Friday, December 17

ENGLISH - 2nd trimester – Day 14

Collected homework: worksheet (“Handout 4 I Dreamt a Dream Tonight”) and separate drawing STAPLED TOGETHER

Listened to final scene (scene 5) of Act 1 on CD, then we watched 2 video versions of the same (old and new).

ENGLISH homework:

Enjoy your break.

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PLAYWRITING – Day 16

In yesterday’s same groups, we performed our rewritten scripts, first in pantomime, then with dialogue.

Discussed our performances and scripts. Spoke about the nature of drama and what it would look like in a classic “breakup scene.”

PLAYWRITING homework:

Enjoy your break.

Thursday, December 16

ENGLISH - 2nd trimester – Day 13

Collected homework: 7 characters from Act 1 – love and marriage

Wrote about and discussed the importance of the dreams we dream at night and where we think dreams come from.

Listened to CD of Act 1.4 and followed along in our books pgs. 828- 831.

Completed worksheet titled “Handout 4 I Dreamt a Dream Tonight”

o   This handout (and drawing STAPLED TOGETHER) will be collected for an assignment grade tomorrow.

o   Please note that question “2a” will require a clean sheet of paper (notebook paper is fine) and that IT MUST BE LABELED with the 12 corresponding lines from Mercutio’s speech.

ENGLISH homework:

Finish worksheet titled “Handout 4 I Dreamt a Dream Tonight”

o   This handout (and drawing STAPLED TOGETHER) will be collected for an assignment grade tomorrow.

o   Please note that question “2a” will require a clean sheet of paper (notebook paper is fine) and that IT MUST BE LABELED with the 12 corresponding lines from Mercutio’s speech.

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PLAYWRITING – Day 15

Before collecting our homework (scripts), we discussed the expectations of the assignment as well as the class. We discussed the creative process and its demands.

In same table groups, we read our 5 scripts to each other and chose 1 to rewrite.

Both the homework and the rewritten scripts were COLLECTED.

PLAYWRITING homework:

None.

Wednesday, December 15

ENGLISH - 2nd trimester – Day 12

Wrote about and discussed our feelings and attitudes about love and marriage.

Took notes on Shakespeare’s use of prose vs. verse.

Continued reading and discussing Romeo & Juliet Act 1 Scenes 2-3 (pgs. 821 – 825 in Literature book).

ENGLISH homework:

Look up lines that reveal each character’s experience with, feelings about, or attitudes toward love and marriage. (All from Act 1) 

Romeo Act 1.1. ? = Act 1, Scene 1, lines ____

Benvolio Act 1.1. ?,

Paris Act 1.2.?,

Capulet Act 1.2.?,

Juliet Act 1.3.?,

Lady Capulet Act 1.3.?,

Nurse Act 1.3.?

For each character above:

1. Write out lines (word for word)

2. Include Act, Scene, and Line numbers (ex. Act 1.2.34-39)

3. Write out a conclusion you can make about what the lines mean for the character.

Returned signed permission slip for Classroom of the Future.

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PLAYWRITING – Day 14

Collected homework: signed permission slips for Classroom of the Future.

Reviewed “show-don’t-tell” principle and the chain reactions we wrote yesterday.

In same table groups, we created 5 actions (10 parts) where we SHOWED a theme of our choice without ever mentioning the idea in words. Create the “chain reaction” - where an act performed by one character causes another character to perform yet another action…etc.

Click on this link to see our classwork:

http://dl.dropbox.com/u/14512809/5%20actions%20on%20a%20theme.pdf

Wrote dialogue/scripts for our 5 actions.

PLAYWRITING homework:

Write the script for your action for tomorrow.

Return signed permission slips for Classroom of the Future.

Tuesday, December 14

ENGLISH - 2nd trimester – Day 11

Collect homework: handout (Old English script): “Becoming Familiar with the Language of Shakespeare.”

Returned all graded homework and made classroom folders.

Read a few student examples of Old English script.

Read No Fear Shakespeare version of same scene (Act 1.1).

Listened to CD Romeo & Juliet Act 1.1.1-235 (pages 808 – 817 in Literature book).

ENGLISH homework:

Returned signed permission slip.

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PLAYWRITING – Day 11

Added notes – Aristotle continued (ideas/theme/“the nugget”/something of value a person takes home from an artistic experience.)

“War is bad” is a nugget, but a good play and a bad play can have the same nugget of an idea. It’s not the quality of the idea that matters most, but rather the quality of the ideas as depicted by THE ACTIONS of the play. The Art & Craft of Playwriting (1996)

Discussed the “show-don’t-tell” principle.

In table groups, we created 5 actions (10 parts) where we SHOWED that war is bad without ever mentioning the idea in words. Create the “chain reaction” - where an act performed by one character causes another character to perform yet another action…etc.

Click here to see our work:

http://dl.dropbox.com/u/14512809/war%20is%20bad.pdf

More performances.

Collected homework from Friday (scripts only).

PLAYWRITING homework:

Returned signed permission slip.

Friday, December 10

ENGLISH - 2nd trimester – Day 10

Wrote 2 lines of iambic pentameter that described how we are feeling today.

Took notes on iambic pentameter and the 6 kinds of feet (PITADS).

(add to notes) Pun = a form of wordplay that occurs when two words pronounced and spelled somewhat the same contain different meanings

Encouraged use of Romeo & Juliet website:

http://www.shakespeare-navigators.com/romeo/SceneTextIndex.html

Graded yesterday’s Shakespeare introduction tests.

Continued reading Romeo & Juliet Act 1, Scene 1, lines 32-77 (pages 807 – 810.)

Watched 2 excerpts of Romeo & Juliet of same opening scene.

Explained homework (see handout: “Becoming Familiar with the Language of Shakespeare.”)

ENGLISH homework:

Finish handout: “Becoming Familiar with the Language of Shakespeare.”

Bring your Literature book.

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PLAYWRITING – Day 10

Showed Will Ferrell spoof of A Chorus Line (lyrics by Edward Kleban, music by Marvin Hamlisch) in film Land of the Lost.

Performances.

Will collect work on Monday.

PLAYWRITING homework:

None.

Thursday, December 9

ENGLISH - 2nd trimester – Day 9

Took test on introductory pages of Romeo & Juliet (pgs. 796-803).

After test, we defined as many of the underlined words as we could from the Prologue handout: dignity, Verona, grudge, mutiny, civil, loin, star-crossed, misadventure, piteous, overthrown, doth, strife, continuance, naught, toil

Together, we finished “Prologue Handout 1.” Discussing the Prologue at length.

Took notes on puns and the prologue (Sonnet)

Began reading and discussing Romeo & Juliet Act 1.1.1-77 (Act 1, Scene 1, lines 1 – 77 - pgs. 807 – 810 in Literature book)

ENGLISH homework:

Bring your Literature book tomorrow.

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PLAYWRITING – Day 9

Finish work from yesterday where you bring both your protagonist and antagonist together into the same room or space. Look back at the 2 actions you created for your protagonist. REWRITE the actions putting both characters in the same action. Write what happens (in paragraph form). Finally, define the conflict in one sentence.

Show examples of "8:15" songs with excerpts from Guys and Dolls (music and lyrics by Frank Loesser), A Chorus Line (lyrics by Edward Kleban, music by Marvin Hamlisch.)

Script your scene from above.

PLAYWRITING homework:

Finish your story and script it for tomorrow.

Wednesday, December 8

ENGLISH - 2nd trimester – Day 8

Collected homework: a 10 question test (and answer key) from pgs. 796 – 803 in Literature book

Wrote about (and discussed) what we already know about Romeo and Juliet.

Looked at Shakespeare’s opening Prologue/sonnet to Romeo & Juliet by reading it many different ways.

Began completion of “Prologue Handout 1”

ENGLISH homework:

Study pages 796 – 803 for tomorrow’s (Thursday) test.

Bring your Literature book tomorrow.

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PLAYWRITING – Day 8

Took notes on strong characters, the "I Want Song," (or "the 8:15") the characteristics of a strong antagonist

Antagonists – they oppose of the action; anyone or anything that tries to get in the protagonist’s way or stop him in any way

A good antagonist is:

1.      A strong villain 2.      A loved one 3.      Fate – “a god” 4.      Society 5.      Weather 6.      Chance, luck, circumstance – a random act 7.      Oneself

Read lyrics to Gypsy's Mama Rose’s “Some People” song, Guys and Dolls, “Oldest Established,” and A Chorus Line's, “God, I Hope I Get It.”

In class assignment: We created an antagonist for our protagonist – the antagonist has to be a person – and wrote that person’s biography.

Next, we brought both our protagonist and antagonist together into the same room or space. We looked back at the 2 actions we created for our protagonist. REWRITE the actions putting both characters in the same action. Write what happens (in paragraph form). If time, define the conflict in one sentence.

PLAYWRITING homework:

None.

Tuesday, December 7

ENGLISH - 2nd trimester – Day 7

Journal: Write a few sentences about how you are feeling today and why. Then in Yoda-like fashion, reassemble each of your sentences to sound Shakespearean.

Read yesterday's exit slips (Shakespearean summaries of English class).

Completed and collected “Case Study” work: After reading one of the case studies…

1. Write down 3 reasonable solutions.

2. For each of your 3 solutions, write the advantages and disadvantages.

3. Decide which solution is best and tell why it is the best one.

4. Tell what is likely to happen after your solution is carried out.

Read from Literature book pgs. 796 – 803.

Reminded class about website addresss: http://mrvanbragtonline.blogspot.com/

Create a 10 question test (and answer key) that includes 4 multiple choice, 3 fill-in-blank, and 3 short answer using information from pgs. 796 – 803.

ENGLISH homework:

Finish reading pgs. 796 – 803 and creating a 10 question test (and answer key) that includes 4 multiple choice, 3 fill-in-blank, and 3 short answer

Study pages 796 – 802 for Thursday test.

Bring your Literature book to class every day.

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PLAYWRITING – Day 7

Check homework: 1-2 page biographical sketch

1.      Create a concrete goal for your character. A want. A need. A desire. Just one. Concrete, not abstract. Write it down.

2.      “Character in action; action is character.” Create an action that tells us what kind of person your character is. (Example: A young boy steals a purse from an old lady.) Write the action down. Is the action connected to a concrete goal? What does it show you about your character? Does he get what he wants? Or does he run into an obstacle?

Performances – In the same acting groups as before, and using one of the scripts from the other day, and keeping in mind that an action must have 2 parts and keeping a character in trouble, perform the script. Remember that we write not to be read but to be performed.

PLAYWRITING homework:

None.

Monday, December 6

ENGLISH - 2nd trimester – Day 6

Had our Literature books scanned in main office (if new book was issued this trimester)

Wrote about the advantages of meeting people who are different than you? Discussed the disadvantages too.

Discussed the relative size of our individual and our collective worlds (according to geography and age)

Introduced to Shakespeare’s use of unusual word order and its poetic advantage – re: “I ate the sandwich”

Also likened this word order to the poetry of popular song lyrics and to Yoda from Star Wars – Why didn’t the writers of Star Wars have Yoda speak more simply? How would the character have been different?

Rewrote a sentence from today's journal in Shakespearean/Yoga style

Exit slip: Wrote a 10+ word response, Shakespeare-style, to the following question: What did we do or learn in English class today? COLLECTED.

ENGLISH homework:

None.

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PLAYWRITING - 1^st trimester – Day 6

Check homework: a short script about a character that includes 2 “actions.”

What kinds of people fascinate you in real life?

Watch video excerpt from The Odd Couple (Neil Simon) – showing “character.”

Took notes on Aristotle’s 6 elements of drama and character.

1. Created a character. A protagonist. Perhaps it’s a character based on a real-life person, perhaps it’s one you’ve imagined.
1. In one to two pages, write a brief biographical sketch of this person. You are creating a fictional character, but don’t be afraid to base this character on a person or persons from real life. Maybe the character is you. Maybe it’s someone you hardly know. Choose the character’s birthdate, birthplace, and where the character grew up. Choose the character’s family, social and economic background.
2. Next describe a few key events in that character’s life – deaths, winning the lottery, childhood scars. Now look at your biography. Is it interesting enough? Could the events and actions you’ve imagined be altered to create a more interesting person? Is there any hint of a rebellious spirit?
3. Revise the biography. Play with different possibilities, different actions and events. Has your biography brought your character to a point in his or her life where a potential high-pressure crisis is suggested? The kind of crisis that could start a play?

PLAYWRITING homework:

Finish 1-2 page biographical sketch

Friday, December 3

ENGLISH - 2nd trimester – Day 5

Collected homework: completion of MLK packet.

With a partner, choose 10 of 13 statements below. For each statement, each of you will take a side, agreeing or disagreeing. On the same paper, each of you will write 3 sentences that describe a situation that defends your side. COLLECTED.

ENGLISH homework:

Bring your Elements of Literature book Monday.

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PLAYWRITING - 1^st trimester – Day 5

Looked again at the scene from Cyrano de Bergerac (pages 760 – 770) and listed any “actions” that we found.

Watched short video excerpt of Cyrano. http://www.youtube.com/watch?v=ptWu-PhqPIE

Read Backwards & Forwards about actions: What happens that makes something else happen? What is the “trigger” – what is the “heap” – instant by instant, moment by moment.

Drew a visual representation of our actions on dry erase boards:

http://dl.dropbox.com/u/14512809/action%20shots%2012.3.10.pdf

Read from The Art & Craft of Playwriting pages 11 – 12.

PLAYWRITING homework:

Keeping in mind that an action must have 2 parts and keeping a character in trouble, write a short script about a character that includes 2 “actions”. Remember that we write not to be read but to be performed.

Thursday, December 2

ENGLISH - 2nd trimester – Day 4

Checked homework: 6 definitions

Journal: In tiny print on your copy of MLK’s speech, add at least 12 definitions above the words in the speech – you’ll need to borrow your classmates’ papers to get 12 total.

Began packet of questions “I Have a Dream Study Guide” – (except for page 6)

ENGLISH HOMEWORK:

Finish packet of questions “I Have a Dream Study Guide” – (except for page 6)

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PLAYWRITING - trimester 2 – Day 4

Check homework: Recall an incident from your past, one that had a profound effect on you, changing the course of your life.  Write the story of this incident in “Once upon a time” fashion, like a fairy tale. Write it down in a few sentences or paragraphs. 

With your homework, identify the actions that took place in the story.

a.      What actions caused these actions and in turn caused others?

b.      How did you use actions to tell the story of this incident?

c.      Did you tell the story in linear sequence, or was there a reason to tell some parts of the story out of sequence?

d.     What role, if any, did chance, coincidence, accident, fate, the weather, or dumb luck play in the story?

Read pages 752-753, and 759 from Elements of Literature and take notes.

In groups of 3, read the scene from Cyrano de Bergerac (pages 760 – 770).

PLAYWRITING HOMEWORK:

none.

Wednesday, December 1

ENGLISH - Trimester B - Day 3

With a printed copy of Martin Luther King Jr.’s speech in hand, list all the words and phrases that he repeated in his speech on a separate paper. Looked at totals and an image of repetition from the internet.

Next, we circled 6 words from “I Have a Dream” that we would like further defined.

Then we underlined allusions (and noted what each alluded to – bible, history, etc.) and imagery in the speech.

Received handout of “I Have a Dream as a Work of Literature Literary Terms Printout” and wrote down examples of symbols and allusions from the speech in the margin.

Read, watched, and discussed “Strange Fruit” and its metaphors and examples of personification

Watched and discussed “The Death of Emmett Till.”

Discussed:

1. What happened to Emmett Till?

2. Why?

3. How would it make you feel if you were treated this way?

ENGLISH homework:

Using your 6 circled words from class, complete 6 definitions.

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PLAYWRITING  – Day 3.

Wrote a 10-line play about our mornings. Handed out 6 index cards to students creating 6 groups. Each group then performed a script.

Discussed trust again and its importance in both writing and performing.

Discussed drama and how it thrives only when characters are in crisis, in extremes, in trouble.

We must remember to keep all our writing content appropriate for school.

Homework:
Recall an incident from your past, one that had a profound effect on you, changing the course of your life.  Write the story of this incident in “Once upon a time” fashion, like a fairy tale.  Write it down in a few sentences or paragraphs.