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.
- 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
- 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.
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.
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.
Activities:
- Compare Contrast Checklist
- The notes dictated on the first day of the assignment
- Guided questions for the General Prologue
- Students do not have to copy the questions
- Number the questions as they are numbered on the handout
- Using the guided questions as a model -- take careful notes over the two tales
- Be sure to include the vocabulary list, as always - with definitions
- The two recommended stories are:
- The Man of Law Tale
- The Wife of Bath Tale
- From the notes on the two stories, create a long/thorough compare contrast chart
- Students may do a Venn diagram or a listing chart
- Create a thesis statement that focuses the compare and contrast essay
- Write a clear rough draft based on the chart/ compare-contrast
- Edit the rough draft on the rough draft so I can easily see and monitor the corrections
- Create the final perfect paper from the edited rough draft
- 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.
- 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.
- 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.
- 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
