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.