English 4 CP: 3/13,16/15

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 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.

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.