments.


3. The expectation was that all students would complete most if not all of the prewrite in class.


4. Students were to show me how far they had gotten by the end of class.

Drama:10/3/11

• The class spent the entire day finalizing all plans, rehearsals, and preparations necessary for performances which begin next class.


• Strong reminder for all selling towels. The deadline is soon. All towels must be sold by the end of October.

English 4 & 4H: 9/30/11

1. Students had a substitute


2. Students were to read the background information about Beowulf and its related literary information out loud.


3. Student were to read as much of the story "Beowulf" as they could (pages 38-67). They are to answer all margin and end questions. The end questions are on pages 50, 57, and 67.


4. Students do not have to copy the questions, just answer them.


5. Students are to turn in what they have completed at the end of the period

Drama: 9/30/11

• Students had a substitute. The leadership team was allowed to run a warm up or two for up to 15 minutes.


• The rest of class was to be spent completing the written pantomime plan and rehearsals. Students are reminded that the plan is to include details -- lots of them

English 4 and 4H: 9/28,29/11

1. BR: Students are to get a book, and turn to page 266 - 272 and create a list of questions about the compare contrast assignment.


2. We had a long discussion in which the teacher pushed and answered questions that students could copy for their bell ringer.


3. Through the process of 1 and 2 above, each class went through the entire process for the process-writing assignment (compare/contrast essay).


4. Handout: Students were given a handout of the 4D's of writing preparation and explained how this process works


5. Students were give their choice of using the book's writing process or the 4D's. They were also given their choice of prompt 1 or 2


6. We read the Hobbit, pages 90 - appx 105. Assigned identify a problem and how the group resolved it. Students are to continue keeping the event timeline/log

Drama: 9/28/11

• Students spent the period working on the pantomime project. By the end of this week, all planning and their written plan should be complete. Rehearsals should begin for projects to begin being presented at the start of next week.

English 4 & 4H: 9/26,27/11

1. Students given a few minutes to study.


2. Students turn in vocabulary homework and take vocabulary test 2


3. As soon as the vocabulary test is completed, students are to pick up a copy of the Unit 1, pages 19-35 test again and take it open book.


4. Students reminded to read pages 266-272


5. Listed on the board that the next workbook assignments will be pages 13 all and 14B. This was on the board, but not discussed.

Drama: 9/26/2011

1. Continue individual improvisations


2. Students spent the period developing their plan for pantomime 2 including A. must be long enough to cover a 3 minute minimum; B. Map of set and set pieces; C. Show plan of stage movements; D. Have a story line including the conflicts and/or issues to be resolved; E. List of each character with his or her purpose and focus emotions; F. Objects needed and how they will be used; and G. Any other considerations which need to be considered

English 4 & 4H: 9/23/11

1. Notes due and test on lit book pages 19-35


2. News article due with topic sentences underlined or highlighted


3. All make up work today


4. Continue to assign reading and being ready to ask questions over pages 266-272

Drama: 9/23/11

1. All final makeup work due today


2. More individual improvisations: L+'s set up group improvs


3. L1's take chapter 3 test

English 4 & 4H: 9/21,22/11

1. Reminders: Grades posted - make up due by this Friday; test on pages 19 - 35 with notes; vocab test -ready by 9/26 with homework; news article with topic sentences underlined due Friday the 23rd.


2. Students show-for-grade workbook pages 7, 8, 9B; self grade the pages


3. Mini lesson regarding grammar, transitive and intransitive verbs, auxilary verbs. Also discussed why some people can learn grammar and others never do.


4. Read The Hobbit pages 81 to ? The assignment is to infer something the reading and to explain how you came to that/those inference(s)

Drama 9/21,22/11

1. Students reminded that grades are posted, and all zeros must be made up by the end of school day Friday the 23rd.


2. Completed make ups of bag introduction and pantomime 1


3. Students were called to the front of the class one at a time and given a prop as their improv object


4. Students were broken into assigned groups and given approximately an hour to work with their groups on the pantomime 2 projects.


5. Handouts were provided as to pantomime 2 requirements and possible scenes.

English 4 & 4 H: 9/19,20/11

1. Grades are published at the back of the room. Students have until Friday, 9/23 at the end of the day, to complete and make up all zeros. They become permanent at the end of the day.


2. Students are required to turn in the 7 Hobbit assignments that have been assigned during the readings of the book in class. The list of assignments have been posted in the room for a week with the reminder of the required date to turn the work in.


3. Students will spend the majority to all of the class working on the Thinkgate test.


4. As soon as students complete the Thinkgate test, they may spend their time A. completing workbook pages, B. completing make up work, C. completing and turning in Hobbit assignments, and D. completing their literature note taking assignment.


5. Friday, students will take the test on pages 19 through 35 in their literature book. Students were assigned to read, study, and take notes on the pages. They will be allowed to use the notes on the test and be required to turn the notes in after the test. Notes must be in their own handwriting to be used.


6. Students need to be prepared as of 9/26 for thir next vocabulary test, "scribe" to "monarchy." Vocabulary homework will be required on the day of the test and not taken after the test.


7. Workbook pages 7, 8, and 9B will be checked and graded next class.

Drama: 9/19/11

1. Grades are posted. All student have until this Friday to make up all zeros before he zeros become permanent at the end of that class day, 9/23.


2. Students were informed on the point and purpose of improvisation warmups.


3. Students were given pointers and examples as to how to generate ideas about an object/prop that they will use.


4. Leadership students were first called on, given a prop, and performed their improv. Each is given a different prop at the point they got on stage.


5. We began calling on L1's, but will have to finish next class.


6. Students were given their group assignments for the step it up pantomime. They were also given the requirements and expectations to copy. The requirements will be the basis for the grade and has a writing component which can be done by each group.


7. Students were given the scene choices and some time to talk with their team members to choose.


8. Some time was given to make up bag introductions and other make up performances.

English 4 & 4H: 9/16/11

1. Students are to use any time available at the beginning of the period to make up and catch up on the three projects (especially Hobbit assignments) from last class.


2. Class read The Hobbit from page 68 to 80? For this segment of the reading, students are to pick one character and compare/contrast the character with someone they currently know. They are to continue working on the timeline


3. Placed on the board: Read pages 266 to 272 in the literature book for information. The official assignment will be given next week and due October 7th.


4. Reminders that workbook pages 7, 8, 9B and the Hobbit assignments will be checked Monday and Tuesday during the Thinkgate testing.

Drama: 9/16/11

1. L1 students prepare and take or make up Chapter 2 test.


2. L1 students have Chapter 3 assigned.


3. L+ students must write and turn in their completed improvisation list


4. L+ students need to be prepared to handout next pantomime assignments


5. Next pantomime expectations were put on the projector for students to copy.


6. Last class, each students was requried to turn in: 1. what time period they would study for their DAP, and 2. why they picked that time period. If they did not turn it in or provide a complete explanation about why they chose, today was the day to complete and turn in.


7. Students were introduced to the question improv game by L+

English 4 & 4H: 9/14,15/11

1. Read and completed The Hobbit, pages 55 to 68 and the related assignment of identifying at least 3 themes for this section of the writing


2. Students are to spend the majority of the class working on the following three items: A. Pages 7, 8, 9B of the workbook to be checked and graded at the beginning of next week. B. Work on the 1st 6 Hobbit assignments (posted in the classroom) which will be checked during the Thinkgate test next Monday and Tuesday. (This is make up and catch up work), and C. Read, study, and take notes over pages 19-35 of the literature book. The test will be at the end of next week. Students may use their notes on the test and will be required to turn their notes in after.


3. I provided individualized help throughout the work time, especially helping with grammar and examples of themes.

Drama: 9/14/11

1. Due today: Write and turn in! -- Identify the time period you want to research for DAP (docent acting project) character. Explain or list reasons why you like this period.


2. Complete all bag introductions, last offer.


3. L+ outline and organize list for improvisations and next pantomime project


4. L1's take Chapter 2 test.


5. L1's assign next two chapters

English 4 and 4H: 9/12,13/11

1. Bell ringer time was spent studying and preparing for the vocabulary 1 test.



2. Students take vocabulary 1 test and turn in vocabulary homework



3. Students show workbook pages 10 and 11 for a grade and self correct their work from the projector. Focus -- separate describers from the word they describe. If it describes a noun or pronoun, it is an adjective. If it describes any other kind of word, it is an adverb.



4. Assign workbook pages 7, 8, 9B



5. Start or assign reading and taking notes over pages 19 through 35 in the literature book. This is the history and literary elements for Unit 1. Students are to apply their note taking strategies to the work. A test will be given to cover this assignment. Students will be allowed to use their notes on the test, and the notes will be taken up after the test. Test date will be sometime next week.



6. Discuss the difference and definitions for "theme" and "thesis."



7. Read The Hobbit, starting at page 55, and go as far as time allows.



8. Hobbit assignment: identify the themes in this section of the story.



9. Newspaper article (did not explain in all classes equally): Underline the topic sentences in each paragraph.


10. Students were provided with a complete list of the Hobbit assignments to date. These assignments will soon be checked, and they are to be ready!

Drama: 9/12/11

1. Period 2: Go to Ms. Wilks room and spend the period with Ms. Pat and Ms. Margie of the local museum related to the semester docent project. The presentations covered the goals, choosing a time period, the resources available, the performances, and more.


2. Period 3: The meeting from 2nd block was rehashed for the class.


3. Both classes were given an example from the stories of Tucker Arbuckle.


4. Period 3: an attempt was made to complete the bag introductions. This assignment will be completed next class or will become a zero for the unprepared.


5. Level +'s are working on a list of improvisation exercises for the class.


6. L1's test on Chapter 1 has been delayed until next class.

English 4 & 4H: 9/8,9/11

1. BR: Why should we study history, especially English history for English literature.


2. Check students workbook pages 4 and 5A, and students self correct their work from the projector.


3. Pages 10 and 11 will be checked and corrected next class.


4. Read The Hobbit, pages 41-54. Assignment 1: Students will continue to maintain a timeline or chronological list of story events. Assignment 2: Students will write a character analysis based on any character presented so far. They will identify whether or not the character has changed since the beginning of the book and back up their thesis statement with support from the story.


5. Students were given two pages of notes on techniques of note taking including 2 column notes and Q and A notes.


6. Vocabulary test will come next class.

Honors extra

1. Students were given a bell ringer based on the function or value of school spirit.


2. Following the essay was a discussion about community, its value and function to high school students.

Drama: 9/9/11

1. Pantomime presentations


2. All students are to evaluate other groups for the purpose of learning by watching


3. Leadership are to create a list of improvisation ideas for next class


4. L 1's are to create a list of possible Pantomime 2 ideas


5. Tried to catch up with bag presentations


6. Reminders: L1's will have Chapter 2 test next class; complete bag introductions; complete pantomimes; continue reading and preparing for chapter tests


7. Students are going to have a field trip on May 4 to the Hippodrome to see "Midsummer Night's Dream." Students need to bring in money as soon as we have all the details cleared.

English $ & 4H: 9/6,7/11

1. BR: Compare life in 2011 to life in the medieval times. Push for a long list or 3 paragraphs. Students were given instruction on how to develop ideas, particularly about topics that seem uncomfortable.


2. Students were reassigned grammar workbook pages 4 and 5A.


3. Assigned workbook pages 10 and 11. All four workbook pages will be checked at the beginning of next class for a grade before students will be allowed to correct their work from the overhead.


4. Read "Hobbit" pages 28 to 41. Create a time line or a chronological list of story events. Students were given the first 6 items and suggested items during the day's reading. This will be an ongoing assignment for the rest of the book.


5. Reminders: A. Section 5 (the Hobbit assignments) will be checked. People need to make up their missing work.


6. The first vocabulary test will by 9/12,13/11. Students are challenged to bring in proof of their technique and ability to study vocabulary.


7. Copy notes on outlining notes.

Drama: 9/7/11

1. BR: Describe, in vivid detail, the facial and physical expressions of someone who is in extreme disteress.


2. Discussion, sloppy versus quality. Detail and accuracy makes the difference.


3. Catch up on bag intros. Push them to next class after pantomime performance


4. Students copy evaluation requirements for pantomime performance. Discussion regarding each item, its importance and relevance.


5. L1's reminded that Chapter 2 test will be next Monday


6. L +'s assigned to create a list of improvisation possibilities.


7. L1's also assigned begin reading and preparation of test for Chapter 3.

English 4 & 4H: 9/2/11

1. BR: Does Fate control our lives


2. Take up and share news articles


3. Finish grading pages 1 and 2 of workbook


4. Assign pages 4 and 5A in the workbook


5. Go over vocabulary words and challenge to find effective study habits

Drama: 9/2/11

1. DAIDSWIS (do as I do say what I say): Sarah Sylvia Cynthia Stout, teacher lead


2. Fund raiser: pass out and assign towels to sell


3. L1's assigned Chapter 2 test for next week


4. L+'s divide up students, assign pantomime, and rehearsed groups

Drama: 9/1/11

1. L 1's have time to study and then take the Chapter 1 test


2. L 2+'s prepare and share: A. Introduction to Chapter 2, B. Introduction to Chapter 3


3. Discussion of observation and assign Compare Contrast Question chart for evaluating 2011 to 1860's


4. Do as I do, say what I say (daidswis) with Sarah Sylvia Cynthia Stout, let by L 2+


5. L 2+ are preparing the pantomime project

English 4 & 4H: 8/31 to 9/1/11

Both classes

1. BR: Define hero and give a clear and complete example



2. Take up and read some samples



3. Points: A. Support -- lots of details, B. Specificity -- clear and distinct, not vague



4. Notes on board: Mary Lewis Paragraph, a model for confident writing. Give examples and answer questions.



5. Everyone gets a book checked out to them today. Everyone should have a workbook and a vocabulary list.



6. Explanation: The value of a notebook and why you build a resource notebook.



7. We will correct the first 3 pages of the workbook next class



8. Read "Hobbit" pages 22 to 28. For section 5 of notebook, predict what is going to happen next and give reasons for your prediction.

Honors 9/1

1. BR: Explain why history is important



2. How do you take notes and study complex information

Drama: 8/29/11

1. Walked students to library for level 1 students to get their drama book
2. Assigned level 2-4 to create a staging warmup
3. Students were placed in freeze frame action scenes on a designated stage giving directors an opportunity to focus on what the audience sees and needs and the level 1's to experience staging, focus, character, attitude, etc.
4. Back in class - class discussion: "The artist and self awareness."
5. Students took notes on "cheating," staying in character, facial and vocal expression, method acting (self awareness) and more.
6. Level 1's will have a test on Chapter 1 next class.
7. Students assigned the questions "Who are you?" and "What made you?" as preparation for questions to develop the history character.

English 4 & 4H: 8/29,30/11

1. Bellringer: Create a brainstorm/web/prewrite to develop as many thoughts and ideas as possible related to "heroes."



2. Discussion-explanation: My goal is to make students confident in the writing process to the point they can confidently tackle any assignment. Today's process is generating ideas, getting started.



3. Explain extra credit for volunteer points



4. Read "Hobbit" through to page 22. Assign: Put yourself in Bilbo's position and analyze how you would feel, handle, react to being put in that position



5. Nouns are superheroes. Everything happens to or because of them. Assign workbooks and assign pages 1-3



6. Handout Unit 1 vocabulary



7. Reminder: News/Mag article due this Friday. One paragraph, mark all nouns.

Honors

1. Create a timeline for your life span.


2. Identify one important life event (you do not need to describe this event unless you want)


3. List and explain the influences that caused the event and/or the outcome or influence caused by the event.

English 4 and 4H: 8/26/11

1. Bellringer: Describe the classroom in vivid detail. Practice your adjectives.


2. Elmo used to show students what was acceptable and what was not. Discussion was held as to how to push through when you lock up.


3. Check for signed syllabi for a grade. Students encouraged to bring that in as soon as possible if they forgot.


4. Literature book: Students were shown the three ways they might get the book: 1. Check out the hardbound book, 2. Use the online book which requires internet, 3. Check out the DVD version of the book. Students were shown how the online and DVD book look like and the extra tools available. Then, student signed up for which book they needed.


5. Discussed and explained the weekly newspaper/magazine article


6. Honors: present POSP projects.

Drama: 8/26/11

1. Warm up, leader's choice.


2. Work on or try to complete bag introduction project.


3. Reminder and warning. This class requires participation. Students who won't participate will have a hard time passing.


4. Focus on the point and process of warm ups: voice, mind, body, etc.


5. Level 1 students begin reading Chapter 1 on warmups. They will be tested. Level 2 and above students work on choreographing the warm ups

English 4 and Honors 8/24,25/11

1. Bellringer: What do you know? like? .....? about J.R.R. Tolkien, his books or the movies made from his books


2. Discuss bellringer


3. Introductory comments: A. How to contact me (google number for texting; school email; Facebook with related rules); B. Make up work and expectations with where you can find it posted; C. Avoiding the negative wall spiral down


4. Introduce the 12 important words


5. Introduce The Hobbit. Give students 20 minutes to read the first 15 pages. Trace the events in those pages and keep in section 4 of notebook. Identify pages read and date


6. Assign newspaper requirement, due Friday. Find any newspaper or magazine article about England, the United Kingdom, or related to the American foreign policy or relationships with other countries. In one paragraph, highlight/circle/underline all the nouns


7. Time permitting, introduce parts of speech and categorization.


8. Additional for honors: Turn in bellringer begun last class; Q and A related to the POSP experiment assignment

English 4 Honors: 8/23/11

1. Bellringer: List, define, and defend the 8 parts of speech
2. Q and A related to last class
3. Discuss and share bellringer
4. Assign the Mad Scientist 8 POSP
- May do video/slide show/drawing/essay
- Must be ready to share
- May do partners, but no groups larger than 3
5. Assign news article
- About the United Kingdom or
- Related to the US foreign policy of foreign relations
- Due each Friday: This Friday any article with one paragraph with all nouns highlighted.

Drama: 8/22/11

1. Bellringer: Give the name of your favorite actor, or actress, or movie, or show, and explain why it is your favorite. Be detailed


2. Have each student stand and share, beginning with the levels 2 and above. Point out that these are the upper level students who will do more and help more. Then have all the level 1 students present.


3. Handout syllabus and go over in detail, answering all questions related to assignments and expectations.


4. Explain the docent/street acting project for the semester


5. Have upper level students stand and share stories and observations from last years classes and performances until the end of the period.

English 4 and Honors: 8/22-23/11

1. Bellringer: Define your goals for the school year



2. Fix roster and schedule issues



3. Go over syllabus in detail, answering all questions



4. Videos: Phineas and Ferb title sequence, Perry theme song (introductions)



5. Videos: Abbot and Costello do math and escalator commercial with focal points: 1. Overlooking the simple and failing to do the simple and obvious are common causes for failure. 2. Overcome learned helplessness.

English 4: 5/12,13/11

1. This week is the last opportunity for students to turn in reams of paper for extra credit.


2. Students required to sign on the 2011 diploma roster list


3. Returned papers to students who were absent last class.


4. Today is the day to complete the punctuation work in the grammar workbook, pages 157 through 181


5. This is another opportunity for students to complete make up and missing work/tests


6. All punctuation work and the colorful language assignment must be turned in and completed by next class.

Drama: 5/12/11

1. Warm up: this versus that. Students are paired to do a series arguments.


2. Warm up: assign each person in the class a part of a trap set and require to do a basic rhythm up to a drum roll


3. Students spent the rest of the class working on completing the sound track for the radio show.

English 4: 5/10,11/11

1. Students have until the end of this week to turn in reams of paper for extra credit


2. All papers will be passed out because some of the students will need them for the semester exam. Students will be allowed to use their notebooks on their semester exam.


3. Students are to compare their returned work to the posting of grades on the wall to make sure they are getting full credit for all their work.


4. Students are to find all missing assignments based on the posted grades for make up.


5. Students are to continue working on the punctuation assignment in the workbooks, which will be graded next class. This is preparation for exam questions.


6. Students are to complete the colorful language assignment.

Drama 5/10/11

• Deadlines given: Final perfect peformance is to be 5/20/11 because it is the last day our seniors (three in class) will be with us.


• By performance, the following must be complete: 1. All needed sound effects must be found, adapted, recorded, and sorted; 2. All persons must have rehearsed their individual characters and performance; 3. The performance and sound effects must be rehearsed, 4. The performance will be recorded for sharing with others.

English 4: 5/6, 9/11

1. Students can still turn in copy paper for extra credit.


2. Students were given 15 minutes to study for Word Parts 4 test


3. The test was given


4. Handouts: A. The Uh Oh list was given, B. The Figurative Language page was given


5. Cartoons were used on the projector to show examples of creative language and communication. Students focused on what they had to know to understand the cartoon, content, word use, symbology, and background knowledge.


6. Assignment: Colorful Language. The assignment was completely explained on overhead and handout.


7. The rest of the period was spent completing the writing assignment which can not be turned in after 3:30 today. Students who have completed the writing project worked on the continuing punctuation assignment in the Grammar Workbook, pages 157 - 187.

Drama 5/6/11`

1. Went over the website SoundEffects.org. Read about how Star Wars sound effects were created. Student had an opportunity to listen to the effects after the explanation.


2. Students were treated to a long radio interview with Ben Burtt, the creater of the Star Wars sound effects.


3. Students were given the rest of the period to work on their current project of finding the sounds necessary for the Hitchhiker's Guide to the Galaxy script. Sounds are saved to the server in a special folder, as the sounds are found or manipulated and adapted

English 4: 5/4,5/11

1. Students have until the end of next week to bring in reams of copy paper for extra credit. Limit 2 per student.


2. Review and correct Edit 9 for turn in.


3. Review and correct the commas assignment for turn in.


4. Students assigned all punctuation assignments in the Grammar Workbook, pages 157 - 168 except the following: A. Assignment B, page 162; B. Assignment B, page 165; C. Assignments A and B, page 168.


5. Students were given time to study and work independently so I could help students currently working on the writing project.


6. Reviewed and answered questions related to the writing project.


7. The final opportunity to turn in the writing project is Friday, May 6, by 3:30 p.m.

Drama: 5/4/11

1. Students pulled out their list of the sound effects plan.


2. A list of all recorded sound effects is on the server for the students to use with four CD's of recorded sound effects.


3. Students are to find useable sound effects from the list. Once found, each sound needs to be evaluated based on any need to adapt, change, lengthen or shorten or whatever.


4. There is an additional folder of music which can be used for background or any other place music might play.


5. Part of this process is to identify any sound we don't have available for recording. Manual sounds will be assigned for students.


6. A folder has been set up for students to collect the sounds they find.


7. Once all sounds are found and recorded, even the manual ones, students will create a orderly recording track for the performance.

English 4: 5/2, 3/11

1. Students study and review for word parts test 3, covering sections 5 and 6, from clud to dia


2. Test given


3. Edit and correct edit handouts 7 and 8 and turn in


4. Assign and give Edit 9 handout


5. Handout punctuation rules with examples. This is to be studied and used for all punctuation assignments and as preparation for the semester exam.


6. Powerpoint show on commas with explanations


7. Assign and give old comma test for students to correctly edit by next class.

Drama: 5/2/11

1. Students did a thorough discussion of the recent play of Shakespeare's Romeo and Juliet. Discussion included the importance of improv, staying in character, costumes, sets, props, and more


2. The class created a composite Foley plan by going through the entire play and identifying, from everyone's suggestions, what sounds were needed where.


3. A master list of the composite was created and copied for all students.


4. The next phase will be to identify which recorded sounds are already available, which recorded sounds need to be adapted, and which sounds need to be manually created.

English 4: 4/28, 29/11

1. Read and take notes on Frankenstein, pages 844, 845


2. Read "Ozymandias," pages 846 - 848. Do all margin and end questions and turn them in


3. Read "Words and Behavior" pages 1240 - 1253. Do all margin and end questions and turn in


4. Read "Night" on pages 1256 - 1263. Do all margin and end questions and turn in.

Drama: 4/28/11

• Students joined the Romeo and Juliet SSA in the library to participate and observe the preparations necessary for tonight's performance.

English 4: 4/26,27/11

1. Students given study time then Word Parts Test 2
2. Discuss and present PowerPoint on word usage
3. Presentation on redundancy
4. Students given both edit handouts 7 and 8 due next class
5. Students given the rest of the period to work on their writing project and/or their editing handouts with my assistance.
   

Drama: 4/26/11

1. Focus one: Students in the play, must separate from the rest of the class and master their lines.
2. Focus 2: Students who are not in the play, or have their lines mastered must correct and complete their returned research papers. Students either plagiarized their work or gave no resources for their information.
3. The radio script needs to be in class next class so we can create a complete Foley plan from all the different ideas and suggestions.
4. The next step will be to gather all the Foley elements and begin to rehearse them in time with the actor's performance.
   

English 4: 4/21, 25/11

1. Students completed the first word parts test on word parts "ab" through "ary"


2. Discussion: "How students overburden themselves by getting behind."


3. Q and A related to writing project.


4. Students are allowed to turn in a ream or two of paper for extra credit. Maximum limit is two reams per student. Students will get 20 points per ream.


5. Review and grade Edit 5 on subject/verb agreement


6. Notes: How to identify the parts of a sentence (pose) with explanation and examples


7. Powerpoint presentations: 1. Using pronouns; 2. Pronoun antecedent agreement


8. Assignment: Students given Edit 6 on pronoun use


9. Any time left was given to work on Edit 6 and/or their writing project

Drama: 4/21/11

1. Students pair to rehears students who are in the current Shakespeare play. All lines must be memorized and perfected.


2. With whatever time is left, students are to complete their research project and work to complete the radio play Foley plan.

English 4: 4/15-20/11

1. Friday and Wednesday we will have class.
2. Monday and Tuesday are FCAT days in which few classes will meet and few seniors will come to school.
3. On class meet days, students will work on four projects: A. Students are to work on their writing projects with my availability to assist. The project is due as soon as they can complete it. B. Students are to work on all make up work they have missed. I will call out missing assignments. C. Students are to go into teacherdocs on the computer and review the grammar powerpoints we've covered in the folder "HRW Grammar Powerpoints." D. Complete Edit 5 on subject/verb agreement.
4. Reminder: The first word parts test will be next class
5. Reminder: Students can earn 20 points of extra credit by bringing in a ream of printer paper. No student can bring in more than 2 reams.
   

Drama: 4/15 - 20/11

1. Friday students will spend the day silently working on their 500 to 1000 word Foley research assignment. I expect the majority of the students to have it complete by the end of the day or at least be close enough that they can finish next class.
2. Monday and Tuesday of next week will be make up FCAT testing for the whole school. We should meet on Tuesday afternoon.
3. Tuesday, we will complete all Foley research papers and complete the list of Foley requirements for the current radio broadcast script.
   

English 4: 4/11-14/11

1. Basically there was no class during this period. Juniors and seniors were excused absent Monday through Wednesday. There was testing on Thursday which allowed only one class to meet Thursday afternoon.
2. Students who came Thursday afternoon were allowed to work on their assigned writing project.
   

Drama 4/11-14/11

• FCAT testing week. Juniors and seniors were excused Monday through Wednesday, and we only had one class on Thursday.
• Any student who came to class was given time to work on current projects related to the radio show, or run lines for the current after school production of Romeo and Juliet.
  

English 4: 4/7,8/11

1. Q and A regarding the writing project


2. Corrected Edit 3, "Run-ons and Sentence Fragments," and Edit 4, "Sentence Structure."


3. Discusion, practice, and PowerPoint about subject/verb agreement.


4. Assignment: Students given Edit 5, "Subject/Verb Agreement"


5. Students are given the dates, deadlines, and expectations for the word parts tests or assignments


6. Visit with Ms. Neil regarding signing the senior T-shirt, bringing pictures for the senior slide show, and senior parent meeting to plan food and related for upcoming events.

Drama: 4/7/11

1. Students spent a fair amount of time doing Foley warmup/improv. Once student told the story, the other made the sounds; then they reversed.


2. Students were reminded of their assignments


3. Students were given a copy of the script they chose for the foley challenge. We are working on reading and deciding what sounds are needed where.


4. If time, students were given an opportunity to work with computers for their mini-research project.

English 4: 4/5,6/11

1. Discuss and give examples of the three writing projects available. The final opportunity to turn the work in is May 6. Students may turn the pre-write and essay any time before that day. Students are advised to read the assignment carefully so they will fulfill all expectations.


2. Students had notes on the board related to clauses and phrases


3. Students were walked through two PowerPoints: Sentence Fragments and Run On Sentences


4. Assignment: Students were given Edit 3 and 4 due next class


5. Assignment: Students discussed and decided how to study the word parts list. Most chose quizzes. The quizzes will be on 20 word parts each


6. Students were given the rest of the class to work.

Drama: 4/5/11

1. Students watched to videos about the work of a Foley (sound effects) artist


2. Discussion of sound effects and its impact on radio and movie productions


3. Assignment: Each student is to do a 500 to 1000 word informal research on a Foley artist or Sound Effects artistry


4. Assignment: Students were give the rest of the period to search the website (www.simplyscripts.com/ratio.html) to find a script the class can agree to perform.


5. Students will be given a script and be required to evaluate it for all sound effects necessary.


6. Students will be required to create a Foley chart plan for the production, and each student will be required to make one manual sound effect for the production

English 4: 3/25-4/4/11

1. Student work day.
2. Students are introduced to their choices for the writing project this grading period: A. Reflective essay, pages 874-880; B. Biographical essay, pages 1056-1062; Literary analysis essay, pages 1356-1362.
3. Students are required to complete the entire process as described in the literary book. They must have a complete prewrite and a final perfect paper.
4. The project can be turned in any time. The final opportunity to turn in the paper will be May 6th.
5. Students were given the entire period to work on the project.

Drama: 3/25/11

1. Introduce the next project: a radio show
2. Introduce the CD's of special effects
3. Play a variety of old radio shows as examples

English 4: 3/23,24/11

1. Pass out papers students have turned in for me to hold
2. Students grade their own capitalization test with Q and A
3. Students grade their own grammar workbook assignments with Q and A
4. Give students quiz on the "Miracle Medicine" handout and capitalization
5. Explain paragraphing and give out Edit 2 about Sly Sy, due next class

Drama: 3/23/11

1. Students were given time to rehearse and prepare.
2. We set up the class puppet stage
3. Students began performances.
4. Students given a preview of the next major project: A Radio Show and creating a foley box

English 4: 3/21-22/11

1. Pass out all completed work. Complete grades are posted.
   
2. Discuss and answer any grade related questions
3. Students have been given handout "Spellbound" which I am taking up as they complete. They have until Friday to be on time.
4. Students have been given a capitalization test to work on correcting at home.
5. Students were given the rest of the period to complete the grammar workbook pages, the test handout, and "Spellbound."
6. Next class begins with correcting all work, turning it in, and taking a test.
   

Drama: 3/21/11

1. Pass out grades and papers.
2. Spend class in rehearsal for puppet ensemble
3. Puppet ensemble performances begin next class
4. Discuss read script versus act script
5. Discuss apply the techniques of acting to the puppet performance
   

English 4: 3/17,18/11

1. Q ad A related to all work and goals
2. Grammar workbook: Capitalization. Do all pages 142-156, omitting the following: Exercise B, page 144; exercise B, page 147; exercise B, page 150; exercise A, page 153; exercise B, page 156.
3. Handout capitalization cheat sheet
4. Talk about/explain basic capitalization
5. Refer students to page R55 in the lit book
6. Give students a capitalization test to take home and complete for next class
   

Drama: 3/17/11

1. Improve/warmup: Pairs - one student tell the story, the other show the emotions of the speaker as a puppet to a puppeteer
2. Students spent rest of the period working on their ensemble puppet productions.
   

English 4: 3/15,16/11

1. Discussed the point, purpose, and necessity of editing.
2. Showed slide show of paper art
3. Pointed out spelling rules in Lit book on pages R72-R76
4. Gave Edit 1 handout on spelling and gave student the period to complete finding the 50 spelling errors.
5. Gave students "Spellbound" for homework.

Drama: 3/15/11

1. Went over current grades, missing work, and current assignments.
2. Students were given the opportunity for make up.
3. Checked ensemble scripts
4. Gave the rest of the period to work on ensemble production

3/11,14/11

1. Students must complete all make up work because it is the end of the grading period.
2. Students are completing their fallacies presentations
3. The pre-write and final perfect copy of the persuasive essay, based on paged 718 to 723 is now due.
4. Other than presentations, the students are given the time to work with whatever assistance they require.
   

Drama: 3/11/11

1. All current assignments are posted on the board
2. Students are working on all make up work.
3. The last individual puppet presentations are to be presented (last chance)
4. The remainder of the period is to be spent on ensemble scripts and rehearsal for the ensemble puppet performance
   

English 4: 3/9,10/11

1. Class schedule is interrupted due to short Wednesday on 3/9/11
2. Students are spending their time on make up work, fallacies presentations, and preparation for persuasive essay due 3/11/11
   

Drama: 3/9,10/11

1. Class did not meet due to short Wednesday schedule
   

English 4: 3/7,8/11

1. Q and A related to all current or make up assignments
2. Grades are posted and the deadline for make up work is this Friday, March 11.
3. Students continue to give oral presentations related to fallacies
4. Students use computers to work on all make up work and, especially, the persuasive essay pre-write and final paper. The final opportunity to turn in the persuasive essay parts is Friday, March 11. Papers will not be accepted on Monday.
   

Drama: 3/7/11

1. Continue individual puppet routines
2. Spend period working on current ensemble script and performance
3. Continue and complete make up work including the following: hand/face observation journal; puppets online research; character interactions, and whatever else individuals may be missing
   

English 4: 3/3,4/11

1. Q and A related to any current or make up assignment
2. Review and give vocabulary 4 test, words "ply" through "indulge"
3. Students give presentations on the fallacy assignment for a grade.
   
4. Students not presenting may work on computers to complete other assignments, especially the persuasive essay.
   

Drama: 3/3/11

1. Work day: Students will spend the day working with computers to accomplish the following tasks.
   

• Character interactions assignment is now past due. This assignment is a written assignment indication how a student's puppet interact with other puppets in class.
• Individual 3 to 5 minute puppet routing is past due. We will perform these routines as we go. Students are required to turn in the script for another grade.
• Puppets online is a 500 to 1000 word mini research paper. This is due today, 3/3/11
• Puppet ensemble script is due 3/9/11. That day is early release day, and we will not have class. However, the script must be complete and ready to turn in by then because of the next deadline.
• Puppet ensemble performance is a group performance (major grade). Performances will begin on 3/11/11
  

English 4: 3/1,2/11

1. Q and A related to all current projects and deadlines
2. Assign all students to evaluate at least one other students presentation: spend time setting that up and helping students to be able to do the evaluation
3. Warm up and introduction to presentations and my expectations. Separate students by volunteer for first (for extra credit)
4. Students give presentations until we run out of time or run out of students
5. Spend rest of class working on all current projects, including persuasive essay.
6. Reminders that vocabulary 4 test is next class.
   

Drama: 3/1/11

1. Begin with expressions: first face only; second arms and hands only
2. Discuss value on non-verbal expressions
3. Assign hands/face observation journal
4. Q and A, were are we individually on the assigned projects
5. Begin individual puppet routines. Only 3 were ready. The rest warned that they will only be given 3 chances, and then they won't be give a fourth
6. Due today, take up for a grade: notes on character interactions with other puppets
7. Short research "Puppets Online" due next class
8. Students give the rest of class to finish current projects.
   

English 4: 2/25,28/11

1. Q and A time related to all current activities
2. Introduce and explain the persuasive essay project: pages 718 through 723
3. Students given choice of book process or 4 D's process for persuasive essay pre-write. Both were carefully explained with examples
4. Persuasive essay final day to turn in 3/11/11. After that date, papers will not be accepted. Students may turn in the project any time between now and then.
5. Students were notified of missing work, especially tests
6. The next vocabulary test is scheduled for 3/3,4/11
7. The oral presentations based on logic fallacies will begin 3/1,2/11

Drama: 2/25/11

1. Students have a work day to complete the following: A. interactions between puppet characters; B. Individual puppet routines due next class; C. Puppets online research; D. Puppets ensemble scripts

English 4: 2/23,24/11

1. Reminder: "Senator Yakalot" assignment is now past due for less credit
2. Reminder: R92-R95 handout assignment is due 2/24/11
3. Fallacies presentations begin 3/1,2/11
4. Public speaking notes, explanations, and examples
5. Students given rest of period to work on outstanding assignments on computers

Drama: 2/23/11

1. Start with some "puppet" make up assignments
2. Deadline: Individual puppet routines will begin 3/1/11
3. Deadline: Build puppet character interactions and relationships due 3/1/11
4. Deadline: Puppets online mini research is due completed 3/3/11
5. Deadline: Puppet ensemble script complete on or before 3/9/11 (short Wednesday)
6. Deadline: Puppet ensemble performances begin 3/11/11
7. Went over times and expectations for each of the assignments.
8. Students given the rest of class and laptops to work.

English 4: 2/21,22/11

1. Where are we discussion: catch up on all relevant assignments and due dates
2. Review the Yakalot instructions with Q and A. Due on or before 2/22/11
   
3. Review the analyze advertisement and news story assignment with examples and Q and A. Due on or before 2/24/11
   
4. Give students the logic fallacies assignment based on web page www.nizkor.org/features/fallacies: A. each student given 2 fallacies with an opportunity to take a third for extra credit; B. Students will each give a minimum 2 minute explanation of the fallacies that each has been assigned; C. Each student must have an outline ready for their presentation; D. Each student must clearly explain and be able answer questions; E. The presentation is required to be ready by 3/1,2/11 depending on their class; F. Students will take notes on the presentations so they will be prepared for the semester exam.
   

Drama: 2/21/11

1. Discuss the play, how it went, and what impact it is having to this point.
2. Review what puppet assignments have been done and are ongoing
3. Give students the "Puppets Online" research assignment: A. Research anything related to puppets or puppeteers; B. 500 to 1000 words; C. Give a basic summary of the research; D. Answer the following questions -- D1. How do the puppets fit in to the society or culture of their origin; D2. What is the basic story/technique/structure/conventions regarding the puppets researched; D3. What is your personal thoughts, insights, feelings about this researched item
4. Students were given the period to work on classroom computers for the research
   

English 4: 2/16,17/11

1. Hand out "Speech by Senator Yakalot to his Constituents." Students are to A. Number the lines of the speech; B. Read the speech; C. Find 5 to 10 reasoning/logic errors (fallacies); D. Identify the errors by line and tell what is wrong with the logic in own student's own words; E. this is due on or before 2/22/11
2. Students have been given a handout assignment for pages R92-R95 in their literature book. They are to analyze an advertisement and a news story based on the questions on page R95. This is due on or before 2/24/11
3. With whatever time is left, students are to begin reading Gulliver's Travels, pages 623 - 643 in the literature book, answering all margin and end questions.
4. Students are to do items 1 - 3 above in the order given, due to deadlines.
   

Drama: 2/16/11

1. Drama students continued to work on set design, props, and costumes for the performance tomorrow night.
   

English 4: 2/14,15/11

1. Opening stories the power of persuasion: the misuse of information and its ability to disconnect reason by appealing to emotion.
2. Play Funny Ads and discuss: reason or emotion? What works and why?
3. Students given a handout assignment which requires them to do the following (the handout is far more detailed): A. Take notes on pages R92-R95 and be able to take the test on it; B. Based on item 7 page R95, do an evaluation on one news story and one commercial (TV or print); C. Follow the detailed instructions on the handout to the letter; D. Due two classes from the day assigned.
4. Give students the rest of class to work.
   

Drama: 2/14/11

1. Students painted sets for the performance this week.
   

English 4: 2/10,11/11

1. Review and take the Unit 3 vocabulary 3 test.
2. Discuss: What about the story stood out to you? and why?"
3. Review "A Modest Proposal" and take the test.
   

Drama: 2/10, 11/11

1. Students spent the day working on painting and preparing the set for the current production.
   

English 4: 2/8,9/11

1. Students were given an additional half hour to work on their description of what Irish life was like from the view of "A Modest Proposal." Discuss and take up.
2. Explain and give examples of irony, exaggeration, and understatement.
3. Assign students to work in teams up to 3 maximum. Students are to find 5 examples of irony and/or exaggeration. They are to write the point and tie it to page and line with a brief explanation. Discussion and help provided in class.
4. Assign students to work in teams up to 3 maximum. Students are required to find two to three examples from the story in which they can explain the difference between what the author said and what he meant.
5. All assignments were taken up.
6. Warning: Students will be tested over "A Modest Proposal" next class.
7. Reminder: Vocabulary test 3, from "whereof" to "clarion" will be next class.
   

Drama: 2/8/11

1. Students are advised to bring painting clothes or something to protect their clothes for the next couple classes. We will be painting set pieces during class.
2. Students were given the Chapter 7 test, open book.
3. Students brought out their sock puppets and explained how they made them and what the decorations meant for the personality of the character.
4. Students were given the rest of class to work relationship points with the other puppet characters. The points will be basis for show plots, scripting, or performance interactions
5. Students are reminded that we will complete the human puppet improvs next class or as soon as possible.
6. Students are reminded to be working on their 3 to 5 minute puppet routine. It should have a beginning, middle, and end. Humor and/or storytelling is important.
   

English 4: 2/4,7/11

1. Read discuss the definition and information about satire, pages 596, 597.
2. Discuss the renaissance fair and the stratification of English society
3. Discuss the change of power from the nobility down and the impact that had on communication and expression of values
4. Read "A Modest Proposal" on pages 608 - 621. Assign students to work in pairs or threes to create a picture of the Irish people from the story. Use references from the story with page and line. The goal is to use the inferences made to determine the problems and issues the people faced.
   

Drama: 2/4/11

1. Catch up and reminders related to current productions.
2. Complete read, discuss, and practice the elements of Chapter 7.
3. Assign: Students are to choose one of the Chapter 7 projects to perform with their puppet next class.
4. Students will have the Chapter 7 test next class.
5. Paired improvisations: human puppets
6. Students are to bring all puppet materials next class for the related activities.
   

English 4: 2/2,3/11

1. Today is make up day. Each student is given their list of work to make up. Because of this opportunity, the door to continue turning in late work is closing at the end of this week.
2. Students will get a daily grade today by writing a list of what they accomplish in class today. This will only be available to the student who attend.
3. Students who complete make up are encouraged to discover and try out the edmodo.com site and the titanpad.com site. Hopefully the students will begin to feel comfortable with the way the sites work and generate some ideas regarding how they could benefit from the sites in class.
4. Students are also given the choice to spend time doing independent reading.
   

Drama: 2/2/11

1. Drama did not meet due to short Wednesday schedule.
   

English 4: 1/31-2/1/11

1. Finish reading ALR with notes and turn in notes.
2. Students log on to edmodo.com and to appropriate class to discover how the program works and begin to figure out how the program works for collaborative efforts.
   
3. Students were suggested to go to titanpad.com.
4. Students are encouraged to join my twitter page for extra credit: EnglishTwitJoin
   

Drama: 1/31/11

• Students were given the computers to go online.
• Assignment 1 was to log on to edmodo.com and join the drama class with the code and begin to discover the program and what it can do, leaving a trail of messages to me.
• Assignment 2 was to go to titanpad.com and create a joint document with others. Discover what the program does and how it works.
• Assignment 3 is to begin to figure out how these programs can be used for collaborative work.
  

English 4: 1/27,28/11

1. Real ALR pages 126-150. Take notes and turn them in before leaving
2. Mini scholarship project: continue, finish, and turn in -- due before weekend
3. Review and give Unit 3 vocabulary test 2 during class (critique through inconsiderable)
   

Drama: 1/27,28/11

1. Do make up and character changes for the puppet introductions from last class. Advise students that have fallen behind that it is critical that they catch up by next class.
2. Go over list of activities currently linked to the puppet assignment: A. Puppet introduction: name, character description, favorite phrase or saying, voice; B. Character interactions: each students character's relationship to other characters in the class; C. The actual puppet itself; D. Puppet routine: each student to create a routine with their individual puppet, 3 to 5 minutes, has to have beginning/middle/end; E. Puppets online: a brief, informal history research paper; F. Puppet script: this is for ensemble work with multiple characters; G. Puppet set and practice for public performance; H. Chapter 7, study and test
3. The rest of class was devoted to Chapter 7, pages 64-66 with many examples and much coaching.
   

English 4: 1/25,26/11

1. Read, take notes, and turn in notes on ALR pages 100-125, Read 5.
2. "Journal of the Plague Year" open book test
3. Mini project on scholarship application continues with help as needed.
4. Vocabulary test 2, words "critique" through "inconsiderable" will be 1/27,28/11
5. Students who sign up to follow the twitter account "EnglishTwitJoin" will receive extra credit.
   

Drama: 1/25,26/11

1. Students trained and modeled the Q game and paired improvisation for students who missed last class. The newly trained students performed.
2. Ms. Neil explained the literacy event coming this Thursday and requested volunteers. Students can read and/or be in costume for the event. Participants will get a free meal, volunteer hours, and extra credit for drama class
3. Each student introduced his/her puppet character to the rest of the class giving the name, character description, favorite phrase or saying, and voice.
4. After the introductions, the class was given the rest of the period to work on creating relationships between/among their different puppets, taking notes on their plans
   

English 4: 1/21,24/11

1. Read, take notes and turn in notes on pages 76-100 of ALR
2. Handout of scholarship application with instructions. Assignment due on the 27th on their own paper. They are not to write on the form until I have checked it.
3. We read aloud the background information on Daniel Defoe and "verisimilitude" on pages 580-582
4. Students read "Journal of the Plague Year" with the expectation of a test to follow. Discussion included how fiction and historical facts work together in works like Journal of, ALR, and Robinson Crusoe.
5. Reminder that the next vocabulary test is on 1/27,28/11
   

Drama: 1/21,24/11

1. Students learned and worked toward mastery the improvisation game called questions. Students divide into two teams. Students must stay on topic but cannot speak except in question format. Any statement, repeating questions, or off topic question causes the student to go to the back of the line.
   
2. Students spent most of the rest of the class in two person teams doing relational improvisations based on character and scenes.
3. At the end of class, we went over the sock puppet requirements and expectations for next class.
   

English 4: 1/19,20/11

1. Complete and finish all work regarding business/application letter. Students who turned in their work on time were given back their work and given a chance to perfect their work to resubmit for more points. Students who turned in their work late will have their work graded, but will only get full or partial credit with one chance, depending on how late.
2. Students are given 40 minutes of absolute silence to read and study pages 551-565 for today's test.
3. Immediately after the quiet, class will have a review from a PowerPoint and Q & A opportunity.
   
4. Students will take the test for the rest of the period.
5. We will not read ALR on these days, but will return to ALR next class.
   

Drama: 1/19,20/11

1. Students were broken into two groups. Each group picked a story teller. The set up was for each group to have a story teller with the rest being chorus. The challenge was to choreograph telling a story with the teller and the chorus working in unity to fully develop the tale. After a time of preparation, students competed by presenting their tales.
2. Class was interrupted with an experiment presented by the psychology class, dangerous business in a drama class.
3. We clearly went over the current expectations for the puppet project: A. They are to name their puppet; B. they are to have created their voice based on the seven elements; C. These things should be written out on paper in description. Students can use notations to show how lines would be read by their character. This part of the assignment is due by next class.
   
4. Students should be on the way to writing their character description.
5. Students should be on the way to developing a catch phrase or favorite expression for their character.
6. Students were given time to work.
   

English 4: 1/14, 18/11

1. The application letter project is due on or before January 14th and late by January 18th
2. Mary Lewis paragraphs are now over and beyond turning in except for the few who have been absent for several days.
3. Read ALR 3, pages 51-75, and turn in notes at the end of the period
4. History test over pages 551-565 will be next class!!!
5. Students have the remaining time to work.
   

Drama: 1/14,18/11

1. Complete the audio training on creating voices with many stops, examples, explanations.
2. Assign complete creating the sock puppet voice based on the seven elements taught in the recording: A. Volume; B. Pitch; C. Diction; D. Rate/timing; E. Quality; F. Expression; and G. Word choice.
3. Students are to create the voice and write the descriptions of the seven elements down.
4. Students are to name their puppet.
5. Students are to create a character description of their puppet
6. Students are to create a favorite catch phrase or comment of their puppet character.
   

English 4: 1/12,13/11

1. Read 2: pages 26-50 of A Land Remembered with notes and turn the notes in
   
2. Review vocabulary coronation through aesthetics
3. Take Unit 3, vocabulary 1 test
4. Mary Lewis paragraphs turned in today are late for less credit
5. Reminder: History test over pages 551 - 565 will be next week.
6. Take up business letter assignment
7. Remind students the final deadline for the business/application letter project is tomorrow 1/14
8. Students have the rest of the period to work.
   

Drama: 1/12,13/11

1. Students spent the entire period working through warm-ups and improvisations. Instructions related to terminology, purpose, style, and technique accompanied the activities.
2. Each student performed at least one improv with a partner.
3. Warm-ups included verbal, breathing, and physical activities.
4. Activities were also punctuated with examples from former school productions.
   

English 4: 1/10,11/11

1. Take up the Mary Lewis paragraphs related to winter break
2. Train, explain, and take notes on block and modified block business forms.
3. Show/discuss and give students two additional website addresses for business letters style and form
4. Put up a list of all the ways students can contact me and find out what is going on in class
5. Announce new twitter (http://twitter.com/EnglishTwitJoin) to get announcements and reminders
6. Read, take notes, and turn in notes for pages 1 - 25 of A Land Remembered book 2.
7. Remind students that vocabulary test 1 is next class
8. Reminder that the letter of application project, all three parts, is due on or before Friday the 14th.
9. The rest of the class time was given to work on current projects.
   

Drama: 1/10,11/11

1. Take up the assigned Christmas journal
2. Improv with a two hole hole-punch
   
3. Open discussion making a list of the things we want to do related to the puppet project.
4. Begin to play the CD of a puppeteer training how to create voices. Students are assigned to take notes. We stop the CD and discuss as we go along. We only got half way through before early bell to go get report cards.
   

English 4: 1/6,7/11

1. Assign and example Christmas Journal due 1/10,11/11. The paragraph or two will be done in Mary Lewis style.
2. Have students copy critical website addresses for the projects this grading period.
3. Students get computers and sign on to the business letter website. We read, discussed, and took notes on the introductory materials.
4. Handout: Students were given the application letter assignment. The assignment was also on the overhead. It was explained in detail with time for Q and A.
5. The application letter is due on or before 1/14/11. It includes three parts: 1. class notes, 2. the job ad with lists, and 3. the application letter edited to perfection.
6. Reminder: A Land Remembered begins on 1/10/11.
   

Drama: 1/6,7/11

1. Review and demonstrate the following chapters: 1. Warm ups, 2. Observation, 3. Pantomime, 4. Improvisation, 9. Character Analysis, and 10. Character Development. Most of the period was spent in doing the various chapter activities.
   
2. Students were reminded that their Christmas observation journal was due.
3. Students were introduced to the coming chapter (7. Voice Production and Articulation) and th coming assignment related to creating a voice and a puppet character.
   

English 4: 1/4, 5/11

1. Pass out all papers, go over grades, and answer all related questions.
2. Focus on the 6 critical points of success (employability skills)
3. Welcome back and go over rules and resources for the class.
4. Spend some time dealing with anything needed related to Mr. Hancock
5. Hand out the vocabulary list for Unit 3
6. Have students copy the calendar for the test and activity schedule from the overhead.
   
7. Warm up students to the Mary Lewis paragraph(s) due in two classes over the following topic: What was the (best/worst/most important/or you choose the adjective) part of Christmas break. Maximum is two paragraphs.
   

Drama: 1/4.5/11

1. Pass out all paperwork and go over grades.
2. Talk about Christmas and story telling.
   
3. Assign each student to tell one story about his/her Christmas in up to 3 minutes. Give time to prepare, and have students give presentations.
4. Discuss observation from an actor's point of view and for an actor's purpose.
   
5. Have students copy observational journal expectations from the overhead.
6. Assign Christmas observation journal due next class.