06/14/16 MONDAY

Do Now: Watch the last ten minutes of OMAM!

Work Period: Complete your quotation charts for the last act of Of Mice and Men! Have this checked before you leave. 

When you've completed your quote chart:

In your notebook, write your overall opinion of the play and the movie and a recommendation on whether or not the movie is worth the time. Discuss some of the thoughts and feelings you are left with after this work. Briefly review your comparisons to the book and indicate which you liked better and why.

Closing: Shout outs and Call outs!!!

Monday - Tuesday, May 23rd, 2016

Do Now: 20 minutes independent reading. Dive into your book and get lost!!!



Read Aloud and Discussion: OMAM



Work Period: Speeches and Book Talks!!! 



Wednesday, May 26th, 2016

Do Now: Open to the quote charts in the back of your book! Fill out two quotes for OMAM in the categories listed there.


Read Aloud and Discussion


Speech Writing!!!

Tuesday, May 17th, 2016


Do Now: Take out your copies of "Of Mice and Men" and your quotation charts. We will read the second half of Act I, scene 2 and fill out our quotation charts before going to the library to check out books! 


Wednesday, May 18th, 2016

Do Now: Have you ever been a victim of a prejudice? What is your experience with this? Be as specific as you are comfortable with. 

Today we will learn about prejudice and discrimination in America in the 1930's and beyond. The purpose of this presentation is to help us understand the lingering racist attitudes since the Civil War and the treatment of Crooks in "OMAM". 

Jim Crow and Lynch Law PowerPoint

Take notes as we review the powerpoint. Ask any questions that we can and we will compile a list of class questions we want to find the answers to.

Thursday, May 19th 2016

Do Now: 20 minutes independent reading. Dive into your book and get lost!!!




Open Notebook Quiz: Notes on 1920's America and Segregation Laws.


Handout and Review: Final Book Project!!! Annotate as we go over the assignment. 

Read Aloud: Act II Of Mice and Men

In-Class Writing Assignment: Speeches!!! 
Due Date: May 31st.

We will be working on this in class so you need to MANAGE YOUR TIME to complete your book talk at home. 

https://www.youtube.com/watch?v=sTJ7AzBIJoI

Reflect and share out... 

Work Period: We will begin working on our speeches.

Steps to Writing a Graduation Speech

How to write an inspiring graduation speech by Norma Budden

http://www.helium.com/items/1040482-write-an-inspiring-graduation-speech

Graduation is a momentous occasion to be remembered for a lifetime. A milestone has been achieved. Students have become young men or women and, overnight, have become responsible for their future. The world of opportunity opens before them as they had only dreamed or imagined.

Some tips to keep in mind when writing an inspiring graduation speech are:

1. Engage the listeners

An inspiring graduation speech - whether given by the valedictorian, a graduate's parent, or a special speaker invited by the graduation class - should engage listeners and be entertaining. Like any speech, the first sentence will either gain the attention of the audience or will cause them to lose interest.

Many speakers begin with a story from their own experiences. Even popular writers, musicians, singers, and so on, are regular people with events happening to them which prove they are just as human as anyone else. When speakers bring themselves to the level of their audience, they will gain their respect and attention and, providing their speech continues to be engaging and entertaining, everyone should be in for an enjoyable evening.

2. Use every day language

Even world renown scholars appreciate the opportunity to sit, relax, and listen to a speech where they don't require use of their built-in mental dictionaries. Speaking in every day language will be more interesting for everyone. Also, it will enable graduates to remember what was said long after graduation day is over, which is what speakers aim to do. After all, what speaker wants to pour his or her heart into a graduation speech that won't be remembered?

3. The message

A graduation speech needs to have a primary message. Often, graduation speeches encourage graduates to pursue their goals in life - that the sky is the limit to what they can achieve if they put their minds to it. The message may even encourage other people in attendance to work at achieving personal goals they had set aside for too many years.

However, a word of caution: don't focus an entire speech on personal definitions of success because people view success differently. Some measure it by the amount of money in their portfolios while others measure it by the amount of time they spend with their families. Some graduates may feel their level of success would be to work with non-profit organizations - working with underprivileged children - while others feel they need to be at the top of a corporate ladder. Thus, motivate an audience to be the best they can be and they will decide what personal success means. In time, success may be defined differently, but that can only be gained through life experience.

4. The delivery

After the message has been delivered, it should live on in the minds of graduates. As such, if it's delivered in the same manner as a classroom lecture, graduates may soon turn a deaf ear.

If delivered without passion, graduates and their guests will become bored. If it drags on, everyone will wish they could escape.

The speech has to be upbeat and inspirational. When delivered as though the speaker is talking directly to each person present, it gains many points. Graduates become motivated to be the best they can be, as individuals and professionals, and even the remainder of people attending become inspired.

5. Conclusion

While the opening of a speech is designed to captivate the attention of the audience, the conclusion is designed to leave a lasting impression. Often people will remember bits and pieces of what a speaker has said but the conclusion, if written and delivered properly, will stand out.

The conclusion can be a famous quote to be reiterated to the graduation class and their guests. However, it could simply be a point which has directed the life of the speaker on many occasions. Whatever the speaker chooses to share should be delivered in a manner to catch everyone's attention. For example, a quiet natured man who concludes his speech by shouting, "Reach for the stars, and don't quit in the face of adversity," will catch attention.

Furthermore, it will be a moment everyone will remember for years to come. They will talk about it and, perhaps, laugh about it. However, throughout the course of peoples' lives, these words will come back as a source of inspiration when life gets rough. It can be the fuel that lights the torch in others taking action to reach their goals despite the obstacles involved.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

“How to Write a Graduation Speech” by Naomi Rockler-Gladen

http://collegeuniversity.suite101.com/article.cfm/how_to_write_a_graduation_speech

Most graduation speeches aren't very good. You know why? Because they're too generic. They talk about the future and "spreading your wings" and all kinds of cliche things that can apply to any graduating class. A good graduation speech should be tailored only for your graduating class. The speech should be unusable by other classes because it is filled with details and stories specific to these students' experiences.

Here are some tips to writing an unforgettable graduation speech:

* Tell lots of stories. The stories should be about the students in the graduating class, the teachers, and other important people in the school. The stories can be funny, or touching, or just descriptive. The audience is filled with parents and people who are not part of the graduating class, so what you want to do is make that graduating class come alive for the people who aren't a part of it.

    * Talk about major events. What are some important things that happened in the world, your community, or at your school in the last four years? Include them in your speech, especially if these events evoke emotion. If a teacher or student died, mention them and say how much everyone misses them. If your football team won the state championship, mention this (and expect enthusiastic applause from the audience).

    * Talk about meaningful activities your class did together. Here's where you talk about the prom, Spirit Week, a successful charity event, the awesome school play, etc. If your school has some traditional events, mention them. Some of the audience members will be alumni and will appreciate this.

    * Talk about values that are important to the students and the audience. If this is a liberal arts college, talk about the value of a liberal arts education. Don't dwell on these kinds of topics or you risk sounding corny, but mentioning them will make your speech feel more inclusive to everyone.

    * Be inclusive. Talk about everyone in the class: the jocks, the band geeks, the Honor Society kids, and everyone else. This speech is for everybody.

    * Use popular culture references. This is a popular culture era, so including popular culture references is another thing you can do to make your speech more personal. Work in references to popular TV shows, movies, and songs.

    * Don't talk about yourself. Well, you can talk about yourself a little bit, but only a little. This speech is for everyone, and it isn't very classy to steal the focus.

    * Don't speak badly of anyone. This is not the time to make fun of that nasty English teacher, nor is it time to get even with that kid who bullied you from grades 3 through 8. Be nice. You can gently poke fun of quirky things, like that weird green stuff they serve every Thursday for school lunch, etc. But do this sparingly, and be careful not to offend anyone.

    * Be appropriate. Use common sense. Don't swear.

    * Use inside jokes sparingly. Your classmates might appreciate inside jokes, but the audience won't know what you're talking about.

    * Avoid cliches. The phrases "spread your wings and fly," "new chapter in our lives," and "be true to yourself" should not appear in your speech, and neither should other cliches.

    * Give advice sparingly. Graduation speeches do not have to contain advice, and if you're part of the graduating class, you may not have much advice to give.

    * Thank the parents. Ask everyone in the graduating class to give them a round of applause. This will mean the world to them. Make your mom cry.

    * Thank the teachers. Lord knows teachers don't get enough praise. Thank the principal or the assistant principal too.

Monday, May 2nd, 2016

LIBRARY DAY!!!


Tuesday, May 3rd, 2016

Do Now: Write a 4-5 sentence summary of the first scene of "Of Mice and Men" in your notebook. What were the main events of the scene?

2. What type of relationship do Lennie and George have? How would you describe it? 

Share Out

Today, we're going to talk about the different types of relationships in our lives. With your elbow partner, list eight different relationships you have in your life. Be specific. For example, instead of "friends" list "friends I've had since I was little, family friends, friends I only see at school" etc... 

Discussion: What is a "bromance" and how does this relationship differ from a normal friendship? Ask students to discuss the unique traits of a relationship such as this. Do Lennie and George have a "bromance"? Let's watch a few examples of this type of relationship in the media.

https://mswaraofmiceandmen.wikispaces.com/Bromance

 Read Aloud: As we read, look for textual evidence that reveals the unique elements of Lennie and George's relationship. 

Closing and homework: Shout-Outs and Call-Outs. 


Wednesday, May 4th, 2016

Do Now: Look at the characterization chart. Choose ONE character and begin filling out the chart for this character in "Of Mice and Men."

For "character's private thoughts" complete a thought bubble with a thought this character would have. 

Read Aloud: Complete Act II, scene 2 of "OMAM"

Group Activity: Work with your elbow partner to pull quotes in your quote chart from each of the scenes we have read so far. 

Closing: Shout-Outs and Call-Outs

April 25th - April 29th, 2016

Monday, April 25th 2016

Do Now: What is the best book you've read recently? Why did you like it so much? What do you like better, books or plays and why?

Today, we will begin reading a new play together. This is a classic novella by the author we studied last week named John Steinbeck. Before we read the play, we will gain a little bit of background information and contextualize the play so we can get the most out of our study. 

As we read, practice taking shorthand or Cornell notes. 

https://mail.google.com/mail/u/0/#inbox/1543a96a8121cda5?projector=1

Notes review
Book Handouts

Read Aloud: Act I, Scene 1
Closing: Pop Quiz!!!

Homework: Reading logs


Tuesday, April 26th, 2016

0. TEST YOURSELF – HOW WELL DO YOU KNOW THE TEXT?
   ‘ OF MICE AND MEN’- Act 1, Scene 1
   
    Use quotes to back up your answers
   
   
   1. What are your first impressions of George and Lennie?
      
   2. Find three examples which suggest Lennie has the mind of a child?
      
   3. How does the dialogue convey the impression that George can get easily
      annoyed with Lennie?
      
   4. Why did George and Lennie leave their last place of employment?
      
   5. How can we tell that George feels responsible for Lennie?
      
   6. Why does George instruct Lennie to familiarise himself with the clearing
      they are staying in?
      
   7. What are George and Lennie’s hopes for the future and how do these
      reflect the American dream?
      
   8. How can we see evidence of the theme of loyalty and friendship in the
      opening of the play? 
      

Thursday/Friday April 29th, 2016

Do Now: Independent Reading and Reading Logs!!
Dive in!!!

Activity 1: Friendship activity

Read the directions on the friendship activity. Thinking about scene 1 of Of Mice and Men complete the activity and turn it in to Ms. Mueller.

Workshop Period: Students may use this time to complete their assessment re-write. Students will then login to CAASPP.ORG and complete a practice version of the SBAC we will be taking in a few short weeks. 

Closing: Shout-Outs and Call-Outs

April 18th - April 22nd, 2016

Monday, April 18th, 2016

HAPPY MONDAY!!!!! TODAY WE GO TO THE LIBRARY! REMEMBER TO BE ON YOUR BEST BEHAVIOR!!!

Tuesday, April 19th, 2016

Quote of the Day: 

"Man himself has become our greatest hazard and our only hope." 

Do Now: ” Write a response to this quote. What do you think the writer is saying here? How is this statement true or relevant to our world today? 

This is a quote from John Steinbeck’s Nobel Prize Acceptance speech. But before they read this speech, they’re going to see a short biography of him. 

https://www.youtube.com/watch?v=3irviknt-fg

GROUP ACTIVITY/WORK PERIOD: JIGSAW 
PRESENTATIONS DAY 2 OF JIGSAW ACTIVITY!!!

Directions: 

1. Read the portion of the article your group was given independently.
   
2. Highlight or underline the 5 most important ideas that you think the class should know.
   
3. Meet together with your group and discuss what you underlined.
   
4. Decide as a group which ideas are the most important – pick the top 5 and write them in
   your own words on the poster paper.
   
5. Put the title of the article and your group’s top 5 ideas onto the poster.
   
6. Present your information to the class as a group
   
1. Face the audience.
   
2. Stop between points to give the class a chance to take notes and process the
   information you are sharing with them. 

CLOSING: PROCESS CHECK OF JIGSAW ACTIVITY

SHOUT OUTS AND CALL-OUTS

HOMEWORK: JIGSAW GROUP WORK EVALUATION ON CLASSROOM

INDEPENDENT READING LOGS

Thursday/Friday April 21st-22nd 2016

Do Now: Independent Reading Logs and Log Check!!

Work Period:

Today you will be working with your writing coaches to evaluate how you did on the district assessment. Please follow these steps when working with your coaches. 

1. Read your essay aloud with your coach. 
2. Go through the assessment rubric and review the grade that you got with your coach. 
3. Make a list of three things you did well on your paper and three things you need to focus on. 
4. Choose at least one paragraph from your paper to re-write and submit for today's classwork grade.
5. Students who received a 2 or below my re-submit their paper by NEXT FRIDAY for an increased report card grade. You may work on this in class today.


Closing: Shout outs and Call outs!!!

Week of 4/11/16 - 4/15/16

Monday, 4/11/16

Miss Mueller is out at an assessment grading day. Please follow the substitute instructions and be on your best behavior.



Tuesday, 4/12/16

LIBRARY DAY!!!


Wednesday, 4/13/16



Do Now: What is your experience with homelessness? Do you know anyone who has been homeless? Are there homeless people in your neighborhood? Have you had a personal experience with homelessness? You do not need to share this response if you are not comfortable. 

https://www.youtube.com/watch?v=QBMupmeUoDY

https://www.youtube.com/watch?v=kpd-7KsbIhM&nohtml5=False


Homelessness has been, and continues to be, one of the most pervasive social issues facing America. The Great Depression and the  Dust Bowl uprooted hundreds of thousands of Americans.  At its worst, the Depression saw 25% of the work force unemployed.  People lost not only their jobs, but their homes, their land, and any savings they might have had.

The average person struggling to survive the Depression is a common theme in the writings of Steinbeck.  In The Grapes of Wrath, the Depression and the Dust Bowl are virtually characters in the novel, shaping the lives of the Joads and others around them.  However, in Of Mice and Men, the great migration of men, women, and children caused by the Depression and the Dust Bowl is more of a traditional element of setting – yet important nonetheless.

Several hundred thousand people fled North and West during the 1930s.  Yet these regions were not immune from the effects of the Depression.  

WORK PERIOD: OMAM Anticipation Guide!!  

Part I Directions: Before reading Of Mice and Men, in the “Before” column, respond to each statement by putting a plus sign (+) if you agree with it, a minus sign (-) if you disagree, and a question mark (?) if you are unsure of your belief.

Part II Directions:  For one of the statements below, respond in your notebook. Write a full 5-7 sentence paragraph explaining why you answered the way you did. 

3.21 - 3.25.16

3.21.2016

Persuasive Essay Format

Intro:

*Immediately engage reader (attention getter)

·       get the reader “in the ballpark”

          *Establish context (topic of essay)

·       usually 2-3 sentences narrowing down to the point of the paper

·       cite your source with title and author (if using one source)

          *Strong & complete thesis statement

Body:

*Begin paragraphs with a clear, concise topic sentence

·       *Use concrete details (CD)

·       these include facts or quotes

·       cite sources when necessary (simplified: such as author’s last name & pg #)

·       *Create insightful commentary to support concrete details (2-3 comments per CD)

·       shoot for at least 2 CD per paragraph (+ commentary)

          *Address a counter argument

·       include a rebuttal defending your thesis (which includes CD and commentary)

                    

Conclusion:
       *Transition into summary of key points

*Restate thesis (say it another way!)

Do Now: Copy the notes from above.
1. How can we use what we now know about debate to prepare us for the district writing assessment? 
2. What skills do you struggle with the most when doing argumentative writing? Why do you think this is? Explain.

Share Out

Group Activity: We will learn a song which will help us to remember some of the most important components of argumentation. First, we will read the lyrics together and practice. 

https://docs.google.com/document/d/112W4nzeWm5Kxdmihmsd4EY7iRgRR1XCfTUfDf_4eYgA/edit

Homework: Practice for tomorrow's debates if your team has not gone yet. 


TUESDAY, 3/22/16
Key Terms for Argumentation 
Claim – Your basic belief about a particular topic, issue, event, or idea 
Counterclaim – A solid and reasonable argument that opposes or disagrees with your claim 
Rebuttal – A written or verbal response to a counterclaim. The object of the rebuttal is to take into account the ideas presented in the counterclaim and explain why they aren’t persuasive enough, valid enough, or important enough to outweigh your own claim. 
Support – Your specific facts or specific evidence used to support why your claim is true 
Refute – Argue against a position or prove it to be wrong 
Qualify – A “partly-agree” stance in which you agree (in part) with another person’s argument or position but also disagree with part of it. 

Great Speeches
 Patrick Henry “Speech to the Second Virginia Convention” http://www.history.org/almanack/life/politics/giveme.cfm 

Thomas Jefferson “Declaration of Independence” http://www.wsu.edu/~dee/AMERICA/DECLAR.HTM 

Edgar Allan Poe “Sonnet—to Science” http://library.thinkquest.org/11840/Poe/science.html 

Theodore Roosevelt “The Proper Place for Sports”


Small Groups 
Following the reading, students can separate into small groups to discover the following information: 
1. What is the speaker’s claim? What does s/he want you to believe? 
2. What reasons does s/he give for his claim? 
3. What facts, quotations, evidence, or specific details does s/he give to support those reasons? 
4. Is there a counterclaim? What is it?

HOMEWORK: INDEPENDENT READING LOGS!!!

WEDNESDAY, 3/23/2016

Do Now: Upon returning from spring break, we will be taking the district assessment/argumentative essay. What is one thing you feel confident about regarding the essay? What is one area of growth you still need to focus on? How can you take the time over break to prepare for this?

Group Activity: We will complete a sample essay in class. Begin by annotating the essay using our common symbols. We will use today and tomorrow to create our outline for the essay and work with writing coaches to get any suggestions. 

Closing: Share Out/Shout-Outs and Call-Outs

Thursday/Friday 3/25/16

WRITING COACHES SCHEDULE:

You must annotate both articles in the argument packet. Please answer the five questions on the second page. 

2. Work on your own and with your writing coach on the argument outline. 

3. Choose TWO paragraphs you typically find challenging. Write these two paragraphs of this mock argument essay. They can include: Introduction, body paragraph 1, body paragraph 2, counter-argument/rebuttal paragraph or conclusion.

4. Take old work out of your binder (anything before argumentative writing) and place it in your work folder.

5. Complete independent reading and reading logs.

All work is to be done quietly. 

3.14.16 - 3.18.16

MONDAY 
March 14th, 2016

LIBRARY DAY!!! BE ON YOUR BEST BEHAVIOR!!!




Tuesday, March 15th, 2016

Do Now: Assemble your debate teams and pull up your opening, rebuttal and closing. We have only TWO more work days to prepare for our debate competition so please use your time wisely!!!



Wednesday, March 16th, 2016

FINAL DAY OF DEBATE PREPARATION!!!





Thursday/Friday March 17-18

DEBATE COMPETITION!!!!

3.7.16 - 3.11.16

Monday, 3.7.16 

Do Now: Sit with your debate teams. What is your initial impression of your topic? Do you agree or disagree with what you will be debating and why? 

Review: Debate and Argument Packet

Annotation of "What is Debate?" and review.

Work Period: Students will work with their debate teams to begin the first steps of organizing their debates.

Closing: Shout outs and Call-Outs!

3/9/16

Open up to your argument packets to the page title "The Three Parts of a Good Argument"

In your debate teams, take turns reading this portion of the packet aloud. Take about 5 minutes to do so. 

Share Out: What did we learn from this portion of the packet? How can we guide this on our research? 

Work Period: Students will work with their debate teams to create their opening, rebuttal and closing for their debates. 

Closing: Shout outs and Call outs!

3/10-3/11/16

WRITING COACHES!!!

Work Period: Students will work with their debate teams to create their opening, rebuttal and closing for their debates. 

Closing: Shout outs and Call outs!

2.29.16 - 3.3.16

Monday - Thursday/Friday 

"Romeo and Juliet" FILM VIEWING AND MAKEUP ASSIGNMENT FILM REVIEW!!!

SEE CLASSROOM FOR FILM ASSIGNMENT! THIS IS DUE ON MONDAY!!!

2/22/16 - 2/26/16

2/22/16

Do Now: How do you prefer to share your opinion with other, through speaking or writing? Why? Be specific. 

Share Out: 

Read Aloud/Discussion: Act 5 of "Romeo and Juliet"

Group Work: Students will work in their table groups to complete the socratic prep for "Romeo and Juliet." We will have the Socratic Seminar for R&J on Wednesday. This will count as our final assignment for "Romeo and Juliet" so please come prepared! 

Closing: Shout-Outs and Call-Outs

Tuesday, 2/23/16

Elmwood Theater and Black History Assembly Day!!!

Wednesday, 2/24/16


Do Now: Silently take out your Socratic Prep sheet. What is one rule you think everyone should follow in Socratic Seminar? 


Review: What a seminar isn’t. A seminar can perhaps be better understood by considering what it is not: it is not training; it is not interactive lecturing; it is not canned student speaking (like the 19th century ‘recitation.’) A seminar is neither a debate nor a teacher led “class discussion” (where “discussion” means students taking turns sharing thoughts, feelings, and reactions). Rather, the seminar is a collective inquiry into questions and issues, typically prompted by a reading or shared experience. A key aim is to develop everyone’s understanding of the issues – not to be confused with “answering” the teacher’s questions. But it also aims at everyone’s self understanding – through speaking, idea testing, listening, and reflection. The purpose is to ‘uncover’ not ‘cover’ a subject.


DURING SOCRATIC SEMINAR Socratic Seminar Rules • • • • Discuss, do not debate. Be courteous, NO PUTDOWNS. 

Goal is the pursuit of deeper understanding. Respect different thoughts and ideas. 

Socratic Seminar Tips
Your Goal is to Understand… •
 • issues, 
• concepts, 
• the ideas, and 
values reflected in the text. 

Protocol:  Refer to the text when needed during the discussion. This is not a test of memory. Do not stay confused; as for clarification of both ideas and definitions. Discuss ideas, rather than other’s opinions. It’s OK to pass when your turn comes; participate at another time instead. Do not participate if you are not prepared. 

Stick to the point currently under discussion; write down inspirational ideas so you can bring them up at a more appropriate time in the conversation. Listen carefully, especially when you are waiting to speak, as they may be moving on to another point. Speak up so that all participants can hear you; don’t speak while others are. Remember that this is a conversation between students, not between student and teacher. 

Basic steps to forming opinions: 
What is it that I think I know? Or that the author thinks he/she knows? Can I restate his/her ideas in my own words? What needs clarification? Definition? Is it true? Why do I think so? What else do I need to know or understand before deciding? What inferences can be drawn from this? What are the implications of this? So what? How does this change things? What are the underlying assumptions with this claim? What are the reasons I believe this? How do I know what I think I know? Is the evidence credible? How does this happen in other situations? In the world? How does this connect to other stuff? Can I think of a counter example? When this doesn’t happen? Why doesn’t it happen? Are there internal contradictions? 

One point for every positive contribution. Two points for bringing someone into the conversation by name. A loss of one point for every time you are talking out of turn, engaging in side conversations and/or engaging in disrespectful interactions (this includes body language). Share the talk time!!! 

Homework: Complete working on character guides. These are due on Monday! 


Thursday/Friday 2/25/16-2/26/16

DO NOW: Independent Reading and Logs!!!

Work Period with Writing Coaches!!!

1. You will work with your writing coaches on a persuasive mini-essay. This will be collected Monday with your character guide. 

2. You will complete your character guides!

3. If you finish both of these things, you may work on your independent reading and logs! 

2/16/16 - 2/19/16

Tuesday, 2/16/16

LIBRARY DAY!!! REMEMBER TO BE ON YOUR BEST BEHAVIOR!!!


Wednesday, 2/17/16

Do Now: On a scale of 1-10 (10 meaning "call the oscars! I'm ready and 1 being "who is Romeo??") How ready are you for your scene performance tomorrow (or Friday)? What can you do in these final hours to get ready for your scene performance? 

Share Out

Read Aloud and Discussion: Up to Act 5 in "Romeo and Juliet"

Work Period: Students will have a final session with their scene partners to plan for their performances. 

Closing: Shout-Outs and Call-Outs

02/08/2016 - 02/11/16

02/08/2016

Monday: ACTING WORKSHOP DAY IN THE METAL SHOP THEATER!!! Make sure you have your copies of "Romeo and Juliet"!!!



02/09/2016


Tuesday: ACTING WORKSHOP DAY IN THE METAL SHOP THEATER!!! Make sure you have your copies of "Romeo and Juliet"!!!




02/10/2016

Wednesday: ACTING WORKSHOP DAY IN THE METAL SHOP THEATER!!! Make sure you have your copies of "Romeo and Juliet"!!!



02/11/16


QOTD: There are no small parts, only small actors!



Do Now: What, if anything, do you like most about acting and why? What do you dislike about it? What are you most apprehensive about regarding your scene preparation?

Whole Class Remind students to consult the “R&J Characters” chart and their character guides as they read and work. 

 DRAMA PERFORMANCE RUBRIC

Name:___________________________________            Class:___________________

Criteria	4	3	2	1	TOTAL
VOICE	Voice was loud and clear; words were easily understood	Student spoke clearly but it was difficult to understand some of the script; could’ve been louder.	Voice and language was not very clear; could’ve been much louder.	Could not understand what was being said due to unclear and low speech.
AUDIENCE	Audience felt like part of the show.	Was aware and well-connected to the audience.	Needed more audience awareness and connection.	No audience awareness or connection at all.
BLOCKING	Good use of stage and movement—did not turn back to audience	Almost used entire stage—turned away from audience only once or twice.	Could have used more of the stage; must concentrate on facing forward.	Needed more blocking—always face audience and use the stage!
FLUIDITY	Very clear that the scene was practiced with careful notes, inflection and volume.	Language is mostly correct with a few minor errors.	Many errors made the language hard to understand. It did not seem rehearsed.	Student did not practice dialogue. Many errors and the play was read slowly and quietly.
MEMORIZATION/ IMPROVISATION (When applicable)	Script was fully memorized; student improvised in place of lines.	Script was almost fully memorized-some improv used to make up for missed lines.	Script was partially memorized; student did not attempt improvisation.	Script was not at all memorized; no improvisation used.
FACIAL EXPRESSION/ BODY LANGUAGE	Great use of gestures, facial expression and body movement!	Contained some facial expression, gestures & body movement.	Needed more facial expressions gestures & movement.	Contained little to no facial expression, gesture or movement.
OVERALL	Committed, cooperated & concentrated- WOW!	Semi-committed, concentrated & cooperative- GREAT!	Almost committed, cooperative & concentrated- NOT TOO BAD…	No commitment, cooperation or concentration MORE REHEARSAL!

                                                                        Final Grade: