March 24: Classwork and Assignments

In-Class:

• Journal: We listened to "Here" by Rascal Flatts and wrote down the theme of the song. Then, students found lyrics to a song they like and wrote what the theme was of their song.
• Worked on our one acts in our groups on the school laptops. Ms. Houston checked progress.

March 20: Classwork and Homework

In-Class:

• Journal: Should schools have a cell phone policy? Should students be able to use their phones whenever they want? What are some policies you've seen that work well?
• I showed student character introduction examples on the projector that were submitted on Wednesday.  We talked about how we could improve them.
• Students got back together in their groups and revised their character introductions and resubmitted them.

March 18: Classwork and Homework

Today was a short period due to a school assembly. I was at a region festival with my students and there was a substitute.

In-Class:

• Students finished their characterization outlines from the previous class period, then started writing their "Character Introductions" (new worksheet sub handed out). 

March 16: Classwork and Homework

In-Class:

• Journal: We went in to the choir room and watched the following characterization examples on youtube: https://www.youtube.com/watch?v=blygA-gGEbw Students wrote down their perception of the character's personality and how the actor communicated this to the audience.
• We talked about different kinds of characters (main, minor, protagonist, antagonist, etc.).
• In our one act groups, we started a packet about characterization.  The first page was a story outline and a list of characters and the second was a character sketch of the protagonist. 

March 12: Classwork and Assignments

In-Class:

• Journal Part 1: What makes a good leader? If you were in a life and death situation, what qualities would you hope your leader had?
• We did a Socratic dialogue about leadership in a circle.  Everyone had to participate.
• Journal Part 2: Is Captain Keeney a good leader? Why or why not?
• We discussed themes and students finished the last question on the part 2 Ile worksheet from Thursday.
• I gave students 2 choices for the final assignment for this unit.  They were to choose a group of up to three people or they could work alone.  We then reviewed the technical aspects of writing a script. 

Homework:

• None

March 10: Classwork and Homework

In-Class:

• Journal: Students wrote about an object that was important to them and what it represents for them. 
• Together as a class, we analyzed the second half of Ile on a worksheet (part 2) looking for characterization, symbols, etc. I read the lines given for each prompt, then students answered the questions and we discussed them as a class. 

March 5: Classwork/Homework

Classwork:

• Journal: We watched, "The Most Beautiful Thing," a short film on YouTube, and took notes on symbols, plot, characters, climax, conflict, and themes.
• We did a group activity about symbols, characters, and conflict in relationship to the text, "Ile."

Homework:

• None

March 2: Classwork/Homework

In-Class:

• We watched more of the film on Eugene O'Neil, author of "Ile," and finished taking notes.
• We finished reading the one act as a class.

Homework:

• None