English 4 CP: 12/6 through 20/13

Activities

• Identify, complete, and take up make up work
• Complete reading and taking notes over Macbeth
• Answer all questions and resolve all problems related to the final project
• Identify exemptions
• Prepare for semester exams
• Take semester exams

Drama: 12/6 through 20/13

Activities:

• Continued preparations for performance on 12/13/13
• Organize transportation
• Work on permissions and SSA forms
• Organize stage hands 
• Organize all needs for set movement, props, 
• Set up for meals and all other arrangements
• Work on rehearsing lines
• Preparations for Olustee
• Warm up with carny and stooge in pairs
• Outline program
• Have students sign up for what part they desire for Olustee
• Students not on the SSA
• Begin research on entertainment
• Also research medicine man shows and flirtation during the Civil War period
• Assist SSA students and cast members
• Exam
• Identify exemptions
• Prepare for exam
• Take exam

English 4 CP: 12/4,5/13

Bell ringer

• Describe any one of the primary characters in the play, Macbeth. Consider including things like behavior, life events, attitude, goals, etc.

Activities:

• Complete bell ringer with discussion.
• Provide students with cause and effect essay project handouts
• Put checklist of all final items to turn in on the overhead.
• Go over all materials and answer all questions.
• Repeatedly ask, "Do you understand? Do you have any questions?"
• Show PowerPoint about thesis statements and introductory paragraphs
• Deadline: On or before last day of class for this semester: 12/20/13
• Other questions
• The project does not count toward exemption
• Exemptions will be announced at the end of next week or beginning of exam week.
• Exemptions are based on the 1st 9 weeks and 2nd 9 weeks averaged together
• Attendance does not count toward exemptions.
• Those not exempt with 6 or more absences, must pass the exam to have their semester grade averaged. Persons with 6 or more absences who fail the exam, also fail the semester.

Drama: 12/4,5/13

Activities

• Cast members are to write a complete description of their costume for the Crucible.
• They must mark beside each item whether they own the item or it needs to be borrowed.
• Stage crew or persons wanting to be stage crew must write down and turn in that they want to be stage crew.
• The entire plan for Olustee was discussed. The list of persons needed was published
• Medicine Man show (per team)
• Medicine man
• Stooge or two
• Soliloquy/monologue (3 to 5)
• Crowd story tellers (3 to 5)
• Flirtation team (per team)
• Narrator
• Male
• Female
• Chaperone
• Costume team
• Will pull, mark, and categorize all costumes
• Will bag costume items by performer
• Will check them in and out
• Will evaluate for cleaning and maintenance
• Set team, led by Nathan
• Make, carry, and set up 
• Props and general coordination with set up team
• Food and service providers for team needs
• Control booth
• Runners and organizers
• Phone lists and schedules
• Students were assigned to list the three top choices of what they wanted to do in priority order.
• Students were required to sign up on the transportation planning list.

English 4 CP: 12/2,3/13

Bell Ringer:

• Explain why/what made your Thanksgiving break good, bad, or indifferent. Be detailed.

Activities:

• Discuss bell ringer
• Review Macbeth notes from beginning to where we are now.
• Read and take notes on the play.
• Beginning Act 3, Scene 1
• Complete, if possible through Act 3, Scene 4
• Reminders:
• Complete project assignment to be given next class
• Expect Macbeth tests anytime

Drama: 12/2,3/13

Bell Ringer

• Write a reflective journal (1/2 page minimum) on any experiences, thoughts, observations related to The Crucible production and/or performance.

Activities

• Discuss bell ringer
• Must get costumes back!!!
• Discuss plans for public performance
• Work on costumes and drama closet clean up

Drama and English: 11/25,26/13

These are the last two days before Thanksgiving break.

• Students will work independently on any make up and catch up work.
• On Tuesday, students will be taken to the play for the performance

English 4 CP: Friday, 11/22/13

Activities:

• Students continue to work/complete the commas assignment.
• Tests are checked
• Students must complete identifying punctuation rules
• Any additional time will be spent on the punctuation extra credit assignment

English 4 CP: 11/20,21/13

Bell Ringer

• Create a cause and effect series (chain reaction) of at least 5 stages from the beginning of the play to our current place in Macbeth.

Activities.

• Discussion: The war on segmented lessons and activities that frustrate students from connecting the parts into an integrated whole.
• Examples:
• The Pizza
• The threads and the tapestry
• Macbeth
• Complete from where we left off reading, taking notes, and working on vocabulary.
• Most classes are beginning in Scene 1 or 2 of Act 2 and getting to Act 3

English 4 CP: 11/18,19/13

Bell Ringer

• Describe Lady Macbeth as a person. Explain what impact she has (and you predict will have) on Macbeth.

Activities:

• Discuss bell ringer
• Continue to work on the play, reading, taking notes, building vocabulary, and understanding
• Completed Act 2 Scenes 1 and 2; made it part way or completely through scene 3 - depending on the class.

Drama: 11/18,19/13

Activities:

• Discussion:
• On stage in character all the time, whether speaking or not.
• Clothes, props and setting
• Create
• Create an Excel file scene by scene
• Include
• Act
• Scene
• Characters
• Props
• Set Materials
• Work on all things related to production.

English 4 CP: 11/14,15/13

Bell ringer

• How/why did the announcement that Malcolm would be the heir to King Duncan have an impact on Macbeth. Explain in detail.

Activities:

• Discuss the bell ringer
• Talk about grades, attendance, and make up work
• Complete taking notes and vocabulary on Act 1, Scene 3.
• Read, list vocabulary, and take notes over -- 
• Act 1, Scene 4
• Act 1, Scene 5
• Act 1 Scene 6, and 
• Act 1 Scene 7
• Students shoud be prepared for a test on Act 1 any time.

English 4 CP: 11/12,13/13

Bell Ringer:

• Students were given a question to answer about a quote from Macbeth to interpret. A copy will be attached.

Activities:

• The class will complete reading aloud and taking notes on Act 1, Scene 3. Special concern will be given to identifying vocabulary words.
• The class will continue by working on Act 1, Scene 4.
• Students will identify notes needed in the class participation.
• Students will identify, with teacher assistance, potential words for their vocabulary.
• The various components of the story will be discussed in an effort to create complete clarity and understanding of the play.

Drama: 11/12-15/13

Activities:

• Play cast and their study partners will break off and work on their line memorization and rehearsal.
• Students remaining in class will complete and turn in their research regarding
• The character they chose
• Culture, religion, and all environmental issues of the time (1692)
• Clothing
• Furniture, physical objects, props, and related.
• Students were sternly advised that those missing practice (cast) are failing - losing credit.
• Students missing class have make up.
• Students must complete candy obligation.

English 4 CP: 11/8 & 15/13

Activities: Fridays have become special Grammar and Editing project days for the rest of 2013.

• Students are broken into groups of 2, 3, or 4. Students can work alone if they wish.
• Students were give a comma test to correctly punctuate. There were 38 errors on the test.
• Students were to 
• Write all team members on their test.
• Correctly punctuate all sentences on the test.
• Identify the correct punctuation rule for each punctuation mark on the test
• Some students had their test corrected before they finished finding the rules (or at least had the incorrect sentences identified.
• The project will be completed next Friday.

English 4 CP: 11/6,713

Bell Ringer

• Bell Ringers are for fluency in writing.
• Students will write a respons journal based on the video "Contraption." They can respond in any direction they desire. They are reminded that this is an example of cause and effect.

Activities

• Students are to add "fluency" to their vocabulary list
• Finish bell ringer with discussion
• Explain: Last class I dictated the notes from Macbeth. Today, we will read and go back over the scene with the students determining what should be noted. - Transition
• We read Act 1, Scene 3 aloud in class with pauses for explanations, questions, and references to the old English style (comparison). We are reading from "No Fear Shakespeare."
• After reading the scene, the class will go back over the scene, page by page, with students deciding which passages should be noted.

English 4 CP: 11/4,5/13

Bell Ringer

• Introduction: What caused me to be set on fire.
• Trace any cause and effect trail through a minimum of 3 steps. Be sure to explain.

Activities:

• Complete bell ringer with discussion
• Taking notes on Macbeth
• Several examples from iPad with Inspiration: the mind map method
• Requirement for identifying location of events being noted
• A1S2L45 means Act 1, Scene 2, Line 45
• Reading Macbeth
• Read out loud in class Act 1, Scenes 1 & 2
• Teacher dictated and modeled notes for these two scenes
• Students are required to continue working on past assignments not yet completed
• Continue, improve, study the punctuation notes
• Fridays we will work on these in more detail
• Continue to complete notes on the Literature Book
• Pages 292, 293
• Pages 332-339
• The test is coming

Drama: 11/4,5/13

• Activities
• Each student was given a book to read.
• The class went outside to the courtyard.
• Students read from their books as though they were reading from scripts in an interactive dialogue in a play.
• Students had to read and perform their reading with prosody and loudly enought to be heard across the courtyard.

English 4 CP: 10/31, 11/1/13

Bell Ringer:

• Why do we study Shakespeare? Minimum of one good paragraph. Be descriptive.

Activities:

• Complete bell ringer with discussion. Take up bell ringer.
• Read and share the print out "Why we study Shakespeare" with discussion.
• Discuss red ribbon week
• Give students the grades from the punctuation test and discuss the implications
• Spend the rest of the period taking working on note taking:
• Pages 292 and 293
• Pages 332 through page 339

English 4 CP: 10/25 to 30/13

Bell Ringer

• What do you do (or) how do you overcome problems when you are reading complicated/difficult text? What are your solutions - EXPLAIN.

Activities:

• Finish bell ringer with discussion. Introduce the difficulty of reading Shakespeare.
• Read, study, take notes in the literature book - pages 292, 293 and 332-339 in preparation for Shakespeare and a test.
• Do vocabulary with definitions as usual
• Notate individual needs and success
• Remember: Students must know themselves to be able to take successful notes. Only the student knows how much or how little they need to be able to conquer the information.
• Students may or may not be able to use the notes on the test. It is undecided.

English 4 CP: 10/24,25/13

• Activities
• Students are to get out all materials related to the punctuation assignment, including:
• Punctuation notes to study
• Journal about how to study punctuation
• Questions related to problems or confusion with punctuation
• Trouble shoot punctuation issues
• Address all student concerns or questions related to punctuation
• Teach students how to use the answer sheet
• Hand out tests, and allow students to use all punctuation notes on the test.
• Take up punctuation journal

Drama: 10/24 to 11/26/13

• Grades:
• Took time to go over grades and discuss issues.
• Class structure
• The class structure has changed due to the preparation for the play.
• 1. Students in the play are separated with understudies to work on script memorization and performance related rehearsals.
• 2. Students not directly in the play are separated into individual or group projects. The projects are as follows:
• Building, creating set materials
• Building, creating prop materials
• Researching, designing, and creating costumes
• Research and report writing related to individual characters in the play
• Finding out everything about the religion, culture, society, roles and so much more to create a complete dossier as a character study.
• Each of these various activities will turn in to a report.
• 3. Students are assigned to groups for an ongoing pantomime project.
• The pantomime project is subordinate to the activities required for the play.
• 4. Time will be spent on additional activities
• Bell ringers related to their various projects
• Observation journals
• Warm ups, improves, and pantomimes
• Rehearsals
• All persons assigned to the play with a part are required to come to all afternoon rehearsals.
• All other students are invited/encouraged to come to rehearsals as well.
• Rehearsals are always Monday and Wednesday from right after school until 5:30 p.m.
• There will be additional rehearsals, especially as we draw closer to the performance.

English 4 CP: 10/22,23/13

Bell ringer:

• Canterbury Tales project reflective journal: What worked? What didn't work? With what do/did you need help?

Activities:

• Complete the bell ringer with class discussion.
• Put notes on the board with student notes regarding their observations.
• Discuss any of the items that students want to discuss.
• Post teacher notes and observations.
• Go over clearly and completely
• Make sure students understand the trends in project issues and grading processes.
• Make special note of trends which will apply to future projects
• Go over and discuss the current grammar project.
• Students have been creating a study/cheat sheet for punctuation, which they will be able to use on specified tests.
• All punctuation due next class
• Assign: make a list of all questions related to any punctuation that is not understood. Due next class.
• Study journal is due next class.

Drama: 10/16 to 23/13

• Students continue to work and complete the fund raiser. All monies are now past due. It is urgent to turn in the finances.
• Students complete the chart of movement, props, furniture and present to the class for a grade.
• Begin to break students into groups and/or individuals to research information about each character in the play. Things to know . . .
• Name and personal information 
• Age and appearance
• Vocation and avocation
• Family
• Near and far
• See handout and will develop more as we go.
• Students will be broken into groups to begin a pantomime project. 
• The requirements for this will be on the overhead.

English 4 CP: 10/14 to 18/13

Bell ringer

• Describe what you think it would be like to drive through a large city or town that had no traffic signs or signals of any sort or type.

Activities

• Discuss how the bell ringer is a metaphor: As traffic signs are to driving, so is punctuation to writing.
• Students were given a new activity. They are to create their own study/grammar guide (cheat sheet). They will be allowed to use this on related tests.
• First study guide: Punctuation
• They are to write all the punctuation rules for all 14 punctuation marks.
• They are to copy/create an example, illustration, notes, and or comparison for each rule.
• The primary goal is for them to do whatever is necessary to gain mastery over the information.
• They are to study individually and/or with a group and write a journal explaining what study techniques work best for them.
• Students have been taught punctuation since first grade. Yet - many write as through they have no idea what punctuation is or does.
• This assignment is for each student to create their own study guide in a way that they will break through to mastery.
• Students are provided with a variety of books, websites, and/or handouts which will assist them in accomplishing this task in class or at home.

Drama: 10/14,15/13

Activities

• Students were broken into 5 groups, one for each scene of the Crucible.
• Each group was to take their assigned scene and create a staging map.
• On a large sheet of poster paper
• List the characters in the scene
• Draw the basic set as given in the back of the script
• Color code each of the characters. Map each character's movements. Number and label each stop for dialogue and each use of a set piece and prop.
• Be able to explain the scene and the scene map.

English 4 CP: 10/2, 11/13

Activities:

• Compare Contrast Checklist
1. The notes dictated on the first day of the assignment
2. Guided questions for the General Prologue
1. Students do not have to copy the questions
2. Number the questions as they are numbered on the handout
3. Using the guided questions as a model -- take careful notes over the two tales
1. Be sure to include the vocabulary list, as always - with definitions
2. The two recommended stories are:
1. The Man of Law Tale
2. The Wife of Bath Tale
4. From the notes on the two stories, create a long/thorough compare contrast chart
1. Students may do a Venn diagram or a listing chart
5. Create a thesis statement that focuses the compare and contrast essay
6. Write a clear rough draft based on the chart/ compare-contrast
7. Edit the rough draft on the rough draft so I can easily see and monitor the corrections
8. Create the final perfect paper from the edited rough draft
9. Turn in 1-8 above in a complet package for a grade.
• Students will work on the above project continually in class until Friday, October 11, 2013, which is the final due date.
• All of class will be devoted to the project each day with teacher assistance.
• Additional materials and explanations will be provided as needed.

Drama: 10/2,3/13

• Warm up
• Pantomime: Night at the Drive In
• Activities:
• Read through in the Crucible script
• Perform dramatic readings, catch up and make up
• Begin to develop the Big Q: questions that will help us research and prepare for the play with adequate background.
• Assign two observation journals
• An interaction between an adult and child in which the observer takes no part
• A person in an unguarded moment, when they are so absorbed in their thoughts or what they are doing that they become unaware of the things around them.

English 4 CP: 9/30 10/1/13

• Bell Ringer
• What is the difference between college level work and high school level work?
• Activities
• Introduction to observations about some of the graded castle projects
• Ties in to the bell ringer
• The difference between adults and children
• Self governing versus teachers having to govern
• Transition to the adult world requirements
• Students were required to take notes on the compare/contrast essay assignment as the first part of the assignment.
• Students are to read 3 segments of the Canterbury Tales.
• Segment 1: General Prologue
• Segment 2: Tale 1 (I recommend the Man of Law Tale)
• Segment 3: Tale 2 (I recommend the Wife of Bath Tale)
• Students were given a handout of guided questions for the General Prologue
• This is a model for taking notes on the two stories they are to compare.
• They will take notes on the two stories independently without teacher guidelines. (This is transitional)
• The other notes included the information on the overhead and  . . .
• Final due date is on or before 10/11/13
• The two recommended websites are
• No Fear Literature at sparknotes.com
• Canterbury Tales at librarius.com
• Student may find other equally good websites.
• Inexpensive books can be bought on line for the kindle or like readers through Amazon and other providers.
• Students need to be reading a translation instead of the old English.
• This is an individual assignment and NOT a group assignment.
• This project is all we will be doing in class until the due date.
• Students need to come prepared to work or be silent so others can work.

Drama: 9/30, 10/1/13

• Activities
• Mr. Hubert is here to work on auditions and rehearsals in all classes.
• Additional time is used in discussing the complexity and voice of the play to the modern world.
• Students are beginning to plan the stage directions activity.
• Candy sales Have begun.
• We passed out 41 boxes of candy for a total of 2,172 individual units
• Remind and take up make up work 
• Remind and take up the interpreter stunt journal.
• Any available time is spent on 
• Read throughs of the play
• Dramatic readings
• Research and set up for the play

English 4 CP: 9/25,26/13

• Activities
• Students were introduced to the Canterbury tales for the next project
• Thomas Becket, the martyr
• The pilgrimage
• The project will be a comparison contrast analysis of two of the stories of the tales.
• All students are required to read and take careful notes on the opening prologue
• Students may choose which two stories they will compare, or I will tell them which two to compare
• Complete, do make up group conferences
• Spend period working on completing the castle project with teacher assistance
• The project is due tomorrow

Drama: 9/25,26/13

• Activities
• Mr. Hubert is here to work on auditions and rehearsals in all classes.
• Additional time is used in discussing the complexity and voice of the play to the modern world.
• Students are beginning to plan the stage directions activity.
• Candy sales Have begun.
• We passed out 41 boxes of candy for a total of 2,172 individual units
• Remind and take up make up work 
• Remind and take up the interpreter stunt journal.
• Any available time is spent on 
• Read throughs of the play
• Dramatic readings
• Research and set up for the play

English 4 CP: 9/23,24/13

• Activities
• Last day to do published make up work.
• Students are to complete this work today
• Students are to work on the castle project and all its parts.
• A check list for completion was posted on the overhead, and students could copy or take a picture of it.
• Teacher answered all questions, especially about the general vocabulary and the final report.
• Teacher called each group individually and carefully went over their initial class group project to make sure all aspects of the work was clear and understood.
• Reminder
• The complete castle project is due on or before this Friday.

Drama: 9/23,24/13

• Activities
• Mr. Hubert is here to work on auditions and rehearsals in all classes.
• Additional time is used in discussing the complexity and voice of the play to the modern world.
• Students are beginning to plan the stage directions activity.
• Candy sales will begin next class.
• Remind and take up make up work 
• Remind and take up the interpreter stunt journal.

English 4 CP: 9/19, 20/13

EQ:

• How does the process work to create success in the castle project?

Activities:

• Bell Ringer
• Skipped due to homecoming
• Give figurative language handout
• Examples and explanation for the handout and how figurative language comparisons work into the castle project
• Q & A related to anything connected to make up and the castle project
• Teacher spends the day assisting groups and individuals
• Work to complete all make up:
• Monday/Tuesday will be the last chance before 0's become permanent
• Work on project
• Final deadline is this Friday - whether it is your class day or not

Drama: 9/19,20/13

• Activities:
• Students worked on make-up. Grades were posted.
• Students were to complete and write up their "Interpreter" stunt.
• Any time left was spent working on set, props, and costumes for the play, "Crucible"

English 4 CP: 9/17, 18/13

• Bell Ringer
• Students are to continue the daily group bell ringer:
• Select or create a question related to the Medieval ages and/or castles.
• Use the four person group method to answer the question and turn in the required report/parts.
• Activities
• Complete the bell ringer with any discussion necessary
• Review the castle assignment and answer any questions.
• Give the figurative language handout
• Give examples
• Explain the comparative figurative language part of the castle project.
• Students are assigned to use their time in the following ways
1. Do the group bell ringer
2. Complete and turn in any/all make-up/missing work
3. Work on any element of their castle project.

Drama: 9/17, 18/13

• Activities:
• Fund Raiser
• Showed students fund raiser website and what we'll be selling
• Discussed the amounts and process
• Stunt for this week
• Students chose the stunt, "The Interpreter" for this Friday.
• Assign: Individually, watch, or in a pair, act as though you are from another country and need an interpreter, even though you are speaking English like a native.
• Assign: Students are to write a minimum of a half-page observation journal about the event. Students are observing their experience performing and the audience response/interaction with their performance.
• Other discussions
• Setting up and planning a flash mob for later in the year.
• Discussing a before school stunt for October.
• Make up/Grade
• All zeros on the published grade sheet can be made up.
• Students can do an observation journal or negotiate a make up assignment for every absence.
• The first observation journal is late and needs to be made up.

English 4 CP: 9/13,16/13

• Bell ringer
• Students are to get in their groups and do another question about the Medieval Ages or about castles
• Students can choose from the list I provided or create their own.
• Students are to do the group process to answer the question with all parts to turn in by class end.
• Activities
• Students were given 3 assignments to do simultaneously. They are to work to arrange their time as part of the challenge to make sure all work gets done.
• Assignment 1 is the bell ringer. Students should limit this activity to 20 or 30 minutes.
• Assignment 2 is make up work. The grades are posted. All zeros need to be made up for some points.
• Assignment 3 is for students to spend as much time as possible working on their castle project
• Teacher will be assisting students and groups throughout the period.

Drama: 9/13,16/13

• Activities
• Students continue working on auditions and rehearsals for Crucible.
• Students reminded
• Turn in observational journals if you haven't already
• Show the active reading and signed syllabus if haven't already
• Be sure you've completed the introductory journal
• We will give make up work for all the activities missed.
• Grades will be posted tomorrow or Wednesday
• Improvisations
• Phobia day
• Props day

English 4 CP: 9/11,12/13

• Bell ringer
• Students are to choose or create a question for a short research related to medieval times or castles.
• They are to follow the four person process as previously assigned and turn it in
• This take 20 to 30 minutes
• Activities
• Complete bell ringer with discussion and Q & A
• Review castle project
• Put chart on board showing what is to be done in groups and what is to be done by each individual
• Answer all questions and explain all areas of concern
• Students should begin their daily diary today as they start their project
• By the end of today, students should have picked the castle they will use for a model and given some thought to how they plan to manifest their castle.

Drama: 9/11,12/13

Mr. F. Hubert continues with auditions and rehearsals.

Students are receiving instructions regarding a variety of acting lessons:

• The director's job, what he sees, what he looks for, his responsibilities
• Sound and sight and the actor
• How to present and add emotion to lines
• Awareness of other actors and actions on stage
• Being a good audience
• Many mini lessons as the needs arise during audition/rehearsal time
• Occasional warm-ups/improvisations as needed to drive a point home, like the 6 word sentence.

Students are receiving grades for every day they are involved with the auditions/rehearsals

Intermittantly, the students are performing the dramatic reading they were assigned.

English 4 CP: 9/9, 10/13

• Bell ringer
• Students were given a copy of the castle rubric. They broke into informal groups to see if they could guess the assignment from the rubric.
• Activities
• Complete the bell ringer with sharing ideas and Q & A
• Students are provided an introduction slide show
• Showed many castles
• Showed some examples of labeled castles
• Showed different types of castles
• Showed real, pictured, and layouts
• Handed out MLA form
• Went over plagiarism and the need for original work and the punishment for copied work.
• The handout gives the information needed to cite each type of reference work
• Students will be required to do research
• For the teacher designated number of resources, the students will be required to provide he MLA information necessary for a citation based on the handout provided.
• For a formal citation, students will plug the information into citationmachine.net
• Students were severely warned about group choice
• Inactive and dysfunctional groups lose points on work ethic grades and project grades
• The expectation of quality was explained again
• The group and individual expectation was explained again
• Students were given the Castle Assignment handout
• Teacher went over it thoroughly
• Teacher differentiated between group responsibility and individual responsibility
• Students broke in to groups
• Assignment: Each group will turn in a list of the group members.
• This group will exist for the full 3 weeks of the project
• Assignment
• The group will create a timeline of deadlines for the group members
• It is important that students plan to complete all parts of the project on time
• Notice was given regarding the interruption of homecoming next week
• Students were shown a graphic organizer
• Showed the dates of classes between now and project end (9/27/13)
• Showed the items which should be scheduled on the timeline.

Drama: 9/9, 10/13

• Mr. F. Hubert continues with auditions and rehearsals.
• Students are receiving instructions regarding a variety of acting lessons:
• The director's job, what he sees, what he looks for, his responsibilities
• Sound and sight and the actor
• How to present and add emotion to lines
• Awareness of other actors and actions on stage
• Being a good audience
• Many mini lessons as the needs arise during audition/rehearsal time
• Occasional warm-ups/improvisations as needed to drive a point home, like the 6 word sentence.
• Students are receiving grades for every day they are involved with the auditions/rehearsals

English 4 CP: 9/5,6/13

Bell Ringer

• What does self government mean in a political context and in a personal context

Activities:

• Complete bell ringer
• Remind students the bell ringers are to push writing fluidity. They are to try to create ideas and develop them. This is informal writing, not edit writing.
• Point out the conundrum of persons who want to be self governing (left alone) and yet act in a way that requires a teacher to govern them.
• Complete the group structure/compare and contrast project
• Continue to push and explain the process of working in groups and quality work.
• Trouble shoot problems in problem/solution format.
• Take up the completed projects.
• Review:
• Students were given a review of the handouts and assignments given to this point in the class.
• Students were shown the expectations of what they should be able to do because of the exercises done in class to this point.
• The review and the expectations from the PowerPoint will be posted behind this agenda in the class agenda book.
• Reminder
• Next class is a 25 point work ethic day
• Next class the Castle Project will begin

Drama: 9/5,6/13

Discussion overview of Crucible continues.

Warmups/improvisations if time.

Mr. Frank Hubert conducts auditions

• All students will be required to audition even though not all will perform.
• There will be full set of chosen performers with a complete set of understudies.

English 4 CP: 9/3,4/13

• Standards
• Reading: 4.RI.2.5; Speaking/Listening: SL.1.1; Writing W.1.2
• Bellringer
• Students will work in the same groups they were in last class.
• The castle project will take three weeks to complete. During that time, the groups will have to be consistent and all members of the class will have to be part of the groups. How do we solve the following five problems that are constant issues to high school work groups.
• Attendance: Students will have problems with students who miss and are not available to help.
• Work: Not all students in a group work the same. How do we handle students who talk more and distract more than work.
• Follow directions: When students begin to chatter, they lose track and don't complete all the assignment requirements.
• Quality: Students tend to turn in very poor work when they talk too much and forget to set quality goals or create a quality product.
• Resources: It is common to hear students say that they left their work in the other notebook at home, or the absent student has the work they need to continue.
• Activities
• Complete the bell ringer to discuss the solutions and find workable answers.
• Complete the group activity begun last class - return to the same groups.
• Trouble shoot issues
• Make sure students understand how the group process works
• Make sure students understand what reports are expected and what quality is expected.

Drama: 9/3,4/13

• Discussion overview of Crucible
• Mr. Frank Hubert conducts auditions
• All students will be required to audition even though not all will perform.
• There will be full set of chosen performers with a complete set of understudies.

English 4 CP: 8/28,30/13

• Standards
• Reading: 4.RI.2.5; Speak/Listen: SL.1.1; Writing: W.1.2
• Bell Ringer
• Complete notes on Castles
• Activities
• Complete bell ringer
• Do Cornell Reviews 1-5
• Trouble shoot to make sure the process is absolutely clear to all students
• Group activity (Problem Solution)
• Give handout: Group Structure and Proof
• Give handout: Active Reading bookmark
• Point out that we will decide if groups will be temporary or permanent in the future, but not today -- start thinking about it
• Challenge assignment
• Students are to follow the group structure guideline to accomplish the assigned task
• Each position must be covered completely
• All reports are to be completed as the structure dictates
• Task:
• Students are to compare and contrast the two active reading handouts
• Active Reading bookmark
• How to Read a Short Story
• Students may use the short story if it will help them with their comparison
• Students are encouraged to consider a graphic like charting or Venn diagram as needed
• This project will take more than one day because it is complicated and will require time to trouble shoot and perform.

Drama: 8/28, 30/13

• Standards
• Production:  C.2.5
• Bell Ringer
• Introduction of Mr. Frank Hubert, director for The Crucible
• Stories and information relating to Mr. Hubert's work with our organization and the role and responsibility of the director.
• Activities
• Mr. Hubert makes his introductions and processes clear
• Students begin doing cold reads for auditions
• Various students have opportunity to read and try parts.
• This is the beginning of auditions, which will continue.

English 4 CP: 8/26, 29/13

• Bell Ringer
• Handout: How to Read a Short Story
• Handout to be kept in notebook as general resource
• Students responsible to know it for tests and exam
• Handout: The Use of Violence by William Carlos William
• In groups:
• Students are to read the story
• Students are to use the "How to . . ." handout on the short story and address all 13 reading suggestions.
• Each team will record their work and turn it in.
• Activities
• Most of class time was spent on the bell ringer mini project with instructor providing individual and group assistance
• After group work was complete
• Students and teacher assessed the activity in discussion
• Problem solved activity in discussion
• Reviewed and made commentary on the story
• Students were shown the Cornell notes video as review for note taking strategies from last class.
• Discussion related the last class to the video
• Must understand the note taking process.

Drama: 8/26, 29/13

• Bell Ringer
• Handout
• Audition checklist and How to attack a Monologue
• Students will do an active read with mark up
• Students are to look for things they do not understand.
• Activities
• Complete bell ringer with discussion: Q & A
• Hand out Parts of a Play and go over
• Reminders:
• Notebook check soon
• Two tabs so far:
• General resources
• The Crucible
• All handouts and class notes are subject for test questions and exam questions
• Students who lose and don't review will hurt themselves
• Hand out Crucible notes from Mr. Wilson
• Go to computer lab
• Take notes on Sparknotes.com/crucible --
• Plot overview
• Context

English 4 CP: 8/23, 27/13

• Bell Ringer
• Handout Work Ethic rubric
• Assign students to determine how this rubric would look in student performance in each layer of grading. What would make a student drop from each level to the next lower level of points
• Activities
• Complete bell ringer with shared examples from students and discussion until it is evident that the rubric is clear, and they understand how it will be used.
• Reminders
• Notebook check sometime next week. They must have their materials ready
• The agenda book has been updated as is the class blog
• Note taking skills
• Model
• Students were shown many examples of my note taking in meetings, trainings, and events
• Teaching
• I used the iPad to read and take notes on an article "Social Structure in the Middle Ages," shown through the projector
• Thoroughly covered how Cornell Notes work
• Normal note taking with all the review processes after
• Assignment
• Students assigned to do Cornell notes based on an article "History of Castles.
• Students worked independently, but will follow up in groups for review parts of Cornell notes.
• Warned that this assignment has two purposes: practice note taking skills and preparation for next project
• Class ran out of time before completing 

Drama: 8/23, 26/13

• Bell Ringer
• "Do what I do, and say what I say" warm up
• Based on the Shel Silverstein poem: Sarah Cynthia Sylvia Stout
• Reminders
• Notebook check soon
• Activities
• If not completed
• Grade syllabus assignment
• Take up observation journal
• Exhibit/show examples
• How I take notes
• Teach
• Handout master copy of Cornell Notes form for students to keep in their notebook
• Play video of how to take and use Cornell notes
• Model
• Outlining method of taking notes based on book chapter: Observation
• Focus on how Cornell notes is normal notetaking with layers of review and study techniques added on after the note taking event.
• Assign
• Students to take Cornell notes on Method Acting, pages 18-19
• Ran out of time

English 4 CP: 8/21,22/13

• Bell Ringer
• Problem Solution vocabulary exercise.
• The assignment will be posted in the Agenda Book in class with the agenda.
• Activities
• Groups share what they found out
• Defining the words
• Giving the examples
• Listing the problems and questions
• Trouble shooting any issues
• Comments regarding dictionary activity
• Learning requires mistakes and discomfort because you are cutting a trail through unknown territory.
• Introduction to Parts of Speech
• A 3 minute spiel to get students to drop their barriers against this grammar
• Pronunciation and dictionary guides for book and digital
• Grade syllabus if time
• Exit Journal before class end
• List 3 things you learned today
• List 2 things that confirmed what you already knew
• List 1 thing that gave you trouble (explain if you want)
• List 1 question or item you would like answered or clarified.

Drama: 8/21,22/13

• EQ
• How do warm ups help the actor
• How do groups work
• Bell Ringer
• Hand out work ethic rubric
• Have students do a mark up close reading and annotate the form
• Activities
• Discuss: Q and A (Questions and answers) about the rubric bell ringer
• Leadership: warm-ups
• Will work students through a variety of warm ups including things like breathing, moving, loosening up, enunciation, and emotions
• Leadership: Groups
• Students will be divided into groups of 3 or 4
• Each group will create a (or several) short skit(s) that will show the qualities described in the rubric
• Each group will be required to turn in two reports
• Report 1 is simply the list of persons in the group
• Report 2 is a record of group members participation and accomplishments
• Grade syllabus if time
• Assign a observational journal.
• Watch and find someone who expresses a clear emotion.
• Start the description with the following: I saw someone who was _______.
• The rest of the essay will be to describe all the visual clues that made you think they were ________.
• Due next class

Drama and English 4: 8/19, 20/13

• Bell Ringer: Respond to the following items in list or paragraph form
• Briefly describe one joyful memory
• What are your goals after graduation?
• What do you need to accomplish that goal?
• What would you like me to know about you as a person or as a student?
• What have you heard about me or the class?
• What would you like to know about me or the class?
• Share and discuss the bell ringer.
• Answer all questions
• Hand out syllabus
• Assign students to mark up the syllabus as a reading assignment, noting all questions, vocabulary, areas of importance, and the like
• Give students a few minutes to work with a partner and discuss/compare/ share their markings and observations
• Return to open class and cover all that needs to be discussed from the assignment
• Be sure that all students have ample opportunity to know and understand the goals and basic processes of the class.
• Close
• Students are assigned to bring the syllabus back to class, next class, signed by their parents for a grade.

English 4 & 4H: 5/6-10/13

No bell ringers

Activities

• Complete all make up work!
• Turn in daily diaries regarding the current project
• Complete Virtual Tour project
• Q & A every day with individual assistance
• Students may assist each other
• No plagiarism
• Joiner presentation this week
• Public Speaking terms
• Handouts you should have for the semester exam
• Unit 3 vocabulary
• Word Parts
• Figurative Language
• Using evidence and logic
• Must have notes covering Unit 3 History,

Drama: 5/6-10/13

Bellringers/improv's

• The Rainbow Stories: red, orange, yellow, green, blue, purple
• F - words: function, friends, fashions, fun, fabulous, fancy, furious, frivolous
• Titles in games

Activities

• Go over each title and share the basic summary of the play
• Begin to determine the intitial favorites and the obvious ones to drop
• Work on the semester exam research and rehearse
• Constantly focus on quality and expectations
• Complete and detailed
• Memorize and rehearse

English 4 & 4H: 5/1,2,3/13

Activities

• Students work to complete all make up work
• Students work on virtual tour project with help
• Review and assistance as to how to save to server and other basic skills
• Students checked to see if they have
• Created a folder on the server
• Saved one type of documentation to the folder
• Created, begun, and saved the powerpoint project

Drama: 5/1, 2, 3/13

Activities

• Students must complete all make up work.
• Students may work on semester exam project as time permits
• All play possible choices must be posted on the chart sheets
• Students will perform improvs based on the chart sheets and other warmups as decided by leadership

English 4 & 4H: 4/29,30/13

Activities

• All midterm grades are posted.
• Students are assigned to identify and make up all missed work.
• Most important today
• Today the four part business writing project is due for full credit
• Tomorrow, the grade will drop two letter-grades, and more each day
• Work on Virtual Tour project as other work is completed
• Teacher assistance in all areas needed.

Drama: 4/29,30/13

Activities

• All midterm grades are posted in class
• Students must identify what they are missing and make it up as soon as possible
• Students with low grades were pulled aside for conference and counsel
• The TV/movie improv assignment is late after last Friday, but it still must be completed and turned in
• Today the brainstorm assignment related to the "Choosing a Play" process is due for full credit.
• It will be for less credit tomorrow and increasingly after.
• Students are to write the titles of the plays they found on the chart paper with their initials beside it
• This will start the next process of sorting choices.
• Students are to pick their Shakespearean soliloquy or monologue for the semester exam.
• Only one student per soliloquy/monologue. Check the list to make sure because we will not have duplicates
• Students are give the period to work on their projects.

English 4 & 4H: 4/26/13

Bell Ringer

• What country outside America would you like to travel and tour. Explain, in detail, why.

Activities

• Work to complete edits 5-8 due next class
• Work to complete business writing project due first class next week
• Day after first class will be two letter grade loss due to being late
• Work on final virtual tour of England project

Drama: 4/26/13

Bell Ringer

• You are an animal in a public zoo. Describe what you do, how you feel, what you see, and whatever else you think relevant about your experience in the zoo.

Activities

• Reminder and review of improv assignment due today
• Take it up for full credit. Partial credit after today
• Descripting of semester exam assignment
• Students need to pick soliloquy and notify teacher
• Reminder of brainstorm of play choices due first class of next week
• Rest of class time to work on projects

English 4 & 4H: 4/24, 23/13; Wednesday and Thursday

Bell Ringer

• What are the benefits of graduating from high school or what are the problems caused by not graduating - explain.

Activities

• Problem solved all issues related to the business writing project.
• This is due by the first class after the weekend. 24 hours late, and the grade drops 2 letter grades.
• Gave students clear notes on what things to consider or include in the cover letter.
• Reminded that all students must complete, grade, and show Mr. Joiner their final completed edits for a grade
• Went over primary requirements for the last project of the year, a virtual tour of England.
• Showed several examples on the overhead.

Drama: 4/24,25/13; Wednesday, Thursday

Bell Ringer

• What play on your list of plays to consider for next year do you like the most so far, and explain why.

Activities:

• Completely went over, again, all requirements for the movie/TV analysis for improvisations, which is due Friday 4/26
• Overhead projector slide with all the details
• Completely went over semester exam assignment
• Overhead projector slide with all the details
• Completely went over first stage of the "Find a Play" process which is due Tuesday, 4/30/13
• Students were given the period to work on the various projects

English 4 & 4H: 4/22,23/13; Monday and Tuesday

Bell Ringer

• Write a descriptive paragraph describing your college visit or what you believe a college will expect of you as a high school graduate.

Activities

• Complete and correct all editing handouts
• Complete and turn in all four parts of the business writing project
• Begin the PowerPoint project if time
• Students will work independently
• The teacher will be available to assist in any way
• Students may assist each other

Drama: 4/22,23/13 Monday and Tuesday

Bell Ringer

• Write a descriptive paragraph about a performance (movie, TV, etc.) that you've watched in the past week. List what made the performance good and/or bad.

Activities

• Go over grades and missing assignments.
• Detail assignment for improvisations: due 4/26/13
• Chose a movie or TV program that is a favorite
• Give a basic summary of the plot
• Give a list of characters with a basic description of each's qualities
• List the themes or subthemes, or ongoing jokes like "Where's Perry?"
• Consider sub plots
• These items can be specific to the program or general to the genre
• You are looking for common elements we can make joke about
• Purpose
• Create a report for a grade
• Set up a series of improv's
• For future writing projects
• Outline Semester Exam to this point
• Choose a Shakespearean soliloquy between 25 and 60 lines long
• Give a summary of the play
• Give an analysis of the character
• Give an analysis of the scene
• Provide information regarding props, setting, and costume were the play to be performed
• Be prepared to perform the soliloquy from memory
• More details given in class
• Semester exam may be changed and adapted depending on student response and discussion
• Current play choice project
• Reminder of where we are in the process
• Due by 4/30/13
• List of potential plays each student has found
• Include the genre for each play
• Include brief summary of what the play is about
• If available, list how many actors are required to perform the play.
• We will put the full list of plays on the board and sort through them
• Goal 1 is to trim the list to 15 to 20 favorites
• Once we have trimmed the list
• Students will be divided into groups and each group will be given a play to evaluate in depth

English 4 & 4H: 4/12/13 Friday

Note

• Today will be the last time I see students for approximately two weeks. Today I gave them all the work I expect completed by the time they return.
• The deadline for all the assigned work is 4/29/13 for 1237 days and 4/30/13 for 4567 days.
• Students who have not completed the editing handout by then will receive a zero
• Students who have not completed the professional writing project by that time will loose two letter grades by the next day (that is a 24 hour day, not to the next class which is 48 hours)

Benchmark

• LA.1112.4.2.4, 3.3.1: Business writing
• LA.1112.3.4.1through 3.4.5: Editing

Essential Q

• What is the point, purpose, and function of business writing?
• How do I overcome editing issues?

Objective

• Learn the requirements and techniques of business writing.
• Overcome editing issues

Agenda

• Bell Ringer
• Complete editing assignment 4, sentence types.
• Activities
• Correct and record student work on editing assignment 4
• Review verb issues and more
• Give and assign editing assignments 5, 6, 7, 8 due April 29 (see note above)
• Continue business writing project
• Review of where we are to date on the project.
• Expectations are that whatever cannot be completed at school, must be completed at home.
• FCAT will throw our schedule off for the next several weeks, putting more strain on everyone.
• All four parts of the business writing project are due the first day of class after April 26
• See the note above
• Handouts
• Students were given a business letter handout showing resume action verbs and
• Students were given a singular/plural handout for subject/verb agreement issues
• Students were given the option of picking up their final project handout so they can get a head start.

Drama: 4/12/13 Friday

Benchmarks

• TH.A.1.4.3  Understand theatrical performances from various perspectives; 3.4.2, understand the technical aspects of theater production; and  2.4.1, use production concepts and techniques

Essential Q

• How do you evaluate a play?

Objective

• Students will use a variety of perspectives to evaluate multiple plays for the purpose of choosing the next play we will perform.

Agenda

• Bell Ringer
• Finish published story presentations, if any
• Activities
• Individually or within groups
• Go online to any of the following websites (or find more if you can)
• pioneerdrama.com
• playscripts.com/high
• samuelfrench.com
• histage.com (Eldridge plays and musicals)
• Theatrical Rights Worldwide
• No Fear Shakespeare, or sparknotes.com
• Google search popular high school plays
• Create a list of your own favorites
• Create a list of plays you would like the class to consider
• I prefer a long list to a short one
• Make any notes you think will help like number of actors . . .
• Each person is to have their own written list to turn in for a project grade

English 4 & 4H: 4/10,11/13

Benchmark

• LA.1112.4.2.4, 3.3.1: Business writing

Essential Q

• What is the point, purpose, and function of business writing?

Objective

• Learn the requirements and techniques of business writing.

Agenda

• Bell Ringer
• Complete editing assignment 3, run-ons and sentence fragments
• Describe why any employer would be lucky to hire you.
• Activities
• Correct and record student work on editing assignment 3
• Review clauses, phrases, and sentence types
• Give and assign editing assignment 4: "The Loyal Canary" due next class
• Continue business writing project
• Review of where we are to date on the project.
• Expectations are that whatever cannot be completed at school, must be completed at home.
• FCAT will throw our schedule off for the next several weeks, putting more strain on students to keep up and get the work done - especially the students who are not coming to class.
• Students were given time with the computers to complete section 2 of the project.
• Go to the assigned websites (on the handout)
• Answer all questions on the handout.
• This part of the project will be complete this week.
• Video: "How to Speak Irish" expectations and reality can differ
• Assigned to print out resume template and begin to fill it out with your own information.
• Handouts
• Students were given a business letter handout showing block and modified  block styles and spacing
• Students were given handout of resume action words

Drama: 4/10,11/13

Benchmark:

•  TH.C.141: Understand the cultural and historical influences on dramatic forms

Essential Q

• How does story telling contribute to historical, cultural, and relationship life?

Objective

• Manifest story telling techniques and personal story telling abilities based on class research through personal and published stories

Agenda

• Bell Ringer
• What do you look for in a play or drama? List 5 things you look for in order from most to least important. Justify (explain or defend) your selection and ranking
• Lesson
• Students will give presentations, completing their personal stories before beginning performances of the published stories
• Begin groups of three: director, engineer, and critic
• Students choose their own groups of 3
• Each group chooses who will play which role for the group
• All directors meet together and define an evaluation system.
• The engineers meet together, and the critics meet together to do the same.
• Forms with guided questions for evaluation were provided
• Once formed and evaluations determined, students got on the computers to create a brainstorm list of possible plays to evaluate.
• A list of websites and suggestions were provided
• Exit journals
• Each day of performances, write a responsive journal to the performances you saw that day. Be descriptive or explanatory. Cover likes, dislikes, best, reasons, feelings and responses, specific to one, or applying to more than one as needed.

English 4 & 4H: 4/8,9/13

Benchmark

• LA.1112.4.2.4, 3.3.1: Business writing

Essential Q

• What is the point, purpose, and function of business writing?

Objective

• Learn the requirements and techniques of business writing.

Agenda

• Bell Ringer
• Complete editing assignment 2, paragraphing
• Absentees need to find out what is missing and get make up work.
• Activities
• Correct and record student work on editing assignment 2
• Review run-on sentences, sentence splice, and sentence fragments
• Give and assign editing assignment 3: "The Spy Who Had a Taste of Death" due next class
• Continue business writing project
• Review of where we are to date on the project.
• Expectations are that whatever cannot be completed at school, must be completed at home.
• FCAT will throw our schedule off for the next several weeks, putting more strain on students to keep up and get the work done - especially the students who are not coming to class.
• Students were given time with the computers to complete section 2 of the project.
• Go to the assigned websites (on the handout)
• Answer all questions on the handout.
• This part of the project will be complete this week.

Drama: 4/8,9/13

Benchmark:

•  TH.C.141: Understand the cultural and historical influences on dramatic forms

Essential Q

• How does story telling contribute to historical, cultural, and relationship life?

Objective

• Manifest story telling techniques and personal story telling abilities based on class research through personal and published stories

Agenda

• Bell Ringer
• Describe a dramatic event you witnessed or experienced in the last 10 days. (First day only)
• Lesson
• Students will give presentations, completing their personal stories before beginning performances of the published stories
• Update notes on expected qualities and techniques.
• Story telling is about acting, not necessarily about getting the facts in order.
• No sitting, gum chewing
• Create and perform in character with physical and vocal acting
• Exit journals
• Each day of performances, write a responsive journal to the performances you saw that day. Be descriptive or explanatory. Cover likes, dislikes, best, reasons, feelings and responses, specific to one, or applying to more than one as needed.

English 4 & 4H: 4/4,5/13

Benchmark

• LA.1112.4.2.4, 3.3.1: Business writing

Essential Q

• What is the point, purpose, and function of business writing?

Objective

• Learn the requirements and techniques of business writing.

Agenda

• Bell Ringer
• To the best of your ability, explain what the purpose of a resumé, what you put in it, and any other insight you might have regarding resumés
• Activities
• Q & A regarding spellbound and in class correction
• Intro and begin business writing project
• Students get handout covering the entire project
• Students given time in class to work and complete part 1: Prewrite
• Assignment: Editing 2: Paragraphing
• Explain, example, give time to work.
• Assignment due next class

Drama: 4/2 through 12/13

Benchmark:

•  TH.C.141: Understand the cultural and historical influences on dramatic forms

Essential Q

• How does story telling contribute to historical, cultural, and relationship life?

Objective

• Manifest story telling techniques and personal story telling abilities based on class research through personal and published stories

Agenda

• Bell Ringer
• Describe a dramatic event you witnessed or experienced in the last 10 days. (First day only)
• Lesson
• Students will give presentations, completing their personal stories before beginning performances of the published stories
• Exit journals
• Each day of performances, write a responsive journal to the performances you saw that day. Be descriptive or explanatory. Cover likes, dislikes, best, reasons, feelings and responses, specific to one, or applying to more than one as needed.

English 4 & 4H: 4/2,3/13

Benchmark

• LA.1112.3.4.1, 3.4.4; Edit for spelling, word choice, and usage

Essential Q

• Why is editing a critically important skill?

Objective

• Learn to edit your work carefully

Agenda

• Bell Ringer:
• Describe your thoughts about and response to the mock crash. If you were not here for the mock crash, describe your thoughts about and response to the dangers of drinking and driving.
• Activities
• Long discussion about the five employability skills and personal accountability relating to grades.
• Introduction to editing
• Editing is the roadsigns of writing
• Handout: "Once Upon a Time"
• Assignment 1
• Handout Lesson 1, editing vocabulary: "Miracle Medicine"
• Students may work with partners and use their smart phones for spell checking
• Peper was graded by students before class end.
• Students were told to keep the paper because it will be necessary for the semester exam.
• Assignment 2 Using the right word handout called "Spellbound"
• Students are to correct all the sound right items with the words that are grammatically correct for the poem.
• This is a take home assignment due next class.

Drama: 4/2,3/13

Benchmark

• TH.C.1.4.1 Understand the cultural and historical influences on dramatic forms

Essential Q

• How does story telling contribute to historical, cultural, and relational life?

Objective

• Manifest storytelling techniques and abilities through class research and performing published stories.

Agenda

• Bell Ringer
• Describe a dramatic event you witnessed or experienced in the last 10 days.
• Activities:
• Present/perform published stories in story telling style.

Drama: 3/18 through 22/13

Benchmark
     * TH.C.141 Understand the historical and cultural influences on dramatic forms.
Essential Question
     * How does story telling contribute to historical, relationship, and relationship life?
Objective
     * Manifest story telling techniques and personal story telling abilities through
        performing personal and published stories based on class research
Agenda

• Bell Ringer
• What is the greatest challenge for you in preparing for your story telling performance?
• Lesson
• Give presentations: personal stories
• Work on finding and preparing to story tell published stories
• Begin presenting performances based on published stories as soon as personal stories are complete
• Exit
• Write a brief journal regarding the best elements/techniques you experienced during the presentations today

Drama: 3/15/13

Note: Class was held by a substitute today

Activities

• Students will watch a video picked from a list provided
• Based on the video, the students will answer the following questions
• Name/title of the video or videos they watch answering each of the next questions for each title
• What is the introduction/background given?
• What are the building points of the story (rising action)
• What is the climax of the story, the most exciting height of the story?
• What is the conclusion of the story?
• How does it end?
• Does it resolve all the issues that came up in the story?
• What was the conflict of the story?
• What was the theme, idea, or point of the story?
• Did everything in the story contribute to the theme, idea, point?
• List or explain
• How did the vocal drama add to the story telling?
• How did the gestures and mannerisms add to the story telling?
• How did the physical acting and characterization add to the story telling?
• Was there anything in the performance that distracted from the story or made the story hard to follow or believe?
• For "yes" explain how it was distracting
• for "no" explain why you thought the story had no distractions or deviations.

English 4 & 4H: 3/13 through 22/13

Benchmark
     *LA.1112.3.5.2  Principles of design in Microsoft Word
Essential Q
     *How do you use the many design features of Microsoft Word
Objective
     *Create a document or documents that show the many design features according to the project handout.
Agenda

• Bell Ringer
• Why is it important to understand the different features of Microsoft Word?
• Lesson
• Students will use the computers to complete the Microsoft Word project according to the handout assignment.
• The entire project is due before spring break with no exceptions.
• Students may help each other
• The teacher will act as roaming coach, assisting where and how needed
• Some presentations will be made from the podium computer.
• When this project is complete, students are to move to the next assignment described below.
• Read the story "A Vindication of the Rights of Woman" beginning page 708
• Write a brief essay 1/3 to 1/2 page describing how this essay is or is not relevant to today.
• A compare/contrast style would probably work best, but students may pick their style of writing.
• Exit
• Give a brief description of the most difficult Microsoft Word technique overcome in class today.

Drama: 3/13,14/13

Guiding Question
* What are the values of story telling?

Bell Ringer
* Prepare your stories

Activities

• Students complete research presentation
• We begin personal story presentations
• Students work on preparing published story presentation

English 4 & 4H: 3/11,12/13: Monday and Tuesday

Guiding Q

• What are the principles of design in the Microsoft Word program?

Bell Ringer

• Make a list of all the technology you own or use on a regular basis. Give a brief note as to why each is important.

Activities:

• Complete the vocabulary 4 tests
• Students may work on their persuasive project
• Today is the final day for full credit
• The next project is introduced with a preview of the coming grading period
• Microsoft word Design project begins today and is due by 3/22/13
• Coming in the near future
• Resume in Word
• Application letter in Word
• Survey of Excel
• Tour of the UK in PowerPoint (which will be the replacement for the grading period major writing project)
• The Principles of Design project was given with an overview of its purpose and project
• This is a survey of all the basic possibilities and parts of the Word program
• Students will be allowed to help each other
• Students are encourage to indulge in discovery learning, use of help files and explanations, trial and error, and all the other ways people usually learn new programs and technology
• Student are given the rest of the period to
• Finish the persuasive essay project
• Begin the Principles of Design project

Drama: 3/11,12/13; Monday and Tuesday

Guiding Q

• How do you prepare and tell a quality story?

Bell Ringer

• Continue bell ringer from last class regarding the group story.

Activities:

• Continue presenting research information based on
• Story telling techniques
• Story telling in society, or
• Story tellers
• Review the information about the qualities of story telling
• Give model or example
• The Saluda Massacre
• Begin personal stories as soon as the research presentations are complete.
• Students may continue working on their preparation for personal story and published story.
• The published story presentations will begin as soon as the personal stories are complete.

English 4 & 4H: 3/8/13 - Friday

Guiding Q

• How do you create a quality persuasion?

Bell Ringer:

• Prepare for vocabulary 4 test

Activities:

• Review vocabulary 4
• Take up vocabulary 4 homework
• Give vocabulary 4 test
• Students will spend the rest of class completing and turning in their persuasive essay project.
• Today for extra credit
• Next class for full credit
• Each day after for loss of letter grade until Friday the 15th, at which point the project will no longer be accepted

Drama 3/8/13

Guiding Q.

• Why is story telling important in our society

Bell Ringer

• Divide class into groups of 3 or 4. Each group is to create a story about a small village. The following items need to be incorporated as a natural part of the story: a thimble, a doll, and a plastic water bottle.

Activities

• Each student is to present their research on story telling to the class from the stage.
• Students are to continue preparing their personal story and the published story for performing. The personal story presentations will begin as soon as the research reports are complete.

English 4 & 4H: 3/4 through 7/13

Guiding Q

• How do you complete the process for writing a persuasive essay

Activities

• Students have total access to all computers to work on all parts of the process
• Students have been given a handout listing all the requirements that will be the rubric for the final project with all its parts
• Teacher will be circling the room and providing individual and group assistance as needed.
• Students will receive a participation grade for being on task and on target throughout the work time.
• Some students are using the work time to make up the two tests given last Friday

Reminder

• Vocabulary test 4 this Friday

Drama: 3/4 through 7/13

Guiding Q

• How is story telling a craft?
• How does story telling impact our society?
• Who are our story tellers

Warm Up

• Funny stories - shorts

Activities

• Complete informal research covering the three guiding Q's
• Choose, craft, and prepare individual story to perform in class
• Choose, adapt, and begin to prepare published story for story telling performance in class
• Discussion of informal research will begin on Friday

English 4 & 4H: 3/1/13

Guiding Q:

• How do you complete the process for writing a persuasive essay?

Bell Ringer

• Prepare for vocabulary test 3 and "Using Evidence" test

Activities

• Take up vocabulary 3 homework
• Give vocabulary test 3
• Give "Using Evidence and Logic" test
• If there is any additional time, students may work on their persuasive essay

Drama: 3/1/13

Guiding Q

• Why is story telling important to society?

Activities

• Complete Olustee class presentations
• Re-examine the story telling three part project
• Give students time to work on their project

English 4 & 4H: 2/27,28/13

Guiding Q

• How do you complete the process of writing a persuasive essay?

Bell Ringer

• The assigned "Identify your topic choice and justify how and why you chose this topic" is due today. You may include why you think you will be successful with this topic.

Activities

• Teacher will initial all topic choice work and return them to students immediately. Students will turn this in as part of their prewrite.
• Students will go over the student model essay on pages 719, 720
• Class discuss to identify the elements of the model that relate to their essay assignment and rubric for grading their assignment.
• Students will go over the process instructions and examples, pages 721 through 723.
• Each step has instruction and examples.
• There should be no question as to how to do this and what it looks like by the time we complete the instruction.
• Teacher explained the Venn diagram or chart process for mapping the pros and cons of the topic.
• The chart/Venn diagram is assigned
• Students were given the rest of the period to work.
• Handouts
• Persuasive Essay grading guide
• MLA Citation guide
• Students are recommended to go to "Citationmachine" on the internet
• Transitions and how they are used guide
• Reminders:
• Vocab test 3 is next class
• Evidence and Logic test is next class

Drama: 2/27,28/13

Guiding Q

• How do we evaluate a performance?

Activities

• Begin performances for those who did not perform at Olustee.
• Next project begins - Story Telling
• Assign the following
• Informal research: Students may choose from among the following choices
• Story telling qualities, processes, techniques
• Role of story telling in society - primitive to current
• Specific story tellers
• Personal story
• Students are to create a story that is original with them. Should be over 1 minute long.
• Published story
• Students are to tell a published story in their own words as though they were the narrator or part of the story.
• This can be a short story, an excerpt from a book, a movie or other published work
• Notes
• The goal of story telling is to gain the emotion of the story tied to the quality of the story, and all the acting skills possible that will draw the audience into the story

English 4 & 4H: 2/25,26/13

Guiding Q

• What are the elements and expectations of the persuasive writing process

Bell Ringer: Choose one

• Oscars: explain the win your agreed with most or disagreed with most - or -
• Explain what is the most important issue to you locally, nationally, or internationally regarding social, ecological, or political issues. Why is the issue important?

Activities:

• Take up Yakalot late for reduced credit
• Take up bell ringers "Opinion List" and "How do you cheat in an argument" for reduced credit
• Do improve Q and A prewrite assignment (get from teacher when you return to class)
• Introduce persuasive essay assignment (pages 718 - 723)
• Go over writing prompts with many examples
• Go over key traits with explanation
• Assign due next class: Choose your topic for the essay and justify why you picked the topic and why you think you'll be successful with it.

Posted on the board -- Grading requirements and expectations

• Prewrite worth 150 points: do all the following
• Your choice of topic with the process through which it was identified, picked, (justified)
• 3 part chart or Venn diagram: detailed and complete showing for, against, and same
• Gathered facts and research with documentation (including the facts you don't have to research and the reasons you have determined)
• Complete thesis statement with focus points
• Organize/outline
• Check for logic fallacies
• Rough draft -- fully edited
• Final Paper worth 150 points, based on the key traits page 718 (check the student model page 719)
• 1st paragraph background into thesis
• Identifies topic clearly
• Intro strong and memorable
• Thesis statement with focus points
• Supports with relevant and convincing evidence
• Anticipates and answers opposing views
• Good use of transitional words and phrases
• Reflects writer's commitment to his/her opinion
• Conclusion: summary or call to action
• Addresses audience directly
• Uses persuasive techniques effectively (logic fallacies will detract from total grade)
• Rhetorical devices: parallelism and repetition
• Vary sentence beginnings
• Edit for all conventions

Drama: 2/25,26/13

Guiding Q

• Completing the process

Bell Ringer

• The debate or other variations based on titles, actors, actresses, movies, TV shows, and/or themes

Activities:

• We are being interrupted by FCAT writes and will not see all classes.
• To whatever extent possible,
• We will attempt to complet all things Olustee like paperwork and thank you letters
• We will attempt to begin/complete classroom presentations
• We will begin to discuss what is coming next -- the group

English 4 & 4H: 2/21,22/13

Guiding Q

• How do you choose a topic

Bell Ringer

• Create a list of 30 opinions you hold, could be strong or weak or any topic or idea.
• Star the top 10 of the list as being most important
• Label the top five of the starred opinions from 1 (most important) to 5 (least important)

Activities

• Students are given today to make up any or all of the four tests we've taken so far for full credit.
• Students not testing are to complete the "Yakalot" assignment which is due today for full credit.
• After today will be for partial credit.

Drama: 2/21,22/13

Guiding Q

• What does it take to complete a quality production

Bell Ringer

• Finish all Olustee journals and observation journals

Activities

• Warm ups
• Scenerio, object, emotions
• Complete Olustee debrief
• Sign thank you letters
• Read, go over report sent to McMahon and "Ideas for Next Year" sent to Wilks and McMahon

English 4 & 4H: 2/19,20/13

Guiding Q

• What does it take to create a quality persuasion?

Bell Ringer

• Describe a "cheat" you have used to win an argument that may have been inaccurate or unfair.

Activities:

• Discuss bell ringer.
• Give red herring handout with matching assignment. Complete and turn in.
• Hand out "Using Evidence and Logic" for students to read, study, know. Tests will be based on the material.
• Hand out "Senator Yakalot to his Constituents"
• Assign: Students are to find as many of the fallacies on the Yakalot handout as possible. Number the fallacies based on what they are called in the "Using Evidence" handout.
• Give the rest of class time to work on this project.
• This is due by the end of the week.

Drama: 2/19,20/13

Guiding Q

• What does it take to create a quality performance?

Bell Ringer

• Related to all things Olustee, create lists of the following information: 1. What went well? 2. What needs to be improved? 3. What are things learned or ideas gained that will help us with our next performance?

Activities:

• Take up observation journals
• Discuss bell ringer and take notes for project book
• Set plan for class presentations
• Olustee follow through

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

Guiding Q

• What does it take to create a quality persuasion

Activities:

• Periods 1, 2, 3
• Read Gulliver's Travels beginning page 624
• Do all margin and end questions
• Period 5
• Listen to satire of a slave responding to his former master after the Civil War
• Analyze the reading in a journal/essay answering any/all/or related ideas to the following questions
• What did the slave think of his former master?
• What was the test the slave gave?
• How did the slave compare his slave life to his free life?
• What were the elements of persuasion?
• What technique(s) were used in the persuasion
• What outcome did the slave want and why? ** This one is most important

Drama: 2/13,14/13

Guiding Q:

• What does it take to create a quality performance?

Activities:

• Run down final checklists relating to all aspects of the performance
• Review schedules and set ups
• Distribute T-Shirts
• Deal with costumes
• Rehearse
• Remind: Final after school rehearsal today

English 4 & 4H: 2/11,12/13

Guiding Q

• What does it take to create a quality persuasion?

Bell Ringer

• What do you think is most curious, shocking, and/or interesting about Swift's "Proposal"? Explain.

Activities

• Share responses to the bell ringer.
• Complete "A Modest Proposal" reading
• Give time sufficient to finish answering the questions.
• Take up finished work.
• End of class is the end of turning this work in for full credit. Any of this work turned in later will be for partial credit.

Drama: 2/11,12/13

Guiding Q

• What does it take to create a quality performance?

Activities:

• Reminders
• After school rehearsals Tuesday and Thursday after school this week from 4 p.m. to 5:30 p.m. It is very important that all attend.
• Diaries/journals must be turned in every day -- don't forget. After the last scolding, I expected to see a lot of work turned in. It hasn't happened.
• Assignment: Observation journal
• Pick an emotion and observe someone expressing that emotion.
• Give a detailed description what you see.
• Interpret/analyze what you see and what it means
• Reflect on your own feelings or whatever it might take for you to imitate or produce a performance with that emotion
• Students may do more than one as make up.
• Rehearsal
• Students went outside and  practiced volume, projection, and interacting at a level in which they can maintain all acting skills and be heard.
• Cheating - making sure you are turned toward audience

English 4 & 4H: 2/8/13

Guidng Q

• What does it take to create a quality persuasion?

Bell Ringer

• Prepare for vocabulary test 2: critique to inconsiderable

Activities

• Review vocabulary words
• Take up vocabulary 2 homework
• Take vocabulary 2 test
• Any remaining class time is to be spent on the following activities
• Last day to turn in "Declaration of Independence" extra credit vocabulary
• Last day for full credit for advertisement assignment
• Work on "A Modest Proposal" questions due after we complete the story

Drama: 2/8/13

Guiding Q:

• What is required to complete a quality performance?

Activities

• Call for T-Shirt payments
• Grade points: extra credit to all who come to after school rehearsals
• After school rehearsals are critical for performance success
• Will train after school next Tuesday and Thursday
• Expect even non performers to attend
• Volunteers will perform the week after Olustee
• Frank came to rehearse readers
• Students spent time in rehearsal.

English 4 & 4H: 2/6,7/13

Guiding Q

• How does satire work as a type of persuasion?

Bell Ringer

• Work on "Declaration" extra credit vocabulary assignment which is due today.

Activities

• Begin with 15 to 20 minutes of work time for projects due today
• Take up extra credit vocabulary assignment
• Take up completed advertisement project
• Peruse the "Rape of the Lock" in an effort to show students the satire, humor, and techniques used
• Read/discuss "A Modest Proposal" beginning with background information on Jonathon Swift, pages 608, 609
• Assign all margin questions and the end questions on page 620
• All classes completed the reading through the end of page 615
• Reminder: Vocabulary test 2 on Friday

Drama: 2/6,7/13

Guiding Q

• What does it take to create a quality performance?

Activities

1. Discussion grades, missing assignments, writing expectations
2. Take up late T-shirt payments
3. Rehearsal after school today
4. As of now
1. Students should be entering class in character and remaining in character throughout the period in stance, word choice, demeanor, mannerism, et al
5. Rehearsal time

English 4 & 4H: 2/4,5/13

Guiding Q

• What does it take to create quality persuasion?

Bell Ringer

• Work on "Declaration of Independence"  (DOI)extra credit vocabulary

Activities:

• Show some video of Rennaissance Fair and how relates to class with some sharing from those who went.
• Go over and assign ad assignments step 3 and step 4
• Step 4 is the summary conclusion of the project
• Completed project is due next class, but I will take it until the end of the week.
• DOI extra credit is due next class. Severe loss of credit begins immediately after.
• Students given until the end of the period to work on completing the two assignments

Drama: 2/4,5/13

Guiding Q

• What is required to complete a quality performance?

Activities

• Finalize food order, T-shirt order, transportation, and stations appointment
• Watch and discuss video of Rennaisance Fair and its various performers.
• Rehearse and prepare
• Required after school rehearsals next Thursday and Tuesday and Thursday of next week.
• Performance begins next Friday
• Be Ready!!

English 4 & 4H: 2/1/13

Guiding Question

• What does it take to shape a quality persuasion?

Bell Ringer

• Prepare for vocabulary 1 test.

Activities:

• Review for test
• Take up vocabulary homework
• Give vocabulary 1 test
• Outline two extra credit opportunities
• Declaration of Independence extra credit
• Due in two class days
• People who made A's can do up to 17 words from any highlighted word in the entire document.
• People who made less than A's can do up to all 35 words from the posted test word list for one point each
• Students use the form provided and will get 2 points for each word done.
• Students can get extra credit for going to the Hoggetown Rennaisance Fair

Drama: 2/1/13

Guiding Q:

• What does it take to create a quality performance?

Activities:

• Offer extra credit for anyone who goes to Hoggetown Rennaissance Fair
• Go over list of needs and expectations for performance
• Try to complete getting T-Shirt and other sign ups complete
• Rehearse

English 4 & 4H: 1/30,31/13

Guiding Q

• How can you identify persuasion

Bell Ringer

• Study and prepare for the "Declaration of Independence" vocabulary test

Activities

• Vocabulary test
• Discuss the purpose and qualities of analysis, especially as how applies to careers and the ad assignment
• Go over and assign 7 part, Step 2 of ad project. Give students time to work on it with others.

Drama: 1/30,31/13

Guiding Q

• How do you produce a quality performance.

Activities:

• Must have a complete and accurate head count for who is going to Olustee and what they will be doing there by end of class on Friday.
• Must complete collecting money and orders for T-shirts by end of class on Friday.
• Students with issues related to this must make arrangements with Mr. J
• There will be an important after school rehearsal Thursday from 4 to 5:30 p.m.
• Students must know the times and schedules of events
• Extra Credit: Hoggetown Rennaissance Fair in Gainesville. Show proof you attend, and get the credit.
• Rehearse: everyone rehearses, even those not scheduled to perform.
• Confirm all transportation arrangements
• Create stations map -- leadership
• Diary/journals are due Friday by end of class == BE DETAILED
• Give students a choice of stunts to do and write up.

English 4 & 4H: 1/28,29/13

Guiding Q:

• How does persuasion work in advertising?

Bell Ringer

• Get out "Declaration of Independence" vocabulary and advertisement to be checked.

Activities:

• Check vocabulary and ad
• Spend at least 1/3 of class in student driven review of the "Declaration" vocabulary. Test next class
• Give notes on the 5 elements of persuasion
• Go over 3 model advertisements on the overhead
• Use to teach analysis and evaluation of all the elements
• Have students do step one of the advertising evaluation.
• Students may work in small groups.
• Test next class!

Drama: 1/28,29/13

Guiding Q

• What does it take to complete a successful performance?

Activities:

• Planning:
• I must know all students who are going to Olustee by Wednesday so I can order food and make other physical arrangements
• I must have all T-shirts ordered and paid for by the middle of this week so we can give the company enough time to get them done.
• Posted schedules for Olustee, times and expectations
• Commentary on daily diaries/journals
• Entries are supposed to be detailed including plans, thoughts, goals, insights, and all relevant data related to mastery of skills and activities
• Reminder:
• Sign up sheets, records, and related
• Spend time in rehearsal