English 4 & 4H: 11/30/12

Guiding Q

• How do you use a process to do the following
• Understand complete text
• Complete an analytical project/writing assignment
• Get and give help without plagiarizing

Bell Ringer

• Prepare for Vocabulary 4 test
• Get Cause and Effect (C & E) chart out to be graded.

Activities

• Quick review of the vocabulary
• Take up vocabulary homework
• Take test
• Teacher check charts
• Remaining class time is for reading and work on C & E chart work

Drama: 11/30/12

Guiding Q

• How do you develop a believable character?
• How do you create and keep a character notebook?

No Bell Ringer

Activities:

• The Civil War Stunt:
• For this stunt, you will come to school on Thurs. 12/6/12 and be in Civil War character all day.
  
  Page long (150 words) observational journal will be required on the following class day.
  
  Do the following:
  
  Dress very modestly and more formally, no shorts, skimpy clothing of any type, droopy drawers, etc.
  
  Good Posture!! No slouching – any time, at all!
  
  Conversation and language extremely formal – no slang or hip lingo
  
  Chivalrous behavior by all – extreme courtesy in all directions
  
  Relations between the sexes: extremely cool and aloof – no casual attitudes or touching. Use titles: Mr. Ms. and last names
  
  Girls should be around other girls or a formal escort who is in character as an escort.
  
  Accent if you can or if it will not disrupt.
  
  Explain to teachers as needed, but not publicly. Explain to fellow students only as you feel you have need.
• The PowerPoint project is due as soon as we can complete it. We will spend all available time on the computers until we complete and present the projects.

English 4 & 4H: 11/28,29/12

Guiding Q

• How do you use a process to . .
• Understand complex text?
• Complete an analytical writing assignment/project?
• Help/receive process without plagiarizing?

Bell Ringer

• Get computers to read (catch up) and/or work on your character cause and effect chart
• Prepare for mini quiz in class

Activities

• Class verbal quiz: Students will be given multiple opportunities to answer a variety of questions to review and test understanding of Act 1 and 2 of Macbeth. Students will get points for the questions answered and lose points for the ones they don't. Each student will be given at least one chance, and at least one opportunity for a make up opportunity during class. All answers will be corrected or explained during the process to assure grasp of the material.
• Class will read and chart beginning with Act 3
• Reminders
• Vocabulary test next class
• Chart check will be next class
• Class collaboration charts for extra credit

Drama: 11/28,29/12

Guiding Q

• How do you create a believable character?
• How do you create and keep a character notebook?

Bell Ringer

• Read "The Janitor" in the book, pages 454, 455
• Students are to thoroughly break out all emotions, thoughts, and motivations of the character on a piece of paper

Activities

• Class will thoroughly discuss all the ideas and more that the students revealed in the bell ringer and more
• This will be related to "Where is the drama in a dramatic reading?"
• Mini lesson
• Reading for information versus a dramatic reading
• Reading poetry and not getting lost in the rhythm and rhyme
• Examples:
• Papa's Letter
• The .38
• Applying dramatic reading understanding to character development for Olustee
• Work on finishing the dramatic readings
• Work on PowerPoint project
• Work on Olustee folder/notebook and historical research

English 4 & 4H: 11/26,27/12

Guiding Q

• How do you use a process to
• Understand complex text
• Complete an analytical writing assignment/project
• Get/receive help without plagiarizing

Bell Ringer

• Get computers and begin working on charting the student's chosen character
• Be ready to show charting progress any and/or every class

Activities

• Thanksgiving/Black Friday stories and observations
• Extra Credit
• Posters with C & E character choices have been made and posted around the room
• Students may post charting or other information to the poster of the character they have chosen. This, in effect, will help students who have chosen the same character to collaborate across all classes.
• A model with the first a chart of Macbeth for the first act is posted.
• Read and chart ACT II through the murder of Duncan and the escape of his sons.
• Begin Act III next class

Drama: 11/26,27/12

Guiding Q

• How do you develop a believable character?
• How do you create and keep a character notebook?

Bell Ringer

• Thanksgiving and Black Friday stories and observations of human interactions, values, cultural expressions, and more.

Activities

• Dramatic readings continue
• Work on PowerPoint
• Sections 1 and 2 should be complete by the end of this week.
• Historical research
• Get/create an Olustee folder/notebook for all your charactor and history research
• Focus
• 1860's north Florida and south Georgia: especially around February 18, 1864 when Olustee Battle occured.
• Begin building background information about the life, times, politics, and more
• We will be working on story telling in the following three areas
• African Americans
• Women
• The community
• Characters will begin to be outlined as soon as I can get a script outline together

English 4 & 4H: 11/19,20/12

Guiding Q

• How do you create a character chart?

Bell Ringer

• None

Activities:

• Guest speaker: Mr. Hutcheson, Army recruiter presents
• Finish reading Act 1 of Macbeth
• Work on character charts
• Make sure that all students have turned in character choice for writing project

Drama: 11/19, 20/12

Guiding Q

• How do you research and create a PowerPoint based on what you've learned.

No Bell Ringer

Activities

• Students work on PowerPoint with a check for section 1
• Section 2 is due next week
• Students present Civil War dramatic readings

English 4 & 4H: 11/16/12

Guiding Q

• How does vocabulary impact understanding.

Bell Ringer

• Get vocabulary homework out and study for the test.

Activities

• Review for the test.
• Take vocabulary 3 test
• Next vocabulary test is on 11/30/12
• Work on character charts
• Remind students to turn in character choice

Drama: 11/16/12

Guiding Q

• How do we imitate another culture, another time?

Activities:

• Discussion on the reality of the Civil War time in America.
• Students begin performing dramatic reading from journals and letters.
• Reminder, section one of the PowerPoint should be complete. Progress will be checked on 11/20/12

English 4 & 4H: 11/14,15/12

Guiding Q

• How do you chart a C and E relationship?
• What does it mean to prove or document a statement, and how do you do it?

Bell Ringer

• Write a reflective journal about the human interest, hunger, use, misuse of power and/or authority. Feel free to include any related ideas or observations.

Activities

• Discuss the bell ringer and its relationship to the study of MacBeth.
• Mini-lesson on the relevance of self-awareness and circumstantial awareness in the understanding of literature and in making connections to literature meaning.
•  Require students to process, decide, and turn in their character choice for the C and E chart/essay project.
• The chart is a big grade.
• A model of a C & E chart for Act 1, MacBeth, and related notation was put on the overhead with explanation.
• Grades are posted.
• Students were given time to work on the following
• Complete character choice
• Work on charting their character through Act 1
• Complete make-up work
• Reminder: Friday is Vocabulary test 3 day.

Drama: 11/14,15/12

Guiding Q:

• How do we imitate another culture, another time?

Bell Ringer

• Read lengthy journal from Sara Morgan Dawson, 11/12/1862, regarding her carriage accident.
• Students are to write a reflective journal including any and all observations of culture, manners, and life of the times. Students may compare to modern times.

Activities

• Thoroughly discuss the bell ringer and its implications for acting.
• Begin to construct a stunt in which students will be required to take on the manners of that time.
• Set the date for the stunt for November 28 and 29, 2012, the Wednesday and Thursday after Thanksgiving holidays
• Any spare time is given to students working on the PowerPoint project.
• Students able to get online at home can create the project on google docs and transfer it to school computers. More help is available.
• Section one should be complete by tomorrow.
• Section two should be complete by November 26
• Section three should be complete by December 7th in which presentations should begin

English 4 & 4H: 11/12,13/12

Guiding Q

• How do you chart C & E relationships?
• What does it mean to prove or document a statement and how do you do it?

Bell Ringer

• Video of the power of words (2). Students are to identify a statement in the first video and identify how they could prove or disprove it. The second video is for discussion about how you could prove the power of words within the context of the video itself, without any outside source.

Activities

• Complete the videos discussion and take up the bell ringer
• Next vocabulary test with homework is this Friday, Nov. 16
• Mini-Lesson: the burden of proof, and who/what is a useable authority
• MacBeth begins
• Assignment by next class: students must pick the character they will chart and write about. They may use any resources to find out enough about the character to choose.
• Possible Characters
• MacBeth
• Lady MacBeth
• Banquo
• Witches? Hecate? (will be more complicated)
• MacDuff
• Malcolm
• Ross
• Others? Check to make sure that they have enough of a role to consider for the essay
• Consider tracking backwards, from outcome to all the things that led to that outcome
• Classes choose how to read MacBeth: aloud or silent; part readers, or just reading; old, new, or old and new
• Words to define: feudalism, thane
• Know that we deal with the three thanes, of Glamis, of Ross, and of Cawdor
• Documentation notation
• It is recommended that students identify specific passages that impact their character
• A1S1L5 means Act 1: Scene 1: Line 5 (A quick way to note a place in the play related to their character
• Major assignment
• Once a student picks a character, they are to create a C & E chart for that character for the entire play -- lots of points
• Include notations of places of importance
• Begin reading Act 1 - through about scene 4

Drama: 11/12,13/12

Guiding Q

• How to use a process to completion?

Bell Ringer

• Video: Bill Cosby and understanding Southern
• Write a reflection journal indicating the thoughts and/or feelings this video gives you toward Southern life.

Activities

• Dramatic readings begin Friday, Nov. 16.
• Major push for students to find and show me their dramatic reading.
• Any additional time is to be spent on the PowerPoint project. Section one should be complete by this Friday

English 4 & 4H: 11/9/12

Guiding Q

• How do you learn from mistakes?
• What are the cause and effect relationships within Macbeth

Bell Ringer

• Get vocabulary homework out and prepare for test.

Activities

• Turn vocabulary homework in
• Review for the test
• Take the vocabulary test 2
• Next test (vocabulary test 3) will be next Friday, 11/16/12
• Make up work reminder -- getting close to zeros becoming permanent
• Cartoon that examples "mindset"
• Cause and effect video: The Contraption

Drama: 11/9/12

• Today is a special presentation day.
• Michelle Davis, part of our FWHS faculty, has been re-enacting for 10 years. She is coming with clothing and other items to show and explain life and customs of the Civil War time.
• She will also take time to explain many adventures in re-enacting that she has had over the past ten years. Time will be made for questions and answers.
• This informative presentation is a long step in the direction of training for our Olustee plans.

English 4 & 4H: 11/7,8/12

Guding Q

• How do you learn from mistakes?
• What are the cause and effect relationships within Macbeth?

Bell Ringers

• None

Activities

• Go over three C & E patterns on the board
• Domino effect: cause to effect/cause next effect, etc
• One cause to more than one effect
• Multiple causes to one effect
• Combining the forms
• Using the information related to the C & E patterns
• Read a book or article of the student choosing
• Create a C & E chart, showing the cause and effect relationships within the reading
• Turn in to homework chair
• Students given opportunity to make up missing work
• Students can work on preparing for the next vocabulary test coming next class, Friday

Drama: 11/7,8/12

Guiding Q

• What do we need to tell the Olustee Story?
• How can we manage our time to focus and complete projects?

Bell Ringer

• Mime me this: two lead mimists create a classroom machine of all the other students, giving them tasks that can involve creating statues or forms, stacking/arranging books and/or chairs.

Activities

• Some story telling related to zeitgeist.
• Continue work on the following projects:
• Dramatic reading (presentations begin 11/16/12
• Ransom script
• PowerPoint project (all sections)
• Olustee Character development

English 4 & 4H: 11/5,6/12

Guiding Q

• How do you learn from mistakes?
• What are the cause ad effect relationships within Macbeth

No Bell Ringer

Activities:

• Test day again
• Explain the process of learning by doing
• Many did poorly on the open notes test for many reasons, one of which is the complexity of the text.
• Students were broken into teams of two or three.
• Each team was given a new answer sheet and several copies of the same test.
• Instructions were to complete the test and identify the page where each answer was found.
• This experience is to teach them to see/notice what they missed so they can understand how to improve
• Depending on the quality of the second test, points will be added to the first test.
• Students making a B or better could opt out of the assignment.
• Students who were absent on the day of the test were given the test for the first time, open notes.
• After the work was completed
• Students were assigned a reflective journal to self evaluate their performance, what they learned, and how they could improve.

Drama: 11/5,6/12

Guiding Q

• What characters do we need to tell an Olustee story?
• How can we manage our time to focus and complete projects?

Bell Ringer

• Brainstorm a list of characters/people who would be appropriate for the Olustee storyline.

Activities

• Talk and discuss the bell ringer
• Work on PowerPoint project
• Spend time with Q and A regarding the assignment

English 4 & 4H: 11/2/12

Test Day:

Students begin class with the open notes test on history and literature of the times, pages 286-303.

• Students show their notes on their desk as they begin the test.
• Students turn in their notes after the test with their test answer sheet.

After the history test, students pick up the Unit 2 Vocabulary 1 test

• Vocabulary homework is to be turned in to the homework chair before beginning this test
• When/if students complete this test, they are to remain quiet until the end of the class or until all test takers are done.
• The students who do not get to the vocabulary test must make it up at their earliest convenience; expect to be ready and to be given some time next class.

Drama: 11/2/12

Test Day:

Students take an open notes test on Chapters 13 through 15.

Any spare time left over is to be spent on any of the following ways:

• Finding and showing teacher their next dramatic reading text from the Civil War Era
• Working on the PowerPoint project

English 4 & 4H: 10/31 to 11/2/12

Guiding Q

• How does history impact literature and vice versa?
• Who is Shakespeare and why is he important?

Bell Ringer

• On Wednesday and Thursday, students were given a timed 30 minutes of silence to work on their notes and/or vocabulary homework and/or study for the two tests scheduled for Friday.

Activities

• Student groups finish their presentations on pages 292, 293, 332-339 in preparation for reading Shakespeare's Macbeth
• Discussion/introduction to cause and effect and the various graphic mapping techniques used to track and analyze cause and effect. Used the program Inspiration as the foundation.
• Introduction to Sparknotes website, and especially, No Fear Shakespeare. Also covered the many resources available to assist in all aspects of understanding and mastering information related to Shakespeare and his work.
• Friday is test day.
• I will check students notes on the lit book and give them the test. The notes must be turned in after the test, and must be the individual's notes.
• Students will follow with turning in their vocabulary homework and take the vocabulary test.

Drama: 10/31-11/2/12

Guiding Q

• How do you apply Chapters 13-15 to script writing?
• What do the different careers in these chapters mean to entertaining?

Bell Ringer

• Do as I do; say as I say - with Southern accents as part of the exercise.

Activities

• Ransom script read alouds for evaluation of content and suggestions for improvement/completion.
• Continue to go over and give time for PowerPoint assignment
• Assign and give until Friday for all students to identify/find their next dramatic reading. The reading must be a letter or journal from someone during the Civil War years.
• Open notes test on Chapters 13-15 will be Friday