English 4 CP: 2/28/14; Period 1 catch up

Activities:

• The arguments assignment
• Each student will brainstorm a list of items they argue or could argue about. Minimum 15.
• Each student will pick an argument topic from their own list.
• Student will write the opening argument for their point of view on their topic.
• Students will partner with one other student. They will work in pairs.
• Students will trade papers with their partner.
• Each student will take the opposite point of view on their partner's paper. That way student A will argue against student B on student B's. Student B will argue against student A's point of view on student A's paper.
• Students will trade their papers back and forth for a minimum of five exchanges.
• Students will try to win their argument with logic and reasoning. Emotional techniques are forbidden. This is a thinking assignment not an emotional assignment.
• After students have completed the five or more exchanges:
• they will write a summary of the argument on their own paper.
• They will identify the strongest one or two arguments on their paper, and explain why those arguments were strong.
• They will turn in their paper.

English 4 CP: 2/26,27/14

Activities:

• Take up remaining ad assignments.
• A Modest Proposal
• Read 608,609 to discuss Jonathan Swift and his history/background
• Discuss Satire, verbal satire, and structure of the essay.
• Read the essay
• Explain the various cultural and historical background information needed to understand
• Point out critical points in the essay
• Assign all margin and end questions pages 610 through 620
• Due next class

Drama: 2/26-28

Activities:

• Must push to get all costumes back immediately
• Foley project due Friday by end of day.
• Work on performance on March 6
• Work on projection
• Listen to OTR when time
• Watch videos about Foley artists.

English 4 CP: 2/24/25/14

Activities:

• Clean up all questions related to the 4 step advertisement project.
• Take up the advertisement project, due today
• Hand out "Using Evidence and Logic"
• Go over the handout in detail
• Discuss how this is important for life outside of school, and life anytime
• Discuss the problems of falling into the trap of fallacies or the problems with using these fallacies.
• Hand out "Speech of Senator Yakalot to his Constituents"
• This is an extra credit assignment
• Find as many of the logic fallacies as possible on the speech.
• The speech is a practice assignment to identify the different logic fallacies
• Assign: know, look up, and study the following website
• http://www.nizkor.org/features/fallacies
• This website gives detailed information about fallacies, even more than the handout

Drama: 2/24,25/14

Activities:

• Finish Foley reports by this Friday and turn in.
• All costumes must be turned in
• Broad Cast improv.
• The announcer, the reporter, and the interviewee
• Set up for March 6; announce the performers
• Sign thank you letters
• Listen to OTR

English 4 CP: 2/21/14 (Periods 2,4,6 only)

Activities:

• The arguments assignment
• Each student will brainstorm a list of items they argue or could argue about. Minimum 15.
• Each student will pick an argument topic from their own list.
• Student will write the opening argument for their point of view on their topic.
• Students will partner with one other student. They will work in pairs.
• Students will trade papers with their partner.
• Each student will take the opposite point of view on their partner's paper. That way student A will argue against student B on student B's. Student B will argue against student A's point of view on student A's paper.
• Students will trade their papers back and forth for a minimum of five exchanges.
• Students will try to win their argument with logic and reasoning. Emotional techniques are forbidden. This is a thinking assignment not an emotional assignment.
• After students have completed the five or more exchanges:
• they will write a summary of the argument on their own paper.
• They will identify the strongest one or two arguments on their paper, and explain why those arguments were strong.
• They will turn in their paper.

English 4 CP: 2/20, 24/14

Activities:

• Students bring in their advertisements to continue the project
• Advertisement project:
• Review the point of the project for students to become discerning related to efforts to influence them and their responses to different influences as well as the techniques of persuasion
• Review, answer questions, solve problems related to step one and step two.
• Provide and assign steps 3 and 4 due 2/25,26
• Discuss, give examples, and explain all parts of the assignment.
• Students will be given time to work on the project in class
• Take up any late work.

Drama: 2/19-21/14

Activities:

• Students who did not perform at Olustee will be given a chance to give their performance in class for a grade. 
• Those ready will be given full credit.
• Those not ready will loose points for every day they are late.
• Students will tell stories about their Olustee adventure, anything related to their time there and performing there.
• Begin the completion list
• All costumes must come in and be checked in to clear each person
• We must separate clothing to museum, school, Joiner
• Need to create a scrap book for the Crucible
• Need to create a scrap book for Olustee
• Need to gather sample materials for each event's scrapbook
• Students can write memories type journals to be included in the scrapbook
• Need to gather pictures for a CD for students and scrapbook
• We need to locate donations of clothing racks for the drama closet
• Need to write thank you letters for our many sponsors and have students sign them
• Need to create a signed T-shirt for the memory books

English 4 CP: 2/18,19/14

Activities:

• Discuss essays on the DOI
• Take up essays: students should turn in essay, rough draft, and outline
• Students will get out their advertisements
• Take notes on the five elements of persuasion
• Students work on step one and step two of analyzing an advertisement
• Complete at home and have by next class.
• See class notes and step one and two requirements in the agenda book in class

English 4 CP: 2/12,13/14

Activities:

• Students will get out there "Declaration of Independence"  outline and work.
• Teacher will check all outlines for grade.
• Teacher will instruct on the value and importance of analytical work in the class and in the marketplace.
• Class will discuss their analysis of the document. Students will give details related to structure, word choice, cultural insight, purpose, persuasive power, and focus.
• Students will be given a choice of six potential essays.
• Students will choose one of the six choices.
• Students will write a one half to one page essay. They will have a rough draft and a final draft.
• Students are expected to show quality analysis.
• This assignment is due next class.
• Students are assigned to find a print advertisement with interesting content.
• They may find this ad in newspaper, magazine, or Internet, but it must be printed out to be brought in class.
• They will have a series of assignments requiring them to evaluate this advertisement.
• This assignment is due next class.
• Friday is a teacher work day. Students will not attend school on that day.

English 4 CP: 2/10, 11/14

• The Army recruiters came and took the entire class making presentations, answering questions, and assisting students.

English 4 CP: 2/5,6,7/14

Activities:

• "Declaration of Independence" vocabulary review
• "Declaration of Independence" vocabulary test (2/5,6/14)
• Due to the issue of attendance, those attending were given a reward of being able to use their notes on the test.
• Anyone taking the test after the original test day will not be able use their notes on the test.
• Students will spend the rest of the class working on analyzing the "Declaration of Independence" (DOI) document.
• Students are to outline the entire document
• Students are encouraged to use other resources like Sparknotes to get help.
• The DOI is a process project starting with the vocabulary, going through the outlining, class discussion about structure and logic, and writing.

English 4 CP: 2/3,4/14

Activities:

• Students will watch the "Declaration of Independence" video with discussion following
• Mr. Joiner read and interpreted the first two paragraphs into common language.
• Recommend Sparknotes with the "Declaration of Independence" to increase understanding
• Check vocabulary for progress
• Vocabulary Test next class
• Assign outline of entire document as stage 2 of interpretation and analysis. Vocabulary was stage 1
• See attached handout for beginning of outline and suggested headings.

English 4 CP: 1/29-31/14

Note:

• Wednesday 1/29 was a 1,3,5,7 day
• Thursday was a snow day due to icing issues on the roads
• Friday was a 2,4,5,6 day

Activities

• All grades were posted, and generally bad due to absences and work that was not made up
• Students were to check their grades and make up all work that was missing.
• Students were to spend the rest of their time working on the assigned "Declaration of Independence" vocabulary.
• Vocabulary is due to be complete by next class
• A vocabulary test can come any day after next class. Students are expected to be prepared.
• Make up work is expected immediately. 

Drama: 1/29 to 2/14/14

Activities:

• All the time between now and Olustee (2/14,15/14) all time will be spent doing the following:
• Rehearsing for the performance
• Researching additional information related to their individual parts
• Preparing, finding, collecting costumes and props
• Afternoon rehearsals
• Every 1,3,5 class day plus Tuesdays
• Rehearsals are to 5 or 5:30
• The schedule for Olustee
• Friday performances
• At the Annex parking lot
• 10 a.m. 
• 1 p.m.
• At the Museum
• 11 a.m.
• 2 p.m.
• Saturday
• For the parade
• Meet at the DOT building in Lake City at 9 a.m. in costume
• Performances
• Both locations simultaneously
• 1 p.m.
• 3 p.m.