English 4 CP: 1/27,28/14

Activities:

• Students were given a little time to study for the test over pages 550-559 and 562-563
• Class went through a complete review, covering all the test questions and giving students a chance to take notes they may have missed.
• The test was given, and students were allowed to use their notes on the test
• Students were given the handout of "Declaration of Independence"
• Students were to make sure they highlighted all the words modeled on the projector.
• They must look up and define all the words for vocabulary tests
• The handout must stay in their notebook and be brought to class every day for a series of activities to come.
• Students were given time to work.

Drama: 1/27,28/14

Activities:

• Students are in non-stop rehearsals from now through Olustee.
• Groups break up to work
• Town Hall to work on scripts and interactions
• Shakespeare to memorize lines and work
• Flirtation group works together
• We are having after school rehearsals every Monday through Wednesday from 3:00 to 5:30 p.m.
• Students are encouraged to find costumes and props for the play.

English 4 CP: 1/23,24/14

Activities:

• Students were given the first 30 to 45 minutes of class to complete the following:
• Pages 550-559 and 562-565 notes for test next class
• Margin and end questions for the "Journal of the Plague Year"
• Students were reminded of the extra question required for the "Journal of the Plague Year"
• Students were presented with a packet of 6 logic fallacies
• Glory or Guilt by association
• Begging the Question
• Either/Or the false dilemma
• Faulty Cause and Effect
• Argumentum ad hominem
• Red herring
• After the presentation and discussion of the 6, students were given a matching quiz
• Any time left was given to the completion of any work still undone.

Drama: 1/23,24/14

Activities:

• All positions and parts for the Olustee Festival were given, cleaned up, and established.
• All students not performing in Olustee were given their parts.
• Scripts were handed out
• The overall plan for the program was provided
• We immediately went into rehearsals.

English 4 CP: 1/21,22/14

Bell Ringer:

• The cartoon is attached to this printed assignment in the class agenda book:
• For the cartoon, do the following:
• Explain the cartoon in detail, especially in considering our current theme of persuasion

Activities:

• The bell ringer will be discussed and explained.
• Students need to understand the word "demographics" and how it relates to advertising.
• We would read page 580, 581 regarding Daniel Defoe and verisimilitude.
• The class would read the excerpt from Journal of the Plague Year by Daniel Defoe together. Begins on page 582.
• Students are assigned to answer all margin questions (A through E)
• Students are assigned all 10 questions on page 587
• Students are to answer the question on the board:
• How does the image/experience the writer describes influence him? Refer to lines 70 - 80.
• After the reading, students are given the rest of the period to work on the following:
• Margin and end questions.
• The board question
• Complete the notes from the literature book on 
• pages 550-559 and
• pages 562-565
• Prepare for the test on the literature notes.

Drama: 1/21,22/14

Activities:

• All scripts are prepared.
• Hand out scripts to students who are currently assigned parts.
• Run students through speedy auditions.
• We must distribute students to the parts as soon as possible.
• Once the Shakespeare parts are assigned, the Town Hall people will be chosen.
• Work on rehearsals and all preparations for the performance.

English 4 CP: 1/17/14

Activities:

• Students continue to work on 
• Pages 550-559 in the literature book
• Notes and presentations.
• Pages 362-365 in the literature book for a test
• Students are encouraged to assist each other with the book notes in preparation for a test.

Drama: 1/17/14

Activities:

• Students will work on Shakespeare readings.
• Students break into a town hall group to attempt improvisations on the Olustee content packet.

English 4 CP: 1/15, 16/14

 Activities:

• Students returned to their groups to complete the task assigned last class on pages 550 through 559.
•  Presentations began and will continue next class
• Discussion
• The analytical questions were discussed in detail as the presentations were made.
• References to information prior to the segment of history, details explanatory to understand pieces of this history, and how this history played out in the birthing of America were given in detail.
• Students who were absent last class
•  Students who were absent last class were given one of the segments assigned last class to groups for them to work on independently.
• They will be required to present as the other groups have.
• Literature book pages 562 through 565
•  These pages will be assigned as students complete the above tasks.
• The test over these pages will be given open notes next week.
• Students should prepare for a mini test over various punctuation marks.
• Students should review their punctuation notes.

Drama: 1/15, 16/14

Activities:

• Create outline for Olustee  Festival
•  Townhall meeting with all the information about historical stories guided by the mayor or an appointed leader
• The Florida cracker will indicate that the medicine man show has arrived
• The medicine man will give his opening spiel and transition through the four Shakespeare shorts
1.  Macbeth and Lady Macbeth argue
2. Macbeth has a hallucination of the dagger before he murders King Duncan
3. Romeo and Juliet in the tomb scene
4. Romeo and Juliet in the garden scene
• The medicine man will introduce the flirtation scene
• The medicine man will complete the production by selling sparkling clear spring mineral water bottled by Chief KaCouey and the Tiwahe Fort White Indian tribe  from the fabulous waters of the famous Ichetucknee Springs in Fort White, Florida.
• Students were auditioned with various excerpts from Shakespearean plays, particularly Macbeth.
• Students were also given the opportunity to try and improvise the town hall meeting based on the Forum Magazine

English 4 CP: 1/13,14/14

Activities:

• Every students needs a book.
• Students invited to choose teams or work independently.
• The Assignment: once teams were chosen
• Pages 550 to 559 were broken into jigsaw segments and distributed through the groups/individuals
• Students were to take careful notes on their segment because they will teach it to the class.
• Notes include vocabulary
• Each student should have their own notes to keep and use on the coming test.
• Each team was to do the following and turn it in today on a separate piece of paper:
• List all team members.
• Answer the following two questions:
• How does the segment you read open the door to opinion and persuasion into the life and culture of the British people.
• How does the segment you read set the stage for the creation of America, a new democratic government that lives in constant persuasion between elected officials, vocal electorate, and open public commentary.
• Presentations will begin next class.
• Students were given the period to work.

Drama: 1/13,14/14

Activities:

• Frank Hubert, Director, came to class.
• Discussion took place regarding whether or not we were going to cross classes to set up the two teams.
• Crossing classes requires after school rehearsals.
• It appears that only the Flirtation group may require that.
• Some auditions were done
• Effort at choosing a Macbeth and Lady Macbeth to do Act 1 Scene 7.
• Students were directed to read and study the Forum handout
• Turn in, by end of class, the assignment from Friday
• Which item did you like the best for Olustee story telling and why?
• Discussion regarding characterization
• Once in character - stay in character until out of the public eye
• How to talk Southern
• What is expected of the people of that time
• Some discussion about the staging and set up of the flirtation team and the project.

English 4 CP: 1/10/14

This was for Period 1 alone

• Students played catch up.
• We did the class discussion completed in the other classes
• Students completed the discussion notes and the essay.
• We completed anything else they were unable to complete on Wednesday because their class day was taken up with homeroom.

Drama: 1/10/14

Activities:

• Students were given the handout of the Forum magazine about the Civil War.
• Students are assigned to read the entire handout over the weekend
• Students will be tested over the contents of the handout.
• Students will choose which item in the handout they find most interesting and explain why it is most interesting.
• Due Monday
• Olustee questions and answers
• Students were given the information about date, times, and promotions related to our production.
• All the information shared at the Historical Society board meeting was shared.
• Students will probably be assigned to parts instead of auditioned due to time frames.

English 4 CP: 1/7,9/14

 Bellringer

• Students will write a beginning statement like "My Christmas break (or any part of the Christmas break) was ____________."  (the underlined word is to be a descriptive adjective which describes their thoughts or feelings about the event or experience)
• Students will describe all the details related to their statement in such a way as to persuade me to agree with them by the end of their essay.

 Activities

• Students will turn in their bellringer
• Students are instructed to get out another piece of paper to take notes. The next section of class is an open class discussion. Students are to take notes on the class discussion without teacher aide or instruction. The goal of the notetaking is to be prepared for a test on the discussion at the end of class.
• At the end of class, the test is an essay based on the class discussion and notes. Students may choose to summarize the discussion or write an analytical essay about the discussion. The essay is to be at least a half page long.
• Subjects in the discussion include how the  projects and semester exams were graded. All nine weeks, projects, and semester grades were published and posted on the back wall for student reviews. All questions related to grades were answered.
• Another subject of the discussion was related to persuasion. Persuasion is the theme for this grading. Students were challenged to realize all the ways that they are constantly being persuaded from every direction friends, commercials, family, teachers, peer pressure, and so much more.
• They were challenged with the question, "How can I keep my mind clear and clean so I can make good decisions in the presence of all these persuasive voices?"

Drama: 1/7, 9/14

Bell Ringer

• Describe an event or experience during the break, providing all the description of emotions, thoughts, and related.

Activities:

• Students are to write a list of any complications they might have that would keep them from participating in the Olustee rehearsals and the Olustee event.
• Students were given a complete breakdown of all the parts required for the performance.
• Students were asked, challenged, to decide what part they wanted to do most.
• Students were forewarned that we would not have time for a complete audition; therefore, many students would be simply assigned a part.
• All students will prepare for the performance even if they will not be on stage.