English 4 CP: Wednesday/Thursday: 12/10,11/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a. Handout "The five stages of writing and prewriting forms"
b. Student are to write a responsive analytical essay, explaining how this handout helps or or does not help the understanding of the writing process

Agenda

1. Go over the handout, giving examples, and answering all questions.
2. Continue to give examples, updates, and answer questions regarding the class project.
3. Call out and take up late work that is overdue to long overdue. Encourage students to contact the missing class members and help them get caught up. All assignments are listed on the presenter pad in the front of the room.
4. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
5. Hand out list of depth of knowledge terms
a. Students must define these words and turn in the defined words by the end of the semester.
b. Students must be easily able to use these words in the correct academic context.
6. The 9 parts of the complete Macbeth cause and effect project are as follows:
a. Refer to the class handout

Drama: Wednesday/Thursday: 12/10,11/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*Synthesizing your researched materials, how can you create/construct a believable portrayal of your person.

Bell Ringer:
*Work with your neighbor or small group in an attempt to incorporate the researched material into a believable portrayal

Agenda:

1. Students will maintain a section in their notebook to keep all instructions, notes, and research related to the Olustee project for this year.
2. Students will continue research and development of their understanding and knowledge base related to their person and the historical period.
3. Auditions will continue
a. Each student will get on stage and have all rough draft information prepared on their character.
b. This is a first practice in presenting their information in first person
c. Questions and suggestions will be worked out to assist each student to create and manifest a multidimensional and believable performance.
d. Historical accuracy is a critical part of the performance.
e. Teachers and Director Frank will make commentary to assist in developing the portrayals. All students need to listen and take note because this commentary will assist all.
4. Class will develop ideas for set, props, and organization of the teams and the performance schedule
5. Structure for cleaning, monitoring, and using the drama closet will be created and followed!

English 4 CP: Monday/Tuesday: 12/8,9/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a.Create 5 examples which show incorrect use of pronoun antecedent agreement and 5 examples which show correct use of pronoun antecedent agreement

Agenda

1. Answer all questions about bell ringer work.
2. Carefully go over project in detail, answering questions as needed: Give handout
3. Call out and take up late work that is overdue to long overdue. Encourage students to contact the missing class members and help them get caught up. All assignments are listed on the presenter pad in the front of the room.
4. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
5. Hand out list of depth of knowledge terms
a. Students must define these words and turn in the defined words by the end of the semester.
b. Students must be easily able to use these words in the correct academic context.
6. The 9 parts of the complete Macbeth cause and effect project are as follows:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. At the end of Act 2, each student will pick the main character they will write about and explain why they chose the character. Choose from the following
-Macbeth
-Lady Macbeth
-Banquo
-Macduff
-Malcolm
-Ross
-Witches and Hecate
-A student will be required to have prior approval to do any other character
d. Students will create a detailed log of cause and effect events related to their chosen character from the beginning of the play until the end.
e. Students will identify the most potent cause and effect event, which shapes the character's transformation in the story.
f.  Students will create a thesis statement based on item (e) above
g. Students will write a complete draft, working to make sure it is content accurate and complete
h. Students will carefully edit the draft for all writing errors
i. Students will turn the edited draft into a final perfect paper
j. All the above will be turned in in this listed order
k. The entire project with all its parts is due on or before December 19 - even if we don't have time to finish reading the play in class!

Drama: Monday/Tuesday: 12/8,9/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*What does your analysis of your historical person show you about the life and times of the Civil War?

Bell Ringer:
*Work with your neighbor or small group in an attempt to incorporate the researched material into a believable portrayal

Agenda:

1. Students will maintain a section in their notebook to keep all instructions, notes, and research related to the Olustee project for this year.
2. Students will continue research and development of their understanding and knowledge base related to their person and the historical period.
3. Auditions will continue
a. Each student will get on stage and have all rough draft information prepared on their character.
b. This is a first practice in presenting their information in first person
c. Questions and suggestions will be worked out to assist each student to create and manifest a multidimensional and believable performance.
d. Historical accuracy is a critical part of the performance.
e. Teachers and Director Frank will make commentary to assist in developing the portrayals. All students need to listen and take note because this commentary will assist all.
4. Class will develop ideas for set, props, and organization of the teams and the performance schedule
5. Structure for cleaning, monitoring, and using the drama closet will be created and followed!

English 4 CP: Thursday/Friday: 12/4,5/12

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a. Investigate pronouns:
- How do they work?
-What editing problems do they cause, and how do you resolve them

Agenda

1. Answer all questions about bell ringer work.
2. Carefully go over project in detail, answering questions as needed: Give handout
3. Take up 287-297 notes today for late credit.
4. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
5. Hand out list of depth of knowledge terms
a. Students must define these words and turn in the defined words by the end of the semester.
b. Students must be easily able to use these words in the correct academic context.
6. The 9 parts of the complete Macbeth cause and effect project are as follows:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. At the end of Act 2, each student will pick the main character they will write about and explain why they chose the character. Choose from the following
-Macbeth
-Lady Macbeth
-Banquo
-Macduff
-Malcolm
-Ross
-Witches and Hecate
-A student will be required to have prior approval to do any other character
d. Students will create a detailed log of cause and effect events related to their chosen character from the beginning of the play until the end.
e. Students will identify the most potent cause and effect event, which shapes the character's transformation in the story.
f.  Students will create a thesis statement based on item (e) above
g. Students will write a complete draft, working to make sure it is content accurate and complete
h. Students will carefully edit the draft for all writing errors
i. Students will turn the edited draft into a final perfect paper
j. All the above will be turned in in this listed order
k. The entire project with all its parts is due on or before December 19 - even if we don't have time to finish reading the play in class!

Drama: Thursday/Friday: 12/4,5/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*What does your analysis of your historical person show you about the life and times of the Civil War?

Bell Ringer:
*Students are to get out their materials and ready themselves for auditions.

Agenda:

1. Students will create a section in their notebook to keep all instructions, notes, and research related to the Olustee project for this year.
2. Students will continue research and development of their understanding and knowledge base related to their person and the historical period.
3. Auditions will continue
a. Each student will get on stage and have all rough draft information prepared on their character.
b. This is a first practice in presenting their information in first person
c. Questions and suggestions will be worked out to assist each student to create and manifest a multidimensional and believable performance.
d. Historical accuracy is a critical part of the performance.
4. Class will develop ideas for set, props, and organization of the teams and the performance schedule
5. Structure for cleaning, monitoring, and using the drama closet will be created and followed!

English 4 CP: Tuesday/Wednesday: 12/2,3/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a.  Make-up work which has been called out repeatedly in class
b. Punctuation extra credit for test
c. Define identified vocabulary from Macbeth, including the bold print literary terms from pages 336-339 in the literature book

Agenda

1. Answer all questions about bell ringer work.
2. Carefully go over project in detail, listed below in item 5
3. Take up 287-297 notes today for full credit
a. We will not have time for the test as expected.
b. The notes should be very detailed and for a substantial grade.
c. Students turning in the notes after today will lose credit for lateness.
4. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
5. The 9 parts of the complete Macbeth cause and effect project:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. At the end of Act 2, each student will pick the main character they will write about and explain why they chose the character. Choose from the following
-Macbeth
-Lady Macbeth
-Banquo
-Macduff
-Malcolm
-Ross
-Witches and Hecate
-A student will be required to have prior approval to do any other character
d. Students will create a detailed log of cause and effect events related to their chosen character from the beginning of the play until the end.
e. Students will identify the most potent cause and effect event, which shapes the character's transformation in the story.
f.  Students will create a thesis statement based on item (e) above
g. Students will write a complete draft, working to make sure it is content accurate and complete
h. Students will carefully edit the draft for all writing errors
i. Students will turn the edited draft into a final perfect paper
j. All the above will be turned in in this listed order
k. The entire project with all its parts is due on or before December 19 - even if we don't have time to finish reading the play in class!

Drama: Tuesday/Wednesday: 12/2,3/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*What does your analysis of your historical person show you about the life and times of the Civil War?

Bell Ringer:
*Students are to get out their materials and ready themselves for auditions.

Agenda:

1. Students will create a section in their notebook to keep all instructions, notes, and research related to the Olustee project for this year.
2. Students will continue research and development of their understanding and knowledge base related to their person and the historical period.
3. Auditions will continue
a. Each student will get on stage and have all rough draft information prepared on their character.
b. This is a first practice in presenting their information in first person
c. Questions and suggestions will be worked out to assist each student to create and manifest a multidimensional and believable performance.
d. Historical accuracy is a critical part of the performance.
4. Class will develop ideas for set, props, and organization of the teams and the performance schedule
5. Structure for cleaning, monitoring, and using the drama closet will be created and followed!

English 4 CP: Tuesday/Monday: 11/25-12/1/2014

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a. Note taking on pages 287-297 for information mastery. The time can be split on continued work on the punctuation test extra credit assignment.
b. Make-up work which has been called out repeatedly in class
c. Punctuation extra credit for test
d. Define identified vocabulary from Macbeth, including the bold print literary terms from pages 336-339 in the literature book
* Bell Ringer 2: Tell me (in writing) a Thanksgiving story - real or imagined.
a. I'm looking for a complete story: beginning, middle, and end
b. I'm looking for quality descriptions, details, and illustrations

Agenda

1. Answer all questions about bell ringer work.
2. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
4. The 9 parts of the complete Macbeth cause and effect project:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. At the end of Act 2, each student will pick the main character they will write about and explain why they chose the character. Choose from the following
-Macbeth
-Lady Macbeth
-Banquo
-Macduff
-Malcolm
-Ross
-Witches and Hecate
-A student will be required to have prior approval to do any other character
d. Students will create a detailed log of cause and effect events related to their chosen character from the beginning of the play until the end.
e. Students will identify the most potent cause and effect event, which shapes the character's transformation in the story.
f.  Students will create a thesis statement based on item (e) above
g. Students will write a complete draft, working to make sure it is content accurate and complete
h. Students will carefully edit the draft for all writing errors
i. Students will turn the edited draft into a final perfect paper
j. All the above will be turned in in this listed order
k. The entire project with all its parts is due on or before December 19 - even if we don't have time to finish reading the play in class!
5. Read Macbeth and work on the process.

Drama: Tuesday/Monday: 11/25-12/1/2014

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
*All upper level students are to put on presentations related to book information covering the above standards.

Agenda:

1. Research:
a. Each student must be ready for auditions the day we return from Thanksgiving (12/1/14)
b. Prepare summary and Q's for newscaster character
c. Complete context research to be knowledgeable regarding the time and circumstances of the person
d. Each student must be an expert on their person and the times/circumstances within which their person lived
2. Students will work on producing production materials
a. Tickets and sales efforts
b. Coordinating art, culinary, and drama
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are as needed
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.
5. We must clean up after the mess of production
a. Return all borrowed materials to art classes
b. Clean the drama closet
c. Complete money transactions and splitting the fund raiser
d. Journal the adventure in stories and memories
e. Create a memory book of the event

English 4 CP: Friday/Monday: 11/21,24/2014

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a. Note taking on pages 287-297 for information mastery. The time can be split on continued work on the punctuation test extra credit assignment.
b. Make-up work which has been called out repeatedly in class
c. Punctuation extra credit for test
d. Define identified vocabulary from Macbeth, including the bold print literary terms from pages 336-339 in the literature book

Agenda

1. Answer all questions about bell ringer work.
2. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
4. Remind students of the four Macbeth assignments:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. Follow and document chosen main character for later essay
d. Collect specific evidence for your essay with documented location in play
5. Read Macbeth and work on the process.

Drama: Friday/Monday: 11/21.24/2014

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
*All upper level students are to put on presentations related to book information covering the above standards.

Agenda:

1. Research:
a. Each student must be ready for auditions the day we return from Thanksgiving (12/1/14)
b. Prepare summary and Q's for newscaster character
c. Complete context research to be knowledgeable regarding the time and circumstances of the person
d. Each student must be an expert on their person and the times/circumstances within which their person lived
2. Students will work on producing production materials
a. Tickets and sales efforts
b. Coordinating art, culinary, and drama
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.
5. We must clean up after the mess of production
a. Return all borrowed materials to art classes
b. Clean the drama closet
c. Complete money transactions and splitting the fund raiser
d. Journal the adventure in stories and memories
e. Create a memory book of the event

English 4 CP: Wednesday/Thursday: 11/19,20/2014

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent work covering the following:
a. Note taking on pages 287-297 for information mastery. The time can be split on continued work on the punctuation test extra credit assignment.
b. Make-up work which has been called out repeatedly in class
c. Punctuation extra credit for test
d. Define identified vocabulary from Macbeth, including the bold print literary terms from pages 336-339 in the literature book

Agenda

1. Answer all questions about bell ringer work.
2. Read Macbeth in class
a. Give explanations and answer questions as we go along.
b. Point out figurative language, symbols, foreshadowing and other elements as we go along
c. Identify words for the vocabulary list (any word that is outside a student's confident vocabulary)
d. Give time and suggestions for plot notes and documentation
4. Remind students of the four Macbeth assignments:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. Follow and document chosen main character for later essay
d. Collect specific evidence for your essay with documented location in play
5. Read Macbeth and work on the process.

Drama: Wednesday/Thursday: 11/19,20/2014

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
*All upper level students are to put on presentations related to book information covering the above standards.

Agenda:

1. Research:
a. Each student must be ready for auditions the day we return from Thanksgiving (12/1/14)
b. Prepare summary and Q's for newscaster character
c. Complete context research to be knowledgeable regarding the time and circumstances of the person
d. Each student must be an expert on their person and the times/circumstances within which their person lived
2. Students will work on producing production materials
a. Tickets and sales efforts
b. Coordinating art, culinary, and drama
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.
5. We must clean up after the mess of production
a. Return all borrowed materials to art classes
b. Clean the drama closet
c. Complete money transactions and splitting the fund raiser
d. Journal the adventure in stories and memories
e. Create a memory book of the event

English 4 CP: Monday/Tuesday: 11/17,18,14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent note taking on pages 287-297 for information mastery. The time can be split on continued work on the punctuation test extra credit assignment.

Agenda

1. Answer all questions about make up work.
2. Remind students about missing work
3. Take up extra credit punctuation work done to this time to add to midterm. Students will be allowed to do more later.
4. Remind students of the four Macbeth assignments:
a. Vocab list with definitions, including pages 336-339
b. Notes on basic plot of story
c. Follow and document chosen main character for later essay
d. Collect specific evidence for your essay with documented location in play
5. Read Macbeth and work on the process.

Drama: Monday/Tuesday: 11/17,18/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
*All upper level students are to put on presentations related to book information covering the above standards.

Agenda:

1. Research:
a. Notebook check within the next week
b. Summary presentations of research continues as time permits
c. Discussion of how research will be used for Olustee performance
2. Students will work on producing production materials
a. Flyers
b. Tickets and sales efforts
c. Coordinating art, culinary, and drama
d. Work on sets and props
e. Work on costumes and effects
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Thursday/Friday: 11/13,14/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
*Spend 15 to 20 minutes in silent note taking on pages 287-297 for information mastery. The time can be split on continued work on the punctuation test extra credit assignment.

Agenda

1. Answer all questions about make up work.
2. Assistance provided for all ongoing assignments.
3. Introduction to Macbeth assignments.
a. Students will be required to maintain a list of vocabulary identified in the reading of the play. All words must be defined. Students will include the literary and bold print words on pages 336-339
b. Students will maintain a basic outline of the plot with location identifiers as given in the example.
c. Students will choose, follow, and document all Cause and Effect evidence related to a primary character. (The character can be chosen before or after the reading.)
d. Students will be required to provide document evidence from the play in their essay. Model provided.
4. Hand out related to the first act of Macbeth
a. Shows documentation requirements and notation style
b. Shows basic C & E plot summary

Drama: Thursday/Friday: 11/13,14/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
*All make up work is overdue. Students are working on various projects. All finish work for the production are ongoing.

Agenda:

1. Research:
a. Notebook check within the next week
b. Summary presentations of research continues as time permits
c. Discussion of how research will be used for Olustee performance
2. Students will work on producing production materials
a. Flyers
b. Tickets and sales efforts
c. Coordinating art, culinary, and drama
d. Work on sets and props
e. Work on costumes and effects
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Monday/Wednesday: 11/10,12/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Bell Ringer
Spend 15 to 20 minutes in silent note taking on pages 287-297 for information mastery.

Agenda

1. Discuss bell ringer and go over the note taking assignment
2. Handout "Memory List Words" and explain how that helps with sentence structure and punctuation
3. Hand back test and test questions
-Spend the rest of class going over, resolving test problems and working on the extra credit to bring the grade up.
4. Call out missing work for make up

Drama: Monday/Wednesday: 11/10,12/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
* The major essay from October 31 and the Halloween stunt is now due. This is a major grade and must be completed, even if you weren't here or didn't participate. You must (if you missed) come up with and complete an alternative assignment.

Agenda:

1. Research:
a. Notebook check within the next week
b. Summary presentations of research continues as time permits
c. Discussion of how research will be used for Olustee performance
2. Students will work on producing production materials
a. Flyers
b. Tickets and sales efforts
c. Coordinating art, culinary, and drama
d. Work on sets and props
e. Work on costumes and effects
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Thursday/Friday: 11/6,7/14

Standards
*LAFS.4.RI.2.5: Structure in information
*LAFS.1112.L.3.4a: Understanding through context

Essential Questions
*How do you trouble shoot complex text while note taking?
* How does the context of history impact literature
*How do I set up and complete a complex project?

Agenda

BELL RINGER
* Write a reflective journal regarding the recent work and assignments on punctuation and note taking.

1. Set up and discuss bell ringer
a. Problem solve punctuation issue and decide on how to overcome roadblocks to success.
b. Chose 2 solutions: 1. Hand back graded tests with the test to come to grips with what went wrong and why. Make sure each student understands his/her mistakes. 2. Do an additional project like writing missed items correctly with the rule as a way of adding points to the test score.
2. Take notes 287-297: What are bite sized pieces?
a. Assignment: Due on day we return from Thanksgiving break
-Students must keep a log regarding when and how they take notes for mastery of the information, pages 287-297. They must take the notes to be ready for an open notes test. Students may experiment with length and frequency of their note taking activities (Be sure to write up in the log). It is important for each student understand what works best for them.
3. Begin setting up and reading "MacBeth"
a. How do I take notes?
b. How do I reference quotes and evidence
c. What am I looking for?
d. Why am I reading this?
e. How do I organize my project?

Drama: Thursday/Friday: 11/6,7/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
* The major essay from October 31 and the Halloween stunt is now due. This is a major grade and must be completed, even if you weren't here or didn't participate. You must (if you missed) come up with and complete an alternative assignment.

Agenda:

1. Research:
a. Notebook check within the next week
b. Summary presentations of research continues as time permits
c. Discussion of how research will be used for Olustee performance
2. Students will work on producing production materials
a. Flyers
b. Tickets and sales efforts
c. Coordinating art, culinary, and drama
d. Work on sets and props
e. Work on costumes and effects
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Tuesday/Wednesday: 11/4,5/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do successfully use notes and take open note tests?

Agenda

BELL RINGER
* Discussion: Test taking skills, using open notes, punctuations, and problem/solution techniques.

1. Get out notes and organize
2. Study notes and prepare
3. Take the 75 question punctuation test
4. Continue taking notes on pages 287 - 297

Drama: Tuesday/Wednesday: 11/4,5/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization
*TH.912.F.2.4: Fulfill all the roles of production

Essential Question
*How do you track the prompts and blocking in your script notes?
*What is necessary to set up a production?
*How do you promote a production?

Bell Ringer:
* The major essay from October 31 and the Halloween stunt is now due. This is a major grade and must be completed, even if you weren't here or didn't participate. You must (if you missed) come up with and complete an alternative assignment.

Agenda:

1. Research:
a. Notebook check within the next week
b. Summary presentations of research continues as time permits
c. Discussion of how research will be used for Olustee performance
2. Students will work on producing production materials
a. Flyers
b. Tickets and sales efforts
c. Coordinating art, culinary, and drama
d. Work on sets and props
e. Work on costumes and effects
3. Cast members
a. Must be off script
b. Must work in teams or individually to master Mr. Hubert's expectations.
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Friday/Monday: 10/31 and 11/3/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do you determine who was the real Shakespeare?
*How does the context of history impact literature?

Agenda

BELL RINGER
* Discussion: The war of distraction. Compartmentalize and break into bite size pieces as a technique to overcome the issue. No writing or assignment, just listen carefully.
1. Taking notes: The following notes were given, then modeled in class on pages 287, 288 in the lit book
a. Don't copy, especially long passages
b. Use abbreviations (like esp. for especially)
c. Use short cuts (Underlined R in your notes can mean Renaissance - put a reminder in your margin) also, consider the vowel short cut (Write lmnt instead of element. You can still read the word.)
d. Pick the main points: prioritize
e. Look for things that would be good test questions (you know your teachers and their habits)
f. Retell or restate or put the information in your own words (be sure you translate)
g. Relate the information to something you already know (make connections)
2. Continue: Give all the rules for all the punctuation marks with an example for each rule. This is a cheat sheet that students will be allowed to use on open notes test, and will be a turn in assignment as well.
a. Period; b. Question mark; c. Exclamation mark; d. Comma; e. Colon; f. Semicolon; g. Quotation mark; h. Parentheses; i. Underlining/italics; j. Apostrophes; k. Dashes; l. Hyphens; m. Ellipses; n. Bracket/braces
3. Overdue make up work: Read, research, and explain who was the real writer of the Shakespearean plays. Some people believe it was Shakespeare. Some believe it was another nobleman, and Shakespeare just got the credit. All that is needed is the following.
a. Give 3 points from the Shakespeare was Shakespeare side with a website
b. Give 3 points from the someone else wrote the plays side with a website
c. This is NOT a long persuasive essay, just 6 points and 2 websites.
4. Overdue make up work: The essay regarding last 9 weeks.
5. Continue reading, taking notes, discussing historical context to literature (pages 287 to 297 in Lit book)

Drama: Friday/Monday: 10/31 and 11/3/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization

Essential Question
*How do you track the prompts and blocking in your script notes?
*How will the Halloween stunt practice you in staying in character?

Agenda:

1. Research:
a. Notebook check within the next two weeks
b. Summary presentations of research begins today
c. Discussion of how research will be used for Olustee performance
2. Begin trials, examples, and models for Halloween stunt
a. Overall theme seems to be that all who walk on campus are monsters from late night TV like Godzilla, Munsters, Addams Family, The Monster from the Black Lagoon, etc.
b. Whatever is done - and all must participate - must have a story line.
- Each student needs to be in character
- Each student needs to be performing the story that makes their character believable
c. Consider staging, location, costuming, story line, and makeup
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.
5. Complete Halloween Stunt - must have a story line and characterization
a. All students must participate
b. All students must write a comprehensive essay regarding the stunt, including all details: what they did, how they did it, when they did it, how people reacted, how they interacted with other's reactions, etc.

English 4 CP: Wednesday/Thursday: 10/29,30/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do you determine who was the real Shakespeare?
*How does the context of history impact literature?

Agenda

BELL RINGER
*Why do we study Shakespeare?

1. Presentation from Army recruiter which took the majority of class
2. Continue: Give all the rules for all the punctuation marks with an example for each rule. This is a cheat sheet that students will be allowed to use on open notes test, and will be a turn in assignment as well.
a. Period
b. Question mark
c. Exclamation mark
d. Comma
e. Colon
f. Semicolon
g. Quotation mark
h. Parentheses
i. Underlining/italics
j. Apostrophes
k. Dashes
l. Hyphens
m. Ellipses
n. Bracket/braces
3. Continue: (Due on or before Friday, 10/31/14) Read, research, and explain who was the real writer of the Shakespearean plays. Some people believe it was Shakespeare. Some believe it was another nobleman, and Shakespeare just got the credit. All that is needed is the following.
a. Give 3 points from the Shakespeare was Shakespeare side with a website
b. Give 3 points from the someone else wrote the plays side with a website
c. This is NOT a long persuasive essay, just 6 points and 2 websites.
4. Continue: (Due on or before Friday, 10/31`/14) The essay regarding last 9 weeks.
5. Begin reading, taking notes, discussing historical context to literature (start page 287 Lit book)

Drama: Wednesday/Thursday: 10/29,30/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization

Essential Question
*How do you track the prompts and blocking in your script notes?
*How will the Halloween stunt practice you in staying in character?

Agenda:

1. Research:
a. Notebook check within the next two weeks
b. Summary presentations of research begins today
c. Discussion of how research will be used for Olustee performance
2. Begin trials, examples, and models for Halloween stunt
a. Overall theme seems to be that all who walk on campus are monsters from late night TV like Godzilla, Munsters, Addams Family, The Monster from the Black Lagoon, etc.
b. Whatever is done - and all must participate - must have a story line.
- Each student needs to be in character
- Each student needs to be performing the story that makes their character believable
c. Consider staging, location, costuming, story line, and makeup
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.
5. Early release day
a. Variety Show performance during class period.

English 4 CP: Monday/Tuesday: 10/27,28/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do you determine who was the real Shakespeare?

Agenda

BELL RINGER
*Why do we study Shakespeare?

1. Discuss Bell Ringer
a. Cover the reading of why we study Shakespeare
2. Continue: Give all the rules for all the punctuation marks with an example for each rule. This is a cheat sheet that students will be allowed to use on open notes test, and will be a turn in assignment as well.
a. Period
b. Question mark
c. Exclamation mark
d. Comma
e. Colon
f. Semicolon
g. Quotation mark
h. Parentheses
i. Underlining/italics
j. Apostrophes
k. Dashes
l. Hyphens
m. Ellipses
n. Bracket/braces
3. Continue: Read, research, and explain who was the real writer of the Shakespearean plays. Some people believe it was Shakespeare. Some believe it was another nobleman, and Shakespeare just got the credit. All that is needed is the following.
a. Give 3 points from the Shakespeare was Shakespeare side with a website
b. Give 3 points from the someone else wrote the plays side with a website
c. This is NOT a long persuasive essay, just 6 points and 2 websites.

Drama: Monday/Tuesday: 10/27,28/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization

Essential Question
*How do you track the prompts and blocking in your script notes?
*How will the Halloween stunt help you to learn to stay in character?

Agenda:

1. Research:
a. Notebook check within the next two weeks
b. Summary presentations of research continues today
c. Discussion of how research will be used for Olustee performance
2. Begin trials, examples, and models for Halloween stunt
a. Overall theme seems to be that all who walk on campus are monsters from late night TV like Godzilla, Munsters, Addams Family, The Monster from the Black Lagoon, etc.
b. Whatever is done - and all must participate - must have a story line.
- Each student needs to be in character
- Each student needs to be performing the story that makes their character believable
c. Consider staging, location, costuming, story line, and makeup
4. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Thursday/Friday: 10/23,24/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do you determine who was the real Shakespeare?

Agenda

BELL RINGER
*Write a comprehensive essay explaining what you learned last grading period, especially in regards to process projects (any project which took multiple steps)

1. Give all the rules for all the punctuation marks with an example for each rule. This is a cheat sheet that students will be allowed to use on open notes test, and will be a turn in assignment as well.
a. Period
b. Question mark
c. Exclamation mark
d. Comma
e. Colon
f. Semicolon
g. Quotation mark
h. Parentheses
i. Underlining/italics
j. Apostrophes
k. Dashes
l. Hyphens
m. Ellipses
n. Bracket/braces
2. Read, research, and explain who was the real writer of the Shakespearean plays. Some people believe it was Shakespeare. Some believe it was another nobleman, and Shakespeare just got the credit. All that is needed is the following.
a. Give 3 points from the Shakespeare was Shakespeare side with a website
b. Give 3 points from the someone else wrote the plays side with a website
c. This is NOT a long persuasive essay, just 6 points and 2 websites.

Drama: Thursday/Friday: 10/23,24/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization

Essential Question
*How do you track the prompts and blocking in your script notes?
*How will the Halloween stunt practice you in staying in character?

Agenda:

1. Research:
a. Notebook check within the next two weeks
b. Summary presentations of research begins today
c. Discussion of how research will be used for Olustee performance
2. Discussion for Halloween stunt
a. Overall theme seems to be that all who walk on campus are monsters from late night TV like Godzilla, Munsters, Addams Family, The Monster from the Black Lagoon, etc.
b. Whatever is done - and all must participate - must have a story line.
- Each student needs to be in character
- Each student needs to be performing the story that makes their character believable
3. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.

English 4 CP: Tuesday/Wednesday: 10/21,22/14

Standards
*LAFS.6.L.1.2: Editing conventions
*LAFS.1112.SL.1.2: Multiple sources of information

Essential Questions
*How do punctuation marks really work?
*How do you determine who was the real Shakespeare?

Agenda

1. Give all the rules for all the punctuation marks with an example for each rule. This is a cheat sheet that students will be allowed to use on open notes test, and will be a turn in assignment as well.
a. Period
b. Question mark
c. Exclamation mark
d. Comma
e. Colon
f. Semicolon
g. Quotation mark
h. Parentheses
i. Underlining/italics
j. Apostrophes
k. Dashes
l. Hyphens
m. Ellipses
n. Bracket/braces
2. Read, research, and explain who was the real writer of the Shakespearean plays. Some people believe it was Shakespeare. Some believe it was another nobleman, and Shakespeare just got the credit. All that is needed is the following.
a. Give 3 points from the Shakespeare was Shakespeare side with a website
b. Give 3 points from the someone else wrote the plays side with a website
c. This is NOT a long persuasive essay, just 6 points and 2 websites.

Drama: Tuesday/Wednesday: 10/21,22/14

Standards:
*TH.912.H.2.5: Genres and historic periods in theater
*TH.912.S.2.7: Create prompt book and blocking
*TH.912.S.2.4: Sustain a characterization

Essential Question
*How do you track the prompts and blocking in your script notes?
*How will the Halloween stunt practice you in staying in character?

Agenda:

1. Research:
a. Notebook check within the next two weeks
b. Summary presentations of research begins today
c. Discussion of how research will be used for Olustee performance
2. Discussion for Halloween stunt
a. Overall theme seems to be that all who walk on campus are monsters from late night TV like Godzilla, Munsters, Addams Family, The Monster from the Black Lagoon, etc.
b. Whatever is done - and all must participate - must have a story line.
- Each student needs to be in character
- Each student needs to be performing the story that makes their character believable
3. Performance/Rehearsal
a. After school rehearsals are Monday, Wednesday, Friday until about 5:30
- This includes Halloween
b. Mr. Frank will be in class to work with students as he can
c. We will rehearse in class and work on all related production issues.