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.