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.