Painting Analysis-9/30

Warm Up:
-Students will take notes on and discuss elements of dramatic literature, using the class powerpoint
-As a class we will do the coached example and discuss the correct answers
-Students will do the lesson example and the class will discuss the correct answers

Work Session:
-Students will be given an additional ten minutes to complete the Act I test we began Friday
-Students will be given ten additional minutes to complete the Queen Mab annotations and Facebook template assessments
-The class will watch the Act I portion of "Romeo + Juliet"
-Students will quickwrite responses to an analysis of the painting Romeo and Juliet by Antohony West
-Students will list all elements of the painting they can find, along with statements of tone and what they think is happening in the scene
-If time permits we will begin reading and discussing "the balcony scene" in Act II scene 1

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Act I Assessments- 9/27

Warm Up:
-Students will take the EOCT Practice Review Quiz on grammar usage

Work Session:
-Students will be taking the Act I Identification and Essay Test.
-This activity will take up most of the class period
-Students that finish early may continue work on the Queen Mab monologue annotations and Facebook template assessment
-If time permits we will complete our viewing and discussion of Act I of "Romeo + Juliet"\

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Comedy and Tragedy-9/26

Warm Up:
-Students will take notes on, and discuss, the differences between comedy and drama in dramatic literature
-Together we will do the coached example from the COACH workbooks
-Students will complete the independent practice in the COACH workbooks
-As a class we will discuss the correct answers for these exercises

Work Session:
-The class will review the events of the play so far through a brief review quiz
-As a class we will read and discuss Act I scenes iv-v of Romeo and Juliet
-Students will work with their 8 o'clock buddies to answer the critical reading questions on page 830 of the text, as well as a modern translation of either Mercutio's monologue in scene iv, or Romeo and Juliet's dialogue in scene v
-Completed translations will be shared with the entire class
-If time permits we will continue viewing and discussing the movie version of Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Project Day- 9/25

NOTE:

-Due to the writing test that was proctored in the morning classes, we will be having a project day for the Romeo and Juliet- "The Wake" Unit 2 Performance Task introduced yesterday.

-The class will break into smaller subgroups, according to the task they signed up for yesterday, and begin working on very rough drafts of finished products for the wake.

-Students will also meet with the instructor for individual grade and project conferences.

=Students will be required to fill out a project checklist and bring this to their individual conference.

Shakespearean Insults- 9/24

Warm Up:
-Students will take the brief assessment on grammar usage
-Students will take notes on, and discuss prefixes, suffixes, and word roots
-Together we will practice this skill using the teacher-provided notes

Work Session:
-Students will choose either a red or blue chip from the basket to determine whether they will be a Montague or Capulet for the unit performance task
-Students will receive the performance task, with menu choices built-in to the assessment
-As a class we will discuss the project
-Students will receive a slip of paper with a name and a Shakespearean insult on it.
-Using this as a basis for grouping, students will meet with their "insult" group and work through the handout activities
-We will share a few of these insults with the entire class
-Students will return to their seat and work on the final component of the activity in which they construct their own fully formed Shakespearean insult
-If time permits we will continue reading and discussing Act I

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson, as written on the portable whiteboard

Contiinuing Act I - 9/23

Warm Up:
-Students will quickwrite on the following topic:  What is love?  Can a view of love change when considered from a different historical era?
-As a class we will discuss and share out responses

Work Session:
-Students will fill out the graphic organizer listing the major attributes of Romeo, Benvolio, Tybalt, Mercutio, and Juliet
-Students will be assigned major roles from Act I
-As a class we will begin reading and discussing Act I of Romeo and Juliet

Summarizer:
-Students will quickwrite on the following topic:  Who is the most interesting character to you so far and why?
-As a class we will share and discuss responses

Common Assessment Performance Task- 9/19

NOTE: The performance task for the common assessment will be administered today.  One hour will be allotted for students to produce an essay in which they analyze a contemporary sonnet.

-If time permits we will continue reading and discussing Act I of Romeo and Juliet

Common Assessment- 9/18

-Students will be taking the multiple choice section of the common assessment today.

-Students that finish early will begin answering critical reading questions from the textbook concerning Act I of Romeo and Juliet

-These questions will be due at the beginning of next class
 

Choral Readings and Act I- 9/17

Warm Up:
-Students will take notes on basic rules of verb tenses, keeping the proper verb tense, and pronoun agreement
-Students will receive a handout to practice using the proper tense
-Using the smartboard, students will demonstrate an understanding of subject/verb agreement

Work Session:
-The class will convene in the amphitheater to perform the choral readings of the prologue
-Students will return to the class and fill out anticipation guides based on the prologue
-As a class we will discuss the answers to these anticipation guides
-As a class we will view the opening scenes of Romeo + Juliet
-The class will discuss mood and tone operating in the scene and how this sets the stage for the rest of the play
-Students will receive speaking roles and the class will begin reading Act I of Romeo and Juliet
-The class will take notes on the main characters, using an advanced graphic organizer that will be modeled by the instructor

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

The Prologue and Choral Readings-9/16

Warm Up:
-Students will take notes on and discuss subject/verb agreement, compound subjects, and the correct use of intervening subjects

Work Session:
-Together we will work on the coached example from the COACH workbooks
-Students will complete the lesson practice and we will discuss the correct answers together
-Students will briefly view the prologue from Romeo + Juliet
-Students will meet with their four o'clock buddy and the instructor will further differentiate grouping by ability and ratio of drama arts students
-As a class we will view the example of choral reading from youtube
-Groups will receive their individual parts to translate and memorize
-Groups are further instructed to add dramatic flair and emphasis to their part
-Groups will run through a "dry run" of the choral reading of the Prologue
-Students will answer critical thinking questions concerning the entire prologue from the smartboard

Summarizer:
-Students will complete critical thinking questions to serve as today's Exit Ticket

Project and Grade Conferences Continued and "In Search of Shakespeare"-9/13

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will do the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks

-We will continue the grade and project conferences we started yesterday while the rest of the class continues working on their individual projects
-If time permits we will begin viewing and discussing "In Search of Shakespeare" while students continue filling out the Nine Event graphic organizer

Summarizer:

-Students turn in answers for this last activity to serve as today's formative assessment

Project and Grade Conferences- 9/12

Warm Up:
-Students will complete notes and activities (smartboard) on capitalization and the spelling of confusing words

Work Session:
-As a class we will complete the coached example from the COACH workbooks
-Students will complete the lesson practice from the COACH workbooks
-Students will complete the Four Panels assessment administered in yesterday's class (15 min.)
-A majority of class will be spent using department laptops and BYOD devices to complete a portion of the unit 1 performance task
-As students work they will work on the project checklist and have individual grade, test, and project conferences with the instructor

Summarizer:
-Students will complete project checklists and turn this in as today's Exit Ticket

"In Search of Shakespeare"-9/11

Warm Up:
-Students will complete notes on semicolons, apostrophes, and using question marks in quotation marks

Work Session:
-Together we will work on the coached practice exercises from the COACH workbook
-Students will do the lesson practice exercises
-As we did not get to this yesterday, students will complete the Four Panels assessment (45 min.)
-Students will view the Prologue to Romeo and Juliet
-Students will receive the Six Event Graphic Organizer to use as they watch the documentary
-Students will view the documentary entitled, "In Search of Shakespeare"

Summarizer:
-Students will complete the Six Event Graphic Organizer

Soliloquies, Monologues, Tragic/Flawed Heroes, and Literary Foils- 9/10

Warm Up:
-Students will take notes on punctuation
-For modeling purposes the instructor will review incorrect examples using the document camera and typed, anonymous examples from recent student writing
-The instructor will use the Promethean smart board to show how to proofread, and subsequently correct these errors

Work Session:
-Together we will complete the coached lesson from the COACH workbooks
-Students will work on the lesson practice from the COACH workbooks
-As a class we will discuss correct answers
-Students will review information presented in yesterday's lesson by discussing what they recorded in the third column of yesterday's KWL chart.  These charts can be found in the interactive notebook.
-The class will discuss the last two rows of the KWL chart
-Students will take notes in their interactive notebooks as we discuss formalized notes for Elizabethan England and literary foils
-Students will receive a piece of typing paper for today's formative assessment
-Students will fold the paper twice to create four panels
-After viewing youtube examples (V for Vendetta, The Lion King, The Dark Knight Rises) students will answer the critical questions posed on the board and provide pop cultural and literary examples of soliloquy, monologue, tragic/flawed hero, and foils

Summarizer:
-Students will discuss the results of their Four Panels with the entire class

Starting Unit 2- 9/9

NOTE: Due to the length of last week's assessment much of this lesson was not completed last week.

Warm Up:
-Students will take he EOCT mid-chapter review quiz
-This quiz is based on the warm up notes we took last week

Work Session:
-As a class we will finish viewing and discussing "Into the Wild"
-Students will work on the first column of the KWL chart.  They will refer to this as we discuss material not covered in today's powerpoint
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Beginning Shakespeare- 9/6

Warm Up:
-Students will take notes on making information clear in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-As a class we will finish viewing and discussing "Into the Wild"
-Students will work on the first column of the KWL chart.  They will refer to this as we discuss material not covered in today's powerpoint
-Students begin a new unit today on Shakespeare. Our primary text for this unit will be "The Tragedy of Romeo and Juliet"
-As an anticipatory set students will receive cloze notes to begin introductory activities and notes
-As a class we will review and discuss the presentation on "Shakespeare and the English Language"
-If time permits at the end of the presentation, students will use in-class resources (as well as smart phones) to define the vocabulary terms at the end of the presentation

Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Unit 1 Performance Task -9/4

Warm Up:
-Students will take note on the art of taking and using notes in research writing
-As a class we will work on the coached lesson together
-Students will work on the lesson practice (COACH)
-Together we will correct these exercises and discuss the answers

Work Session:
-Students will receive the directions for the unit 1 performance task
-As a class we will discuss the directions and steps students should take to complete the task
-Students will receive the advanced graphic organizer for guided viewing
-As a class we will take brief notes on media literacy
-Students will view the remainder of the movie version of Into the Wild while working on their advanced graphic organizers


Summarizer:
-Students will complete a 3-2-1 Countdown based on today's lesson

Into the Wild Final Test-9/3

Warm Up:
-Students will take notes on secondary evidence in research writing
-Together we will work on the coached example (from the COACH workbooks)
-Students will work on the lesson practice (COACH) and the class will correct and discuss the crrect answers

Work Session:
-Students will take the final test for Into the Wild (this will take a majority of the class)
-Students will receive the performance task directions for Unit 1
-As a class we will discuss the techniques students should employ when completing the performance task
-In small collaborative groups, students will use the department laptops to begin the preliminary steps they will need to complete the performance task
-Interactive notebooks will be collected at the end of class for a grade 

Summarizer:
-Students will individually conference with the instructor to discuss research steps