English 4 & 4 H: 2/27,28/12

1. Students watch the Marques Scott video and share/discuss the value of excellence.



2. Reminder that the fallacies test will be next class.



3. In-class assignment: Students write a Mary Lewis style paragraph based on some persuasive topic. This is explained and modeled beforehand.



4. Many of the short essays are read aloud and used as examples for what is expected in their writing.



5. Go over D1 and D2 again. Explain D3. Students will be given the rest of the period to finish D1 and 2.



6. D3 is explained and students are encouraged to create a for and against chart.

Drama 2/27/12

1. Return all costumes


2. Watch video, Marques Scott, to see and examine excellence in performance


3. Students begin performances and presentations of historical characters.


4. Performances will continue until all have completed the task.


5. Students who performed at Olustee are given the opportunity to stand and share about their experience.

English 4 & 4 H: 2/23,24/12

1. Students were given some time to complete the fallacies project regarding "Political Language" and "Senator Yakalot"


2. All groups gave their presentations, defining at least five found fallacies and summarizing the content according to what was said and what was meant.


3. Reviewed 4 D's. Reminded that D1 had begun in class.


4. Modeled D1 and D2 in class orally to show exactly what was expected.


5. Assigned D1 and D2 to be completed by class beginning next class


6. Assigned preparation for fallacies test which will occur by Thursday of next week.

Drama: 2/24/12

• The class day was spent with a panel discussion of all that was good, bad, or could be improved for next year regarding the event at Wilson Park during the Olustee Festival


• Pages of notes were processed in an effort to complete the analysis, especially regarding the following: layout, character development, street theatre techniques, audience grabbers, audience losers, coordination of people and materials, and much more.


• Performance in class begin on Monday, 2/27/12

English 4 & 4 H: 2/21,22/12

1. Students given time to prepare for vocabulary 4 test and homework.


2. Take Voc 4 test and turn in homework


3. Students given the rest of the period to work on the fallacies project involving "Speech by Senator Yakalot . . ." and/or "Political Language"


4. Presentations will begin next class.

Drama: 2/22/12

1. Round up of the Olustee experience. Information shared about what happened, what we learned, in what areas we want to grow, what results are coming from the event, what plans we are beginning for next year.



2. Students sign a commemorative poster for the front office. Students active in the event get commemorative posters.



3. Students made comment on the event and their experience.



4. Students wrote reflective journal on what they experienced.


5. Presentations will begin next class.

English 4 & 4H: 2/15, 16/12

1. Students give "A Modest Proposal" outline presentations.
2. Discussion 2D and 3D reading and comprehension. It is not enough to simply translate what is said. Students must learn to look deeper and understand things like intent and impact.
3. Students again broken into groups with a maximum of 3 per group.
4. Students were given a choice of working on one of two logic fallacies stories: "Speech of Senator Yakalot to his Constituents" and "Political Language." There was an addition handout of defined terms for the "Political Language" handout
5. Students are to accomplish three things: A. Interpret the story to understand what is meant in addition to what is said. B. Students are to use the handout as an exercise to study the handout "Using Evidence and Logic," which they will be tested over. C. They are required to find 5 different items from "Using Evidence and Logic" in the Political or Yakalot handout. They may be required to defend why their example is what they say it is. D. All groups will present their work to the class.

Drama 2/15/12

• Students are in the final crush of clean up and rehearsal before performances tomorrow and Saturday.
• Costumes are picked up and modeled. Students may wear them at school today. All parts of all costume are to be worn and maintained in perfect order throughout the completion of the performance.
• Last minute directions related to all events, times, and expectations
• Rehearsals and interactions practice.

English 4 & 4H: 2/13,14/12

1. Students are to finish their outline analysis of "A Modest Proposal"
2. Students are to return to their groups. The best group (most thorough and accurate, most group participation) gets 25 points of extra credit
3. A large sheet of paper is posted on the back utility door. Students are to add persuasive topic ideas any time one strikes their fancy.

Drama: 2/13/12

• Discuss schedules for the Olustee weekend, times and places
• Continue rehearsals by doing meet and greet circle. Each student must make sure to keep the conversation going and flowing. Each student must make sure they use the time to tell an interesting fact or anecdote about their time told before they exit. Also, students are to try to make their entrance and exit transitions smooth.

English 4 & 4 H: 2/10/12

1. Students finish reading "A Modest Proposal" with discussion and assistance.


2. Introduce the values of the reading as review and set up for today's activity of examining the structure of the proposal and how that structure is valid even in todays business world.


3. Students work in groups of 2 or three to fill in the following outline: 1. Identify the problem regarding parents, children (6 and under), youth (pre and early teen), business and landowners; 2. Identify the solution/proposal for all the items listed under number 1; 3. Identify the support for all the items listed under number 1; 4. Identify the alternative solutions he gives. This outline is in list form and informal. Summary skills are required to give the basic points in the least words possible while still being understandable.


4. One member of the group is to be the secretary to keep the outline. At the end of class, the writer is to store the work in their classroom folder so the work can be completed next class.

Drama: 2/10/12

1. Pat and Margie from the museum continue to assist with information and work on costumes and props.


2. Jonathan and Patty taught and played the meet and greet game.


3. Meet and greet. All students got in a circle. Two began, introducing themselves (in character). At differing points one of the two would find a way out of the conversation or draw someone else in the circle in to the discuss before finding a way out. The game continues until all have had a chance to get in character and interact with others as they would at the performance.

English 4 & 4 H: 2/8,9/12

1. BR: Read pages 608 and 609. Answer and turn in: Why would Jonathan Swift fight for the Irish cause with his literary skill?


2. Define the following 8 words and turn in: sustenance, rudiments, collateral, deference, expedient, encumbrance, famine, propagation


3. Begin the analytical dissection of "A Modest Proposal"

Drama: 2/8/12

• Pat and Margie are here for Q and A, as well as costume work.


• Students begin class performances for rehearsal and problem solving.


• Primary issues that need to be addressed: 1. Make the interaction with the public flow. Help them to find things to talk about. Keep the interaction rolling. 2. Control the magic bubble. Be sure you know how to instigate or extricate regarding interactions. Know how to control the interaction while in process. Lead the moment. 3. Plan, plan, plan. You must know what you are going to and can talk about. You must study and plan your presentation and interactions with other actors.

English 4 & 4 H: 2/6,7/12

1. Reminder: Vocabulary test 4 will be on February 22,23. Related homework will be due on that day.


2. Today's class is a series of debates/challenges to cause students to experience the elements required to succeed in the coming persuasive writing assignment.


3. Challenge one: How can you prove you are competent? Breaking down a challenge to see all its parts and depths.


4. Challenge two: How do you challenge a parental required curfew. Learning to listen and understand the other side.


5. Challenge three: Class debate. Class divided into two sides, one that fights to strip all technology from anyone 19 and under - the other to keep technology. Determining what is fair and relevant in a discussion. Being able to see facts outside my preference. Playing by the rules of debate/discussion.

Drama: 2/6/12

• Students must have their script with them at all times and ready to show upon the teacher's command


• The script will include three things: 1. In detail, the presentation or performance information -- vagueness will be cause for bad or failing grade; 2. Interaction plan -- what the student will do to engage passers by; 3. A minimum of 10 anticipated questions from the roaming audience with roughed out answers


• Performed stunt: organizing, training, loading and firing the reenactor rifle. Discussion and more examples related to mastering and controlling the magic bubble around you in street theater. Jamison the Juggler and Lady Eddy


• Pat and Karen from museum spoke and assisted with questions and costumes.


• Broke into pairs to practice audience interactions.

English 4 & 4 H: 2/3/12

1. Last day to complete and turn in all make up work.


2. Copy from overhead Nizkor and satire web pages


3. Work day for make up


4. Work day for making study cheat sheets based on Nizkor.org and handout related to misuse of evidence and logic

Drama: 2/3/12

1. Blocking turned today or a 75 point permanent zero


2. Scripting Monday or 100 point permanent zero.


3. Scripting is to include the following: A. Specifics of what you will perform and how; B. What you will use to start interactions with passers by; C. A minimum of 10 anticipated questions with roughed out answers


4. Time with Patty and Jonathan Morriss

English 4 & 4 H: 2/1,2/12

1. Vocabulary 3 homework is now due


2. Take vocabulary 3 test


3. "Rape of the Lock" assignment is now due


4. Take "Rape of the Lock" test, open book


5. Students may add to the topic brainstorm list under the projector


6. Students are to spend whatever time is left on the class completing the current and make up assignments: Late points for all items that are highlighted on the posted grades; Gulliver's Travels assignment; Rape of the Lock assignment; Print ad assignment; Vocabulary 3 homework

Drama: 2/1/12

1. Museum personnel came to assist with costuming and time period questions.


2. Students required to write and turn in blocking before end of period.


3. Students assigned to write/script out audience interaction and performance in detail.


4. Students worked in groups and pairs to develop above assignments and rehearse.