English 4 CP: 11/20,21/13

Bell Ringer

• Create a cause and effect series (chain reaction) of at least 5 stages from the beginning of the play to our current place in Macbeth.

Activities.

• Discussion: The war on segmented lessons and activities that frustrate students from connecting the parts into an integrated whole.
• Examples:
• The Pizza
• The threads and the tapestry
• Macbeth
• Complete from where we left off reading, taking notes, and working on vocabulary.
• Most classes are beginning in Scene 1 or 2 of Act 2 and getting to Act 3

English 4 CP: 11/18,19/13

Bell Ringer

• Describe Lady Macbeth as a person. Explain what impact she has (and you predict will have) on Macbeth.

Activities:

• Discuss bell ringer
• Continue to work on the play, reading, taking notes, building vocabulary, and understanding
• Completed Act 2 Scenes 1 and 2; made it part way or completely through scene 3 - depending on the class.

Drama: 11/18,19/13

Activities:

• Discussion:
• On stage in character all the time, whether speaking or not.
• Clothes, props and setting
• Create
• Create an Excel file scene by scene
• Include
• Act
• Scene
• Characters
• Props
• Set Materials
• Work on all things related to production.

English 4 CP: 11/14,15/13

Bell ringer

• How/why did the announcement that Malcolm would be the heir to King Duncan have an impact on Macbeth. Explain in detail.

Activities:

• Discuss the bell ringer
• Talk about grades, attendance, and make up work
• Complete taking notes and vocabulary on Act 1, Scene 3.
• Read, list vocabulary, and take notes over -- 
• Act 1, Scene 4
• Act 1, Scene 5
• Act 1 Scene 6, and 
• Act 1 Scene 7
• Students shoud be prepared for a test on Act 1 any time.

English 4 CP: 11/12,13/13

Bell Ringer:

• Students were given a question to answer about a quote from Macbeth to interpret. A copy will be attached.

Activities:

• The class will complete reading aloud and taking notes on Act 1, Scene 3. Special concern will be given to identifying vocabulary words.
• The class will continue by working on Act 1, Scene 4.
• Students will identify notes needed in the class participation.
• Students will identify, with teacher assistance, potential words for their vocabulary.
• The various components of the story will be discussed in an effort to create complete clarity and understanding of the play.

Drama: 11/12-15/13

Activities:

• Play cast and their study partners will break off and work on their line memorization and rehearsal.
• Students remaining in class will complete and turn in their research regarding
• The character they chose
• Culture, religion, and all environmental issues of the time (1692)
• Clothing
• Furniture, physical objects, props, and related.
• Students were sternly advised that those missing practice (cast) are failing - losing credit.
• Students missing class have make up.
• Students must complete candy obligation.

English 4 CP: 11/8 & 15/13

Activities: Fridays have become special Grammar and Editing project days for the rest of 2013.

• Students are broken into groups of 2, 3, or 4. Students can work alone if they wish.
• Students were give a comma test to correctly punctuate. There were 38 errors on the test.
• Students were to 
• Write all team members on their test.
• Correctly punctuate all sentences on the test.
• Identify the correct punctuation rule for each punctuation mark on the test
• Some students had their test corrected before they finished finding the rules (or at least had the incorrect sentences identified.
• The project will be completed next Friday.

English 4 CP: 11/6,713

Bell Ringer

• Bell Ringers are for fluency in writing.
• Students will write a respons journal based on the video "Contraption." They can respond in any direction they desire. They are reminded that this is an example of cause and effect.

Activities

• Students are to add "fluency" to their vocabulary list
• Finish bell ringer with discussion
• Explain: Last class I dictated the notes from Macbeth. Today, we will read and go back over the scene with the students determining what should be noted. - Transition
• We read Act 1, Scene 3 aloud in class with pauses for explanations, questions, and references to the old English style (comparison). We are reading from "No Fear Shakespeare."
• After reading the scene, the class will go back over the scene, page by page, with students deciding which passages should be noted.

English 4 CP: 11/4,5/13

Bell Ringer

• Introduction: What caused me to be set on fire.
• Trace any cause and effect trail through a minimum of 3 steps. Be sure to explain.

Activities:

• Complete bell ringer with discussion
• Taking notes on Macbeth
• Several examples from iPad with Inspiration: the mind map method
• Requirement for identifying location of events being noted
• A1S2L45 means Act 1, Scene 2, Line 45
• Reading Macbeth
• Read out loud in class Act 1, Scenes 1 & 2
• Teacher dictated and modeled notes for these two scenes
• Students are required to continue working on past assignments not yet completed
• Continue, improve, study the punctuation notes
• Fridays we will work on these in more detail
• Continue to complete notes on the Literature Book
• Pages 292, 293
• Pages 332-339
• The test is coming

Drama: 11/4,5/13

• Activities
• Each student was given a book to read.
• The class went outside to the courtyard.
• Students read from their books as though they were reading from scripts in an interactive dialogue in a play.
• Students had to read and perform their reading with prosody and loudly enought to be heard across the courtyard.

English 4 CP: 10/31, 11/1/13

Bell Ringer:

• Why do we study Shakespeare? Minimum of one good paragraph. Be descriptive.

Activities:

• Complete bell ringer with discussion. Take up bell ringer.
• Read and share the print out "Why we study Shakespeare" with discussion.
• Discuss red ribbon week
• Give students the grades from the punctuation test and discuss the implications
• Spend the rest of the period taking working on note taking:
• Pages 292 and 293
• Pages 332 through page 339

English 4 CP: 10/25 to 30/13

Bell Ringer

• What do you do (or) how do you overcome problems when you are reading complicated/difficult text? What are your solutions - EXPLAIN.

Activities:

• Finish bell ringer with discussion. Introduce the difficulty of reading Shakespeare.
• Read, study, take notes in the literature book - pages 292, 293 and 332-339 in preparation for Shakespeare and a test.
• Do vocabulary with definitions as usual
• Notate individual needs and success
• Remember: Students must know themselves to be able to take successful notes. Only the student knows how much or how little they need to be able to conquer the information.
• Students may or may not be able to use the notes on the test. It is undecided.

English 4 CP: 10/24,25/13

• Activities
• Students are to get out all materials related to the punctuation assignment, including:
• Punctuation notes to study
• Journal about how to study punctuation
• Questions related to problems or confusion with punctuation
• Trouble shoot punctuation issues
• Address all student concerns or questions related to punctuation
• Teach students how to use the answer sheet
• Hand out tests, and allow students to use all punctuation notes on the test.
• Take up punctuation journal

Drama: 10/24 to 11/26/13

• Grades:
• Took time to go over grades and discuss issues.
• Class structure
• The class structure has changed due to the preparation for the play.
• 1. Students in the play are separated with understudies to work on script memorization and performance related rehearsals.
• 2. Students not directly in the play are separated into individual or group projects. The projects are as follows:
• Building, creating set materials
• Building, creating prop materials
• Researching, designing, and creating costumes
• Research and report writing related to individual characters in the play
• Finding out everything about the religion, culture, society, roles and so much more to create a complete dossier as a character study.
• Each of these various activities will turn in to a report.
• 3. Students are assigned to groups for an ongoing pantomime project.
• The pantomime project is subordinate to the activities required for the play.
• 4. Time will be spent on additional activities
• Bell ringers related to their various projects
• Observation journals
• Warm ups, improves, and pantomimes
• Rehearsals
• All persons assigned to the play with a part are required to come to all afternoon rehearsals.
• All other students are invited/encouraged to come to rehearsals as well.
• Rehearsals are always Monday and Wednesday from right after school until 5:30 p.m.
• There will be additional rehearsals, especially as we draw closer to the performance.