Joiner FWHS agendas: English 4 and Drama: December 2014

Thursday, December 11, 2014

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

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!

Friday, December 5, 2014

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!

Wednesday, December 3, 2014

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!

Tuesday, December 2, 2014

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

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

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