Joiner FWHS agendas: English 4 and Drama: 2015

Monday, August 24, 2015

English 4: 8/21/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Pretest complete

3. Have students take notes on class discussion: What technology, programs, and webpages have you found and used to be successful?

English 1H: 8/21/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Pretest complete

3. Have students take notes on class discussion: What technology, programs, and webpages have you found and used to be successful?

Drama: 8/21/15

Standards:

* W HST.2.5: writing skills

*.3.4: discuss theater in real life

1. Complete pretest

2. Complete and resolve any remaining activities or issues related to the first of the week.

3. Do student introductions and stories

English 4: 8/19/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Complete all processes begun on Monday and Tuesday and bring to a conclusion. Be sure that all students are clear and onboard. Troubleshoot as necessary.

3. Cover note taking skills and techniques.

4. Take notes on tech information and issues

English 1H: 8/19/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Complete all processes begun on Monday and Tuesday and bring to a conclusion. Be sure that all students are clear and onboard. Troubleshoot as necessary.

3. Do note taking on tech rules, uses, quality programs and more.

Drama: 8/19/15

Standards:

* W HST.2.5: writing skills

*.3.4: discuss theater in real life

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2.Bellringer follow-up as needed: assigned last bellringer to those who missed. Go over the bellringer and answer all questions students presented.

3. Continue going over over syllabus and answering questions needed.

4. Answer any remaining questions over policies and procedures. Model class practices. Troubleshoot issues.(O)

5. Take up and complete all 3 x 5 cards with student contact data. (O)

6. The class pretest will be Thursday and Friday. All students need to be here!

7. Upper-level students will spend most of the class sharing their life experiences in drama.

English 4: 8/18/15

Standards:

* W.1.2: write informative essays

*SL.1.1: prepare and participate in discussion

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Continue working on bellringer during roll call and name check: Go over the bellringer answering all questions and discussing all issues which have come up in their essays. (W)

3. Answer any questions related to the syllabus and go over clearly. (O)

4. As time permits, continue to go over primary policies and model expected behaviors. Be sure students understand the attendance rules(O)

5. Take up 3 x 5 card with student contact data. (O)

6. Pretest will be Thursday and Friday. All students need to be in attendance.

English 1H: 8/18/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2. Continue working on bellringer during roll call and name check: Go over the bellringer answering all questions and discussing all issues which have come up in their essays. (W)

3. Answer any questions related to the syllabus and go over clearly. (O)

4. As time permits, continue to go over primary policies and model expected behaviors. Be sure students understand the attendance rules(O)

5. Take up 3 x 5 card with student contact data. (O)

6. Pretest will be Thursday and Friday. All students need to be in attendance.

Drama: 8/18/15

Standards:

* W HST.2.5: writing skills

*.3.4: discuss theater in real life

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2.Bellringer follow-up: assigned last bellringer to those who missed. Go over the bellringer and answer all questions students presented.

3. Continue going over syllabus and answering questions. (O)

4. Answer questions over policies and procedures. Model class practices. Troubleshoot issues.(O)

5. Take up and complete all 3 x 5 cards with student contact data. (O)
6. Take class notes on script characters: Merchant of Venice

7. The class pretest will be Thursday and Friday. All students need to be here!

English 4: 8/17/15

Standards:

* W.1.2: write informative essays

*SL.1.1: prepare and participate in discussion

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2.Bellringer during roll call and name check: (W)

* Briefly describe one joyful memory.

*Define one personal goal, short-term or long-term, and explain what you need to accomplish that goal.

*What would you like me to know about you as a person or as a student?

*What have you heard about me or the class?

*What would you like to know about me or the class?

3. Handout syllabus and go over clearly. (O)

4. As time permits, go over primary policies. (O)

5. Fill out 3 x 5 card with student contact data. (O)

English 1H: 8/17/15

Standards:

*W.1.3: write narratives

*W.2.4: clear and coherent writing.

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2.Bellringer during roll call and name check: (W)

* Briefly describe one joyful memory.

*Define one personal goal, short-term or long-term, and explain what you need to accomplish that goal.

*What would you like me to know about you as a person or as a student?

*What have you heard about me or the class?

*What would you like to know about me or the class?

3. Handout syllabus and go over clearly. (O)

4. As time permits, go over primary policies. (O)

5. Fill out 3 x 5 card with student contact data. (O)

Drama 8/17/15

Standards:

* W HST.2.5: writing skills

*.3.4: discuss theater in real life

1. Concept theme: REFLECTION: Internalize learning to transform it into understanding! (I)

2.Bellringer during roll call and name check: (W)

* Briefly describe one joyful memory.

*Define one personal goal, short-term or long-term, and explain what you need to accomplish that goal.

*What would you like me to know about you as a person or as a student?

*What have you heard about me or the class?

*What would you like to know about me or the class?

3. Handout syllabus and go over clearly. (O)

4. As time permits, go over primary policies. (O)

5. Fill out 3 x 5 card with student contact data. (O)

Sunday, March 15, 2015

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

1. Take 3rd 9 weeks EOC test

2. Essay project is due Friday, March 13, 2015. Any projects turned in after that date will loose many points and may not be graded at all.
a. Late projects will be labeled with date and time.
b. Late projects, if graded, will be graded in the order they were received until I run out of time.

3. Use class computers to continue work and complete 9 part persuasive essay project.
a. I will be available for any assistance needed.
b. Students can check their grade for any make up work needed.
c. The class will trouble shoot and problem solve any issues related to the project or make up work.

Drama: 3/13,16/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Take 3rd 9 weeks EOC test

2. Finish grading reading performances

3. Challenge upper levels to continue creating the fox hunt school stunt

4. Continue the reader's theater: Mock Trial of the Big Bad Wolf
a. Each team is to work together to fulfill the competition
b. The leaders of each team are to be the directors.
-They must select the correct persons for the parts
-They must rehearse the individuals until the performance is letter perfect
c. Each group must create their own set, props, and anything else needed.
d. Each group will be the jury for the other
e. An effort will be made to find judges to determine the winning team.
f. Students are to write a journal each day about the accomplishments of the day.

5. Remind students to continue the assign 5 part pronunciation assignment: Turn in immediately!
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

English 4 CP: 3/11,12/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

1. Use class computers to continue work and complete 9 part persuasive essay project.
a. I will be available for any assistance needed.
b. Students can check their grade for any make up work needed.
c. The class will trouble shoot and problem solve any issues related to the project or make up work.

2. The complete 9 part project is due no later than Friday, 3/13/15. Any assignments turned in after that will loose severe points or not be graded at all for lack of time before 9 weeks grades will be due.
a. Late papers will be marked with date and time for first come first grade until I run out of time.

Drama: 3/11,12/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Finish grading reading performances

2. Challenge upper levels with creating the fox hunt school stunt

3. Set up and begin the reader's theater: Mock Trial of the Big Bad Wolf
a. Divide the class into 2 teams
b. The leaders of each team are to be the directors.
-They must select the correct persons for the parts
-They must rehearse the individuals until the performance is letter perfect
c. Each group must create their own set, props, and anything else needed.
d. Each group will be the jury for the other
e. An effort will be made to find judges to determine the winning team.
f. Students are to write a journal each day about the accomplishments of the day.

4. Remind students to continue the assign 5 part pronunciation assignment
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

English 4 CP: 3/9,10/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

1. Use class computers to continue work and complete 9 part persuasive essay project.
a. I will be available for any assistance needed.
b. Students can check their grade for any make up work needed.
c. The class will trouble shoot and problem solve any issues related to the project or make up work.

Drama: 3/9,10/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Continue to grade reading performances

2. Remind students to continue the assign 5 part pronunciation assignment
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

3. As soon as time permits begin the reader's theater.

English 4 CP: 3/5,6/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

1. Use class computers to continue work and complete 9 part persuasive essay project.
a. I will be available for any assistance needed.
b. Students can check their grade for any make up work needed.
c. The class will trouble shoot and problem solve any issues related to the project or make up work.

Drama: 3/5,6/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Grade reading performances

2. Remind students to continue the assign 5 part pronunciation assignment
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

3. As soon as time permits begin the reader's theater.

Thursday, March 5, 2015

English 4 CP: 3/3,4/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

Bell Ringer: Write down any questions you may have or problems you may have with any part or all of the essay assignment. If there are no questions, take notes on the beginning class discussion about the assignment and turn that in as a bell ringer.

1. Complete the following.
a. Make up work

2. Assign students to do part 2 of the essay assignment: Write their topic choice with an explanation as to how their topic choice fits the four criteria for choosing a topic.

3. Assign students to work alone or in groups up to a total of four persons. They are to do the following two assignments.
a. Help each other create a list of research questions needed to prepare them for their essay (part 3 of the essay assignment) Each student is to sign the list(s) he/she helps create for possible extra credit.
b. Help each other create a well-developed/thorough "for and against" chart list (part 4 of the essay assignment). Each student is to sign the list(s) he/she helps create for possible extra credit.

4. Students are given the rest of the period to work.

Drama: 3/3,4/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Remind students to continue the assign 5 part pronunciation assignment
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

2. Go over grading rubric for dramatic reading assignment. Give many examples.

3. Take a few minutes to go over every reading to check for words that are a challenge to pronunciation. Give students a few minutes to work and seek help before performances begin.

4. Allow examples and/or play the performance of Poe's "The Raven"

5. Begin reading performances.

English 4 CP: 2/27 to 3/2/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you follow a complete process for writing a persuasive/argumentative project

Agenda

1. Complete the following.
a. Make up work

2. Show videos: Victor Borge, "Phonetic Punctuation," and Weird Al Yankovic, "Word Crimes."

3. Complete model of essay. Handout expectations, and give the following check list for the assignment
a. Brainstorm: completed and copied by classes
b. Choice and how choice fits criteria (list of 4 criteria)
c. Create research questions and answer them
d. From gathered facts and personal knowledge create a "For and Against" chart
e. Thesis,
f. organize and outline
g. Draft
h. Edit
i. Final perfect paper

4. The complete essay project is due on or before March 13.

Drama: 2/27 to 3/2/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do tone, pronunciation, and work choice impact communication and performance?

Agenda:

1. Have everyone write the skeleton journal about the talk with a skeleton improvisation.

2. Work on tongue twisters, especially:
Betty Botter bought some butter
But she said the Butter's bitter
If I put it in my batter
It will make my batter bitter
But a bit of better butter
Will make my batter better
So twas better Betty Botter
Bought a bit of better butter.

3 Assign 5 part pronunciation assignment
a. Observe the conversation and word sounds around you. Take note and record any interesting observations
b. As you hear interesting sounds, word choices, accents, or the like, ask questions to investigate where they come from or why they are used that way. Note and record observations.
c. Take something you say or read and say it or read it multiple times, using different pronunciations each time. Note and record how the different pronunciations make you or others feel about what is being communicated. Be aware of the feelings associated with the pronunciation.
d. Find a sentence. Read the entire sentence accenting a different word each time you read it. Note and record how the emphasis works to change the meaning or feel to the sentence.
e. Read one page of anything. Carefully pronounce each word on the entire page. Be sure not to miss any words, splice any words, or pronounce any words lazily. Note and record your observations.

4. When doing the pronunciation assignment, allow the awareness to assist you in your dramatic reading.

5. The dramatic reading is due next class.

Wednesday, February 25, 2015

English 4 CP: 2/25,26/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Complete the following.
a. Make up work

2. Give Using Evidence and Logic open handout test

3. As time permits, continue model for the final essay
a. Brainstorm: completed and copied by classes
b. Choice
c. Gather facts (both sides - charting)
d. Organize and outline
e. Draft
f. Edit
g. Final perfect paper

Drama: 2/25,26/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How are culture and accuracy important to the living history performer?

Agenda: Wind down and clean up after Olustee and edu fair

1. Require the return of all costumes, return costumes, and clean up drama closet

2. Set up performances for local elementary schools

3. Clean up after career/edu fair performance

4. Continue and complete class performances

5. Read and study chapter on stage and/or puppets
a. discuss good topics for performance scripts

6. Discuss and plan end of year banquet

English 4 CP: 2/23,24/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Complete the following.
a. Make up work
b. Studying for the Using Evidence and Logic test (and related practice assignment)

2. Begin model for the final essay
a. Brainstorm
b. Choice
c. Gather facts (both sides - charting)
d. Organize and outline
e. Draft
f. Edit
g. Final perfect paper

Drama: 2/23,24/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How are culture and accuracy important to the living history performer?

Agenda: Wind down and clean up after Olustee

1. Require the return of all costumes.

2. Set up performances for local elementary schools

3. Determine who is available for the Edu Fair on 2/24/15

4. Prep and work on class performances

5. Rehearse for edu/career fair.

Monday, February 23, 2015

English 4 CP: 2/19,20/15

Drama: 2/19,20/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How are culture and accuracy important to the living history performer?

Agenda: Wind down and clean up after Olustee

1. Students tell all the stories of their experiences in Olustee - share and discuss.

2. Require the return of all costumes.

3. Set up performances for local elementary schools

4. Determine who is available for the Edu Fair on 2/24/15

5. Prep and work on class performances

6. Rehearse for edu/career fair.

Wednesday, February 18, 2015

English 4 CP: 2/17,18/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Go over all assignments from last class; answer all questions; and give time to work
A Modest Proposal: continued
a. Read and discuss 608, 609
b. Students must be able to identify the four sections of the essay
- Problem
- Solution/proposal
- Support
- Others arguments with a defense against them
c. Assign all margin and end questions

B. Additional assignments for "A Modest Proposal"
a. Seeing beneath the writing: Create a description of what the Irish people's life must have been like at that time. Tie the description to page and line number.
b. Give examples of irony and exaggeration. Tie to page and line numbers.
c. Give examples of what he said versus what he meant. Tie to page and line numbers.

C. Group/team challenge
a. Choose any arguable topic
b. Using listing or informal writing techniques, Develop the 4 stages of the problem/solution structure used in the "Modest Proposal"
1. Outline and completely identify the problem
2. Give the proposal/solution to the problem
3. Provide/list the support for your solution
4. Reveal the opposing arguments to your solution and defend against them.

2. Using Evidence and Logic assignment
a. Go over Using Evidence and Logic handout, pointing out the importance of avoiding lazy thinking
b. Read "Political Language" with some explanation
c. Read "Speech by Senator Yakalot" with some explanation
d. Allow students to select which handout they want to use as a challenge to studying the "Using Evidence and Logic.
e. The logic test will be in one week
f. Assignment: students are to identify the fallacies from the Evidence handout on the practice handout they have selected. They only need to write the number of the fallacy by the fallacy in the practice handout.

Drama: 2/17, 18/15

Standards -TH.912.H.1.4: Interpretation and perspective -TH.C.2.4: Collaborate Essential Question -How do you interpret text and reproduce it in a performance? Agenda: Wind down and clean up after Olustee 1. Students tell all the stories of their experiences in Olustee - share and discuss. 2. Require the return of all costumes by the end of this week. 3. Discuss setting up performances for local elementary schools 4. Determine who is available for the Edu Fair on 2/24/15 5. Prep and work on class performances

Thursday, February 12, 2015

English 4 CP: 2/12,16/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. A Modest Proposal: continued
a. Read and discuss 608, 609
b. Students must be able to identify the four sections of the essay
- Problem
- Solution/proposal
- Support
- Others arguments with a defense against them
c. Assign all margin and end questions

2. Additional assignments for "A Modest Proposal"
a. Seeing beneath the writing: Create a description of what the Irish people's life must have been like at that time. Tie the description to page and line number.
b. Give examples of irony and exaggeration. Tie to page and line numbers.
c. Give examples of what he said versus what he meant. Tie to page and line numbers.

3. Group/team challenge
a. Choose any arguable topic
b. Using listing or informal writing techniques, Develop the 4 stages of the problem/solution structure used in the "Modest Proposal"
1. Outline and completely identify the problem
2. Give the proposal/solution to the problem
3. Provide/list the support for your solution
4. Reveal the opposing arguments to your solution and defend against them.

4. Logic assignments coming up next

Drama: 2/12,16/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda: Continue in all areas until Olustee performance

BR: Give a brief description of the focal point of your character's storyline

1. Newscasters are to lead their groups
a. NC must know all the stories of their team to enable them to trigger the character actor if they get stuck.
b. NC must work to find clear and coherent transitions between characters

2. Students work on team rehearsals.

3. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

4. Students will find, identify, costumes for their performance. Some resources and help will be provided.

5. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

6. Create list for food needs and allergies; invite parents to make deserts or add to the food list.

English 4 CP: 2/10,11/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. A Modest Proposal: continued
a. Read and discuss 608, 609
b. Students must be able to identify the four sections of the essay
- Problem
- Solution/proposal
- Support
- Others arguments with a defense against them
c. Assign all margin and end questions
2. Additional assignments for "A Modest Proposal"
a. Seeing beneath the writing: Create a description of what the Irish people's life must have been like at that time. Tie the description to page and line number.
b. Give examples of irony and exaggeration. Tie to page and line numbers.
c. Give examples of what he said versus what he meant. Tie to page and line numbers.
3. Logic assignments coming up next

Drama: 2/10,11/15

Friday, February 6, 2015

English 4 CP: 2/6,9/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: Social media, safe or dangerous? Pick a side and defend your point of view

2. Turn in the DOI final essay and all other makeup - late work

3. A Modest Proposal
a. Read and discuss 608, 609
b. Students must be able to identify the four sections of the essay
- Problem
- Solution/proposal
- Support
- Others arguments with a defense against them
c. Assign all margin and end questions
4. Logic assignments coming up next

Drama: 2/6,9/15

English 4 CP: 2/4,5/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: Pick any public issue, large or small - important or insignificant, and list/describe both sides of the issue.

2. Turn in the DOI final essay

3. Review ad steps 1,2,3

4. Complete ad step 4: put all parts together and turn in.

5. Work time for all assignments.

6. Begin "A Modest Proposal" if time.

Drama: 2/4,5/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda: Continue in all areas until Olustee performance

BR: Provide an explanation of your historical person's emotional state of mind. Use any events in his/her life as examples of your explanation.

1. Students will continue to plan with Blue Gray Army in mind.

2. Newscasters are to lead their groups
a. NC must know all the stories of their team to enable them to trigger the character actor if they get stuck.
b. NC must work to find clear and coherent transitions between characters

3. Students work on team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

5. Students will find, identify, costumes for their performance. Some resources and help will be provided.

6. Leadership will continueworking on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

7. Create list for food needs and allergies; invite parents to make deserts or add to the food list.

English 4 CP: 2/2,3/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: Describe and evaluate your favorite, or one of your favorite commercial/ads

2. Call for all late and make up work

3. Update and answer questions related to any or all assignments

4. Ad project: do steps 2 and 3

5. Work time for all assignments.

6. Begin "A Modest Proposal" if time.

Drama: 2/2,3/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda: Continue in all areas until Olustee performance

BR: Provide an explanation of your historical person's emotional state of mind. Use any events in his/her life as examples of your explanation.

1. Students are updated on all Blue Grey Army news.

2. Newscasters are to lead their groups
a. NC must know all the stories of their team to enable them to trigger the character actor if they get stuck.
b. NC must work to find clear and coherent transitions between characters

3. Students work on team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

5. Students will find, identify, costumes for their performance. Some resources and help will be provided.

6. Leadership will work on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

7. Create list for food needs and allergies; invite parents to make deserts or add to the food list.

Monday, February 2, 2015

English 4 CP: 1/29,30/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: Choose a topic related to senior privileges or something you feel strongly about. Write or list with details both sides of the argument..

2. Call for: Make up work, DOI outline and vocabulary

3. Get out DOI handout
a. Give students choice of DOI essay from the PowerPoint.

4. Check if students have interesting print ad for coming project and do step one

5. Hand out "Spellbound and give students time to correct the poem.
a. After students correct, hand out correctly edited poem for them to check their work.

6. Work time for all assignments.

7. Begin "A Modest Proposal" if time.

Drama 1/29,30/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda: Continue in all areas until Olustee performance

BR: Provide an explanation of your historical person's emotional state of mind. Use any events in his/her life as examples of your explanation.

1. Students are updated on all Blue Grey Army news.

2. Newscasters are to lead their groups
a. NC must know all the stories of their team to enable them to trigger the character actor if they get stuck.
b. NC must work to find clear and coherent transitions between characters

3. Students work on team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

5. Students will find, identify, costumes for their performance. Some resources and help will be provided.

6. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

7. Create list for food needs and allergies; invite parents to make deserts or add to the food list.

English 4 CP: 1/27,28/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: Pick a topic related senior privileges and argue both sides, for and against.

2. Call for: Make up work, DOI outline and vocabulary

3. Get out DOI handout
a. Give students choice of DOI essay from the PowerPoint.

4. Check if students have interesting print ad for coming project

5. Work time for all assignments.

6. Begin "A Modest Proposal" if time.

Drama: 1/27,28/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda: Continue in all areas until Olustee performance

BR: Provide an explanation of your historical person's emotional state of mind. Use any events in his/her life as examples of your explanation.

1. Students are updated on all Blue Grey Army news.

2. Newscasters are to lead their groups
a. NC must know all the stories of their team to enable them to trigger the character actor if they get stuck.
b. NC must work to find clear and coherent transitions between characters

3. Students work on team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

5. Students will find, identify, costumes for their performance. Some resources and help will be provided.

6. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

7. Create list for food needs and allergies; invite parents to make deserts or add to the food list.

Monday, January 26, 2015

English 4 CP: 1/23, 26/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. BR: _______________________ (fill in the blank) is the best . . . TV show, movie, video game, famous person or . . . . Defend your point of view with logic, reasoning, and/or examples.

2. Due today: Make up work, DOI outline.
- Can continue to turn in this work, but you are in danger of losing increasing points for lateness.
- DOI vocabulary is due next class

3. Get out DOI handout
a. Section 3 discuss, debate, example
b. Assign each student will pick one complaint from section 3, explain what the complaint means in their own words, and relate the complaint to something they know that is like/comparable to the complaint.
c. Assign each student to write a learning log related to what they have experienced so far in the DOI activities.

4. Assign DOI essay next class

5. Assign: Students will find an interesting print ad and have it with them next class for a series of exercises. Due 1/27,28/15.

6. Begin "A Modest Proposal" if time.

Drama: 1/23, 26/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Students are shown the final group lists. Work has been done to change them to theme and class period.

2. Newscasters are chosen for groups

3. Students work on team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

5. Students will find, identify, costumes for their performance. Some resources and help will be provided.

6. Leadership will begin working on additional needs for the performance.
a. Schedules: which teams which days.
b. Food requirements and menu
c. Sign in sign out policies and availability
d. Runners, hawkers, flyers, and more

Thursday, January 22, 2015

English 4 CP: 1/21, 22/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Students are given a work day to complete their "Declaration of Independence" assignments:
a. Vocabulary identify and define
b. One to two sentence summary/focus statements for each of the 6 sections.
2. All missing assignments have been called out for students to make up.
a. A complete list of assignments are posted in the classroom by date so the students can look up additional information, as needed, in the agenda book.

Drama: 1/21, 22/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Students are broken into groups.

2. Newscasters are chosen

3. Students are divided into groups for team rehearsals.

4. Students not involved in Olustee are divided into their own group to rehearse and work on their own class performance.

Tuesday, January 20, 2015

English 4 CP: 1/16,20/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Bell Ringer: As an American, what right(s) and/or privilege(s) do you appreciate the most? Explain why.

2. Q & A: Make up work and where we are now. Attendance and make up are major issues!!

3. Declaration of Independence mini-project
a. Show video narrated by Morgan Freeman
b. Hand out a copy to each student. They are to have this handout in class every day.
c. Mark, highlight all the vocabulary words. Students are to look up all the words identified on the overhead.
d. Students are to write a one to two sentence interpretation for each of the 6 identified areas of the handout.
e. Students are to have item d above ready next class.
f. The vocabulary can take longer.
4. Students are assigned to find an interesting print advertisement for classroom activities.
a. Students can print ads from the internet if they find an interesting one which can be shared publicly in class.

Drama: 1/16, 20/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. BR: From the auditions and class rehearsals, list the 5 most important things you must do or be able to do or remember to perform well at Olustee. Explain each item on your list in detail.

2. Group work in preparation for Olustee.

3. Audition newscasters and work on Olustee structure.

4. Clarify lists of who is going and participating and who is not.

5. Videos, historical information about the Civil War for background information

Thursday, January 15, 2015

English 4 CP: 1/14,15/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Bell Ringer: The school system has decided to enact a severe dress code, possibly even uniforms. Create your best arguments for or against this decision. Avoid emotion. Use logic, reasoning, and facts.

2. Tie up loose ends from previous classes.

3. Examples from the argument prank

4. Matching fallacies activity: the first six

5. Hand out and go over "Using Evidence and Logic."
- Must have in notebook every class day.
- Must study and prepare for a test on the information
- We will use the handout for other activities in class.

6. Remind students of the 2 part propaganda extra credit assignment

Drama: 1/14,15/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Put all Confederate re-enactors on stage.
-Quiz them about their characters.
-Add information and details
-Discuss presentation needs
- Work on accents and how to develop a working Southern accent
- Identify which re-enactors should have a high or low accent
- Work on geographic references related to their person

2. Put all Union re-enactors on stage.
-Do as did with Confederate group except with different accent

3. Assign students to assist each other with rehearsing their information and their accents in dialog

4. Students, by now, should be very familiar with their historical information so that they can talk very informatively about their person without notes.

English 4 CP: 1/12,13/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Students will read "Journal of the Plague Year" pages 582-586
-Students may read or listen to the story being read through the online book. Help will be provided.
- Students will answer all margin and end questions, and turn it in.
-Students will answer the following question: What did this story convince you to believe, understand, or think?
a. Write the answer to the question
b. Create a list of 5 proofs from the story to give as evidence that the answer the student gave is backed up in the story.
c. Be ready to present your ideas in a classroom discussion

2. Extra Credit assignment: 2 parts: Take up whenever it is ready.
- Define propaganda
- Explain how propaganda is different from normal persuasion

Drama: 1/12,13/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Turn in exit journal if you haven't

2. The director - a collaboration (Continue when time from Olustee work is available)
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.

3. Students will begin performances until all are complete.

4. Students are assigned to find and prepare a Civil War dramatic reading. This can be any published piece, even song lyrics from the time

5. Rehearsals and Olustee work continues.

6. Announce that after school rehearsals begin Wednesday the 14th.

7. As time permits, have students give presentations related to their Olustee performance.

Monday, January 12, 2015

English 4 CP: 1/8,9/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Bell ringer: Tell me something you believe very strongly about and tell me why you believe it.

2. Students are to work in groups of 3 to 4, one of which is to be a recorder

3. The history challenge jigsaw --
-Each group is to pick one of the following segments (only one group per segment)
a. Reign of Charles II, page 551
b. Royalty and the people, page 552
c. Ideas of the Age, page 553
d. Social Observers, page 555
e. Satirical voice, page 556
f. Age of Johnson, page 557
g. Rise of women writers, page 558
-They are to take notes and create a presentation to convince the class that their segment was the most important for opening the door for more people to have voice and be heard. How the door opens to more people in the persuasion plan.

4. Present the jigsaw pieces.

5. Extra Credit assignment: 2 parts; offer to take up each class.
- Define propaganda
- Explain how propaganda is different from normal persuasion

Drama: 1/8,9/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Turn in exit journal from last class.

2. The director - a collaboration
- Each student pick a poem out of the literature book
- Each student partners with one other student
- Students trade poems: The student who receives the poem will direct the student who picked the poem in his/her performance, and vice versa.

3. Students will begin performances until all are complete.

4. Students are assigned to find and prepare a Civil War dramatic reading. Can be any published work during the Civil War, including lyrics from songs.

5. Rehearsals and Olustee work continues.

8. As time permits, have students give presentations related to their Olustee performance.

Wednesday, January 7, 2015

English 4 CP: 1/6,7/15

Standards:

-LAFS.6.L.1.2: Conventions
-LAFS.K12.R.3.8: Arguments and claims
-LAFS.4.L.1.F: Complete sentence structure

Essential Question

-How do you develop and apply logic and reasoning in the art of persuasion?

Agenda

1. Bell ringer: Convince me that your Christmas break was (fill in the blank with an adjective - great, terrible, or the adjective of your choice). Provide proof/evidence for the statement in your essay.

2. Read some bell ringers and have students identify the proofs/ evidence in the writings

3. Class discussion: The 5 W's and an H about persuasion:
- Students are to take notes on the entire discussion, no matter who is doing the talking, and even if the discussion gets side tracted.
- Cover as much as possible regarding all the pressures coming at them from any direction and the pressures they exert on others.
- Use the Zits cartoon as an intro.

4. Students are to write up a summary of the class discussion. They are to turn in their notes and their summary.

5. Extra Credit assignment: 2 parts
- Define propaganda
- Explain how propaganda is different from normal persuasion

Drama: 1/6,7/15

Standards

-TH.912.H.1.4: Interpretation and perspective
-TH.C.2.4: Collaborate

Essential Question

-How do you interpret text and reproduce it in a performance?

Agenda:

1. Students will write a clear and descriptive journal about a specific event during the Christmas break.

2. Students will partner with one other person. They will trade papers. Each student will perform the paper they received.

3. Students are given time to read, interpret, and consider a presentation.

4. It will soon become obvious that performing these essays will be impossible.
- Identify all the reasons the task is impossible
- Point out that this exercise should show them the reason I am having trouble with the observation journals they have been turning in - there is nothing to perform in them, and no notations an actor would make for himself during an observation.
- Continue to develop this conversation until students are clear about journal expectations
- Students will not have to perform this particular essay, but can expect this to be done again in the future with a performance.

5. Students are assigned an exit journal, due next class, explaining every they can and understand from today's activity

6. Students are given a general overview of the 9 weeks plan

7. As time permits, have students give presentations related to their Olustee performance.

English 4 CP: 12/12-19/14

Final week before semester end

1. Complete all projects and make up work.

2. Review and take EOC tests

3. Turn in all work that is to be counted in the 1st semester grade.

Drama: 12/12-19/14

Final week before semester end

1. Complete all projects and make up work.

2. Review and take EOC tests

3. Turn in all work that is to be counted in the 1st semester grade.