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.
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.
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!
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
Guiding Q
- How can you identify persuasion?
Bell Ringer
- Get out your advertisement and be ready to have it checked.
Activities
- Check ads for a grade.
- Discuss the point of the ads and where we are going beginning next class.
- Students reminded to have the ad every class until we complete the project
- The project begins next class
- Remind students related to the "Declaration of Independence"
- Must be ready for review next class or their will be no review.
- Test in two class days
- Read "A Journal of the Plague Year with special focus on the top paragragh page 585, ""T is a speaking sight."
- Students are assigned to write a minimum of a half page essay. They are to pick a personal experience that has left a lasting image or imprint on their lives. (As an alternative choice, students may pick the experience being described in the reading as though it is their own experience)
- Students are to describe the event/experience and then analyze it.
- The analysis should include things like why it sticks out in their mind; why it's important, what they learned from it; what impact it has had on their life, understanding, behavior; and anything like or related.
- Students are to spend the rest of the time working on the essay or the next vocabulary requirements.
Activities
- Parade:
- Announce parade time, location, and meeting arrangements
- Go over schedules and plans for Olustee
- Presentation rosters, performance locations and times
- Sell T-shirts for $7. Black for performers, white for support volunteers
- All students required to turn in their diary/journals to this point
- Students continue with rehearsals.
- Post sign up for persons who need rides and persons who can give rides
Guiding Q
- How can you identify persuasion?
Bell Ringer
- How do you persuade or convince yourself? Be sure to give an example or illustration to be specific. (Remind of issue with vagueness on test essays)
Activities
- Discuss/go over bell ringer
- Assignment for next class:
- Must find an interesting print advertisement and bring it to class.
- Those who have the ad will get a grade. Those who don't will get a zero.
- Define and give examples of what "interesting" means.
- Read "The London Fire" aloud in class, pages 572-574
- Create a list of all the things the author does during the fire.
- Determine how the author thinks of himself or reasons to himself to do or not do the actions listed
- Students read background information about Daniel Defoe, pages 580, 581
- Discuss to prepare students to read "A Journal of the Plague Year" next class
- Any remaining time is to work on "Declaration of Independence" vocabulary for test next week.
Guiding Q:
- How do you master a performance?
Bell Ringer
- Work on daily diaries/journals, and have them ready for a spot check on any day.
Activities
- Script readers
- Make annotations on your script.
- Master every word, pronunciation, and understanding - including all figurative language
- Practice the stance and tone for each reading
- Work to master underground meaning or intent of the quoted persons
- Focus groups
- Flirtation
- I want a copy of your script by this Friday
- Other Groups
- By now you should be in mastery of the provided information.
- I expect you to pass a quiz - either spontaneous and oral or essay
- By the end of this week, I expect you to have identified the top 5 (required) to top 10 (preferred) most interesting or curious facts you can use as center pieces to your discussion/presentation
- You must name and have a description of your character
- You must have a group outline of your presentation plan
- Urgent:
- After school rehearsal 1/24/13 from 4 to 5:30
Bell Ringer
- Get out notes and prepare for history test
Activities:
- Students take open notes history test
- Students turn in test materials including extra credit essay and outline notes
- Any time remaining is to be spend on current activities
- “Declaration of Independence” vocabulary assignment
- The review will be on the first class day, the week of 1/28
- The test will be on the second class day, the week of 1/28
- Prepare for the first set of academic vocabulary test
- Assignment:
- Students are to find an interesting print-media advertisement and bring it to next class
Activities:
- Students will continue their rehearsals as outlined.
- Frank Hubert and Jonathon Morris will be here to train and direct students
Guiding Q
- What is persuasion?
- How does history impact literature?
Bell Ringer
- Spend 15 minutes working on the history notes outline and/or the "Declaration of Independence" vocabulary assignment
Activities:
- Explanation of the move to common core standards
- How information interrelates with other information
- Analysis and the importance of understanding layers within information.
- Brainstorm to answer the following questions done individually and as a class event:
- Who is trying to persuade you (in any direction)?
- Why are they trying to persuade you (what do they get out of it)?
- What is working in your environment people, systems, general life pressure, that tries to get you to conform to its/their standard and why?
- Any time remaining was given to work on current projects.
Activities:
- Students in Reader's Theater
- Go through and carefully understand the entire script for
- Words and word interpretations
- Word pronunciation
- Phrase and figurative language meaning
- Emotional and contextual understanding
- Practice the reading
- Students in Focus Groups
- Go through the information carefully, starting with the information first
- Identify most interesting and/or profound information
- From the information build ideas of best way to present
- Students designated researchers
- Assigned to each group
- Answer or look up any questions to help designated group
- Provide information on persons in reader's theater
- Other students
- Work on support projects or
- Join groups and assist with practice/rehearsal
Guiding Q
- What is persuasion?
- How does history impact literature
Bell Ringer
- Use pages 552-554 in the literature book to answer the following questions:
- Why do you think "The Glorious Revolution" (page 552) and the English Bill of Rights were important?
- How was John Locke (page 554) a part of these two things?
Activities:
- Discussion and explanation of the change in England, the increase of freedom, and the beginnings or journalism, essays, and public expressing opinion and persuasion
- Theme for the grading period: all things persuasion and propaganda
- Hand out vocabulary words
- Test 1: 1/25; coronation to aesthetics
- Test 2: 2/1; critique to inconsiderable
- Test 3: 2/22; whereof to clarion
- Test 4: 3/8; ply to indulge (30 words)
- Hand out Declaration of Independence
- Watch video of famous actors performing the document
- Assign look up and master all unfamiliar words for a vocabulary test (or more)
- I showed an example of the words I felt should be examined and gave students the opportunity to mark their own papers or take a cell picture of my example.
- Students were given the rest of the period to work on their outlines and vocabulary
- Students are broken into their Olustee performance groups to rehearse and work.
- All students with a part are given their materials and are required to master the information
- Non performing students are given their various assignments to prepare for the production.
- A group went to the library to research information about the persons quoted in the script
- Students spent the day in rehearsal and preparation
- Students are required to maintain or turn in their daily diary
Activities
- Students are assigned to read and do outline notes on the following pages in their literature book: 550 to 559 and 562 to 565.
- The notes will be taken up for a grade.
- The notes will be allowed on the test on Friday, January 18.
- Students understand that what they don't complete in class becomes homework.
- Upper level students will break each class into five different groups: Reader's Theater; Slave focus group; Women's focus group; Flirtation focus group; Independent readers
- Each group will go over the materials provided to prepare for the Olustee presentation
- Students need to be concerned with the following
- Mastery of understanding
- How the material should be presented
- Most interesting information
- Additional research necessary
- Practice and rehearse
- Notes they take on their work are due at the end of class or next period
- Students are required to write a daily diary of their activities related to Olustee preparation
- Students are to open their literature books and outline pages 550 to 559 and 562 to 565
- Students were taught how to outline last class
- What they don't complete in class becomes homework
- The outline will be for a grade
- The outline will be allowed as a source during the history test next Friday
- The substitute has additional work to double the workload if students act as though they don't have enough to do.
- All current work is in preparation for the Olustee performance at Wilson Park and at the Museum
- Appointed upper level students will divide class into four groups: Reader's Theater Script; Focus group on flirtation; focus group on women; focus group on slaves
- Each group will get the materials necessary for their job (handouts)
- Each group will work through their materials making note on the following
- Most interesting information
- How to present it
- Additional research necessary
- Anything else necessary to understand and master the information for presentation
- Notes on materials may be turned in now or next class
- Students are reminded to keep up their daily Olustee log/diary due at any time
Guiding Q
- What did you learn last semester that will guide you to success this semester? Explain and be detailed.
Bell Ringer
- Answer the guiding question for today.
Activities
- Pass out papers, check grades, and answer related questions
- I will give extra credit to any student who sets an appoint to go over their essay one on one.
- Read passage from Nick Saban interview about "process."
- Discuss the article and his point of view
- Relate Saban's point of view to the class
- Joiner's employability skills
- Zeros and other related solvable issues
- Making a successful future based on following good processes
- Show and go over an outline of the presentation this class
- Use the model to assign outlining from the lit book
- Assignment: Outline from the literature book pages 550 to 559, and 562 to 565
- Outline will be a grade
- Notes will be used on a test over the material.
Guiding Q
- What lessons learned first semester will guide you to success in the second semester.
Bell Ringer
- Write an essay answer to the guiding Q above. A minimum of one good paragraph.
Activities
- Pass out papers, check grades, Q & A regarding grades and exams
- Return Olustee folders
- Check about students being able to use the online folder
- Begin leadership assignments
- Outline Olustee plan to the class
- Begin working on developing the plan and put it to work
- If time, begin script reads and auditions
